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There is an initial research base, with a limited number of studies showing that as a cognitive—behavioral intervention for vulnerable students, “Quiet Time” improves the physical, social, emotional, psychological, and cognitive functioning and has the potential to enhance psychosocial strengths and coping abilities.

Wisner,  Jones,  and  Gwin  (2010)

Increased intelligence and creativity

Intelligence  29:  419-­‐440,  2001

Reduction in teacher burnout and perceived stress

Permanante  Journal  18  (1):  19-­‐23,  2014

Enhanced ability to pay attention, improved concentration, and

decreased anxiety.

Beauchemin  et  al.,  2008;  Rosaen  &  Benn,  2006;  So  &  Orme-­‐Johnson,  2001;  Wisner,  2008

Improved emotional and behavioral self-regulation, frustration tolerance, and self-control

Barnes,  Bauza,  &  Treiber,  2003;  Barnes,  Davis,  et  al.,  2004;  Barnes,  Treiber,  &  Davis,  2001;  Barnes,  Treiber,  &  Johnson,  2004;  Rosaen  &  Benn,  2006;  Wisner,  2008

Improved self-esteem Benson  et  al.,  1994  

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Facilitates emotional intelligence Rosaen  &  Benn,  2006  

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Positive effects on school climate Wisner,  2008

21% increase in high school graduation rate

Education  133  (4):  495-­‐500,  2013  

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10% improvement in test scores and GPA

Education  131:  556–565,  2011  

Increased attendance and decreased suspensions for high school students

Health  and  Quality  of  Life  Outcomes  1:10,  2003  

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Reduced ADHD symptoms and symptoms of other learning

disorders Mind  &  Brain:  The  Journal  of  Psychiatry  2  (1):  73-­‐81,  2011  

What is Focused Quiet Time?

TWO PATHS: Mindfulness or Relaxation

Response

Mindfulness is a particular way of paying attention. It is the mental faculty of purposefully bringing awareness to one’s experience. Mindfulness can be applied to

sensory experience, thoughts, and emotions by using sustained attention and noticing our

experience without reacting.http://www.mindfulschools.org/about-­‐mindfulness/mindfulness/

http://www.mindfulschools.org/about-­‐mindfulness/mindfulness/

"The relaxation response is a physical state of deep rest that

changes the physical and emotional responses to stress... and the opposite of the fight or flight

response."

http://www.relaxationresponse.org/

Typically involves the use of secular techniques that are not used within

a spiritual or religious context.

Wisner,  Jones,  &  Gwin,  School-­‐based  Meditation  Practices  for  Adolescents

Involves bodily movement and concentration on the breath.

Typically takes place in a quiet location and requires an

open, nonjudgmental attitude.

National  Center  for  Complementary  and  Alternative  Medicine  [NCCAM],2007

CONCLUSIONS

Preliminary research with adolescents suggests that “quiet time”, as a cognitive-behavioral

intervention, has positive implications for the functioning of

students.Barnes  et  al.,  2001,  2003;  Barnes,  Davis,  et  al.,  2004;  Barnes,  Treiber,  &  Johnson,  2004;  Beauchemin  et  al,  2008;  Benson  et  al.,  1994;  Rosaen  &  Benn,  2006;  So,  &  Orme-­‐Johnson,  2001;  Wisner,  2008

Students experiencing high levels of stressful life circumstances, physical or emotional health

concerns, learning problems that involve difficulty paying attention

or concentrating, or low self-esteem may be particularly helped by this

type of intervention.

Wisner,  Jones,  &  Gwin  /  School-­‐based  Meditation  Practices  for  Adolescents

Questions?