Torrance Journal for Applied Creativity

how the world functions, and feel connected
with others, the earth, and the
universe. Personal growth activities and
process discussions encourage sensitivity
to the purpose of life, the desire to make
a difference, and concern for ethical
conduct. Utilizing service learning projects,
an eco-environmental approach,
and the what/so-what/now-what model
promote sensitivity to social problems
and a connection to nature. Goal-setting
activities, affirmations, and thinking-about-thinking
encourage a sense of
balance and values of love, compassion,
and concern for others. Role playing,
socio-drama, and conflict resolution
promote reflection, self-awareness, and
peacemaking.
Growth Mindset
A mindset is a way of thinking
about learning. People with growth
mindsets believe that traits such as
intelligence and creativity are malleable
while people with fixed mindsets
believe they are basically unchangeable.
In years of research on mindset, Carol
Dweck has demonstrated that praising
children for intelligence and ability may
actually jeopardize their success instead
of motivating them (Dweck, 2006).
Non-cognitive factors may be even more
important than cognitive factors for students’
academic performance (Dweck,
Walton, & Cohen, 2014). Children
and adults who have growth mindsets
focus more on learning than measuring
performance based on a letter grade or
test score. According to the research
(e.g., Blackwell, Trzesniewski & Dweck,
2007; Good, Aronson, & Inzlicht ,
2003), adolescents who approach learning
with a growth mindset are more
motivated, more likely to seek and use
feedback, and outperform their peers.
For African American students, learning
about growth mindset can reduce the
effects of stereotype threat and increase
their valuing of academic work (Aronson,
Fried, & Good, 2002). Research
has shown that children and youth can
be greatly influenced in the mindset
they adopt (Dweck, 2006).
Mindfulness
Mindfulness can play an important
role in social and emotional well-being.
The Mindfulness in Schools project
(2015) defines mindfulness as “learning
to direct our attention to our experience
as it unfolds, moment by moment, with
open-minded curiosity and acceptance.”
It is “the practice of being consciously
aware of the present moment” (Burke &
Hawkins, 2012, p. 36). Being mindful
involves observing, participating, and
accepting each moment’s experiences
from a state of calmness and kindness
(Albrecht, Albrecht, & Cohen, 2012).
Researchers have been decrying
mindlessness in education for
decades; the mindless learning of facts,
the stifling of creativity and curiosity,
and the nurturing of passivity and
superficial rote knowledge (Csikszentmihalyi,
1996; Gardner, 1991; Langer,
1997; Langer & Moldoveanu, 2000;
Robinson, 2001; Silberman, 1970).
The research on mindfulness in education
suggests that it can be taught and
learning can become a more mindful
experience (Broderick, Kabat-Zinn, &
Kabat-Zinn, 2013; Burke & Hawkins,
2012; Gould, Dariotis, Mendelson,
& Greenberg, 2012; Manuel, 2015;
Ritchhart & Perkins, 2000). In her
examination of 20 quality studies on
mindfulness with youth, Weare (2013)
found that when it is taught well and
practiced regularly, it can be effective in
improving self-esteem, self-regulation,
positive behavior, and academic learning.
Manuel lists the following benefits
of mindfulness for children: (1) It builds
resilience, (2) It supports social development,
(3) It increases happiness, (4) It
builds successful relationships, (5) It increases
compassion towards others, and
(6) It enables children to be aware of
their emotions prior to reacting, resulting
in better choices (2015). According
to Schonert-Reichl and Lawlor (2010),
introducing mindfulness skills early in
life can promote social and emotional
well-being and prevent the development
of unhealthy behaviors. By practicing
mindfulness techniques, students and
teachers can reduce anxiety and stress.
Social and Emotional Issues
Schools are increasingly being
viewed as providers of a holistic education
and, therefore, effective settings to
address social-emotional learning (SEL)
(Lendrum, Humphrey, & Wigelsworth,
2013). Social-emotional problem solving
not only reduces disruptive behavior
and school failure but fosters social
competence (Blair & Diamond, 2008).
In addition, SEL can help reduce the
achievement gap between advantaged
and disadvantaged youth by the development
of social competencies such as
peer cooperation and social problem
solving. In their review of the research
on the social and emotional development
of gifted students, Neihart, Reis,
Robinson, and Moon (2002) found
that, although gifted students are as well
adjusted as other groups of students,
they face situations that may make
them at-risk for social and emotional
problems. These include asynchronous
development as the result of their high
intellectual capacity; the psychological
responses of underachievement and
perfectionism often associated with
giftedness; being creatively gifted or
being gifted with a disability such as
Attention Deficit Hyperactivity Disorder
(ADHD), Asperger’s Syndrome, or
a learning disability. A social emotional
curriculum approach is one approach
that has been found useful for supporting
the social and emotional development
of gifted students (Neihart et al.,
2002; Reis & Renzulli, 2004). Unfortunately,
with the current emphasis
on high stakes assessment of academic
achievement, the general research base
on SEL is not as well developed as it is
with academics (Stoiber, 2011).
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