Mindful Parenting Curriculum Design to Develop Emotional Intelligence and Prepare Families for the Transition to Kindergarten by Savannah J. Isaac A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION with an emphasis in FAMILY LIFE EDUCATION WEBER STATE UNIVERSITY Ogden, Utah April 17, 2026 Approved Sheila Anderson Sheila Anderson (Apr 27, 2026 Dr. 16:03:11 MDT)Anderson, Ph.D. Sheila Dr. Gina Cook, Ph.D. Dr. Ilse Dekoeyer, Ph.D. Acknowledgements I would first like to thank my family for raising me to believe that I can do hard things and for teaching me the importance of family relationships. Thank you to my husband, Adam, for being my best friend, supporter, provider, amazing parenting partner, and coach. And thank you to Ken and Merriann Isaac for loving and caring for our beautiful daughter during this journey. I could not have done this without you. I would like to thank Dr. Sheila Anderson, who went above and beyond in her role as my thesis committee chair for this project. She was my mentor from start to finish and made this project more than I realized was possible. Thank you for taking the time to provide feedback and offer opportunities for my personal growth. I would also like to thank my committee members, Dr. Gina Cook and Dr. Ilse Dekoeyer. Your feedback, encouragement, and support throughout the research process introduced me to many new concepts and applications in mindful parenting that I would not have found on my own. Thank you to the many influential professors throughout my graduate studies who offered encouragement and support. Your expertise, passion, and dedication to understanding and supporting families have been inspiring, and I hope to make a difference as you have. Thank you to the eight expert reviewers who took the time to provide feedback that informed valuable revisions to this project’s curriculum. I would like to acknowledge all other researchers, practitioners, and professionals who contribute to parent education and family relationships. The research included in this project has made all the difference in relaying the importance of strong parent-child relationships and the influence that parents have on their children. The family truly is the fundamental unit of society. Table of Contents Nature of the Problem ..................................................................................................................... 2 Literature Review............................................................................................................................ 5 Emotional Intelligence .................................................................................................................... 5 Emotional Intelligence for School Readiness .......................................................................... 7 Mindful Parenting Support for Emotional Intelligence ................................................................ 11 Parenting Interventions for the Transition to Kindergarten and School Readiness ...................... 22 Purpose.......................................................................................................................................... 26 Methods......................................................................................................................................... 27 Project Design ............................................................................................................................... 27 Small-Scale Field Implementation................................................................................................ 33 Develop a Conceptual Model and Theory of Change................................................................... 42 Develop a Curriculum Using Backward Design Methodology .................................................... 45 Conduct An Expert Review of the Curriculum and Use Feedback to Revise .............................. 45 Small-Scale Field Implementation Feedback ............................................................................... 53 Implementation and Research Evaluation Plan ............................................................................ 57 Discussion ..................................................................................................................................... 61 Limitations .................................................................................................................................... 64 Future Implementation .................................................................................................................. 66 Conclusion .................................................................................................................................... 69 References ..................................................................................................................................... 71 Appendices .................................................................................................................................... 82 Appendix A: “Me and You Calm” Curriculum Materials ............................................................ 82 Appendix B: Demographic Survey for Small-Scale Field Implementation ................................. 90 Appendix C: Family Life Educator Curriculum Expert Review Survey Questions ..................... 92 Appendix D: Kindergarten Teacher Expert Review Survey Questions ....................................... 94 Appendix E: Mindfulness Expert Survey Questions .................................................................... 94 Appendix F: Informed Consent Forms ......................................................................................... 95 Appendix G: Recruitment ............................................................................................................. 99 Appendix H: Participant Surveys ............................................................................................... 104 Appendix I: Kindergarten Readiness Teacher Survey ................................................................ 105 1 Abstract Parents face numerous stressors that can impact their well-being and potentially compromise both their own and their children’s emotional intelligence (EI) and responsiveness. This, in turn, may undermine the developmental readiness needed to successfully navigate the transition to kindergarten. Engaging parents in mindfulness education that simultaneously supports parent and child EI in preparation for children entering kindergarten may buffer these effects. This project develops a mindfulness-based parent education workshop to support parent and child EI to prepare for the kindergarten transition. A conceptual model bridging mindful parenting and EI provides a foundation for the parent education curriculum. Curriculum development utilizes Backwards Design Planning for six lessons that integrate five domains of EI and five aspects of mindful parenting. A Family Life Educator, a kindergarten teacher, and five mindfulness instructors provided qualitative feedback informing revisions of mindfulness topics, parent resource suggestions, pacing, relevancy to families, and home-school connection strategies. A small-scale field implementation was then conducted with seven parents of children under seven years old, who provided additional feedback. These results contributed to further revisions regarding pacing, content focus, reflection, and discussion opportunities. The finished curriculum with a full-scale implementation and evaluation plan is presented. The limitations and future implementation are discussed. 2 Nature of the Problem Parents face numerous stressors that can impact their well-being and potentially compromise both their own and their children’s emotional intelligence (EI). The American Psychological Association (2023) reported that 41% of parents in the U.S. say that they “cannot function most days because they are so stressed”, while 48% of parents in the U.S. say that “most days their stress is completely overwhelming.” Factors that can affect parental stress and overwhelm include financial strain, societal issues, employment responsibilities, time demands, cultural pressures, child health and safety, adapting to new child life stages, child security, and loneliness (Office of the Surgeon General, 2024). Parental burnout, an outcome of chronic parenting stressors (Roskam et al., 2018), can lead to a negative impact on parent and child physical and mental health, and contribute to neglect and violence towards children (Brianda et al., 2020; Mikolajczak et al., 2019). To cope with burnout, parents may turn to quick fixes, such as technology (Fitzpatrick et al., 2023), or other distractions to soothe their child rather than coaching them through the emotions they are experiencing. Gottman (1996) describes how parents may even disapprove of or dismiss their children’s emotional expressions, which can lead to negative outcomes. These ineffective responses demonstrate a lack of EI (see Mayer & Salovey, 1993) in parents and their ability to transmit this capacity to their children. Salovey and Mayer (1990) describe EI as the ability to monitor the emotions of oneself and others, and to distinguish emotions and use that knowledge to guide one’s thinking and behavior. When EI skills are lacking, parents may face more difficulty with mental health issues (Mousavi & Juhari, 2019). In extreme cases, lacking EI skills may also create poor habits such as unhealthy eating, drugs, alcohol, and other addictions (Goleman, 2006; Witkiewitz et al., 2005), 3 and parenting with greater frustration and overwhelm. A parent is a child’s first teacher, and the most salient time for fostering EI skills, such as emotion regulation, is when a child is between two and six years of age (Loop & Roskam, 2016). Consequently, when parents lack EI capacity during their daily, moment-to-moment interactions with their children, they lose opportunities to model and foster EI capacity in their children Transitioning to kindergarten requires children to adjust to new experiences, interact with peers and teachers, and learn to cope with their emotions in a new and unfamiliar environment. EI abilities, such as self-regulation and self-awareness, as well as social skills like empathy and problem-solving (see Goleman, 2006), may provide a foundation for navigating this process. Strengthening EI skills may increase a child’s capacity to successfully navigate formal schooling. These skills include self-regulation (Blair & Razza, 2007; Denham, 2006; Valiente et al., 2008), empathy (de Waal & Preston, 2017), executive functioning (Blair & Razza, 2007; Valiente et al., 2008), and other foundational kindergarten readiness abilities. Additionally, EI may aid children in navigating the anxiety and fear associated with the U.S.-required safety drills for dangerous situations, including active shooters (see Bonnano et al., 2021). Parents’ selfawareness of their EI skills and understanding of how to model and support those skills for their child may be supported through parent education, such as mindful parenting (see Dumas, 2005; Duncan et al., 2009b). However, access to research-based parent education that supports both parent and child EI, and children’s school readiness, during the transition to kindergarten is lacking. Mindfulness-based parent education that supports EI may simultaneously foster parental and child EI and children’s school readiness, specifically during the transition to kindergarten. Mindfulness has been associated with lower stress, improved psychological health, and greater 4 life satisfaction among adults (Zhang et al., 2019; Tomlinson et al., 2018). According to Duncan and colleagues (2009a), mindful parenting encompasses listening with full attention, adopting a non-judgmental and accepting attitude towards both oneself and one's child, incorporating selfregulation into the parent-child relationship, and cultivating compassion for both oneself and one's child. Mindful awareness and EI domains of self-regulation, self-awareness, compassion and empathy, and awareness of others, are closely related. When mindful parenting is practiced, the parent has greater capacity to build, model, and engage children in using EI skills through attunement, co-regulation, and relationship-building with their child. These opportunities for expanding compassion and awareness may foster parental well-being, self-regulation, and executive functioning, thereby supporting school readiness and a successful transition to kindergarten. 5 Literature Review This review presents the research informing a conceptual model that bridges how mindful parenting strategies foster parent and child EI, and school-readiness through a mindful parent education curriculum. The construct of EI will be discussed, followed by its benefits for parental and child well-being and for young children’s school readiness. The EI of the parent and child will be linked to the mindful parenting framework, and mindful parenting to children’s school readiness. Finally, the examination of intervention outcomes and designs will be reviewed to identify effective components for the mindful parenting curriculum project design. Emotional Intelligence What is Emotional Intelligence? EI is the ability to monitor the emotions of oneself and others, as well as to distinguish emotions and use that knowledge to guide one’s thinking and behavior (Salovey & Mayer, 1990). Goleman (2006) expanded on the work of Salovey & Mayer (1990) and proposes five domains: self-awareness of emotions; self-regulation of emotions; social skills, such as active listening and recognizing social cues; empathy for others; and motivation to fulfill inner needs and goals. Gottman (1998) stated that for parents, EI means being “aware of a child’s feelings, empathize, soothe, and guide them” (p. 20). EI also includes self-control, such as the ability to delay gratification, handle frustration, and regulate impulses (Gottman, 1998). This project will focus on Goleman’s (2006) five domains of EI as shown in Table 1. 6 Table 1 Five Domains of Emotional Intelligence (EI) EI Domain Self-Awareness General Characteristics of the EI Domain Knowing personal strengths and weaknesses and how emotions affect those around you Self-Regulation Staying in control even when emotions are intense, or when hungry, stressed, bored, or tired. Motivation Using inner values and goals to guide achievement Empathy Being able to see things from another’s perspective Social Skills Effective problem solving, listening skills, noticing, and responding to social cues of others Note. General characteristics are simplified and adapted from Goleman (2006). Emotional Intelligence and the Well-Being of Parents Well-Being as a Benefit of Emotional Intelligence. Siegel (2020) suggested that wellbeing is related to equanimity and happiness, stemming from a sense of meaning and connection with oneself, others, and the world. Well-being can be cultivated by nurturing attention, awareness, and intention (Siegel, 2020). A parent with strengthened EI skills has the capacity to increase their well-being and parent in accordance with their goals and values (Duncan et al., 2009a). General benefits of strengthening EI include enhanced mental state, well-being, and life satisfaction (Zhang et al., 2019; Mousavi & Juhari, 2019). EI skills, including attention, awareness, and intention, can optimize neural integration in the brain, enhancing self-regulation, problem-solving, and adaptive behavior, all of which contribute to well-being (Siegel, 2020). This integration contributes to prefrontal functioning, secure parent-child attachment, and positive mental health (Siegel, 2009). In summary, parents may be better able to manage the entire parenting process when they can understand, express, and manage their own emotions (Sitoui & Panisoara, 2023). For 7 example, one study found that parents with high EI levels exhibit reduced aggressive behavior in stressful situations (Vega et al., 2021). Sturdy, emotionally stable parents aid children in gaining self-regulation of their emotions and behaviors through a process called coregulation (see Bornstein & Esposito, 2023). Emotion Regulation Supporting Well-Being. Emotion regulation is a self-regulation skill associated with EI and relevant to many aspects of parental experience, including work, relationships, and personal achievement. While researchers and scholars have yet to reach a consensus on a universal definition of emotion regulation, Thompson (1994) explains that emotion regulation can be an extrinsic or an intrinsic process that monitors, evaluates, and modifies emotions to accomplish goals. It also includes the ability to demonstrate emotional understanding and express emotions (Loop & Roskam, 2016). These are the definitions of emotion regulation that this project will refer to. Furthermore, the relationship between children's emotion regulation and their parents at home can be reciprocal. For example, one study found that the emotional regulation of a child can be a buffer for a parent dealing with mental health struggles when their child displays disruptive behavior (Duncombe et al, 2012). There are many techniques for strengthening emotion regulation, which ultimately contribute to parents' well-being and to a positive home environment that supports children's thriving. These techniques will be mentioned later in this project. Emotional Intelligence for School Readiness EI skills such as self-regulation (including awareness and regulation of emotions), active listening, recognition of social cues, empathy for others, and motivation are essential for achieving academic success. A child’s ability to maintain attention, stay on task, think critically, 8 problem-solve, and demonstrate the persistence needed to master learning challenges corresponds to EI skills, including self-regulation, social skills, and motivation. Children who demonstrate emotional competence and self-regulation were perceived by their teachers as more academically and socially competent (Denham, 2006). Nurturing EI skills during the transition to kindergarten may proactively support children’s success. School Readiness Indicators. While most states do not require that children meet school readiness criteria to enter kindergarten, the National Association for the Education of Young Children (2004) suggests that, as children transition from preschool to kindergarten, school readiness should encompass all areas of physical, cognitive, social, and emotional competence, and that schools and communities should be ‘ready’ to support children of all abilities. For example, the Utah State Board of Education (2022) suggests skills that may help prepare children to succeed in kindergarten include the domains of self-help (eating, cleaning up, using the toilet, dressing), social-emotional (manages emotions, takes turns, shares, listens to others without interrupting, tries new things, plays cooperatively), math (counting, sorting, identifying shapes, using math vocabulary), literacy (listens to stories attentively; identifies rhyming words; identifies signs, sounds, and symbols, in print and environment), as well as small and large motor skills (cuts paper, holds crayons; activities requiring coordination and balance). Self-regulation and executive functioning form a foundation for these school-readiness abilities and are strongly linked to early behavioral and academic competence (Blair & Razza, 2007; Valiente et al., 2008). According to Ursache et al. (2012), self-regulation includes two domains: executive functioning and emotion regulation. Executive Functioning for School Readiness. Executive functioning brain functions are located in the prefrontal cortex and encompass abilities such as holding information in working 9 memory, resisting distractions, and shifting attention when switching tasks or transitioning (Ursache et al., 2012). Executive functioning also includes cognitive flexibility and inhibitory control (Diamond, 2013). In the classroom, these skills may include retaining new information being taught or experienced, shifting focus between subjects, tasks, or activity transitions, flexible thinking during problem-solving, and inhibitory control through self-regulation during social and learning behaviors. Interestingly, mindful practices are one way to enhance executive functioning skills (Geronimi et al., 2020), as we will see later in this review. Emotion Regulation for School Readiness. Emotion regulation has been described as the ability to manage emotions during both internal felt experiences and external behavioral responses (Cole et al., 2004). Emotion regulation may also occur within or between individuals, such as a parent and child (Cole et al., 2004), or child and a peer. Blair (2002) proposed a bidirectional module of self-regulation related to school readiness, suggesting that without emotion regulation, executive functioning is physiologically inhibited, making it difficult for a child to retain information and follow instructions presented by the classroom teacher. This is why mindful practices are effective for executive functioning, as they calm the brain and promote awareness, enabling planning (Geronimi et al., 2020). Gottman (1998) stated that selfregulation, including emotion regulation, can also enhance a child’s ability to join play groups, make friends, and respond to rejection when pushed away. Such social skills are vital aspects of EI for school readiness. This may include skills such as active listening and recognizing social cues (Goleman, 2006). Active listening can be applied in social exchanges (Goleman, 2006) and in situations where new information is being received, such as in the classroom (Edwards-Groves & Davidson, 2020). Children strengthen communication skills by observing parents who use effective conversations and problem-solving as models. Other social skills within EI include the 10 ability to recognize and respond appropriately to social cues (Salovey & Mayer, 1990). This leads to the strengthening of perspective-taking and empathy skills. Empathy and Perspective Taking for School Readiness. Empathy enhances school readiness as a foundation for peer relationships and prosocial behaviors. Empathy is the ability to resonate with others’ emotions and understand what others are feeling (Heyes, 2018). Empathetic behaviors, such as perspective-taking and intentional helping, promote other prosocial behaviors and reduce aggression (de Waal & Preston, 2017). Empathy fosters shared emotional experiences, while executive function helps regulate emotional responses. Empathy and executive functioning skills advance significantly during the preschool years (Zeng et al, 2022), facilitating children’s ability to engage in prosocial interactions and regulate their emotions within more formal learning environments. Table 2 summarizes the EI domains and related school-readiness skills. Table 2 Summary of Emotional Intelligence Domain Connections to School Readiness Skills EI Domain School Readiness Skill Self-Awareness Emotional Awareness Self-Regulation Executive Functioning, Emotion Regulation, Self-Help Skills Motivation On Task Behavior; Stamina; Grit Empathy Perspective Taking, Prosocial Behaviors Social Skills Problem-Solving, Group Collaboration, Collaborative Play. Active Listening, Social Cues EI Skills and Social-Emotional Learning. EI skills such as motivation, empathy, and pro-social skills can be strengthened through social-emotional learning (SEL). SEL teaches individuals interpersonal skills and how to understand, control, and express their emotions 11 (Abrams, 2023). SEL has been taught in schools for decades; however, several states across the U.S. are beginning to ban or limit SEL in schools (Abrams, 2023). Rather, some parents and policymakers desire that character education should be the primary responsibility of families (Abrams, 2023). However, parents may contribute to the Barnum effect by seeking parenting information from non-scientifically validated sources, which can lead to poor child development due to overgeneralizations and limitations in parenting practices (Sitoiu & Panisoura, 2020). Therefore, the current policy trend banning SEL in schools underscores the need for high-quality parent education programs and workshops that support parents in their responsibility to teach these skills to their children. Mindful Parenting Support for Emotional Intelligence Mindful parenting is a framework that can be used to design a parent education workshop to support families in their responsibility to teach SEL and EI skills to their children. Mindful parenting provides a framework for presence that aligns with EI, moving from simple modeling to intentional moment-to-moment emotional engagement. This section will discuss five mindful parenting practices as described by Duncan and colleagues (2009a), and how these practices support SEL and EI skills to prepare for the transition to kindergarten. Foundational processes of co-regulation, attunement, modeling, and emotion coaching will also be discussed in relation to mindful parenting. What is Mindful Parenting Mindful parenting includes “listening with full attention, maintaining emotional awareness of oneself and one’s child during parenting interactions, practicing nonjudgmental openness and receptivity when children share their thoughts and feelings, regulating one’s own automatic reactivity to child behaviors, and adopting compassion towards oneself as a parent and 12 toward the struggles one’s child faces” (Duncan et al., 2009a, p. 609). Using compassion in mindful parenting involves maintaining self-regulation between oneself and one's child in moment-to-moment interactions (Ahemaitijiang et al., 2021). Mindful parenting encompasses cognition, emotions, and behaviors within the context of awareness, self-regulation, and compassion. While these skills may seem novel and out of reach, parents can be practical and creative in mindful parenting (see Ahemaitijiang et al., 2021). Concepts in mindful parenting align with EI. Specifically, mindful parenting includes “listening with full attention”, an EI social skill for active listening. Mindful parenting includes emotional awareness, while EI includes self-regulation of aware emotions. Mindful parenting includes responding with nonjudgment and compassion, while EI includes empathy for others. These are just the beginnings of potentially cultivating practices with an outcome beneficial to parents and children’s school readiness. See Table 3 for a conceptual model integrating the five domains of EI (Goleman, 2006) and the five mindful parenting practices described by Duncan and colleagues (2009b). Table 3 Emotional Intelligence and Mindful Parenting Conceptual Model of Integration EI Domain EI Skills SelfAwareness Knowing your strengths and weaknesses and how your emotions affect those around you SelfRegulation Staying in control even when emotions are intense or you are hungry, stressed, bored, or tired Mindful Parenting Dimension Emotional Awareness of Self-and Child Self-Regulation in the Parenting Relationship Parenting Behaviors Accurately interpret emotions and needs of self and child; less emotion dismissing; less discipline outbursts resulting from anger, disappointment or shame Emotion regulation in parenting context; less overreacting to child behavior; parenting according to goals and values; fewer disciplining outbursts; avoid depending on child’s emotions 13 Motivation Using inner values and Non-Judgmental goals to guide Acceptance of achievement Self and Child Balancing parent, child, and parent-child goals; acknowledgement of parenting self-efficacy; appreciation for child’s traits and interests; decrease unrealistic expectations for self and child Empathy Being able to see things from another’s perspective Compassion for Self and Child Warmth between parent and child; forgiveness in parenting efforts; less negative parenting behaviors; decrease self-blame when not successful Social Skills Effective problem solving and noticing and responding to social cues of others Listening with Full Attention Accurately interpret child’s behavioral cues and communication; reduce parental bias and inaccurate expectations Note. EI information is from Goleman (1995) and Mindful Parenting Practices are from Duncan et al. (2009a). Mindful Parenting Practices and Processes Increase Presence. Intentional breathing, body scanning, and identifying emotions are all techniques that regulate automatic behaviors when responding to stressors or child behaviors. Being fully present in the moment and maintaining eye contact, with engaged body language, enhances parents’ ability to listen with full attention. This helps parents recognize the child's perspective and avoid automatic reactions based solely on their own perceptions, thereby preventing coercive parenting cycles (Dumas, 2005). As parents cultivate a beginner’s mind, characterized by openness, gratitude, and curiosity for what they are experiencing, this supports a non-judgmental approach as they interact with their child. Duncan and colleagues (2009a) explain how responding to experiences with non-judgment may lessen concern from the parent’s 14 perspective, potentially increasing parental self-efficacy, while fostering appreciation of their child’s characteristics and reducing unrealistic expectations. Mindfulness supports perception and awareness of internal body states, or “interoception” (Ceunen et al., 2016). In the parenting context, awareness and perception of body sensations, such as pain, hunger, fatigue, and stress, can help a parent and child respond to their own needs before reacting to external stimuli. The brain’s insula serves as the integration center for interoception (Craig, 2002), encompassing sensations in the body, cognitive processes, and the perception of emotions (Craig, 2002; Mahler et al., 2022). Interoception has been linked to emotion regulation, particularly in autistic children, as it enables individuals to notice and interpret bodily signals (Mahler et al., 2022). Overall, acknowledging sensations in the body and regulating emotions through cognitive processes and mindful practices may help reduce automatic, unnecessary reactive responses and negative behavior toward oneself and one's child. Mindful parenting research has connected parents' mindfulness with children’s emotional awareness and regulation (Zhang, 2019). Duncan and colleagues (2009a) suggest that in mindful parenting, emotional awareness includes the ability to identify and label emotions within oneself and one's child. Identifying bodily sensations and perceptions that accompany those emotions, or interoception (Ceunen et al., 2016). Then the emotion that may have triggered the sensations may be named. This awareness empowers the ability to choose how to respond to the felt experience. As parents become more emotionally aware and attune their responses during daily interactions with children, children may simultaneously observe these ways of regulating as a model. Attunement & Dyadic Synchrony. The processes that occur between parent and child awareness may include attunement (Koloroutis & Trout, 2012; Stern et al., 1985; Woodhouse et 15 al., 2019) and synchrony (Leclère et al., 2014). Attunement is described as an ongoing, momentto-moment process in which a caregiver matches the child’s state or mood (Woodhouse et al., 2019). The caregiver perceives, interprets, and responds to the child’s cues with sensitivity (Woodhouse et al., 2019). Ainsworth (1967) explains that sensitivity may include mutual delight between parent and child, and can be initiated by the child’s cues, such as sharing a smile or a positive response to the caregiver. Opening an opportunity for the caregiver to respond with sensitivity and share a smile or a positive response, thus contributing to a secure attachment within the mother-child dyad. This type of secure attachment can promote interpersonal attunement, leading to relational integration (Siegel, 2019). Siegel (2019) describes attunement as “focusing with respect on the differentiated inner experience of members of a relationship (p. 233).” When responding to one another with compassion in this process, neural integration is cultivated within parent and child (Siegel, 2019). Stern et al. (1985) introduced the concept of affect attunement, defined as behaviors that express the quality of feeling a shared affective state, without imitating the exact internal behavioral expression. They also suggest that attunement is more than reflecting back, mirroring, or imitating another’s affective behaviors; rather, it involves tuning in to them. Koloroutis and Trout (2012) suggest that aspects of wondering, holding, and following promote attunement to another and a sense of emotional safety. “Wondering” involves being open, curious, and accepting of what is. “Following” means to demonstrate intentional acts which indicate devotion or loyalty to the other person. “Holding” means to keep confidences of what is shared, and to be nonjudgmental towards the other person and what they have to offer (Koloroutis & Trout, 2012). Parents have an opportunity to use wondering, following, and holding as they become aware of their child’s cues and emotions and respond in non-judgmental, curious, and accepting ways. 16 While attunement is more about the caregiver’s internal focus on the child, dyadic synchrony is the observable rhythm of parent-child interaction. Leclère and colleagues (2014) define synchrony as a dynamic and reciprocal adaptation of behaviors and shared affect between two interacting people. In a meta-analysis, they found that synchrony typically encompasses the following components: a dyad, mutuality, reciprocity, rhythmicity, harmonious interaction, and sustained engagement (Leclere et al., 2014). Interestingly, Lunkenheimer and colleagues (2020) found that behaviors influencing a child’s learning and emotion-related behaviors were significantly related to dyadic positive synchrony with both mothers and fathers when children were 3-years-old. They also found that dyadic positive synchrony may provide opportunities for emotion socialization and support emotional development in early childhood (Lunkehheimer et al., 2020). Overall, dyadic synchrony provides parents with opportunities to reinforce emotional expression patterns with their child (Lunkehheimer et al., 2020). As parents are mindful of these interactions, these moments of dyadic synchrony can be intentional and guided by curiosity and self-awareness. Co-Regulation Processes. Parent mindfulness can involve moment-to-moment processes that influence aspects of interactive emotional responsiveness and synchrony within the parentchild relationship, such as coregulation. Coregulatory experiences of emotions in the parent-child dyad are crucial for the child to strengthen their own self-regulatory processes (Bornstein & Esposito, 2023). Coregulation is a biological and behavioral process that can be continuous, with or without conscious effort on the part of two individuals, in which they reciprocally influence each other’s attributes and actions (Bornstein & Esposito, 2023). Coregulation can be experienced moment to moment through constant attunement. Coregulation includes activities that support up-regulation and down-regulation, such as high-energy arousal activities and low- 17 energy soothing activities (Bornstein & Esposito, 2023). Skoransi and colleagues (2011) suggests Dynamic Systems Theory (DST) as a framework for measuring the dynamic processes that can occur moment to moment within and between individuals, encompassing attunement and aspects of coregulation such as dyadic flexibility (a pair of individuals shifting between emotional, behavioral, and physiological states to adapt to contexts), dyadic synchrony (matching of these states between two individuals), and dyadic repair (a dyadic return to a positive, regulated, and attuned state) (Skoransi et al., 2011). Overall, coregulation between parent and child promotes individual self-regulation skills, reduces stress, and helps both the parent and their child manage emotions (Bornstein & Esposito, 2023). Modeling Mindful Behaviors. Engaging in EI with the intent to model for children is another aspect of mindful parenting that parents can consistently demonstrate, making these responses automatic with practice. In the context of parenting, modeling refers to a parent narrating and demonstrating the intentional behaviors they intend to explicitly teach their child. Using self-report and observational measures during a randomized trial of the parenting program “Tuning in to Toddlers,” Edvoll and colleagues (2023) found that when parents modeled emotion regulation skills, their toddlers also displayed these skills, regardless of age. The emotion regulation of a parent can influence the emotion regulation of a child through socialization, observation, and the family’s emotional climate (Edvoll et al., 2023). In addition, Hajal and Paley (2020) reviewed the empirical literature on parenting-related emotions and their influence on emotion socialization behaviors (ESBs). They found that modeling strategies for their children contributed to their children’s emotion socialization. They also found that the quality of the parents’ ESBs contributes to their child’s emotional socialization. These behaviors include 18 the expression of parents’ emotions and their reactions to their child’s emotions (Hajal & Paley, 2020). Emotion Coaching. Gottman (1996) introduced the Five Steps of Emotion Coaching to help parents and children become emotionally aware and respond effectively. These five steps include being aware of the child’s emotions, connecting with the child, listening to the child, labeling their emotions, and finding possible solutions while setting limits. Research findings show that children raised by parents who practice emotion-coaching strategies exhibit better physical health and achieve higher academic outcomes than children whose parents do not employ these strategies. Additionally, emotion-coached children demonstrate greater resilience, learn soothing techniques, and recover more easily from distress, all of which are aspects of EI (Gottman, 1998). Each component of these mindful practices and processes is mirrored with EI skills using the following conceptual model. Stems on the mindful parenting side magnify specific parenting practices aligned with each skill found in the research discussed previously. The smaller stems on the emotional intelligence side indicate specific skills that lead to parental well-being (i.e., coregulation, emotional awareness, meditation, attunement) and school-readiness for the transition to kindergarten (i.e., problem-solving, grit/stamina/optimism, executive functioning, emotional awareness). EI skills relating to parental well-being are color-coded in blue, and EI skills relating to school readiness are color-coded in pink. Some may be color-coded in both, as the skill contributes to both outcomes. 19 Figure 1. Conceptual Model Mirroring Mindful Parenting and EI Skills for Parental Well-Being and School Readiness 20 Benefits of Mindful Parenting Kabat-Zinn (1997) described mindfulness as one of the most important things parents can do for themselves and for their children. Parents can gain a deeper understanding of themselves and their children by looking beyond outward behaviors to recognize what is happening internally. Parents can enhance their perceptions of their child through moment-to-moment awareness, thereby increasing parent-child relatedness. Parents’ responses increase in wisdom and efficacy when they view their children with compassion, from moment to moment, and without judgment. This also leads to interconnectedness and interdependence as parent and child (Kabat-Zinn, 1997). Increased Parent Responsiveness. Research has shown the benefits of other parenting practices that incorporate mindful parenting principles. Parental Reflective Functioning supports secure parent-child attachment and involves parents being open and non-defensive toward their child’s mental states, feelings, and motives for behavior, thereby promoting appropriate parental emotional responsiveness (Fonagy et al., 1991). Oppenheim and Koren-Karie (2002) built upon the concept of Parental Reflective Functioning and described the concept of insightfulness, which involves seeing things from a child’s point of view, incorporating empathy in the parentchild relationship (Oppenheim & Koren-Karie, 2002). This concept includes three main features to support parenting behavior: motives for the child’s behaviors (understanding and accepting them), having an emotionally complex view of the child (expecting positive and negative features, viewing the child as a whole person), and having an openness to new or unexpected information about the child (open mind, without criticism or judgment). Their research has also shown that positive insightfulness appears to support sensitivity, appropriate parenting response, and emotion regulation between parent and child (Oppenheim & Koren-Karie, 2002). 21 Compassion enables parents to gain a deeper understanding of their children and the ability to comfort them, rather than ineffective or detrimental reactions. Siegel (2019) considers compassionate communication within interpersonal relationships as a means of individual neural integration. Compassion helps parents avoid criticizing themselves as parents (Duncan et al., 2009a). Duncan and colleagues’ (2009a) model of mindful parenting predicts potential outcomes on parent-child relationships. These outcomes include high-quality attention and listening, perspective-taking and empathy, positive emotional connections between parents and children, and awareness and recognition of emotions within both parents and children. The practices within this model allow parents to interact with their children and themselves in a nonjudgmental, acceptable manner, avoiding unrealistic expectations of themselves and their children. Self-regulation enables parents to choose how they should cope, express their emotions, and respond with a parenting strategy that reflects their parenting goals and values. These aspects of mindful parenting may enhance parents' well-being, enabling them to observe and attune to their child’s needs, as well as to support the child’s development and skillbuilding to prepare for the transition to kindergarten. Similarities and potential relationships between EI skills (Goleman, 2006) and the mindful parenting model (Duncan et al., 2009a) are illustrated with a theory of change statement and a conceptual model in the Project Design section of this paper. Increased Neural Integration, Physiological Health & Mental Well-being. Research has also shown the many physiological benefits of self-regulating through mindful practices. For example, Gottman (1996) states that children who have been successfully taught and supported by their parents to identify and label their emotions and problem solve tend to have a higher 22 vagal tone. Vagal tone helps regulate the involuntary physiological processes of the autonomic nervous system, such as increased heart rate, respiratory reactions, and digestion (Gottman, 1996). Siegel (2020) reports that focused attention, open awareness, and kind intention improve immune function (see Davidson et al., 2003) and increase telomerase levels, an enzyme that maintains the ends of chromosomes in healthy cells (see Epel et al., 2009). Siegel (2019) notes that mindful practices, including compassion, can increase neural integration and support overall well-being. Neural integration is the interconnectivity among brain regions and is linked to regulatory abilities (Siegel, 2019). In addition to physiological benefits, a substantial body of research has shown that mindful parenting can improve parents' mental health (Ahemaitijiang et al., 2021; Bögels et al., 2014; Duncan et al., 2009a). These physiological benefits and mental health outcomes result from mindful awareness and self-regulation, which can enhance wellbeing of both parents and children. Parenting Interventions for the Transition to Kindergarten and School Readiness Only a few mindful parenting interventions have been researched (see Ahemaitijiang et al., 2021 and Townsend et al., 2016 for systematic reviews; Dumas, 2005; Duncan et al., 2009b). However, several school-readiness parent interventions have been tested and studied for several decades (e.g. Bierman et al., 2015; Domitrovich et al., 2007; Graziano et al., 2014). Currently, there is no evidence-based program, workshop, or intervention that integrates mindful parenting strategies with the specific EI skills needed to prepare families for the kindergarten transition, while also supporting parents in building, guiding, and modeling these skills. This section will explore current programs and interventions that aim to enhance mindful parenting practices and specific school-readiness skills for the kindergarten transition, such as executive functioning and self-regulation. It will also address potential barriers to parental participation and increase 23 retention. The curriculum developed for this project will draw on aspects of these programs and interventions to integrate mindful parenting into parent and child EI and school-readiness skills, to prepare for the transition to kindergarten. “Settle Your Glitter” (Thierry et al., 2018) is an adapted curriculum based on “MindUp for Pre-K Through 2nd Grade” (Thierry et al., 2016), comprising five units: The Brain, Breath, Feelings, Impulse Control, and Brain-Body (mindful practices). Executive functions, prosocial behavior, and academic skills were measured, and three core executive functions suggested gains in remembering rules (working memory), disregarding distractions, and focusing attention with adaptability. These executive functioning outcomes were attributed to the core breathing techniques taught in the curriculum (Thierry et al., 2018). The topics of “Settle Your Glitter” were incorporated into the current curriculum development project discussed in this paper. The purpose of these topics was to help parents understand the role of the brain and breathing during impulsiveness and dysregulation. Rather than a glitter ball, the designed curriculum incorporates a glitter jar for parents to make with their child as they discuss “settling their glitter” and breathing as self-regulation techniques to enhance executive functioning skills. The curriculum project will also include Dr. Dan Siegel’s hand model of the brain to teach parents how to explain the role of the amygdala, hippocampus, and prefrontal cortex to their child. The “Incredible Years School Readiness Parenting Program” (IY-SR) (Hutchings et al., 2020) included four sessions focused on promoting academic, emotional, social, and problemsolving skills necessary for school readiness. The program included child-directed play and interactive reading. During interactive reading, parents were encouraged to coach their child by using descriptive comments, open-ended questions, and reflecting on and expanding on what their child shares (Hutchings et al., 2020). Each session incorporates group discussions, role- 24 plays, and homework assignments. Parents felt that they learned how to be more patient, label emotions, use more praise, ask fewer questions, and describe their child’s behavior more effectively. Parents also reported that their children were better behaved, waited more patiently, showed increased focused attention, displayed fewer tantrums, and listened more attentively. Parents mentioned that they also appreciated the opportunity to get to know the school and its staff, as well as for the staff to get to know them (Hutchings et al., 2020). To promote similar outcomes, the curriculum design discussed in this paper includes interactive reading as a homebased application of concepts focused on empathy, emotional awareness, and problem-solving, using open-ended questions and descriptive comments. The curriculum design also suggests that the facilitation be held at the school attended by the families transitioning to kindergarten to provide connection and familiarity. Homework assignments, group discussions, and role-plays are also incorporated to reinforce application and learning. Lastly, Watch, Wait, and Wonder (Cohen et al., 2006; Cohen et al., 2002) is a therapeutic intervention designed to support the attachment security of mothers and their infants. During this intervention, mothers were invited to watch, wait, and wonder as they followed their infant’s lead, responded to their cues, and allowed their infant to explore freely without intervening or guiding. This intervention demonstrated a decrease in infants presenting problems (functional, behavioral, emotional), an increase in mothers’ ability to manage their infant’s problems, and decreased parental stress (Cohen, 1999). Watch, Wait, and Wonder parallels mindful parenting practices, including emotional awareness, nonjudgmental acceptance, compassion for self and child, and listening with full attention. While Watch, Wait, and Wonder focuses on the secure attachment of parent-infant dyads, it also demonstrates that proximity without intrusiveness, perceiving emotion cues, and responding with sensitivity may support the secure attachment of 25 parent-child dyads, potentially during transitions, including the kindergarten transition. The curriculum design discussed in this paper will incorporate the watch, wait, and wonder strategy in group reflection discussions and commitments to practice at home, following their child's lead in moment-to-moment experiences with curiosity and nonjudgment. Addressing Barriers and Increasing Retention Barriers to parenting program participation have been studied to increase future retention of parent participants (Rostad et al., 2019). Common logistics and resource barriers affecting enrollment and attendance include time and scheduling constraints, childcare needs, and transportation issues (Rostad et al., 2019). To address time constraints for families, Dumas et al. (2007) and Ingoldsby (2010) suggest offering flexible scheduling options, childcare, transportation assistance, and program delivery at convenient locations for participants. Other research suggests that parents may not perceive parent programs as relevant or effective, which can reduce their motivation and engagement (see Rostad et al., 2019). Along with motivation, parents’ perceptions of parent education programs may be negative when programs appear to target parents who “struggle” with parenting (McGoron & Ondersma, 2015). Parents are more likely to attend when they view parent education programs as an opportunity to connect with other parents and share parenting experiences, while also being taught relevant parenting skills that align with their goals (Gross et al., 2001; Harachi et al., 1997). Additionally, Rostad and colleagues (2019) suggest that professionals should be sensitive to ongoing parenting stressors, especially in at-risk families, as parenting programs are designed and implemented, to avoid participation dropout. In summary, several interventions have successfully increased child school readiness, emotional awareness, opportunities for parent-child learning, and mindful practice outcomes. 26 The curriculum design discussed in this paper includes “Settle Your Glitter” topics, such as learning about three parts of the brain involved in regulation processes, emotional awareness, breathing practices, and child-appropriate mindful techniques. A hand model of the brain and the glitter jar are incorporated to reinforce these concepts. Parent-child interactive reading, focused on empathy, emotional awareness, and problem-solving, using open-ended questions and descriptive comments, is included to promote the application of skills at home. Program facilitation is recommended to be held at the kindergarten child's school to build connections and familiarity. Homework assignments, group discussions, and role-plays are also incorporated to reinforce application and learning. Lastly, watch, wonder, and wait opportunities will be discussed as a strategy to promote emotional awareness, compassion, and empathy as mindful parenting practices. The program’s workshop-style delivery will offer flexibility and convenience. This includes delivering virtual synchronous lessons via Zoom and in-person at a location familiar to the family, such as their child’s school. Parents will have an opportunity to connect with other parents and share their parenting goals that will guide their learning experience. Purpose Parent-child EI provides a foundation for well-being and school readiness during the transition to kindergarten. There is evidence suggesting that parent education promotes positive parenting and mindfulness and may be effective in supporting children’s self-regulation and school readiness during the transition to kindergarten. However, mindful parenting is a relatively new concept in parent education. Just as mindful practices are necessary for mental hygiene, mindful parenting practices are necessary for the well-being of both parents and children. Unfortunately, this type of parent education is not readily available in the community, 27 particularly for parents with children navigating the transition to kindergarten. This study aimed to develop a 6-week mindful parenting curriculum as a workshop-style parent education program that promotes both parent and child EI to enhance their well-being and children’s school readiness in preparation for kindergarten. Therefore, the title of the curriculum is “Me and You, Calm.” The development of the curriculum used the following process: 1. Develop a conceptual model and theory of change grounded in empirical evidence. 2. Develop curriculum using a Backwards Design method (Wiggins & McTighe, 2005) 3. Conduct an expert review of the curriculum and use feedback to revise. 4. Conduct a small-scale field implementation with families and use feedback to revise. 5. Develop an implementation and research evaluation plan to test effectiveness. Methods Project Design Conceptual Model and Theory of Change This project designed a parent education workshop-style curriculum titled “Me and You, Calm” (MYC). It is considered a workshop because it aims to provide parents with information and opportunities to practice what they are learning through role-plays, home practice, ongoing feedback, and support. A conceptual model and theory of change, grounded in empirical evidence, illustrates how the components of a mindful parent education curriculum may foster both parent and child EI and children’s school readiness, preparing families for the transition to kindergarten. See Table 3 and Figure 1 in the literature review, which illustrate the conceptual models. Figure 2 shows the Theory of Change guiding the design and outcomes. 28 Figure 2 Theory of Change This theory of change suggests that parents develop EI through mindful parenting practices to support their child's EI and school readiness, preparing for the kindergarten transition. As parents practice mindful parenting practices such as listening with full attention, using non-judgmental acceptance towards themselves and their child, having compassion for themselves and their child, as well as demonstrating self-awareness and self-regulation through mindful awareness and meditation (Duncan et al, 2009b), parental EI may be enhanced due to the close alignment of EI skills (see Goleman, 2006) and other mindful practices and processes (see Bornstein & Esposito, 2023; Leclere et al., 2014; Woodhouse et al., 2019). As EI increases, parents can be more responsive to children’s cues, fostering co-regulation (Bornstein & Esposito, 2023), attachment security (Siegel, 2009), and well-being (Siegel, 2020). Information about school-readiness skills increases parents' awareness of these skills and ways to support them through everyday activities at home. Parents then have clear strategies to help children adjust to school. Children’s improvement of self-regulation (Blair & Razza, 2007; Denham, 2006; Valiente et al., 2008), executive function (Blair & Razza, 2007; Valiente et al., 2008), and school-readiness skills can then enhance their capacity to successfully adjust to school environments and expectations. Backward by Design Methodology Backward by Design (Wiggins & McTighe, 2005) was used to align lesson objectives with the theory of change processes and outcomes. Desired results were identified (lesson 29 outcomes supporting overall workshop outcomes). Acceptable evidence through informal and formal assessment was then determined. The third part of the process involved planning learning experiences and instructional strategies to meet the desired results (Wiggins & McTighe, 2005). The mindful parenting practices described by Duncan and colleagues (2009a) and included in the integrated conceptual model (Table 1) informed lesson topics that support workshop outcomes. The Backward by Design outline used for this curriculum is provided in Appendix A, along with a link to the completed curriculum and curriculum materials. Expert Review To ensure rigorous content and design, field experts were invited to review the first draft of the curriculum for content relevance, strategy effectiveness, and delivery format (see Appendices C, D, and E for the survey questions). A qualitative analysis was conducted, and findings informed revisions. A small-scale field test with parent participants provided additional feedback to inform final adjustments that improved curriculum effectiveness and delivery. Recruitment Ethical approval was obtained from the Weber State University Institutional Review Board (IRB) prior to recruiting expert reviewers. Mindfulness experts were recruited by specific invitations emailed to a behavioral health center, where three expert reviewers agreed to participate. Additionally, two other mindfulness experts were recruited via word of mouth by the researcher’s committee member and, subsequently, by email by the researcher. Another mindfulness expert, a university professor, was invited to participate via email and accepted. The Family Life Educator (FLE) was identified through word of mouth and agreed to participate via email. Another family life educator from Weber State University was contacted but was unavailable during the review window. Four kindergarten teachers who have taught for at least 30 ten years were identified through personal teacher contacts and friends on social media. One kindergarten teacher responded and accepted. All reviewers were contacted via email with information about participation (see Appendix G, section G3). Upon agreement to participate, an email with a link to the informed consent was sent. Prior to participation, all expert reviewers completed the IRB-informed consent process through the Qualtrics electronic platform, ensuring they were fully apprised of the study's purpose, risks, and their right to withdraw at any time (see Appendix F, Section F1). Participants Expert reviewers for this curriculum included a family life educator with experience delivering empirically grounded content to families at a local community family center. A licensed kindergarten teacher with 17 years of teaching experience also reviewed the curriculum. Additionally, six mindfulness experts with at least three years of experience facilitating mindfulness practices also contributed invaluable feedback. The reviewers all practice in Northern Utah. Data Collection Expert reviewer data was collected through an email link to a Qualtrics survey, along with the designed curriculum for review, which could be accessed on a computer or mobile device. Expert reviewers were given two weeks to review the content and complete the survey. It was estimated that the review would take 2 hours. Reminder emails were sent 5 days and 1 day before the due date. Surveys included open-ended questions categorized by general feedback, relevancy, content, and structure. Each expert reviewer was given a unique survey relevant to their expertise (See Appendix C, D, and E). 31 Data Analysis Expert reviewer response data were analyzed using qualitative coding with Microsoft Copilot AI to aid in developing themes, following Christou's (2023) qualitative research methodology, which incorporates AI. This process begins with the researcher familiarizing themselves with the raw feedback data. This was accomplished by extracting reviewer and participant responses from Qualtrics and combining them into corresponding Google Spreadsheets, organized first by survey, then by question. Upon reviewing the feedback, action items for curriculum revisions were identified and listed in the spreadsheet. The raw data and initial coding were reviewed by the researcher’s mentor for comparison of validity. Each row of data (per question) was then input into Microsoft Copilot with the prompt “Summarize this information into themes”. No AI training was used. See Figures 3 and 4 for screenshots of the spreadsheet data and the copilot theme output. Figure 3 Spreadsheet Data of Raw Expert Feedback as Input for AI Summary 32 Figure 4 Microsoft CoPilot Theme Input and Output Example The researcher then conducted a thorough and critical review of the thematic output to ensure fidelity, accuracy, and completeness, as recommended by Christou (2023). The output was also critically reviewed for added or false content that did not stem from the raw data itself (Christou, 2023), although none was found. No personally identifiable information from the researcher or participants was used as input for the AI generation. The themes and raw data were also reviewed by the researcher’s mentor for validity and comparison. Discrepancies were discussed and resolved. Discrepancies contribute to the results of this study, as discussed in the results section. See Figure 5 for a summary of themes generated from Microsoft Copilot using the process described above. The results section will provide more detail on these themes based on specific reviewer and participant feedback, as well as revisions to the curriculum in response to the feedback. 33 Figure 5 Condensed Themes Generated from Microsoft Copilot Implementation and Evaluation Plan Based on expert reviewers' feedback, an implementation and evaluation plan was developed for a future full-scale field test of the curriculum, with measures demonstrating strong psychometric properties. The scope and timing of the current field implementation did not allow all the measures to be incorporated. Therefore, only some were included in the curriculum design process before field implementation. Expert reviewer suggestions are presented in the results section. A complete summary for a future full-scale evaluation plan, according to reviewer feedback, is included in the discussion section of this paper. Small-Scale Field Implementation A small-scale field implementation was held to test the curriculum with parents of children preparing for kindergarten during the Fall of 2026. This field implementation included six 90-minute lessons. Lessons 1, 3, and 5 were held in person at Weber State University. Lessons 2, 4, and 6 were virtual and held synchronously via Zoom. Surveys were conducted to gather feedback from participants to inform revisions to the curriculum, as well as to provide suggestions for future implementation. 34 Recruitment Ethical approval was obtained from the Weber State University Institutional Review Board (IRB) prior to recruiting parent participants for the small-scale field implementation. Parent participants were invited to participate from on-campus lab schools associated with the university. Families of children who have completed their preschool year through this school in the Spring of 2025, and children enrolled in kindergarten through this school for the Fall of 2025, were the targeted participants for recruitment. Emails and flyers (Appendix G) were dispersed to parents throughout the school’s communication systems. The children attending the school were also sent home with printed flyers to give to their parents. Flyers were also displayed at each library within Weber County, as well as at a children’s museum. An electronic version of the flyer was also shared on social media. Flyer information included incentives such as a light dinner before each in-person lesson, and $100 gift cards for full participation in the small-scale field implementation. Due to the lack of response, word of mouth and personal invitations were used to recruit the participants for this study. Additionally, an email was sent to all kindergarten teachers in the Weber School District with information to share with their students’ families (See Appendix G, G3). Interested parent participants could then scan a QR code on the flyer or click on a link in an email to receive additional information and begin the registration process. The link included an introduction to the field implementation and a Qualtrics consent form detailing the potential risks and benefits (Appendix F, section F2) for the interested parent participants. The Qualtrics survey also requested participants' email addresses to facilitate further communication about the field implementation once the consent form was submitted. All parent participants completed the IRBinformed consent process through an electronic platform (e.g., Qualtrics), ensuring they were 35 fully apprised of the study's purpose, risks, and their right to withdraw at any time. Once the Informed Consent form was signed and emailed back to the researcher, the participant then received another email with a link to complete a demographic survey and contact information via Qualtrics (See Appendix B). Once this demographic survey was complete, they received a confirmation email detailing the specifics of the face-to-face field implementation lesson(s) they would be attending, including location, time, and preparation instructions. Participants The parent participants in the small-scale field implementation were seven parents residing in Northern Utah. However, only four of the seven parent participants completed the demographic survey. Weekly emails included links to complete the demographic and lesson surveys (all anonymous). QR codes were also provided at each lesson, along with an iPad and paper copies to accommodate any access needs. Parent participants who completed the demographic survey identified themselves as English-speaking and Caucasian. Most participants identified with Christianity, while two did not affiliate with any religion. Most participants had completed at least some college, while one participant had completed a high school degree. Ideally, each parent would have one child from their family who is expected to begin kindergarten in the fall of 2025. However, due to difficulties in participant recruitment, only two of the seven parents had a child beginning kindergarten in the fall of 2025. Most of the children in the parent participants' households were under the age of five. The term 'parent' refers to the caregiver responsible for any child in the home from birth to 18 years of age. See Table 4 for participant demographics (See Appendix B for the demographic survey questions). 36 Table 4 Participant Demographics Demographics N % Age M 26 Ethnicity Caucasian/White 4 100 Married 3 75 Single 1 25 Children Under 5 4 100 Children between 6-12 1 25 High School 1 25 Some college 2 50 Bachelor’s degree 1 25 $0-$29,999 1 25 $30,000-$59,999 2 50 $60,000-$119,999 0 0 $120,000+ 1 25 4 100 2 (1) 50 Marital Status Households With: Education Level Household Income Language English Religion Christianity (Church of Jesus Christ of Latter-day Saints) None 2 50 Note. Only four of the seven participants completed the demographic survey. See Appendix B for complete demographic survey questions. 37 The content is intended for all families, as it applies to any family interested in learning how to respond to emotions and prepare for positive social interactions, including, but not limited to, parent-child, parent-adult, child-peer, and child-teacher relationships. The curriculum is not intended to be limited to any demographic, such as at-risk or low SES families, or families of children with cognitive deficits or externalizing behaviors. However, the literature included in this project used the kindergarten standards of one state as an example. While these standards are not specifically incorporated into the curriculum content, facilitators should be familiar with the kindergarten standards in the area where their participating families reside. Attendance and Survey Response Rates Parent attendance was inconsistent. Two participants dropped out after the first two lessons. The facilitator was informed of the participants’ reasons for dropping out, all of which were sudden commitments or family situations unrelated to the workshop. One participant only attended the three virtual synchronous Zoom lessons because the timing and location were difficult. Lesson feedback response rates varied across lessons. This may have been due to the open-ended format of the survey, which required more time and effort than a Likert scale format. Participants were also not given time to complete the surveys until the lesson ended. Because the surveys were anonymous, the facilitator could not keep track of participants who did not submit a survey for each lesson. Gift card incentives were based upon attendance ($15 per lesson attended, up to $100 for full participation of six lessons). In addition to tracking attendance, it may have been helpful to require participants to mark whether they submitted feedback for the lesson they attended as an additional requirement for receiving the gift card incentive. Table 5 summarizes the attendance at each lesson and the response rates for each survey. 38 Table 5 Attendance and Survey Response Rates Lesson Delivery Method Attendance (n) % Survey % Response Rate (n) 1: Find Your Why In-Person 6 85.7 3 50 2: Aware of Emotions Zoom 7 100 2 28.5 3: Empathy & Compassion In-Person 4 57.1 1 25 4: Regulated Zoom 4 57.1 2 50 5: Social Skills In-Person 4 57.1 2 50 6: Motivated Zoom 4 57.1 1 25 2-Week Follow-Up N/A N/A 57.1 4 57.1 Note: Survey response rate percentages were calculated by dividing the survey response rate by the number of attendees for the corresponding lesson Delivery This curriculum was delivered to seven parents over six weekly lessons, held one evening a week. Three of the field implementation lessons took place via Zoom, while three alternating lessons were held face-to-face in a classroom on the University campus that was a suitable mindfulness environment. This location was in the same building as the campus lab school program for ease of access for families with children in that program. The in-person lessons were held in the evening and lasted for 1.5 hours, as expert reviewers suggested. The three lessons held on Zoom were also held at the same time in the evening. The purpose of alternating delivery methods was to balance parent benefit with feasibility, maximize impact in line with the aims of this study, and minimize participant burden and risk, as suggested by expert reviewers. Expert reviewers also suggested that lessons should not exceed 90 minutes. Therefore, each lesson was held from 6:00 to 7:30, and a dinner was provided 15 minutes prior to each in-person lesson to accommodate participants' needs, as described by Dumas et al. (2007) and Ingoldsby (2010). Zoom features were used to enhance engagement and collaborative discussion. This included a whiteboard feature, a brainstorming 39 template that utilized t-charts, interactive chat, stickers, and response icons. Templates were made in advance of the lesson that related to the content. Communication Parents were emailed a resource handout prior to each lesson (see Appendix A, Figure A2). They were also provided with paper copies at the in-person lessons. These handouts included the key takeaways for each lesson, specific resource links to support and enhance the lesson, school-readiness resources, relevant children’s books to support the learned concepts, and a space to track mindful moments and note reflections on experiences and challenges. Additionally, parents received reminder emails and texts four days after class, including details about future classes, reminders to submit feedback, links to all surveys, and encouragement to practice their current commitments. The texts were sent in a group chat so that participants could share successes and challenges and support one another (see Gross et al., 2001; Harachi et al., 1997). Participant Feedback Parent participants submitted feedback through a Qualtrics survey at the end of each lesson. This feedback informed the researcher of additional revisions for future implementation. It also provided an informal assessment of the met lesson objectives each participant experienced. Additionally, parents were contacted two weeks after the last lesson of the field implementation to complete a post-workshop survey (see Appendix H, section H2). This feedback informed the effectiveness of the parent experience with the curriculum and its longterm objectives. Data Collection. Parents participants received an emailed Qualtrics form to complete post-lesson feedback surveys at the end of each Zoom and in-person lesson (see Appendix H, 40 section H1). Paper copies of the survey were also available during in-person lessons to ensure ease of access for participants. Two weeks after all field implementation lessons were completed, a follow-up survey was emailed to parents, asking if they had noticed any differences in themselves and their child as a result of participating in the event (See Appendix H, section H2). Participants received the gift card incentive after the survey window closed. Data Analysis. To assess evidence for the theory of change in parent participants' experiences, the 2-week follow-up data were analyzed using a deductive approach, with the first author coding them into four main components of the theory of change. Data was organized in a Google spreadsheet by response, then reviewed to familiarize. The raw data and initial coding were reviewed by the researcher’s mentor for validity comparison. To assess parent participants' experience with the curriculum, the same data analysis process was used as for the expert reviewers, with Microsoft Copilot generating general themes synthesized from the weekly post-lesson parent feedback responses (see the Data Analysis details in the Expert Review section above). Figure 6 shows a sample screenshot of raw feedback organized in a spreadsheet. Figure 7 shows the Microsoft Copilot-generated output based on the raw feedback from post-workshop surveys shown in the spreadsheet. Figure 8 shows a table of condensed themes generated by Microsoft Copilot, based on participant feedback. The themes and raw data were also reviewed by the researcher’s mentor for validity and comparison. Discrepancies were discussed and resolved. The results section will provide more detail on these themes based on specific reviewer and participant feedback, as well as revisions to the curriculum in response to the feedback. 41 Figure 6 Screenshot of Raw Participant Feedback Figure 7 Microsoft Copilot Theme Input and Output Sample 42 Figure 8 Condensed Themes Generated from Microsoft Copilot Results The qualitative themes identified from analysis of expert reviewers and field implementation participants' evaluative feedback, alongside adjustments to the curriculum and future instructional delivery, are presented in this section. The curriculum was titled, “Me and You, Calm” and will be referred to using “MYC”. The results are organized following the design process. 1. Develop a conceptual model and theory of change grounded in empirical evidence. 2. Develop curriculum using a Backwards Design method (Wiggins & McTighe, 2005) 3. Conduct an expert review of the curriculum and use feedback to revise. 4. Conduct a small-scale field implementation with families and use feedback to revise. 5. Develop an implementation and research evaluation plan to test effectiveness. Develop a Conceptual Model and Theory of Change The conceptual model was grounded in the work of Duncan and colleagues (2009a) and Goleman (2006) (see Table 1 & Figures 1 and 2 in the Literature Review), integrating mindful parenting practices with EI. The theory of change was written and then designed, with the outcome that parents will develop EI skills through mindful parenting practices, thereby 43 supporting children's EI and school readiness to prepare for the kindergarten transition (refer to Figure 2 in the Methods section). Parent Evaluation Evidence in Support of the Theory of Change Data from the two-week post-follow-up evaluation survey (see Appendix H, section H2) for parent field implementation were analyzed using the main components of theory of change as deductive codes to assess whether parent participants' experience of MYC aligned with the proposed theory of change. Four of the seven parents submitted responses, referred to as Parent A, B, C, and D. Results showed increased parental awareness and responsiveness to children, greater processing of emotions alongside children, increased knowledge of self-regulation, and a better ability to manage their own stress. See Table 6 for a summary of parent feedback evidence that demonstrates outcomes of the theory of change. AI was not used to generate any component of this table or analysis. The theory of change components was developed by the researcher based on the original theory of change, and the evidence consisted of raw parent feedback. Table 6 Participant Feedback Results and the Theory of Change Theory of Change Component Parent Feedback Evidence Mindful Parenting (MP) Supporting EI Parent B: “The glitter jar, the up/down Skill regulating techniques, coping strategies, and that parenting starts with me (the parent) and being able to regulate my own self and emotions [stood out to me].” (Self-Regulation (MP/EI)) Parent D: “I really enjoyed the part where we talked about our expectations and wrote them down. It helped me realize I had some unrealistic expectations for me and my daughter” (Nonjudgmental Acceptance (MP)/Motivation (EI)) 44 EI Skill Supporting Parent Responsiveness to Child Cues (Fostering Co-Regulation, Secure Attachment) Parent C: “I am more aware of how my kids are feeling, and I’m more willing to sit down and feel with them. I want to help them feel their emotions instead of trying to control them!” Parent D: “It's easier for her to be calm when I'm calm. She matched my energy.” Parent C: “The calming techniques and the confidence to step forward, not ignore, but not validate [stuck with me the most]. I’ve also loved feeling more aware of each other in the home.” Parent A: “Sometimes I find myself more curious about why my child is acting a certain way and trying to use things we talked about in class. And other times I find myself so busy and distracted with life that I'm not really that mindful.” Parent C: “We talk more, and he calms down faster from a temper. He seems to trust a little more, because I’ve been there more. He still has some anxiety about being left [at school] (who knows why), but he doesn’t stress or break down in the same way.” School Readiness Skill Strategies to Improve Self- Regulation and Executive Functioning Parent B: “My daughter used to throw a lot of fits, but now she is happier and when she does get upset, we have tools and activities to turn to when managing her emotions. (The glitter jar is by far our favorite)” EI Skills to Contribute to Parental WellBeing Parent B: “I am knowledgeable about regulating techniques and can better manage my own stress. I feel like a happier mom and self at home!” Parent A: “The concept of coping strategies vs coping mechanisms helped me realize that the way I cope with things is not always healthy.” 45 While much of the parent feedback articulated components of the theory of change, evidence for some aspects was missing. For example, while there was evidence for selfregulation strategies to foster executive functioning, concrete parent-child activities to promote executive functioning were missing. School-readiness skills beyond self-regulation and executive functioning, such as making connections to the school environment to support the kindergarten transition, were not mentioned by parents. Ideas for supporting the home-school connection, along with activities to increase executive functioning, were added to the take-home parent resource packet and could be discussed more in-depth during future lessons, according to participant needs until further evaluation has been conducted. Develop a Curriculum Using Backwards Design Methodology Backwards Design methodology was used to develop the MYC curriculum (Wiggins & McTighe, 2005). The objectives embedded in each lesson aimed to support the MYC’s long-term goal, which aligned with the theory of change. See Appendix A for an outline of the MYC curriculum and its resource material, including each lesson’s objectives and the instructional strategies to meet them. Expert reviewers provided feedback on an initial draft. This feedback was used to revise the MYC curriculum prior to implementing the small-scale field implementation. Conduct An Expert Review of the Curriculum and Use Feedback to Revise Feedback from the expert reviewers was analyzed using Microsoft Copilot and organized into three overarching categories: content, delivery, and relevance, and subcategories that precede them. The subcategories are themes that emerged in the data analysis process using Microsoft Copilot (see Methods section). Strengths will be described for each category, followed by a table summarizing suggestions that informed revisions to the MYC curriculum. The table 46 will also highlight the subcategory themes in gray for clarity. Expert reviewers will be referred to as Mindfulness Expert A, B, C, D, E, and F; Kindergarten Expert; and FLE Expert. Content Strengths of the reviewer's feedback highlighted in the curriculum's content included its grounding in research from reputable sources and its accuracy. Mindfulness Expert B commented, “I think there is a great need for it in the audience it addresses. I can tell it is sourced by reputable and well-researched information.” Mindfulness Expert D said, “The mindfulness topics presented in this curriculum are both accurate and developmentally appropriate.” This expert also shared, “[The MYC curriculum] is not just focused on helping children thrive in school; it also prioritizes parental well-being in a meaningful way, which is often overlooked in programs like this. The dual focus on EI and school readiness—woven through breathing techniques, meditations, grounded discussions, and real-life applications—is an exceptional strength.” Mindfulness Expert A mentioned that “the way the reflection at the beginning of each session was designed feels very skillful--it gives parents a chance to integrate their learning [and] connect around struggles and successes.” Reviewers also appreciated the incorporation of role-playing, journaling, reflection, and take-home exercises into the lessons, which reinforced practical application. For example, the FLE expert stated, “We know that if a program has the opportunity for role play, the new skills learned will be retained by the participants.” Mindfulness Expert D shared, “I also appreciate the emphasis on nonjudgmental awareness, self-compassion, and emotional regulation. These practices aren’t just discussed; they are woven into the structure of the lessons with journaling, reflection, and actionable take-home exercises. That shows a deep understanding of what actually helps people shift out of stress and into presence.” While there was an abundance of 47 positive feedback, Table 7 organizes the reviewer suggestions and their connections to the revisions made to the MYC curriculum by the researcher. Table 7 Content-Related Expert Reviewer Suggestions and Informed Revisions to the MYC Curriculum Expert Reviewer Suggestion Clarifications and Enhancements Mindfulness Expert B: “Catch grammar, spelling, and word choices.” Mindfulness Expert C: “There were some typos and duplicate information in chapter 4, pages 32, 33, and 34.” Kindergarten Expert: “Perhaps let each family make a glitter jar timer the first day to take home and practice with their student.” Mindfulness Expert D: “Reword a few areas to make sure the language stays simple and accessible, especially when explaining brain science.” Mindfulness Expert B: [Add] information on WHY parents need this "now." Sequencing and Flow Mindfulness Expert A: “I would teach co-regulation first, before self-regulation.” Mindfulness Concepts Mindfulness Expert D: “A short video or handout on what mindfulness is (and isn’t), along with tips for creating a calm home practice space, could help participants feel more prepared and confident coming into the first session.” Mindfulness Expert D: “Continue reinforcing the message that mindfulness is flexible. It can look different for different families and doesn’t have to be quiet, seated, or formal.” Revisions to MYC Curriculum Grammar, spelling, and word choice were edited for accuracy. Materials for creating and personalizing a family glitter jar at home were explained and provided in lesson one. The brain science section in lesson one was simplified and condensed. Lesson one includes current parenting stressors and a call to action from the Office of the Surgeon General to support parents and their children’s mental health in response to these stressors. Co-regulation is discussed previous to self-regulation strategies in lesson four. A handout was created to introduce mindful parenting and what to expect from the workshop. It is included in the MYC curriculum appendix. This was embedded in the second lesson and in the mindful parenting introduction handout. It is also incorporated into open discussion as to what each mindful practice looks like for each family and what is working/challenging. 48 Mindfulness Expert D suggested additional topics for inclusion in the MYC curriculum. These include compassion practice geared towards children, savoring positive moments, mindful transitions, visualization and guided imagery, and a values-based parenting reflection. Mindfulness Expert D suggested specific mindfulnessbased activities and topics, including mindful routines for predictability, mindful waiting and turn-taking, mindful story time, sensory awareness activities, visualization for success, and play-based role-playing. According to the reviewer, all these strategies support executive functioning, emotional regulation, and social competence while staying developmentally appropriate and playful. Mindfulness Expert D“…There are a few topic areas that could increase its impact even more: consistency and follow-through at home, conflict resolution and boundaries, supporting kids through big transitions, sharing, taking turns, safety, and hygiene.” Mindfuless Expert D: “…Provide options for children who are more kinesthetic (like walking or movementbased mindfulness) versus those who prefer quiet reflection.” Depth and Pacing Mindfulness Expert D: “It might help to streamline or prioritize certain sections, possibly labeling some elements as ‘core’ and others as ‘bonus’.” FLE Expert: “I would time each of the lesson activities and discussions.” Other reviewers emphasized the importance of parents having time to breathe, reflect, and integrate practices, discuss, and connect rather than feeling rushed. Take Home Resource Packet Mindfulness Expert D suggested providing take-home resource sheets that include lesson recaps and a mindful moment tracker with space to reflect on These additional topics were included on the take-home resource page and included in discussions for home application. A values-based parenting section was embedded in the motivation and empathy/compassion lessons. A visualization/guided imagery meditation was included in lesson six. These extra mindfulness activities were included in the take-home resource packet and used as examples of home application ideas in applicable lessons. These topics were woven into problem-solving, setting limits and boundaries, and school application sections within the MYC lessons. However, future revisions may magnify these topics into fuller sections of the lesson as needed This suggestion was addressed in the MYC Introduction handout describing what mindfulness can look like Bonus material in the curriculum lessons is in a purple font color and labeled “Bonus.” The core content is in regular black. The original design of the MYC curriculum included time allotments for each lesson section. However, those timing allotments were adjusted after reflecting on each small-scale field implementation lesson. Take-home resource sheets included spaces to mark a heart for a mindful moment during the week 49 mindfulness presence, absence, or barriers, to deepen their self-awareness Mindfulness Expert D: “…Reinfor[ce] a few key takeaways at the end of each lesson to help the main ideas stick. Even a quick 3 things to remember, a list or reflection question could help with retention and reallife application.” Kindergarten Expert: “Include local, community, and online resources. Storybooks that cover some of the topics could be helpful.” Habit Building and Consistency Mindfulness Expert D suggested teaching parents about mindful habits and routines, including a morning breath ritual, mindful transitions during routines, and end-ofday gratitude practices and to reflect on the prompt: When did you find yourself present today? When did you find yourself not present today? What got in the way? What did you notice about your child today?” Key takeaways were included at the top of each parent resource packet for each lesson. Relevant children’s books were listed in each parent resource packet, as well as relevant parent books and community/online resources. The following is included at the end of each lesson as participants consider their commitments for the week. “Remind participants that creating mindful habits at home can start with incorporating them into the routines they already do. For example, it can be done during their morning routine, during a transition, or at the end of the day, during bedtime, or during dinner. These mindful rituals are emphasized during the first lesson. Delivery The expert reviewers agreed that 90 minutes of instruction for each of the six lessons was manageable. For example, Mindfulness Expert D shared, “The 90-minute, once-a-week format is a solid choice. It provides enough time for meaningful discussion, guided practice, and reflection without being too demanding for busy parents.” The FLE Expert added, “If a program is longer than 2 hours, we have seen the participants dropping out.” Mindfulness Expert D continued, “Weekly spacing also gives participants time to apply what they’ve learned between sessions, which is key for real behavior change.” Mindfulness Expert D noted that “The curriculum is 50 designed with flexibility in mind,” referring to both in-person and virtual delivery with synchronous learning (e.g., Zoom). Reviewers mentioned the benefits of in-person learning experiences. Mindfulness Expert D noted that “in-person sessions allow for spontaneous discussion, body language, and connection that really enhance trust and vulnerability, especially when covering topics like parenting stress or emotional regulation.” Relevance Reviewers noted several strengths of the MYC curriculum, including its relevance to parents and their children. Mindfulness Expert D shared, “This curriculum is highly relevant for supporting both parents and children through the transition to kindergarten. The emphasis on EI, mindful parenting, and practical tools like emotion coaching and regulation techniques hits right at the heart of what families need during this period of change.” Table 8 Delivery-Related Expert Reviewer Suggestions and Informed Revisions to the MYC Curriculum Expert Reviewer Suggestion Location Mindfulness Expert D: “A few locations [for delivery] come to mind…elementary schools or preschools, community centers or family resource centers, churches or faith-based facilities, libraries, or workplaces.” Mindfulness Expert D emphasized that locations should be conveniently located, accessible, safe, and stress-free Mindfulness Expert D: “I’d recommend adding short break times and making sure the environment is comfortable, welcoming, and distraction-free.” Online Delivery Options (Synchronous and Self-Paced) Mindfulness Expert D: “I’d suggest offering multiple delivery options, each with a slightly different structure, but keeping the core content consistent (faceto-face, live virtual, and self-paced).” Revisions to MYC Curriculum The MYC curriculum introduction for parent educators was adjusted to include these considerations as part of the logistical preparation and implementation process. The MYC curriculum introduction for parent educators was adjusted to include these considerations as part of the logistical preparation and implementation process. This is emphasized in the MYC curriculum's introduction. In-person and synchronous online delivery methods are described in the introduction section of the MYC curriculum, emphasizing effective engagement techniques. 51 Mindfulness Expert D: “Use breakout rooms for smallgroup sharing. Offer recordings for parents who miss a session. Send handouts and any visual materials in advance. Keep things interactive: polls, chat box, on-screen activities to keep energy up.” The self-paced option is considered for future implementation. These virtual synchronous features and accommodations are mentioned in the introduction of the MYC curriculum. Parental growth and support were another theme identified in the reviewers' feedback regarding relevance. Mindfulness Expert D commented that “it addresses the real root issues…by helping parents feel more regulated, confident, and present, it naturally sets the tone for children to feel secure, understood, and better prepared for the demands of a school environment.” Mindfulness Expert A mentioned that MYC “address[es] current real-world issues parents are facing.” Child development and school readiness were topics raised by several reviewers. For example, Mindfulness Expert D shared, “This curriculum sets the stage for improved selfregulation, better executive functioning, and more prosocial behavior; all of which are key school readiness skills. Children will likely develop stronger emotional vocabulary, empathy, and coping strategies by watching their parents model and teach these tools at home.” The kindergarten expert specifically noted that “these seem like valuable tools for parents and their students to be ready for the school environment.” This reviewer continued, “Aspects helpful for students include strategies for de-escalation or maintaining baseline behavior in a classroom such as grounding, meditation, etc.” Other feedback noted that the MYC curriculum provides a basic mindfulness course that most families can benefit from, and that it is based on universal human experiences that transcend family structures. Mindfulness Expert D shared, “The content is built around 52 foundational human experiences like connection, communication, and emotional awareness that apply broadly, regardless of specific family background or structure.” Additionally, this reviewer shared that parents can adapt the content to their own values and parenting styles, and that the lessons focus on real-life parenting moments rather than just abstract theory. See Table 9 for a summary of relevance-related expert reviewer suggestions and revisions to the MYC curriculum. Table 9 Relevance-Related Expert Reviewer Suggestions and Informed Revisions to the MYC Curriculum Expert Reviewer Suggestion Home-School Connection Mindfulness Expert D shared the following suggestions: “Encouraging parents to introduce their child’s teacher to some of the mindfulness techniques they use at home.” “Including guidance on how parents can advocate for their child’s emotional needs in the classroom setting.” “Provide a transition-week checklist to help children get excited and feel ready for their first week.” Address the Needs of Diverse Families Kindergarten Expert: “I appreciated the forethought at the beginning that this applies to everyone regardless of their differences. Some adaptations may be needed based on that community's specific needs.” Mindfulness Expert D: “Include more diversity in the examples and scenarios (parents with different family structures, cultural backgrounds, or unique parenting challenges). This would ensure the curriculum feels relevant and welcoming to a wide range of families.” Real-Life Parenting Application Mindfulness Expert D: “Include a few more parenting scenarios from everyday life that reflect common challenges like dealing with sibling conflict, managing screen time, or bedtime struggles. These additions would make it even easier for families to see Revisions to MYC Curriculum These suggestions were mentioned in the MYC curriculum, with an open discussion about how parents are currently connected to their child’s classroom. Suggestions were also included on the takehome resource page (see Appendix A, Figure A2 for an example). A needs-assessment survey was added to the appendix of the MYC curriculum and explained in the curriculum's introduction (see Appendix A, Table A1 for a link to the full curriculum). It addresses specific needs that may appear in a community. The scenarios in each lesson were revised to accurately and frequently reflect diverse family dynamics and cultures. Each of these scenarios was used as an example in each lesson to inspire discussion about how the strategies and topics can apply to their family life. 53 themselves in the material and apply the tools right away.” Mindfulness Expert D: “Build in a few extra minutes near the end of each lesson for unstructured group discussion or informal Q&A. Parents often get the most value from hearing how others are navigating similar challenges.” Time was added at the end of each lesson to incorporate unstructured group discussion and informal Q&A. Small-Scale Field Implementation Feedback The finalized curriculum, updated with expert feedback, was implemented during a small-scale field test by the researcher to further understand implementation logistics and processes, as well as participant perspectives. The researcher kept field note reflections on implementation. Participant post-workshop survey responses were gathered to inform additional adjustments to the MYC curriculum. As described previously, the data analysis process identified general themes from parent participant feedback using Microsoft Copilot (see Methods section). These themes were adjusted to make sense as headings representing categorical feedback and are listed as section headings below. Content Feedback Appreciation for Mindfulness and Emotional Regulation Practices. Through postworkshop surveys, parent participants reported enjoying the variety of mindful and emotion regulation practices. Parent A from lesson one shared: “I liked learning about different ways to be mindful, specifically the glitter jar, 54321 grounding practice, and hand brain.” The breathing techniques practiced in class provided participants with an opportunity to experience them firsthand. Parent A from lesson two shared: “I thought the breathing meditation was good to do in class. It's something that's hard to make myself do so it's helpful to do it right then as opposed to doing it on my own. And maybe that will make it easier for me to choose to do it again on my own.” 54 Topics of Interest Included Motivation, Compassion, Coping, and Triggers. Additional topics that parent participants appreciated were compassion, coping, and triggers. Parent A from lesson three shared: “I liked the reminder to have self-compassion and to be more intentional in helping my kids have self-compassion.” Parent A from lesson four stated, “I thought it was interesting and helpful to learn the difference between coping mechanisms and coping strategies. And think about what I use and can change to use in the future.” Parent B from lesson four appreciated learning how to identify triggers in themselves and their child and discovered areas that needed adjustment. They stated, “I feel like I learned so much valuable information about self-regulation! Identifying our deregulating triggers as parents and then the triggers for our kids helped put into perspective areas that needed adjustment in our home. Then, having a list of good vs bad coping examples really helped and allowed me to reflect. I feel like I am actually finding effective solutions to add to my parent toolbox!” One question from Parent A in lesson four, shared as feedback, was: “…how do we follow through with our selfregulation/coping strategies when we or our children feel completely unmotivated?” This question was addressed in lesson six (“Me and You, Motivated”). Emphasize Communication and Relationship Skills. Parent A from lesson five appreciated learning about communication and relationship skills. The parent stated, “I enjoyed talking about active listening and problem solving. I want to try to have my kids practice that and see if it helps them. I also liked the videos on social cues as a way to help my children think about and learn about social cues to help them in their relationships.” Parent A from lesson two shared, “I love the interactive tools, the meditation, and visuals!” The question was asked, “How [do we] listen with full attention at all times of the day when we, as adults, need to accomplish things, but also make time for our kids?” In response to this question, we talked about 55 boundaries, limit-setting, and problem-solving. Future implementations of the MYC curriculum should amplify the relationship between mindful parenting and limit-setting with discipline strategies aligned to mindful parenting. Increase Time for Reflection and Application. Parent B in lesson two mentioned that they needed additional time to clarify and write down action steps to help them integrate learning into daily life: “I think it could help to have time to write down things we plan to do to incorporate what we've learned. It's sometimes just hard to make time to do things outside of the class if I didn't have a clear idea of what I've decided to do.” The MYC curriculum was adjusted to address these needs; see the future implementation section. Structure Feedback Appreciation for Participant Support and Materials. Parent participants appreciated that the classes built upon one another clearly, making the progression easy to follow. Other feedback indicated that parents appreciated the MYC curriculum's ongoing support and reflection components, including weekly emails and text reminders. One parent shared, “For future parenting classes, stapling the handouts together and passing them out as a complete parenting class program packet would be very helpful in encouraging note-taking. The emails are also very helpful, and I wouldn’t change that!” Additionally, parent participants appreciated the clarity, thoroughness, and time for discussion during sessions. Adjust Time and Pacing. Parent participants suggested that time and pacing could be adjusted. For example, Parent B in lesson one shared, “Definitely allow time to go over our hopes and progress for the week.” Revisions to the MYC curriculum include timing adjustments to these two components and the incorporation of parenting hopes into a needs assessment (discussed in the Future Implementation section and included in the MYC curriculum appendix). 56 Parent B in lesson two noted that the lesson (Aware of Emotions) “might need to be two lessons to cover the material.” Revisions included removing the mindful parenting introduction from lesson two and placing the information in a Mindful Parenting Introduction handout to provide more time for emotion coaching. Additionally, Parent A in lesson four mentioned, “I think the balance between instruction and sharing of people in the class is really good.” Facilitation and Classroom Environment Feedback Appreciation for Connection and Comfort. Parent A in lesson six noted that the facilitator was mindful of both the parent participant's time and their experiences as a parent. Another appreciated the opportunity for parent participants to connect early in the sessions through icebreakers, as Parent A from lesson three shared, “I liked that we went over everyone's names again to make it feel more comfortable to share.” Parent A from lesson five mentioned, “I thought getting us to participate and do the activity on the difference between listening and hearing was good” (e.g., listening vs. hearing T-chart). Appreciation for Facilitator Presence and Awareness. This is related to another comment that parent participants appreciated having enough time to speak, think, and process information. Parent A from lesson six stated, “Honestly, I love these classes! I feel like I am learning so much valuable information that is effective at home. Each class builds on each other and the way you teach is clear and easy to understand! Everyone is allotted time to speak, think, and process the information as we go. You’re extremely mindful of everyone’s time and experiences as a parent.” Parent B from lesson five stated, “I truly think that you are always very clear and thorough on what you share, and the time to talk is very nice!” The facilitator aimed to pay attention to what the participants shared and how they responded to each lesson component and discussion. This guided how much time was given for discussion, practice, and instruction. 57 Delivery Feedback Emphasize Interactive Tools for Zoom Delivery. Two other pieces of feedback noted that the synchronous Zoom format was convenient and engaging; however, Parent A from lesson four stated, “I personally find Zoom to be a harder platform to have a class. But it's also more convenient than driving to get to a class.” To address this issue, the MYC curriculum introduces engaging components of online synchronous lessons (i.e., Zoom), icebreakers, and class guidelines in its introduction. Implementation and Research Evaluation Plan This section will outline specific evaluation measures that can be used in future implementation of the MYC curriculum to test its effectiveness and validity. Expert reviewers contributed these measures in response to the expert review survey (see Appendix C, D, and E). Expert reviewer responses will be referred to as Mindfulness Expert A, B, C, D, E, and F; Kindergarten Expert; and FLE Expert. Expert reviewers responded to the question “What other measures (if any) would you recommend in evaluating the efficacy of this curriculum?” (see Appendix C, D, and E). Mindfulness Expert D suggested, “The pre- and post-assessments…are a great start, especially for capturing parent perspectives on usefulness and personal growth.” The small-scale field implementation only included open-ended surveys at the end of each lesson. Pre- and postsurveys are now included in the curriculum appendix. Mindfulness Expert D also suggested to “Consider adding a short follow-up survey 4-6 weeks after the program ends to see if parents are still using the tools, and which ones have become part of their regular routines. This gives insight into long-term application, not just initial impressions.” Due to the field study's small scale and timeline, participants were given a two-week follow-up. However, the revised MYC curriculum 58 now suggests 4-6 weeks. Reviewers suggested that observational or self-reported changes in children’s behavior. For example, Mindfulness Expert D suggested, “Invite parents to reflect on specific changes they've noticed in their child’s behavior or their own parenting approach. Prompts like: What is different now when your child has a meltdown? How have your reactions changed during stressful parenting moments?” These specific prompts were included in the follow-up survey in the full curriculum appendix. A similar measure was included in the smallscale field implementation two-week follow-up survey (see Appendix H, section H2) and yielded positive outcomes regarding self-reported changes within parent-child emotional responses (see the results section for specific participant comments). Mindfulness Expert D suggested to: “Include open-ended questions in the post-survey or offer a short focus group option. Sometimes the best insights come from hearing parents describe in their own words what worked, what didn’t, and what shifted for them.” This suggestion was demonstrated in the current field implementation through open-ended questions at the beginning of each lesson to reflect on home application experiences, and at the end of each lesson, focusing on their experience during the lesson. The two-week follow-up survey (see Appendix H, section H2) also provided open-ended questions for qualitative feedback. Each of these yielded valuable insights from parent participants (see the results section for specific participant comments). However, a focus group may add a richer experience. Parent engagement tools tied to each lesson were recommended to encourage ongoing practice. For example, Mindfulness Expert D suggested, “giving parents a weekly ‘Did I Try This?’ checklist tied to each lesson can serve as a light-touch form of progress tracking and keep them engaged while giving you some informal data on use and impact.” This was incorporated into each take-home resource page (Appendix A, Figure A2) using the weekly Mindful Moment 59 Tracker and journal prompt. Additionally, self-reported observations using emotional awareness tools such as the smile-to-frown meter, emotions wheel, or mood meter may be additional tools to test effectiveness. Mindfulness Expert B suggested, “Having the kids do personal assessments after each day, perhaps. Like a smile to frown metric.” Emotional awareness and self-regulation tools were explained and discussed in each lesson of the small-scale field implementation; however, they were not used to formally assess their daily use from the child's perspective. Future implementation can encourage parents to reflect on their mindful moment tracker or report in class how effective these tools were for their child, including successes and challenges. To add valuable perspective, Mindfulness Expert D responded, “it would be interesting to explore teacher-reported changes in children’s emotional regulation, attention, or social skills, especially in a school-based delivery setting. Mindfulness Expert A also suggested using “a follow-up survey after the child transitions to kindergarten.” These suggestions were combined to create a school-readiness assessment by the researcher. This assessment uses a five-point Likert scale to measure specific social-emotional skills listed on the Utah State Board of Education’s Kindergarten Readiness website (Utah State Board of Education, 2022). Other states may adapt the teacher-reported school-readiness survey to reflect their specific kindergarten social-emotional skills. This teacher-reported school readiness survey is listed in the complete future full-scale evaluation plan summary in the discussion section and included in Appendix I. Lastly, the FLE Expert recommended to “have an evaluation agency complete the evaluation of [the] program. They can help create the questions for the pre-post tests.” This suggestion was made alongside the explanation that some organizations cannot adopt and implement a curriculum unless it has been validated by an external agency. However, this 60 process is expensive and would be reasonable only if the curriculum were used by an organization rather than just by the researcher. See Table 10 for an organized summary of suggested evaluation measures from expert reviewers. Not all the expert reviewer comments were included in the summary to avoid overwhelm. Astricts indicate the evaluation measure was incorporated into the small-scale field implementation of the MYC curriculum and are discussed in the methods section of this paper. Table 10 Future Evaluation Measurement Plan to Test Effectiveness and Validity Timeline of Implementation Each Lesson Evaluator Measure Facilitator Pre-/*Post-assessment Throughout Program Parent *Observational/SelfReported Changes Throughout Program Parent *Weekly Commitment Checklist Reflection At the End of Each Lesson Facilitator *Open-ended Questions or Focus Groups 4-6 Weeks Post Program Facilitator *Follow-Up/Long-Term Tracking Focus of Measurement To capture parents’ perspectives on usefulness, personal growth, and the immediate impact of the lesson To assess children’s behavior (i.e., handling meltdowns differently, emotional awareness tool effectiveness) To encourage parents for ongoing application practice and engagement, and to note their successes and challenges To allow parents to describe their experience of the lesson or applications using their own words (i.e., what worked, what didn’t, what shifted in their family dynamics) To measure sustained tool use, assess if strategies are a part of parents’ regular routine, etc. To track observational or self-reported changes in 61 First weeks of kindergarten Teacher children’s behavior (i.e., handling meltdowns differently) Teacher-reported indicators To assess emotion of school readiness regulation, attention, and social skills Overall, each of these measurement tools provides a perspective that will enhance the effectiveness and credibility of the MYC curriculum. With additional funding and resources, future implementation may have a wider reach for families and provide parents with stronger outcomes that better meet the MYC program's long-term goals. Discussion This study aimed to develop a 6-week mindful parenting curriculum, “Me and You, Calm,” that promotes both parent and child EI, thereby enhancing their well-being and improving children’s school readiness in preparation for kindergarten. A conceptual model and theory of change were developed and used as a framework for the MYC curriculum design. Parent and child outcomes aligned with the theory of change were developed. A Backward Design method (Wiggins & McTighe, 2005) was used to break down objectives and select instructional strategies. Expert reviewers and a small-scale field implementation with families provided feedback for the MYC curriculum revisions. Lastly, a potential implementation and research evaluation plan was developed to assess the effectiveness of the MYC curriculum. Throughout the design and implementation processes, several content-related successes and challenges were identified. Expert reviewers suggested adding several mindfulness topics to enhance application and relevance for families. However, facilitator reflections, expert, and parent participant feedback revealed that there were too many topics to fit into each lesson. Therefore, utilizing the parent-resource page and open-ended application discussions to supply parents with opportunities to learn more about those topics felt adequate. The facilitator noted 62 that problem-solving, limit-setting, and social skills such as sharing and manners should be emphasized in the corresponding lessons, as parents were very interested in learning more about these topics. The facilitator and curriculum author kept an implementation and reflection journal, noting the following. Lesson six needed more examples for parent traits and interests, values, and expectations to facilitate concrete application of motivation strategies and group discussion. Parent participant engagement increased as parents reflected on their expectations and values for themselves and their child, enabling them to “connect and share parenting experiences as a positive learning experience” (see Gross et al., 2001; Harachi et al., 1997). More time was needed in each lesson to create opportunities for role-play (particularly for emotion coaching), to identify habit commitments, and to practice meditation. Incorporating expert feedback to identify bonus content from core content will support future facilitators in prioritizing as they make adjustments to support participant needs and stay within time limits for each section. The small-scale field implementation faced several challenges with recruitment. This may have been due to the timing of the workshop, which was held right after school started. Parents may have had misperceptions about the workshop’s relevance and effectiveness, which can affect motivation and engagement (Rostad et al., 2019). Parents may also have had the misperception that the workshop targeted struggling parents, which can also affect engagement (McGoron & Ondersma, 2015). Therefore, using the mindful parenting introduction handout (provided in the MYC curriculum appendix) or conducting an introductory orientation may alleviate these misperceptions and improve recruitment outcomes. Although there was a $100 gift card incentive and a light dinner, participants may have needed additional accommodations, such as childcare or a more familiar and accessible location (see Dumas et al., 2007; Ingoldsby, 63 2010). Additionally, the researcher learned that the Qualtrics registration form needed to include security measures to prevent scam registrants from completing the registration survey. It was also challenging to ensure all participants submitted feedback, even though links were emailed weekly and displayed as QR codes in every lesson. The first lesson provided an iPad and paper copies of the surveys; however, these provisions may have been needed for every lesson to ensure feedback was received. Virtual synchronous learning platforms such as Zoom may utilize a poll feature to collect parent participant feedback rather than collect data in a separate system. Facilitators could also provide time at the end of each lesson to invite parents to reflect on their experience. This can provide the instructor with instant formative feedback. Additionally, while parent participant feedback was collected via post-lesson surveys, it would have been helpful to include a pre-lesson assessment to determine what participants gained or learned and whether their needs were met. Some of the most impactful topics that held high engagement from parent participants included parenting expectations and values for motivation, coping strategies vs coping mechanisms, and tools for regulation and compassion. These topics yielded in-depth conversations in which parent participants shared meaningful insights and asked other parents in the group about their experiences. The facilitator made sure to give space for these conversations without moving on to other parts of the lesson too soon, to allow for authentic learning and connection. Attendance was usually higher during the virtual synchronous lessons via Zoom (see Table 5 in the Small-Scale Field Implementation section), demonstrating that a flexible delivery method enabled parents to attend more often (Dumas et al., 2007; Ingoldsby, 2010). Parent participants reported that the engagement tools used on the Zoom platform were engaging and 64 held their interest. The facilitator noted that having these prepared in advance of the lesson supported this engagement. Additionally, take-home materials, such as the glitter jar and weekly check-ins, seemed to encourage at-home practice, as parents had an opportunity to report back through a group chat or during commitment reflection discussions at the beginning of each class. The parent resource packet included spaces for parent participants to check off days when they had mindful moments and write a reflection for each day of the week about when they noticed they were mindful toward themselves and their child, including successes and challenges. Parents seemed to appreciate this tool for tracking their progress and reflecting on daily mindful moments, though the facilitator would have liked to follow up on its effectiveness at each lesson. The facilitator also noted that initiating a weekly group chat with parent participants helped encourage them to work on their commitments and share successes and challenges with one another. This seemed to reinforce concepts and strengthen parent participant support and connection. Limitations Several limitations arose during the development and implementation of this curriculumbased project. While five mindfulness experts were recruited to review the MYC curriculum, only one experienced kindergarten teacher and one family life educator were available to offer insight and suggestions in their respective fields. Fortunately, several mindfulness experts act similarly to family life educators in clinical settings and work with both parents and children. However, having additional kindergarten teacher reviewers would have added much more perspective and insight for curriculum strengths and suggestions for relevance. Another limitation related to parent participation. While seven parents participated in the field implementation of the curriculum, only four were consistently present at each lesson. 65 Additionally, only some of those participants fully completed the demographic and postworkshop lesson surveys (see Table 5 in the Small-Scale Field Implementation section). It is possible that parents with less positive perspectives or more demanding life responsibilities did not respond, skewing the data. However, for a small-scale field implementation aimed at informing the MYC curriculum development, these preliminary findings provided substantial feedback for refining its delivery, structure, and content. In addition, due to the lower response rate, the enrollment was expanded to include additional ages of children. This resulted in only two parent participants having a child beginning kindergarten in the fall of 2025. These parent participants contributed to the post-lesson and follow-up surveys. The remaining parent participants had children of various ages, including school-aged, preschool-aged, toddlers, and infants. However, parent participants engaged with the materials and discussions productively as they related the concepts to everyday life and to anticipated formal schooling, or as they were already supporting their child during formal schooling. Although more evidence specific to the transition to kindergarten is needed, it is encouraging that the MYC curriculum may be applicable to a wider audience than originally anticipated. While the location was originally planned to accommodate parents of children attending the campus lab school, none of the parent participants were associated with the campus lab school. This created a limitation in providing a direct home-school connection for the parent participants. Parents of children attending the campus lab school may have attended if the facilitator was someone they already knew (their child’s teacher or a familiar facilitator). Future remedies may include orienting school staff to personally encourage the student’s parents to attend. Additional remedies for this issue are discussed in the future implementation section. 66 Future Implementation Reviewers suggested providing a handout on mindful parenting and aspects of the MYC program prior to parent participation. This handout is included in the MYC curriculum appendix (see Appendix A, Table A1 to access the full curriculum). However, future implementations could also include a brief mindfulness orientation to help parents feel more confident and prepared before starting the six lessons. This introduction may also help parents perceive the workshop as relevant and effective, thereby increasing their motivation and engagement (see Rostad et al., 2019). While the MYC curriculum as designed to be relevant to all families, demographic surveys, current research findings on the target audience, and needs assessments should be considered in future implementation to better address participants' needs and achieve effective outcomes (Darling et al., 2014). A needs assessment is a “systematic approach to studying the state of knowledge, ability, interests, or attitudes of a target audience in order to design an effective educational program (Darling et al., 2014, p.63). Needs assessments can be direct or indirect and can be conducted through interviews, surveys, or focus groups, focusing on the felt needs of the individual(s) (Darling et al., 2014). Planning a needs assessment begins with determining objectives, the target audience, sample selection, and instrument methodology. Basic needs assessments may be conducted at the beginning of the program, asking participants for their reasons for taking the class, their experiences with the topic, and what they would like to accomplish (Darling et al., 2014). Additional topics may include the type of information participants would like to gain, participants' ages and concerns, cultural dynamics (i.e. family structure, special circumstances, generational cohort), and preferred logistics for the class, such as time, location, and format (Darling et al., 2014). Using these guidelines, a needs assessment 67 for future implementation was developed and included in the MYC curriculum (see Appendix A for a link to the MYC curriculum). Future implementation could also include making the MYC curriculum content available online as self-paced modules (asynchronous) and providing a handout or a text message for parents to share with their child’s teacher. This way, there is a stronger home-school connection that can reinforce emotional literacy and mindful practices at home and school. Another suggestion relating to home-school connection is to provide a kindergarten transition week checklist to help children get excited and feel ready for their first week. This could include obtaining school supplies, finding their bus stop or walking route to school, meeting their teacher with their parents, establishing a school day routine, wearing a backpack, incorporating readiness skills and mindful practices into their daily activities, and exploring their school and classroom. Including parents in the kindergarten transition process aligns with Sheridan and colleagues' (2010) conceptualization of school readiness. They suggest that school readiness incorporates the abilities of children, families, and practicing professionals who strive for positive student outcomes in educational settings. The home-school connection strategies listed above provide opportunities for children, families, and practicing professionals to connect. Additionally, Bronfenbrenner's Ecological Theory (1979) demonstrates the importance of parent engagement during the child’s transition to kindergarten. For example, parents and their children can interact with the school environment and staff using the strategies listed above, thereby reflecting the supportive integration of the child’s micro- and meso-systems. Additionally, attendance may increase if the workshop was facilitated by their child’s teacher at the child’s school before the school year starts. This would provide a familiar, convenient location that 68 strengthens the home-school connection and fosters a smoother transition to kindergarten for the family. Future implementations of the MYC curriculum should also consider pacing. Pacing was repeatedly mentioned by expert reviewers, parent participants, and facilitator reflections. Rostad and colleagues (2019) suggest that professionals should be sensitive to ongoing parenting stressors as parenting programs are designed and implemented, to avoid participation dropout. This is one reason the MYC curriculum was designed as six 90-minute weekly lessons to avoid overwhelming parents with a larger commitment for workshop attendance. In addition to Rostad and colleagues' (2019) suggestion, future facilitation of the MYC curriculum should focus on the “core” components of each lesson (aligned to participant needs assessments) and incorporate the “bonus” components only if time or interest allows. Facilitators can preview each lesson and mark the most important items to meet the needs of their participant population. Specifically, group discussion, reflection on parent hopes, and reflection on parent participant action items should be prioritized, while short mindful practices and supporting video content may be adjusted. These adaptations are intended to increase relevance and effectiveness and decrease parent overwhelm and dropout. Additionally, each class should begin on time to allow space for these learning experiences. They may also refer parent participants to their take-home resource page to try out the less-prioritized activities. Additionally, the small-scale MYC field implementation was initially planned for the end of July, into August, which was the timeline for other kindergarten-readiness summer programs (see Duncan et al., 2017). These months were chosen so that parents would have time to practice these skills with their child before they began kindergarten. However, the small-scale field implementation was held from September to October due to approval and recruitment delays. 69 This was because the expert reviewer process and recruiting participants for the field implementation took longer than expected. Parent participant recruitment may have been challenging because it occurred during the first few weeks of school, a busy time for parents and families. Additionally, without any introduction to mindful parenting concepts, parents may have felt disassociated with the need and application of what they would experience. However, parent participants were able to discuss their child’s successes and challenges during the first few weeks of their kindergarten transition, which informed real-world application of the content for families transitioning to kindergarten. Future adaptations and evaluation of the MYC program may consider the effectiveness of various scheduling outcomes that meet the needs of their participant population. Conclusion Research has shown that today’s parents face daily stressors and responsibilities that may reduce their capacity to nurture their own EI and that of their young children, compromising overall well-being. This, in turn, may negatively impact children’s school readiness and ability to navigate the transition to kindergarten. Children who are emotionally intelligent, resilient, and equipped with stamina and social skills are more likely to experience academic success. Parents’ own EI abilities influence how they guide and support their child in these skills. Parent mindfulness has been shown to be sensitive to intervention and linked to EI abilities. This project developed the “Me and You Calm” six-week research-based curriculum, which was reviewed by experts in the field and implemented with a small group of parents, with the goal of supporting parents in adopting mindful parenting practices to foster EI for themselves and their children, preparing them for the transition to kindergarten. 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Mindfulness, 10(12), 2481–2491. https://doi.org/10.1007/s12671-019-01120-y 82 Appendices Appendix A: “Me and You Calm” Curriculum Materials Table A1 Backwards by Design Curriculum Outline for “Me and You, Calm” Link to Full Curriculum: Me and You Calm Curriculum.pdf Adaptations to the pre- and post-assessments for each lesson were implemented after the smallscale field implementation began to increase focus on meeting objectives rather than on curriculum design effectiveness. Desired Results for Program Program Objectives: • Parents will experience greater well-being and reduce stress during parenting pressures by developing five emotional intelligence (EI) skills through mindful parenting. • Parents will be able to find themselves in the present moment while connecting with themselves and their child through five mindful parenting practices. • Parents will feel confident preparing their child for kindergarten by teaching and modeling the five EI skills and five mindful parenting practices. • Children will display EI skills such as emotional awareness, empathy, motivation, self-regulation, and social skills such as active listening and recognizing social cues when they are ready for kindergarten. • Children will display mindful awareness skills such as listening with full attention and self-regulation to strengthen their executive functioning for school readiness. Program Assessment: • Post Program Two-Week Follow-Up Survey Lesson 1: Find Your Why Stage 1-Desired Results Understandings: Essential Questions: Participants will understand… • What are your hopes for yourself as a parent, • That stress can lead to parent burnout, so it is and for your child, that this program may important for parents to be mindful of their support? needs. • Why is EI important for kindergarten skills like • Their hopes for themselves as a parent and executive functioning and self-regulation? for their child matter, and they are doing better than they realize • The importance of EI for school readiness skills (self-regulation, executive functioning, social skills) Lesson Objectives: Participants will be able to… • Reflect on, identify, and discuss hopes for themselves and their child that may be supported by the program • Understand the benefits of EI, modeling, and mindful parenting practices for well-being • Understand key terms: EI, self-regulation, executive functioning • Understand the benefits of EI for school readiness, including executive functioning and self-regulation 83 Stage 2-Assessment Evidence Pre- and post-lesson self-assessment for understanding of concepts Role-play using the hand model of the brain with their partner as if they were teaching it to their child. Instructor observes and offers feedback as necessary. • Ask participants how they can apply the hand model of the brain, glitter jar, and breathing/grounding meditations for self-regulation. Ask how self-regulation supports executive functioning and EI for school readiness and their well-being? • Follow up on commitment practice and mindful moment tracker journal responses at lesson two Stage 3-Learning Plan Learning Strategies and Activities: • Welcome/introductions/class guidelines • Pair-Share parenting hopes • Journal reflection of parenting hopes • Whiteboard list and discussion: parenting stressors • Glitter Jar demonstration to explain self-regulation • Hand-brain model demonstration to describe the role of mindfulness in executive functioning to promote EI • 5-4-3-2-1 Grounding Meditation to practice self-regulation to increase executive functioning • School readiness skills relating to executive functioning discussion • Breathing meditation to reinforce a self-regulation strategy to increase executive functioning • Commitment reflection: write down techniques to implement during specific routines and transitions at home • • Lesson 2: Me and You, Aware of Emotions Stage 1-Desired Results Understandings: Essential Questions: Participants will understand… • Why is it important to be aware of our own • That everyone feels emotions. Emotions are emotions and those of our children? messages from our brains, and we choose • How can we learn to recognize what we are how to respond. feeling? • There are many tools and strategies that we • What do we do with our feelings? can use to recognize and respond to our emotions. Lesson Objectives: Participants will be able to… • Understand emotional awareness and the benefits for themselves and their child • Familiarize themselves with effective emotional awareness tools, including the emotion wheel and scale, and mood meter. • Apply the five steps of emotion coaching by Dr. John Gottman Stage 2-Assessment Evidence • Pre- and Post- self assessment for understanding of concepts • Commitment reflection follow-up from lesson 1 (challenges/successes) • What do they remember from the Mindful Parenting overview handout prior to the program? • Pair-Share: How can participants use the Emotions Scale and Mood Meter to recognize emotions? • We-Do, You Do: Role-Play the 5 Steps of Emotion Coaching. Observe and offer feedback as necessary. Stage 3-Learning Plan Learning Strategies and Activities: • Welcome back/Introductions/Commitment reflections from previous lesson (successes/challenges) • Mindful Parenting Overview handout refresher • Introduce emotional awareness; discuss participant familiarity • Explain and discuss implementations of emotion awareness tools: Emotions Scale and Mood Meter 84 • • • • • Introduce and explain the 5 steps of emotion coaching by Dr. John Gottman. We-do, You-Do Roleplay of emotion coaching scenarios Pair-Share how participants can use emotion coaching with their particular child Body Scan Meditation to become aware of body sensations and feelings for emotional awareness Commitment reflection: write down techniques to implement during specific routines and transitions at home Lesson 3: Empathy and Compassion for Me and You Stage 1-Desired Results Understandings: Essential Questions: Participants will understand that… • How can we develop compassion for • Mindful practices can foster compassion for ourselves and for our child? our children and for ourselves. • How can empathy and compassion support • Empathy and compassion support pro-social school readiness? skills for school readiness Lesson Objectives: Participants will be able to… • Acknowledge their need for empathy and compassion for themselves and their child through reflection and mindful practice • Explore strategies for compassionate problem-solving and limit setting using perspective-taking and listening with full attention • Gain strategies to teach their child about empathy and compassion to prepare for school situations Stage 2-Assessment Evidence • Pre- and post-self-assessment for understanding of lesson concepts • Commitment reflections to assess prior lesson content application • Ask participants how they will apply strategies to teach their child about empathy and compassion • Role-play compassionate problem-solving and limit setting with their child using perspective-taking strategies Stage 3-Learning Plan Learning Strategies and Activities: • Welcome back/Introductions/Commitment reflections from previous lesson (successes/challenges) • Participant Gratitude Journaling • Self-compassion introduction with Kristin Neff’s 3 components of self-compassion (optional videos) • Application of compassion in parent-child relationship discussion • Growth Mindset introduction and application discussion (t-chart mindset examples) • Empathy and compassion for the child application discussion • Limit-Setting with Compassion explanation and discussion (optional roleplay) • Bonus: Discuss how gratitude can be implemented to foster compassion for parent and child • Lovingkindness meditation to provide as a strategy to foster compassion for parent and child • Childhood journal reflection to inspire empathy towards self and child; application discussion • Create self-compassion mantras • Commitment reflection: write down techniques to implement during specific routines and transitions at home Lesson 4: Me and You, Regulated Stage 1-Desired Results Understandings: Essential Questions: Participants will understand that… • What is self-regulation? • Self-regulation is the ability to coordinate our • How does self-regulation allow you to parent thoughts, behaviors, and emotions. as you hope to? 85 • Self-regulation and executive functioning are • How can you increase self-regulation? foundational school readiness skills • How can you teach your child self-regulation • Mindful practices increase our ability to selfstrategies for school? regulate and respond effectively • Children cannot automatically self-regulate. They need sturdy parents to guide and support them through coregulation. Lesson Objectives: Participants will be able to… • Understand the need for self-regulation in their daily parent-child interactions • Apply daily mindful practices to increase self-regulation • Understand the implications of self-regulation in the classroom and develop strategies to teach their children self-regulation Stage 2-Assessment Evidence • Pre- and post-self-assessment for understanding of concepts • Follow up on lesson commitments from previous lesson (challenges/successes) • Discussion: Why is self-regulation important for their parent-child relationship? • Roleplay a regulation strategy that supports a dysregulated child from the provided scenario. Discuss challenges/successes • Writing: Participants will write down three techniques for themselves and their child to self-regulate throughout the day, including in the classroom Stage 3-Learning Plan Learning Strategies and Activities: • Welcome back/Introductions/Commitment reflections from previous lesson (successes/challenges) • Introduce self-regulation as a school readiness skill • Explain and discuss what dysregulation feels like. How do we help a dysregulated child? • Introduce emotion regulation as a component of self-regulation. Display a mood meter to explain and discuss up-regulation and down-regulation needs. • Discuss self-regulation strategies for their child to use in the classroom • Explain coregulation and discuss with participants how they coregulate with their child. • T-Chart activity: Regulation Intervention ideas/regulation prevention ideas for parent and child application • Roleplay a regulation strategy that supports a dysregulated child in the provided scenario • T-Chart activity: Discuss coping mechanisms vs coping strategies in response to dysregulation. • Mindful walking meditation for a productive break for self-regulation or co-regulation • Writing: Participants will write down three techniques for themselves and their child to self-regulate throughout the day • Commitment reflection: write down techniques to implement during specific routines and transitions at home Lesson 5: Social Skills for Me and You Stage 1-Desired Results Understandings: Essential Questions: Participants will understand… • What social skills are important for • Social skills are EI skills that include empathy, kindergarten? active listening, problem-solving, and noticing • How can parents support their child in social cues developing social skills? • Social skills make it easier for children to make and keep friends and thrive in the classroom 86 • Mindful parenting practices, such as listening with full attention and compassion for self and child, can support social skills such as empathy, active listening, problem-solving, and noticing social cues Lesson Objectives: Participants will be able to… • Model listening with full attention and identify social cues in their parent-child interactions • Understand the implications of social skills for school readiness • Teach their child strategies for pro-social behaviors in the school setting Stage 2-Assessment Evidence • Pre- and post-self-assessment for understanding of concepts • Follow up on lesson commitments from previous lesson (challenges/successes) • Identify and discuss social cues in facial expressions through images • Role-play problem-solving techniques using Gottman Institute Problem Solving Steps or CPS model. Emphasize using I-statements and reflective listening. • Ask participants how they can teach their child empathy for school readiness • Writing: Participants will write down problem-solving techniques for themselves and their child to use throughout the day, including in the classroom Stage 3-Learning Plan Learning Strategies and Activities: • Welcome back/Introductions/Commitment reflections from previous lesson (successes/challenges) • Introduce social skills as an EI domain, which includes active listening, problem-solving, and interpreting social cues, which apply to school settings and parent-child relationships. • Mindful listening meditation to practice listening with full attention • T-Chart: Listening examples vs Hearing examples (hearing is sensory input; listening is comprehending what is being heard). • Social Cues Activity: Display images of facial expressions and discuss what participants notice and what the person in the image might be communicating • Optional “Read Social Cues Like a Detective” video for further practice • Introduce effective problem-solving procedures, including I-Statements, Speaker-Listener technique, Gottman Institute Problem-Solving Steps, and Dr. Green’s CPS model. • 5-4-3-2-1 Grounding Meditation to practice being mindful and calm about what others are saying to us with a clear, open mind • Role-play a simple problem-solving process from the provided scenario using Gottman Institute Problem Solving Steps or the CPS model. Encourage them to use I-statements and reflective listening • Commitment reflection: write down techniques to implement during specific routines and transitions at home Lesson 6: Me and You, Motivated Stage 1-Desired Results Understandings: Essential Questions: Participants will understand… • How can we help our children stay motivated • Motivation is an EI skill in their goals and tasks? • Motivation can be supported by • How can parents stay motivated towards understanding the traits and interests of their goals? parents and their children and setting • Why is motivation important for parent-child realistic expectations relationships? • Why is motivation important for school readiness? 87 • Having a nonjudgmental acceptance of the traits and interests of parent and child may increase motivation and support connection • Grit, stamina, and optimism can support motivation and are vital skills for resilience and school success Lesson Objectives: Participants will be able to… • Reflect on their expectations, traits, interests, and the motivators they perceive for themselves and their child • Model three motivational strategies for their child to apply in the school setting • Reflect on the goals of themselves and their child and make plans to implement strategies to meet those goals Stage 2-Assessment Evidence • Pre- and post-self-assessment for understanding of concepts • Follow up on lesson commitments from previous lesson (challenges/successes) • Reflect and Write: Parent and Child Expectations and Values • Reflect and Write: Assess parenting hopes and align them to traits and values for realistic expectations • Writing: Participants will choose one of three strategies to support motivation for themselves and their child in the school setting Stage 3-Learning Plan Learning Strategies and Activities: • Welcome back/Introductions/Commitment reflections from previous lesson (successes/challenges) • Mindful visualization meditation to support motivation • Introduce and discuss motivation and how it can support parents and children • Reflect and Write: Participants will write down their expectations for themselves as parents. Parents will reflect on any expectations their child may feel or have for themselves • Reflect and Write: Participants will write down three of their parenting values and reflect on how their expectations support their values • Discussion: How can parents support their child in setting realistic expectations? • Trait and Interest Identification Activity: Participants will circle their traits on the list and then share their traits with their neighbor and switch. Participants will also star traits that they have seen in their child and notice what they have in common. They can note interests as well. • Define grit, stamina, and optimism. Discuss ways to support parents and children with these skills • T-Chart Activity: Intrinsic vs Extrinsic Rewards for Motivation • Bonus: Self-Compassion Meditation for Motivation • Reflect and Write: Participants will reflect on their hopes (goals) they set for themselves in lesson one and adjust or rewrite them according to realistic expectations aligned with their values, traits, and interests. • Create a mantra for motivation • Commitment reflection: write down three techniques to implement during specific routines and transitions at home 88 Figure A2 Sample of take-home parent resource packet Link for full packet: MYC Parent Resource Handouts.pdf 89 Figure A3 Link for all slides 1 MYC-Find Your Why.pptx 2 MYC-Aware of Emotions.pptx 3 MYC-Empathy and Compassion.pptx 4 MYC-Regulated.pptx 5 MYC-Social Skills.pptx 6 MYC-Motivated.pptx Sample of lesson slides 90 Appendix B: Demographic Survey for Small-Scale Field Implementation 1. What is your age? 2. What is your gender identity? a. Male b. Female c. transgender d. non-binary c. Other (please specify)_______ d. Prefer not to answer 3. What is your ethnic background? a. White/Caucasian b. Asian c. Native Hawaiian or Pacific Islander d. Hispanic or Latino e. African-American f. Native American g. Two or more h. Other (please specify) i. Unknown j. Prefer not to answer 4. What is your marital status? a. married b. separated c. divorced d. widowed e. single f. Other (Please Specify) g. Prefer not to answer 6. How many children under the age of 5 live in your home? a. none b. 1 c. 2 d. 3 e. 4+ 7. How many children between the ages of 6-12 live in your home? a. none b. 1 c. 2 d. 3 e. 4+ 8. How many children between the ages of 13-18 live in your home? a. none b. 1 c. 2 d. 3 e. 4+ 9. What is your education level? a. Less than High School b. High school (including GED) c. Some college (no degree) d. Technical certification e. Associate degree (2-year) f. Bachelor’s degree (4-year) g. Master’s degree h. Doctoral degree i. Professional degree (JD, MD) j. Prefer not to say 10. What is your annual household income level? This helps us understand the economic conditions of our participants and tailor our instructional design and delivery accordingly. a. $0-$29,999 b. $30,000-$59,999 c. $60,000-$89,999 d. $90,000-$119,999 e. $120,000+ f. Prefer not to answer 91 11. What is your primary language spoken in your home? 12. Do you identify with any of the following religious groups? a. English b. Spanish c. French d. Italian e. Portuguese f. Mandarin g. Arabic h. Other (please specify) i. Prefer not to say a. Christianity (please specify “Catholicism,” “Church of Jesus Christ of Latter-day Saints,” etc.) b. Judaism c. Islam d. Buddhism e. Hinduism f. None g. Other (please specify) h. Prefer not to say 92 Appendix C: Family Life Educator Curriculum Expert Review Survey Questions General Feedback Content What did you see as overall strengths of this curriculum? If not previously addressed: What would you add? What would you change? What strengths did you notice within the curriculum that aligned with CFLE Code of Ethics as applicable to this curriculum? https://www.ncfr.org/cfle-certification/cflecode-ethics Relevancy What would you add? If not previously addressed: What would you change? What strengths (if any) did you find with the learning objectives for each lesson? What strengths in the curriculum (if any) support diverse families including their dynamics, cultures, and values? What would you add? What would you change? What would you add? What would you change? What strengths (if any) did you find with the content being practical for parents? What would you add? What would you change? What feedback do you have regarding the ratio of theory and application within this curriculum? What strengths (if any) did you notice regarding learning activities within the curriculum? What parent and child outcomes would you anticipate this curriculum will be effective in supporting? What would you add? What additional parent and child outcomes would you add? What additional feedback (if any) do you have about the content of this course? What would you change? What would you change? What additional feedback (if any) do you have about the relevancy of this course related to supporting parents’ well-being, and children with the transition to kindergarten? Course Structure If not previously addressed: Each lesson is designed to be 1.5 hours, once a week, for 6 weeks. What feedback do you have regarding the time allotment for this curriculum? 93 What feedback do you have regarding the pacing of each lesson topic? What feedback do you have regarding the strategies and activities of each lesson topic? What additional feedback (if any) do you have about the structure of this curriculum course? of diverse participants? Consider online platforms, self-paced learning, and face-toface experiences. What locations would you consider to be effective or convenient to deliver this course to parent participants face-to-face? Course Efficacy Course Delivery What suggestions do you have for the delivery of this curriculum to meet the needs What other measures (if any) would you recommend in evaluating the efficacy of this curriculum? 94 Appendix D: Kindergarten Teacher Expert Review Survey Questions General Feedback What did you see as overall strengths of this curriculum? Relevancy What child school readiness skills (if any) do you anticipate this parenting curriculum would support? What additional skills would you add? What would you change? What additional feedback (if any) do you have about the relevancy of this course? Content What specific aspects of the content (if any) do you anticipate would be most helpful for your students? What would you add? What would you change? What strengths (if any) did you find that will support diverse families including their dynamics, cultures, and values? What would you add? What would you change? Are there other topics that would increase the efficacy of this course if included? What additional feedback (if any) do you have about the content of this course? Course Structure Each lesson is designed to be 1.5 hours in the evening, once a week for 6 weeks, for parents only to attend. What feedback do you have regarding the time allotment for this curriculum? What would you add? What would you change? What other resources would you suggest for parents to support child’s schooling experience? What additional feedback (if any) do you have about the structure of this course? Course Delivery What suggestions do you have for the delivery of this curriculum to meet the needs of diverse participants? Consider online platforms, self-paced learning, and face-toface experiences. What locations or venues would you anticipate parents would be comfortable attending this course? Course Efficacy What other measures (if any) would you recommend in evaluating the efficacy of this curriculum? 94 Appendix E: Mindfulness Expert Survey Questions General Feedback What did you see as the overall strengths of this curriculum? What would you add? What would you change? Relevancy What strengths (if any) did you find within the curriculum that support mindful practices with parental well-being? What would you add? What would you change? What parent and child outcomes do you anticipate this curriculum will support? What would you add? What would you change? What other mindfulness topics or activities would you suggest may support both parent and child emotional intelligence? What other mindfulness topics or activities would you suggest may support children’s school readiness during the transition to kindergarten? What additional feedback (if any) do you have about the relevancy of this course to the practical experience of parents in navigating their child’s transition to kindergarten? Content Please share any feedback you have regarding the accuracy of mindfulness topics within this curriculum. How developmentally appropriate are the parent-child shared mindfulness experiences as described within the curriculum for a 5– 6-year-old child? What would you add? What would you change? What are the strengths (if any) of this curriculum’s design that support diverse families, including their dynamics, cultures, and values? What would you add? What would you change? What other topic areas (if any) would increase the efficacy of this course? What additional feedback (if any) do you have about the content of this course? Course Structure Each lesson is designed to be 1.5 hours, once a week, for 6 weeks. What feedback do you have regarding the time allotment for this curriculum? What would you add? What would you change? What additional feedback (if any) do you have about the structure of this curriculum course? Course Delivery What suggestions do you have for the delivery of this curriculum to meet the needs of diverse participants? Consider online platforms, self-paced learning, and face-toface experiences. What locations would you consider to be effective or convenient to deliver this course to participants face-to-face? Course Efficacy What other measures (if any) would you recommend in evaluating the efficacy of this curriculum? 95 Appendix F: Informed Consent Forms F1 Expert Reviewer Informed Consent Form You are invited to review a parent education curriculum designed to support children’s transition to kindergarten. The curriculum is informed by empirical research and theory focused on mindful parenting contributions to emotional intelligence for parental well-being and child school readiness. You were selected to participate because of your expertise in one or more of these areas. To participate you are required to read this form. We invite you to ask any questions you may have before agreeing to be an evaluator. The study is being conducted by Savannah Isaac, a graduate student from Weber State University in the Graduate Studies of Education program. PROJECT PURPOSE The purpose of this study is to develop a parenting curriculum that supports parental well-being and their child's transition to kindergarten. NUMBER OF PEOPLE TAKING PART IN THE STUDY: If you agree to participate, you will be one of at least three expert reviewers. Each expert reviewer has expertise relating to the content and design of the curriculum (e.g. kindergarten teacher, mindfulness, parent education). PROCEDURES FOR THE STUDY: Participants in the study will: 1. Review a draft of the curriculum “Me and You, Calm” designed by Savannah Isaac within 2 weeks after receiving the draft. 2. Complete an online survey on a computer or mobile device which includes 14-16 open ended questions about curriculum strengths and recommendations for changes regarding relevancy, content, structure, and delivery. 3. No personally identifiable information is collected through the survey. 4. Completion of the review and survey, is estimated to take one-two hours. RISKS OF TAKING PART IN THIS PROJECT STUDY: Participation may include risks to you that may include, but are not limited to: • The burden of time required to review the curriculum and respond to survey questions. The possible loss of confidentiality through the sharing of your response information. Any other unforeseeable risks not included in this list. BENEFITS OF TAKING PART IN THE STUDY • • Your contributions may increase effectiveness benefiting children and families. You will not receive payment for taking part in this project study. ALTERNATIVES TO TAKING PART IN THE PROJECT STUDY: You may decline participation. You may suggest another expert to contact to review the curriculum through word of mouth, or via email. CONFIDENTIALITY No personally identifiable information will be required in the survey. All data will be stored in Weber State University secure systems and follow required university Institutional Review 96 Board procedures. We cannot guarantee absolute confidentiality. Your personal information may be disclosed if required by law. Your identity will be held in confidence in reports in which the project study may be published and databases in which results may be stored. Organizations that may inspect and/or copy your research records for quality assurance and data analysis include groups such as the study investigator and his/her research associates, the Weber State University Institutional Review Board or its designees, and (as allowed by law) state or federal agencies, specifically the Office for Human Research Protections (OHRP) and/or research records. CONTACTS FOR QUESTIONS OR PROBLEMS For questions about the project study, contact the project designer Savannah Isaac at 801-6030616 or savannahisaac@mail.weber.edu. You may also contact the researcher’s mentor Dr. Sheila Anderson at sanderson@weber.edu or 801-675-1240. For questions about your rights as a project study participant or to discuss problems, complaints or concerns about the project, or to obtain information, or offer input, contact the Chair of the IRB Committee IRB@weber.edu. VOLUNTARY NATURE OF STUDY Participating in this study is voluntary. You may choose not to take part or may leave the study at any time. Leaving the study will not result in any penalty or loss of benefits to which you are entitled. Your decision not to participate will not affect your current or future relations with the project study designer or Weber State University. If you choose to withdrawal from the study prior to completion, vital feedback for the curriculum review could be missing. Please reach out to Savannah Isaac via phone number or email provided above to withdraw as early as possible so that another expert reviewer can be recruited, and the project can continue as planned. SUBJECT’S CONSENT In consideration of all of the above, I give my consent to participate in this research study. I will be given a copy of this informed consent document to keep for my records. I agree to take part in this study. 97 F2 Field Implementation Participant Informed Consent Form You are invited to participate in a parent education workshop to support parental well-being and child school readiness during the transition to kindergarten. You were selected as a possible participant by responding to community advertisements. We ask that you read this form and ask any questions you may have before agreeing to be in the evaluation review. The study is being conducted by Savannah Isaac, a graduate student from Weber State University in the Graduate Studies of Education program. PROJECT PURPOSE The purpose of this study is to develop a parenting curriculum about mindfulness and emotional intelligence that supports parent-well-being and children’s successful transition to kindergarten. NUMBER OF PEOPLE TAKING PART IN THE CURRICULUM STUDY: If you participate, you will be one of at least 8 parent participants. This may vary depending on participant interest. PROCEDURES FOR THE WORKSHOP STUDY: If you agree to participate, you will: 1. Register for the workshop study and provide preferred contact information to receive communications. time frame, delivery methods, and how to prepare. 2. Participate in each of the 6 workshop lessons that are offered. Three lessons will be held in person at Weber State University in a classroom in the Education Building. Three lessons will be offered via Zoom online. Each session will be approximately 90 minutes. The amount of lessons may be altered according to participant need. 3. Complete a short 2-3 minute five question anonymous survey via text or email after each workshop lesson to inform curriculum revisions. 5. Complete a 5-8 minute 6 question anonymous survey two-weeks after the completion of the workshop. RISKS OF TAKING PART IN THE WORKSHOP STUDY: Participation may include risks that can include, but are not limited to: • • • • Burden of time spent attending each session and completing feedback surveys. Experiencing emotional discomfort with content related to parenting experiences. The possible loss of confidentiality attached with your identity such as contact information. Exposure to communicable diseases shared by others attending in the in-person sessions. Any other unforeseeable risks not included in this list. BENEFITS OF TAKING PART IN THE WORKSHOP STUDY: You will not receive payment for taking part in this workshop. However, dinner may be provided in our in-person workshop lesson(s). ALTERNATIVES TO TAKING PART IN THE WORKSHOP STUDY: Instead of being in the project study, you have the option to decline participation. No other alternatives in taking part in the workshop study are available. 98 COSTS/ COMPENSATION FOR INJURY There are minor costs associated with your participation in this workshop study including transportation to the workshop at Weber State University. Participants who attend each session will receive up to $100 in gift cards to compensate for time and transportation costs. In the event of physical injury resulting from participation in in-person workshops, you will be responsible for seeking medical care and for the expenses associated with any care received. CONFIDENTIALITY All data will be stored in Weber State University secure systems and follow required university Institutional Review Board procedures. Personally identifiable information such as name and contact information will be included with the workshop registration and deleted within 3 weeks after the final lesson. Efforts will be made to keep your personal information confidential. We cannot guarantee absolute confidentiality. Your personal information may be disclosed if required by law. Your identity will be held in confidence in reports in which the study may be published and databases in which results may be stored. Organizations that may inspect and/or copy your research records for quality assurance and data analysis include groups such as the study investigator and his/her research associates, the Weber State University Institutional Review Board or its designees, and (as allowed by law) state or federal agencies, specifically the Office for Human Research Protections (OHRP) who may need to access research record associated with participants. CONTACTS FOR QUESTIONS OR PROBLEMS For questions about the project study, contact the project designer Savannah Isaac at savannahisaac@mail.weber.edu or 801-603-0616. You may also contact the researcher’s mentor Dr. Sheila Anderson at sanderson@weber.edu or 801-675-1240. For questions about your rights as a research participant or to discuss problems, complaints or concerns about a research study, or to obtain information, or offer input, contact the Chair of the IRB Committee IRB@weber.edu. VOLUNTARY NATURE OF STUDY Taking part in this study is voluntary. You may to leave the study at any time. Leaving the study will not result in any penalty or loss of benefits to which you are entitled. Your decision whether or not to participate in this study will not affect your current or future relations with the study researcher or Weber State University. If you choose to withdraw from the workshop study before completion, you may still attend the remainder of the workshops. SUBJECT’S CONSENT In consideration of all of the above, I give my consent to participate in this research study. I will be given a copy of this informed consent document to keep for my records. I agree to take part in this study. 99 Appendix G: Recruitment G1 Flyer for Participant Recruitment 100 G2 Email for Children’s School Recruitment To: Melba S. Lehner Children’s School, Weber State University Message: Hello, My name is Savannah Isaac, and I am a student in the Graduate Studies of Education program at Weber State University. I am conducting a field implementation through a parent education program focused on Mindful Parenting. The purpose of this study is to give parents an opportunity to learn mindful parenting practices including self-regulation, self-awareness, nonjudgmental acceptance and compassion for themselves and their child, as well as skills to improve active listening. The target parent population is any parent with a child anticipating kindergarten in Fall 2025. The content of this program curriculum will aim to foster emotional intelligence for parents and their children, promoting parental well-being and school readiness for their child. This field implementation will require attendance of six hybrid parent education workshop lessons. Each of these workshops and learning experiences will be 90 minutes and will be just for parents. The workshops will include engaging information on mindful parenting skills and its’ connection with emotional intelligence, as well as parent-focused discussions and day-to-day applications of mindful activities between parent and child. This will also give parents an opportunity to connect with other parents, and gain familiarity with their child’s school environment and resources. The face-to-face lessons will be held at Weber State University. Depending on grant funding, a light dinner and childcare may be provided, as well as free parking and easy access to public 101 transportation. Any potential online learning experiences will be available through a slides presentation held live through Zoom. A flyer will be attached to summarize all of these details, as well as a registration link for any interested parents. A QR code will also be found on the flyer for easy access to register as well. If you could pass this information on to all of your students’ families, that would be greatly appreciated. We would love to have at least 8 families participate. Let me know if you have any questions. Thankyou, Savannah Isaac Graduate Studies of Education Program, Weber State University 102 G3 Email for Participant Recruitment through Local School District To: All Kindergarten Teachers Within Weber School District Message: Hello, My name is Savannah Isaac, and I am a student in the Graduate Studies in Education program at Weber State University. For my thesis project, I have created a six-lesson workshop for parents that teaches five mindful parenting practices to help parents learn simple mindful parenting practices to help themselves and their child navigate and respond to emotions, problem-solve, increase attention, remember new information, develop self-compassion and empathy, strengthen parent-child connection, and more. $100 gift cards are provided for full participation. I am looking for 10 families to participate in this workshop which will be held during the following schedule: • Thursday, September 4 from 6:00-7:30 pm @ WSU, Ed building • Thursday, September 11 from 6:00-7:30 pm via Zoom • Thursday, September 18 from 6:00-7:30 pm @ WSU, Ed building • Thursday, September 25 from 6:00-7:30 pm via Zoom • Thursday, October 2 from 6:00-7:30 pm @ WSU, Ed building • Thursday, October 9 from 6:00-7:30 pm @ Zoom If you feel that your students and their parents would benefit from this workshop, please send them this information and the attached flyer. They can scan the QR code on the flyer, or click on the link attached below to register. Link: https://weber.co1.qualtrics.com/jfe/form/SV_5mvHoK8zIJ4TSOG I look forward to helping parents and their children find their calm, connect, and prepare for a successful school experience. Have a wonderful school year, thank you for all that you are doing! Let me know if you have any questions. Savannah Isaac Graduate Studies in Education Weber State University 103 G4 Email for Expert Recruitment To: Expert Reviewers Message: Hello, My name is Savannah Isaac, and I am a student in the Graduate Studies of Education program at Weber State University. I am conducting a field implementation through a parent education program focused on Mindful Parenting. The purpose of this study is to give parents an opportunity to learn mindful parenting practices including self-regulation, self-awareness, nonjudgmental acceptance and compassion for themselves and their child, as well as skills to improve active listening. The target parent population is any parent with a child anticipating kindergarten in Fall 2025. The study behind these mindful parenting skills will aim to foster emotional intelligence for parents and their children, promoting parental well-being and school readiness for their child. The curriculum has been designed for a parent audience and is intended to be held face-to-face, with the potential for a portion of the lessons to be held through Zoom. Each lesson will last 90 minutes and will include engaging information focused on mindful parenting and emotional intelligence, activities including mindfulness practices, object lessons, videos, role-plays, and parent discussions. As an expert in your field, I would greatly appreciate your review of this curriculum, including its strengths, potential changes, and aspects relating to its content, relevancy, structure, and delivery. Attached will be the curriculum for review, as well as a link to a Qualtrics survey for you to provide your feedback on the components mentioned previously. I appreciate the time you are sharing to review this project. Let me know if you have any questions. Thank you. 104 Appendix H: Participant Surveys H1 Post Lesson Survey 1. What did you learn about or enjoy from this lesson today (if anything)? 2. What would you change or add in the instructional delivery? 3. Do you have any questions or need any clarifications after today's lesson? If so, what are they? 4. What suggestions or feedback would you like to share that would help you in your learning experience? H2 Two-Week Follow-Up Survey Thank you for your participation in the field implementation experience for the pilot curriculum “Me and You, Calm.” Please take a few moments to answer these questions reflectively. Your responses will contribute to revisions and enhancements of the curriculum for further implementation. 1. Since participating in the “Me and You, Calm” lesson, what have you noticed about yourself? 2. Since participating in the “Me and You, Calm” lesson, what have you noticed about your child? 3. What topics or pieces of the lesson have stuck with you the most, if any? 4. After reflecting on your experience with the lesson, are there any changes that you would recommend? 105 Appendix I: Kindergarten Readiness Teacher Survey Please circle the rating that best demonstrates the child’s ability for the specific skill explained. These skills were listed on the Utah State Board of Education Kindergarten Readiness Website. Key: 1 Strongly Disagree, 2 Disagree, 3 Neither Disagree or Agree, 4 Agree, 5 Strongly Agree The child is willing to try new things 1 2 3 4 5 The child shares and takes turns 1 2 3 4 5 The child waits and listens while others talk 1 2 3 4 5 The child shows concern for others 1 2 3 4 5 The child plays cooperatively with others 1 2 3 4 5 The child works well independently and in small groups 1 2 3 4 5 The child separates from the parent or guardian without undue anxiety 1 2 3 4 5 The child reasonably manages his/her emotions 1 2 3 4 5 Comments: