Mindfulness in the Presence of Challenging Behavior

Surveys of classroom teachers indicate that approximately 25% consider their work to be “very or extremely stressful” (Kyriacou, 2001). A variety of factors—including student behavior and classroom management challenges—can contribute to teachers’ feelings of stress and frustration. Addressing teachers’ levels of stress is important because stress has been found to inhibit teachers’ work satisfaction and effectiveness in the classroom (Blase, 1986; Galbo, 1983). One of the most established and well-researched interventions for addressing stress is the Mindfulness-Based Stress Reduction (MBSR) program developed by Kabat-Zinn and colleagues at the University of Massachusetts Medical Center. MBSR initially was implemented with medical patients experiencing anxiety and chronic pain, but over the past 20 years it has been modified for use with individuals with a variety of medical and psychiatric conditions as well as with general, non-clinical populations (Kabat-Zinn, 1990). The goal of mindfulness practices (like MBSR) is “not to change problematic thoughts or emotions, but rather to accept them for what they are—just private experiences, not literal truth” (O’Brien, Larson, & Murrell, 2008, p. 16). MBSR programs generally consist of a series of group sessions where participants learn a variety of mindfulness and meditation techniques (e.g., mindful eating, mindful walking, gentle yoga movements, and sitting meditation), and these techniques are practiced by participants with opportunities for discussion and clarification. The purpose of this presentation is to describe and practice a set of mindfulness and contemplative practices, and to describe the relevance of these practices for teachers and educators who work with and support children and adolescents with challenging behaviors