CARE brochure. - Prevention Research Center - Penn State University
CARE brochure. - Prevention Research Center - Penn State University
CARE brochure. - Prevention Research Center - Penn State University
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How <strong>CARE</strong> Has<br />
Benefited Teachers<br />
“I’m better able to handle negative<br />
people and memories.”<br />
“I learned to deal with my emotions and<br />
feelings in a more positive way. I believe<br />
that the caring meditation will change<br />
my life completely in the long run.”<br />
“I am able to meditate, not get upset<br />
easily, and calm myself down, and I sleep<br />
better when I am calm.”<br />
“I am amazed how the exploration of<br />
caring has changed my relationship with<br />
students. After focusing on the most<br />
challenging students in my ‘bad’ class,<br />
things have started to change. I used<br />
the caring technique in private, and I<br />
think the students noticed the subtle<br />
change. I have been in a much better<br />
mood when this class arrives, instead<br />
of immediately being on the defensive<br />
and anticipating a problem.”<br />
About the<br />
Garrison Institute<br />
The Garrison Institute explores the<br />
intersection of contemplation and engaged<br />
action in the world. Founded in 2003,<br />
our mission is to apply the transformative<br />
power of contemplation to today’s pressing<br />
social and environmental concerns,<br />
helping build a more compassionate,<br />
resilient future.<br />
Our Initiative on Contemplation and<br />
Education (ICE) has played a central role<br />
in developing the field of evidencebased<br />
contemplative techniques for K-12<br />
educators and classrooms. Through<br />
research, training, curriculum development,<br />
pilot programs, professional symposia<br />
and advocacy, ICE works to introduce<br />
relevant contemplative techniques to<br />
educators, helping create healthy school<br />
environments that support children<br />
to become responsible, productive, caring<br />
adults, as well as perform better academically.<br />
Garrison Institute is a non-sectarian,<br />
not-for-profit 501(c)(3) organization.<br />
Your support makes our work possible.<br />
All contributions are tax-deductible to the<br />
fullest extent of the law.<br />
GARRISON INSTITUTE<br />
Inspired Thinking • Thoughtful Action<br />
<strong>CARE</strong><br />
Cultivating<br />
Awareness<br />
and Resilience<br />
TM<br />
in Education<br />
Teaching is one of the most<br />
rewarding professions; it<br />
can also be one of the most<br />
stressful. <strong>CARE</strong> training<br />
imparts skills that help teachers<br />
reduce stress and improve<br />
teaching effectiveness, helping<br />
them support their students<br />
to overcome difficulties and<br />
flourish, socially, emotionally<br />
and academically.<br />
What Teachers Have<br />
Learned From <strong>CARE</strong><br />
“How to stay calm, reflective, appreciative,<br />
joyful and grateful every day, which<br />
will help me interact positively with my<br />
students and colleagues”<br />
“How to control my emotional<br />
demeanor with students, [enabling me]<br />
to impart positive emotions to students”<br />
“How to recognize my emotion profile<br />
and emotional triggers”<br />
How They Apply It<br />
“Being present with students, staff<br />
and self”<br />
“Being more grounded and focused –<br />
able to deal better with situations that<br />
arise that are uncomfortable”<br />
“Feeling calmer about circumstances I<br />
cannot control”<br />
“Learning to slow down – WAIT –<br />
respond rather than react…taking better<br />
care of myself”<br />
The Garrison Institute<br />
14 Mary’s Way, Route 9D, Garrison, NY 10524<br />
845.424.4800 www.garrisoninstitute.org
The <strong>CARE</strong><br />
Approach<br />
<strong>CARE</strong> is unique in that it focuses on<br />
how the teacher teaches rather than on<br />
what s/he teaches. Instead of adding<br />
to teachers’ responsibilities or students’<br />
work, the <strong>CARE</strong> approach strengthens<br />
teachers’ awareness and resilience,<br />
enhancing his/her effectiveness and<br />
maximizing the benefits of existing<br />
curricula.<br />
Cutting-edge neuroscience confirms<br />
that mindfulness practice facilitates<br />
awareness, self-regulation and a calm,<br />
focused mind. These help make<br />
teachers influential models of healthy<br />
social and emotional behavior and<br />
establish a supportive classroom<br />
climate vital to academic learning.<br />
<strong>CARE</strong> trainings typically consist of<br />
two sessions separated by a month,<br />
with ongoing mentoring between the<br />
sessions and ongoing support after<br />
completion.<br />
Program<br />
Components<br />
<strong>CARE</strong> trainings develop three primary<br />
components across the two sessions<br />
of training:<br />
(1) Emotion skills to help teachers<br />
understand, recognize and regulate<br />
emotional responses in themselves<br />
and others<br />
(2) Mindfulness/stress reduction<br />
practices to help teachers be more fully<br />
aware, present and engaged<br />
(3) Empathy and compassion skills,<br />
such as mindfulness-based “caring<br />
practice” and “deep listening” exercises,<br />
to help teachers be more emotionally<br />
beneficial<br />
All trainees surveyed rated the <strong>CARE</strong><br />
training as beneficial to their professional<br />
lives. One called it “the most valuable,<br />
personally rewarding and important<br />
class that I have ever taken.”<br />
<strong>CARE</strong> Faculty<br />
Patricia (Tish) Jennings,<br />
Ph.D is the Director<br />
of the Initiative on<br />
Contemplation and<br />
Education at the Garrison<br />
Institute and is a <strong>Research</strong><br />
Associate with the <strong>Prevention</strong><br />
<strong>Research</strong> <strong>Center</strong> at <strong>Penn</strong> <strong>State</strong> <strong>University</strong>.<br />
She has extensive research and<br />
teaching experience in education<br />
including supervision of student teachers.<br />
Richard C. Brown is the<br />
founder and chair of the<br />
Contemplative Education<br />
department at Naropa<br />
<strong>University</strong>. He spent many<br />
years as an elementary<br />
teacher and has written widely on<br />
child and adolescent development, as<br />
well as on various aspects of teacher<br />
education including emotion, awareness<br />
and observation.<br />
Christa Turksma has over<br />
thirty years of experience<br />
as a practitioner in<br />
education and mental<br />
health. She has served<br />
as a clinical supervisor in<br />
the Fast Track <strong>Prevention</strong> program<br />
and as a certified trainer of the<br />
Promoting Alternative Thinking<br />
Strategies (PATHS) Curriculum, and<br />
co-authored the revised PATHS<br />
Curriculum.<br />
Mark Greenberg, Ph.D.,<br />
Senior Advisor to <strong>CARE</strong>,<br />
is the Director of the<br />
<strong>Prevention</strong> <strong>Research</strong><br />
<strong>Center</strong> for the Promotion<br />
of Human Development<br />
at <strong>Penn</strong> <strong>State</strong> <strong>University</strong>. Dr. Greenberg<br />
is the author of more than 200 journal<br />
articles and book chapters on<br />
developmental psychopathology,<br />
well-being, and the effects of prevention<br />
efforts on children and families.<br />
<strong>CARE</strong> facilitators also offer in-service<br />
programs upon request.<br />
For more information please<br />
contact Dr. Patricia Jennings,<br />
tish@garrisoninstitute.org<br />
or 845.424.4800.<br />
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