University of Phoenix School of Advanced Studies Mission Statement. (University of Phoenix, n.d., para. ..... âAttending a K-8 Charter School in Broward County ...
A HEART-CENTERED, GRATITUDE-MEDITATION QUASI-EXPERIMENTAL STUDY’S EFFECT ON ADOLESCENT SCHOOL, AND LIFE SATISFACTION Lunthita M. Duthely, B.A., B.S., M.S. Doctoral Candidate University of Phoenix
DOCTORAL COMMITTEE John T. Avella, EdD, Chairperson Linnaya Graf, PhD, Committee Member Leah B. Hammond, EdD, Committee Member Oral Defense: 27 September 2015 University of Phoenix
University of Phoenix School of Advanced Studies Mission Statement
To develop leaders who will create new models that explain, predict, and improve organizational performance. University of Phoenix School of Advanced Studies Mission Statement (University of Phoenix, n.d., para. 1).
Photo Credits: Phoolanjaya New Zealand
Light, Education, and Happiness
Light and liberty go together. I look to the diffusion of light and education as the resource most to be relied on for ameliorating the condition, promoting the virtue, and advancing the happiness of man. --Thomas Jefferson (in Peterson, 2005)
Happiness and Children
There shall come a time When all children of the world Will enjoy one thing: Peace-dream. --Sri Chinmoy (2002)
Personal History & Background How this Study Came to Me … Practical Experience with Meditation
Why I chose adolescents … A Question Posed in the Literature: Should Schools be Teaching Happiness? One 13-year-old’s Response: Yes! View his TEDx Talk: The “Hacking Mindset”, Logan LaPlant http://youtu.be/h11u3vtcpaY 8 Key Areas: TLC (Therapeutic Lifestyle Changes, by Dr. R. Walsh) Exercise, Nutrition, Relationships, Stress Management, Spirituality, Recreation, Charity, Time Spent in Nature
Gratitude Gratitude means self-offering to one’s highest self. Your gratitude is not going to somebody else; it is going to your own highest self. Gratitude helps you identify and feel your oneness with your own highest reality. --Sri Chinmoy (1989, p. 110)
Presentation Outline
Personal History & Background of Topic Identified Problem: General & Specific Purpose of Study & Study Research Questions Theoretical Framework What we Know / Gaps in the Literature Study Definitions Study Design / Units of Analysis / Population / Sample Significance to Educational Leadership Data Collection & Data Analysis Findings & Limitations Contributions Dissemination of Findings
Background of the Problem Youth Mental Health and Wellness in the United States Poor Mental health risky health behaviors and mental illness in adulthood (CDC, 2012a; Jiang et al., 2011; Murphey et al., 2014) Adolescents: The Facts One in three (1/3), 33%, adolescents report depressive symptoms Sadness and Hopelessness (Child Trends, 2014)
One in four (1/4), 20-25%, experience mental health problems
Attempted suicide Depression and Other psychological diagnoses (Jiang et al., 2011; Federal Interagency Forum on Child and Family Statistics, 2013)
Suicide: 3rd leading cause of death--US and Worldwide (Federal Interagency Forum on Child and Family Statistics, 2013; Thomas, 2014).
The C.D.C and the W.H.O. agree: Positive well-being PREVENTS mental illness diagnoses (CDC, 2013; O’Connell et al., 2009; WHO, 2014).
The General Problem The general problem: the negative well-being and mental health indicators among adolescents (Jiang et al., 2011; Federal Interagency Forum on Child and Family Statistics, 2013).
These trends persisted for more than two decades (CDC, 2012a; Jiang et al., 2011; Knopf et al., 2008).
Policy-makers look to school-based programs to address health and wellness challenges of youth. U.S. Policy-makers: education plays a critical role in the development of children as an important vehicle for economic and social progress of the U.S. (Federal Interagency Forum on Child and Family Statistics, 2012).
Dwindling resources limited school systems’ ability to incorporate health-focused programs into the school curriculum (Wolfgang, 2011).
Paradigm Shift The Old Way Diagnose the Problem and Treat Mental Health Issues Behavioral Health Challenges Psychological Diagnoses
The New Way Promote Policies and Interventions Wellness, Well-being, and Flourishing
Wellbeing & Positive Psychology Research Build on Strengths (optimistic outlook) Increase Positive Qualities (gratitude)
Specific Problem The specific problem under inquiry: SWB and school-related outcomes are interrelated (Lewis et al., 2011);
there is a paucity of interventional studies conducted among youth (Suldo et al., 2013b)
particularly among culturally diverse populations (Oberle et al., 2011)
that examine school satisfaction and life satisfaction (Lewis et al., 2011).
Purpose of this Study The purpose of this quasi-experimental study was to determine to what extent the … meditation intervention with gratitude-invoking visualizations (IV) affected school satisfaction (DV) life satisfaction (DV) gratitude (DV) among a cohort of ethnically diverse adolescents in Metropolitan Miami, Florida.
Research Questions: 1 - 2 RQ1: To what extent does the heart-centered gratitude- meditation intervention affect school satisfaction in the treatment group compared to the control group, among a cohort of ethnically diverse adolescents living in Metropolitan Miami?
RQ2: To what extent does the heart-centered gratitude- meditation intervention affect life satisfaction in the treatment group compared to the control group, among a cohort of ethnically diverse adolescents living in Metropolitan Miami?
Research Question: 3 RQ3: To what extent does the heart-centered gratitude- meditation intervention increase the levels of gratitude, among a cohort of ethnically diverse adolescents living in Metropolitan Miami?
Theoretical Framework Theories, Models, & Concepts that Frame this Proposed Study Subjective Well-being (SWB) / Happiness (Diener, 1984; Diener, 1994) SWB = PA – NA + LS
Population Well-being (Diener & Tay, 2013) Happy Societies Contribute to Higher Social Capital
Positive Psychology (Seligman & Csikszentmihalyi, 2000) Focus on building strengths and positive emotions
Positive Education (Seligman et al., 2009) Contemplative Sciences (MLERN, 2012) Meditation, Yoga, Tai Chi
Subjective Well-being Interventions (Lyubomirsky, 2006) Meditation on the Spiritual Heart (Chinnmoy, 1989) Visualizations on Gratitude (Chinmoy, 2010)
What We Know: Well-being Interventions Positive psychology interventions such as increasing hope, gratitude, optimism, and positive thoughts reduced depressive symptoms in adults (Bolier et al., 2013).
Well-being interventions can increase positive emotions and decrease distress in adolescents (Ruini et al., 2009).
Of all positive psychology interventions, gratitude had the largest effect on adolescent well-being (Froh, Kashdan, Ozimkowski, & Miller, 2009).
What We Know: Subjective Well-being (Happiness) Adolescents Measuring SWB (Happiness) Wellbeing can be measured by measuring:
Happiness Subjective Well-being Life Satisfaction Positive and Negative Affects (Emotions) Positive Emotions: Gratitude, Optimism, Zest, Hope
Happiness = PA – NA + Life Satisfaction
What We Know: Increasing Gratitude: Adolescents Findings in Adults: Seed Studies (Froh, Kashdan, Ozimkowski, & Miller, 2009)
Comprehensive Review (Emmons & Mishra, 2011) Reduces Stress, Social Comparisons, Materialism Improves: Recall of Positive Memories, Social Relationships Encourages: Moral behavior, Prosocial behavior Increases: Self-esteem, Facilitates Attainment of Goals
What We Know:
Increasing Gratitude in Adolescents Increased Gratitude Correlated to Increased .. General Well-being Psychological Well-being School Experiences (Froh, Kashdan, Ozimkowski, & Miller, 2009)
Interventions (Froh, Sefick, & Emmons, 2008; Froh et al. 2009; Froh et al., 2010) Counting Blessings (diary/journal) Making Gratitude Visits Benefits Appraisal: appropriately recognizing and appraising the help received from another person.
What We Know: Gratitude in Adolescents Youth Development Possibilities Increasing Gratitude in Adolescents Prosocial Skills and Behaviors (Froh, Bono, & Emmons, 2010) Schools and other youth-related organizations (Boy/Girl Scouts, Youth Ministry and After-school Programs Anyone looking to increase social-emotional learning (SEL) foster and nurture the development of altruism adopt a gratitude curriculum (e.g., Froh et al. 2010b)
What We Know: Meditation Practice Among Adolescents Well Documented for Several Decades Clinically, helped adolescents: Manage stress and behavioral problems (Black, Milam, & Sussman, 2009; Burke, 2009; Wisner, Jones, & Gwin, 2010).
More recently … Well-being interventions: Increased psychological well-being (Lau & Hue, 2011).
Gaps Identified in the Literature Populations Predominantly European-American Smaller proportions of Black non-Hispanic, Hispanic School Satisfaction and Life Satisfaction Predominantly European-American More inventions Needed
Meditation Focused on Stress, Behavior, Health, and Psychological Problems Fewer on non-clinical samples Very few within the Well-being/Positive Psychology Paradigm Gratitude Predominantly European-American More inventions Needed
Contributions to the Knowledge: Generalizability: of life satisfaction measures among youth of diverse ethnic backgrounds (Proctor, Linley, & Maltby, 2009) Paucity of empirically validated intervention: studies that increase wellbeing among youth (Shoshani & Steinmetz, 2013) Gap in empirical research that can inform educators on interventions that increase youth well-being (Antaramian, Huebner, Hills, & Valois, 2010; Suldo & Schaffer, 2008).
Conducted among ethnically diverse cohort, may complement the existing documented in the literature adolescent well-being studies
Contributions to the Knowledge (cont’d) More studies are Needed-- the benefits of meditation among children and adolescents (Black, Milan, & Sussman, 2009). Meditation Interventions designed specifically for children and adolescents are needed (Black et al., 2009). More studies Needed: intervention studies to increase gratitude among children and to develop prosocial skills (Froh, Bono, & Emmons, 2010)
Significance to Educational Leadership Adolescent physical health, mental health, and academic achievement are interrelated (CDC, 2011; Komro et al., 2011). Well-being interventional studies proved effective in increasing adolescent overall well-being and academic outcomes (Marques et al., 2011). Well-being studies positively affected adolescents’ emotional, behavioral, and social skills—outcomes that align with the goals of positive youth development (Bird & Markle, 2012). Increasing well-being supports policymakers, social service providers, recreation service providers, community programs, and others involved in health promotion and youth development (Kobau, Sneizek, & Zack, 2009).
Definitions
Subjective well-being/Happiness: According to Diener (1994), subjective well-being (SWB), or happiness, has both the stable and changeable components of one’s life—it is a construct that considers the positive reactions to life, the negative reactions to life, and overall satisfaction of life.
Life satisfaction: While life satisfaction (LS) can be broken down into satisfaction within the different domains of one’s life, as in satisfaction in or with work, for example, Diener’s (1994) more global definition encompasses how people consider their lives overall.
Heart-centered meditation: Meditation is a family of techniques that helps to focus the attention through breathing or other mind-quieting techniques (Shapiro, 1984). Meditation on the spiritual heart, as defined by Chinmoy (1989), is focused on the center of the chest and is differentiated from meditation in the mind.
Gratitude: An inclusive definition of gratitude considers gratitude as both a trait and a state, where one appreciates what is valuable and meaningful. It represents a general state of thankfulness or appreciation. Being thankful for being alive or being in nature are the experiences included in this definition of gratitude (Sansone, Sansone, 2010).
Design Appropriateness Quantitative: explores relationship between independent variable and dependent variable Quasi-experimental: explores cause-and-effect relationships (similar to experimental studies) Not True Randomization from General Population Confounding factors cannot be controlled for Pretest-posttest: Taken before and after the experiment (Creswell, 2010)
Units of Analysis – Part 1 Study Participants (Adolescents): Pretest Scores (total) School Satisfaction (emotional engagement) Life Satisfaction Measure (SWB, happiness) Gratitude Measure
Posttest Scores (total) School Satisfaction Measure Life Satisfaction Measure Gratitude Measure
Units of Analysis – Part 2 Other Confounding Factors (Socio-demographic & Study-related Data) Age (years and months) Ethnic background Grade Level Prior Experience: Meditation and/or Gratitude Life Stressor
Population Under Investigation The general population of this study is: ❋ Ethnically diverse adolescents ❋ Metropolitan Miami, Florida
The specific population of this study is: ❋ African-American, Caribbean-American, and Other Ethnic Minority middle-school students ❋Attending a K-8 Charter School in Broward County
Sample Criteria The study participants for this study were selected using a non-probability / purposeful sampling (Christensen, Johnson, & Turner, 2010) technique Site: Chosen because of access and convenience of the targeted region—Metropolitan Miami Participants: Chosen because of access and convenience of Metropolitan Miami
How Data was Collected Meetings 1-4
Introduction, Collection of Consent and Assent Forms Study # Assignments & Random Assignment Pretest of SS, LS and Gratitude Socio-demographic Questionnaire Collection of all Forms
Meeting 5 Intervention Session 1 Introduction to Weekly Practice Log
How Data was Collected Meetings 6-15 (15-20 min) Intervention Sessions: 1-10 Documenting in the Practice Log Collection of Practice Log
Meeting 16 (30 min)
Posttest of SS, LS, and Gratitude tools Documenting in the Practice Log Question: Major Life Event Since Session #1 Collection of all Forms
Data Analysis Plan Data was statistically analyzed using a desktop statistical package (IBM SPSS) Descriptive Statistics Univariate Statistics Frequencies (counts, %) Central Tendencies: Means, Median Bi-variate Statistics to Compare Groups Cross-tabulations of categorical variables T-tests of continuous variables
Data Analysis Steps Statistical analyses measured the effectiveness of the intervention by comparing the control to the experimental group. Inferential Statistics Covariance Statistical Procedure (ANCOVA) Independent Variable (Intervention vs Control) Dependent Variables (posttest SS, LS, & Gratitude) Factors that co-vary Pretest scores (SS, LS, Gratitude) Socio-demographic variables Practice logs: Average weekly count
Data Analyses Baseline Characteristics Cross tabulations Differences by Group
Data Analyses (cont’d)
Data Analyses (cont’d)
Data Analyses (cont’d) ANCOVA Assumptions Assumption 1: Normality of Distribution of D.V.s for each group (I.V.) Assumption 2: Equal Variances / Homogeneity of Variances for each DV for each group Assumption 3: Covariates linearly related to DVs for each group Assumption 4: Independence (no interaction) of each CV to the IV; AKA Homogeneity of Regression Slopes
Data Analysis (cont’d)
Data Analysis (cont’d) Main Findings Finding #1: Finding #2: Finding #3:
Data Analysis (cont’d) Additional Findings • Observations of Instructors • Observation of Researcher
• Student Comments to Instructor • Student Comments to Researcher
Study Limitations Threats to Internal Validity / Design Methodology
Threats to External Validity / Generalizability
Recommendations: Future Research • Replication of Study to Address Limitations
Implications
• Uniqueness of this Study • Comparison to the study that was most similar
Implications
• Uniqueness of this Study • Comparison to two other studies
Recommendations The findings of this study are significant to: School administrators, district leaders, and policymakers evaluating cost-effective interventions Could be administered at a low cost
Recommendations
Reflections on Research Process STUDY MODIFICATIONS
In the Words of a Founding Father “I think by far the most important bill in our whole code is that for the general diffusion of knowledge among the people. No other sure foundation can be devised, for the preservation of freedom and happiness”. --Thomas Jefferson (Ford, 1904, p. 440)
Disseminating Research Results
References Antaramian, S.P., Huebner, E.S., Hills, K.J., & Valois, R.F. (2010). A dual-factor model of mental health: Toward a more comprehensive understanding of youth functioning. The American Journal of Orthopsychiatry, 80(4), 462-472. doi:10.1111/j.1939-0025.2010.01049.x
Centers for Disease Control and Prevention (CDC). (2012). MMWF-Morbidity and Mortality Weekly Report June 8, 2012 - Youth Risk Behavior Surveillance - United States, 2011. Retrieved from http://www.cdc.gov/mmwr/pdf/ss/ss6104.pdf Chinmoy, S. (1989). Meditation: Man-perfection in God-satisfaction. New York, NY: AUM Publications. Chinmoy, S. (2002). Seventy-Seven Thousand Service-Trees, Part 30, New York, NY: Agni Press.
Christensen, L. B., Johnson, R. B., & Turner, L. A. (2010). Research methods, design, and analysis (11ed.). Boston, MA: Allyn & Bacon. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Upper Saddle River, NJ: Pearson Education. Retrieved from The University of Phoenix eBook Collection.
Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542-575. Retrieved from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2162125 Diener, E. (1994). Assessing subjective well-being: Progress and opportunities. Social Indicators Research, 31(2), 103-157. Retrieved from http://www.jstor.org/stable/27522740 Diener, E., & Tay, L (2013). A scientific review of the remarkable benefits of happiness for successful and healthy living. Happiness & Its Causes 2013. Speaker paper. Proctor, C., Linley, A., Maltby, J. (2009). Youth life satisfaction measures: A review. The Journal of Positive Psychology, 4(2), 128-144. doi:10.1007/s10902-008-9110-9.
References
Seligman, M.E.P. & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14. Suldo, S.M., & Shaffer, E.J. (2008). Looking beyond psychopathology: The Dual-Factor Model of mental health in youth. School Psychology Review, 37(1), 52-68.
University of Phoenix. (n.d.). School of Advanced Studies mission and purpose. Retrieved from http://www.phoenix.edu/colleges_divisions/doctoral/mission-and-purpose.html
Questions and Discussion Gratitude means self-offering to one’s highest self. Your gratitude is not going to somebody else; it is going to your own highest self. Gratitude helps you identify and feel your oneness with your own highest reality. --Sri Chinmoy (1989, p. 110)
Photo Credits: Phoolanjaya New Zealand
