CHAPTER 8: SCHOOl-BASEd MindFulnESS PROTOCOlS • 169includes activities that help patients address goals and values related to areas of their
lives (e.g., career, relationships, personal growth, and health; Baer & Krietemeyer, 2006).
Goals and values are used to organize intentions and behaviors around meaning (Baer
& Krietemeyer, 2006). Obrien et al. (2008) suggest that ACT may be especially suited for
children since it relies so heavily on experiential exercise and metaphors much like the
teaching methods used in educational settings. For a text on ACT for children and adoles-
cents, see Greco and Hayes (2008) Acceptance and Mindfulness Treatments for Children and
Adolescents: A Practitioner’s Guide.
MindFulnESS PROgRAMS FOR SCHOOlS
During the preparation of this book, three school psychology students engaged in an
extensive search for all the mindfulness-based programs for schools (thank you to Heather
Cahill, Jillian Cherry, and Rebeccah Sivecz for your hard work). They used academic
search tools and web-based search tools in an effort to provide the extant information
on the mindfulness programs available. I have contributed to their work by integrating
their research and my own search to present what we know to date. What we found was a
wide variety of programs, some with a large body of research specifically on the program
and others reported to be based on research with no specific program research reported
or found. Often self-described, research-based programs provide references and citations
that refer to research done on other mindfulness programs or on components of the pro-
gram (e.g., mindfulness meditation, loving-kindness meditation, or mindful eating). In
this section I provide descriptions of a few high-quality programs to give a sense of what is
available for your school. I included web and/or contact information, and a brief descrip-
tion of the research base associated with the program. Please note, this is not an exhaus-
tive list of all of the research on each program; rather, key articles are highlighted. The
programs are presented in alphabetical order by name of the program. At the end of the
chapter, I have provided a list of additional programs we found with their web informa-
tion as a resource.
CARE for Teachers
Cultivating Awareness and Resilience in Education (CARE) is a professional develop-
ment program designed to reduce stress and improve teachers’ performance (Jennings,
Snowberg, Coccia, & Greenberg, 2011; Weare, 2013). The program was developed by the
Garrison Institute (www.garrisoninstitute.org) to meet the specific needs of K–12 teach-
ers by Richard C. Brown, Patricia Jennings, Christa Turksma, and Kari Snowberg. That
is, the program strives to improve teachers’ overall well-being and their effectiveness in
providing support for students (Weare, 2013). The CARE intervention utilizes three pri-
mary instructional components: (a) emotional skills, (b) mindfulness and stress reduc-
tion practices, and (c) listening and compassion exercises (Jennings, 2011). According to
the program developers, the CARE for Teachers program is based upon current research
on the neuroscience of emotion. That is, CARE introduces emotion skills instruction to
promote understanding, recognition, and regulation of emotion (Jennings, 2011). The
program introduces basic mindfulness activities (e.g., short periods of silent reflection,