• A Handbook for Generalized Anxiety Disorder: Best Practices for Educators and Community Partners

      McCorriston, Stephanie
      Students with generalized anxiety disorder (GAD) present a unique and intensifying challenge and learning opportunity for practitioners in educational settings. Many educators and community partners feel ill-equipped to handle the increasing demand to support these students’ unique mental health needs. Therefore, the purpose of this project was threefold: a) to augment practitioner knowledge regarding generalized anxiety; b) to enhance practitioner ability and confidence to identify anxiety symptomatology; and c) to develop a practical resource that provides evidence-based strategies and lesson plans for practitioners to support school-age children with generalized anxiety. Five practitioners with experience working in educational settings voluntarily participated in a need assessment. Based on practitioner identified gaps and a literature review, A Handbook for Generalized Anxiety Disorder: Best Practices for Educators and Community Partners was created. The theoretical framework examined for this project was based on social-cognitive theory, specifically Bandura's (1986) theory of triadic reciprocity and reciprocal determinism. This theory places emphasis on the complex interplay of personal, environmental and behavioural factors which contribute to the development of anxiety disorders. Once the handbook was complete, an Evaluative Questionnaire was circulated among the same practitioners to determine its efficacy, relevance and practicality. Implications for future research were considered and the limitations of this study were examined.
    • Mindfulness Practices and Children’s Emotional and Mental Well-Being: Activities to Build and Strengthen Everyday Resilience Adapted for Primary School Teachers

      Peacock, Jennifer (2014-11-12)
      This project reviewed current research on mental health and Canadian children, and then examined the practice of mindfulness as a means of supporting well-being and circumventing the potential detrimental effects of mental health problems. By contextualizing these findings within the recently released educational vision of the Ontario Ministry of Education (2014), which identifies well-being as one of the core principles of education in Ontario, this project investigated how mindfulness-based practices can be brought into the primary grade classroom. The ultimate purpose of this project is the development of a handbook for Ontario teachers of students in grades 1 to 3 (ages 6 to 8). This resource was developed from a comprehensive literature review and provides educators with easy-to-follow activities to use in the classroom to encourage the development of resilience and emotional well-being through mindfulness. The handbook also includes additional information and resources regarding both mindfulness and mental health that may be helpful to teachers, students, and parents.
    • A Specialized Yoga Handbook to Build Self-Regulation and Aid Transitions in the Go Girls Program

      Touchette, Tiffany
      Go Girls: Healthy Bodies, Healthy Minds, A Specialized Yoga Handbook For Mentors is designed for mentors to implement a specialized yoga practice into each mentoring session as a way to enhance adolescent females' self-regulation development and to assist them during transitions back to regular school structures. The intentions of the handbook were to provide mentors with simple, easy to follow lesson plans to use nearing the end of each session to encourage mindfulness among the group. The handbook offers a five- session lesson plan that is to be used as a cool-down exercise to conclude each Go Girls session. The girls will learn a variety of skills through mindful yoga practice. Throughout this unit, the girls will learn general objectives, breathing technique, and basic standing and balancing poses, and they will lead fellow peers through their created yoga sequence. By the end of this experience, the girls will be able to perform their own yoga sequences and reflect on the “why, how, and so what” of yoga, so that they can continue to incorporate yoga into their daily lives. The project began with a comprehensive examination of current literature surrounding the use of yoga with adolescent populations. Through the literature review, and from personal and professional experience, it became apparent that yoga practice with adolescent populations has numerous personal, physical, and psychological benefits.