A Mind-Body Medicine Curriculum for Student Peer Counselors Following a School Shooting: A Qualitative Study

Autor/inn/en	Staples, Julie K.; Zapata, Stephanie; Fredrickson, Monica; Quinn, Hannah E.; Cyr, Lynda Richtsmeier; Gavian, Margaret E.; Rountree, Laura D.; Gordon, James S.
Titel	A Mind-Body Medicine Curriculum for Student Peer Counselors Following a School Shooting: A Qualitative Study
Quelle	In: Psychology in the Schools, 60 (2023) 7, S.2483-2501 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Staples, Julie K.) ORCID (Zapata, Stephanie) ORCID (Fredrickson, Monica) ORCID (Cyr, Lynda Richtsmeier) ORCID (Gavian, Margaret E.) ORCID (Gordon, James S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22871
Schlagwörter	High School Students; Grade 10; Grade 11; Grade 12; Peer Counseling; Human Body; Cognitive Processes; Holistic Approach; Medicine; Curriculum; Weapons; School Violence; Crime; Student Experience; Stress Management; Emotional Response; Self Management; Psychological Patterns; Counseling Services; Instructional Effectiveness + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Menschlicher Körper; Cognitive process; Kognitiver Prozess; Holistischer Ansatz; Medizin; Curricula; Lehrplan; Rahmenplan; Weapon; Waffe; School; Schools; Violence; Schule; Gewalt; Crimes; Delict; Delicts; Delikt; Studienerfahrung; Stressmanagement; Stressbewältigung; Emotionales Verhalten; Selbstmanagement; Unterrichtserfolg
Abstract	This qualitative study investigated high school student peer counselors' experience of a mind-body medicine curriculum incorporated into a peer counseling program following a school shooting. A series of focus groups were held with peer counselors in 10th-12th grade (n = 24, mean age = 16.5 [SD = 1.0]; 71% female) participating in the mind-body medicine curriculum. Data analysis was conducted using a thematic analysis. Peer counselors reported that the mind-body medicine curriculum decreased their stress and helped them regulate their emotions. Other interview themes included feeling closer to other students, improved relationships with their parents, increased resilience and self-confidence, working harder for their goals, not stressing over small things, and choosing supportive friends. The themes related to their peer counseling work were that the mind-body skills would help them be less reactive and more patient with other students and that the skills would also be helpful for these other students. This study has important implications for practitioners in the schools because the mind-body medicine curriculum can effectively complement the communication, problem-solving, and decision-making skills taught in peer counseling programs. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01