MIND-BODY WELLNESS IN HIGH SCHOOL MIND-BODY WELLNESS IN HIGH SCHOOL by Jennifer Shelton A project Presented in Partial Fulfillment Of the Requirements for the Degree MASTER OF EDUCATION With emphasis in FAMILY LIFE EDUCATION Weber State University December 18, 2023 Approved C. Ryan Dunn, Ph.D. Michael Olpin, Ph.D. Stephanie Grotzky, LCSW MIND-BODY WELLNESS IN HIGH SCHOOL 2 Table of Contents Literature Review............................................................................................................................ 6 Introduction ......................................................................................................................... 6 Stress ................................................................................................................................... 7 Parental Pressure ..................................................................................................... 7 School-Related Stressors ........................................................................................ 8 Acculturative Stress ................................................................................................ 9 Maladaptive Behaviors ..................................................................................................... 10 Sleep.................................................................................................................................. 12 Life Balance: Positive Strategies (Interventions) ............................................................. 13 Physical Wellness ............................................................................................................. 13 Self-esteem ............................................................................................................ 14 The Positive Impact of Mindful Adults ................................................................ 15 Mindset ............................................................................................................................. 15 Theoretical Framework ................................................................................................................. 16 Goals of the Mind-Body Wellness Course ....................................................................... 17 Summary ....................................................................................................................................... 18 Methods......................................................................................................................................... 19 Intervention: A High School Mind-Body Wellness Course ............................................. 19 Course Adaptation ................................................................................................ 19 Inclusion Criteria .................................................................................................. 20 MIND-BODY WELLNESS IN HIGH SCHOOL 3 Exclusion Criteria ................................................................................................. 20 Ethical Procedures ............................................................................................................ 21 Course Structure................................................................................................................ 21 Data Gathering .................................................................................................................. 22 Participant Selection/Recruitment .................................................................................... 23 Data Analysis .................................................................................................................... 23 Findings......................................................................................................................................... 23 Discussion ..................................................................................................................................... 26 Conclusion .................................................................................................................................... 28 References ..................................................................................................................................... 30 MIND-BODY WELLNESS IN HIGH SCHOOL 4 Acknowledgements I extend my heartfelt gratitude to Dr. C. Ryan Dunn for his unwavering support and guidance throughout the process of developing and implementing the mind-body wellness course. Dr. Dunn graciously assumed the role of Chair, dedicating his time to answer my numerous questions and patiently walking me through the intricacies of this challenging task. His mentorship has been invaluable, and I am profoundly grateful for his generosity in sharing his expertise. I am indebted to Dr. Michael Olpin, a member of my committee, for his significant contributions. His recorded classes and assistance in setting up the Canvas platform allowed me to adapt his teachings seamlessly for my high school students. Dr. Olpin went above and beyond by helping me acquire workbooks for my students, and I am thankful for his generosity and commitment to education. The transformative class I took with Dr. Olpin several years ago ignited my passion for bringing the principles of well-being to my students. I express my sincere appreciation to Stephanie Grotzky, another committee member, for her constant encouragement, accountability, and empathetic support. In moments of overwhelm, she reminded me to keep my head up and generously lent an empathetic ear. Her contributions have been instrumental in the success of this endeavor. I am profoundly grateful to my high school for their openness and willingness to allow me to introduce this course. Their support has been pivotal, and I am excited about the positive impact it will have on our students. Lastly, my deepest thanks go to my three boys, Skyler, Brayden, and Kaleb. Their unwavering support, encouragement, and willingness to take on additional responsibilities, from grocery shopping to household chores, allowed me the time and space to dedicate myself to this MIND-BODY WELLNESS IN HIGH SCHOOL 5 project. Their understanding, love, and inspiration fuel my drive to help them, and others reach their full potential. This journey has been challenging, but the collective support from these individuals has made it not only possible but also deeply rewarding. I am grateful for the opportunity to bring the gift of well-being to my students and for the incredible individuals who have made this endeavor a reality. MIND-BODY WELLNESS IN HIGH SCHOOL 6 Abstract Adolescents struggle with adult-level stress and have fewer coping skills and even fewer educational resources. This research explores the impact of a semester-long mind-body wellness course on high school students' well-being, particularly in addressing stress-related challenges. Framed by the multidimensional family development theory (Crapo & Bradford, 2021), which identifies adolescence as a critical period influencing trajectories, the intervention aims to cultivate positive stress reduction habits through sustained exposure to holistic practices. Monthly self-assessment surveys, utilizing Likert-type scales, offer a comprehensive understanding of students' experiences and well-being throughout the program. Using a mixedmethods research design, the study focuses on establishing a profound mind-body connection, enhancing self-regulation, and conducting monthly assessments covering various well-being dimensions. Positive shifts in self-regulation, hope, self-efficacy, and exercise habits are observed, indicating a holistic improvement in students' overall well-being. Limitations, including variable participation and subjective self-reported data, the study highlights the absence of a control group and reliance on voluntary enrollment, urging cautious interpretation of findings. Future research should address these constraints by incorporating diverse data collection methods and extending program durations. Despite these challenges, the mind-body wellness course emerges as a valuable platform for cultivating positive habits, alleviating stress during adolescence, and laying the foundation for lifelong well-being and success. The study underscores the ongoing need for exploration and refinement of such interventions to meet the evolving needs of high school students and contribute to their holistic development. MIND-BODY WELLNESS IN HIGH SCHOOL 1 INTRODUCTION According to Youth.gov (2023) there are currently 42 million adolescents (teenagers) in the United States. Adolescents, or teenagers (in this project, the terms will be used interchangeably), are in a potentially precarious stage between childhood and adulthood. These youths, from the tenth through twelfth grades, commonly grapple with significant stress that emerges from biological (e.g. puberty), cognitive, and social-emotional changes amid family transitions, parent pressure, high school, social, and work demands (Li et al., 2017). The unique challenges faced by youths are heightened by societal expectations for their developing brains to function more like those of adults. Delving into studies and theories, including the family development theory (Crappo & Bradford, 2021) and family stress theory (Hill, 1949), underscores the roles in understanding family dynamics and addressing teen stress. Advocating for mindfulness integration, this project aimed to equip teens with resiliency tools tailored to the intricacies of teens facing multiple stressors. Examining how adolescents juggle personal challenges and societal expectations can reveal the transformative potential of practices, offering holistic support for teens. To address these ubiquitous challenges, this project assesses the potential impact of a wellness curriculum with high school students through monthly self-assessments, covering selfefficacy, meditation, sleep quality, exercise, and nutrition. The curriculum teaches students to connect mind and body using powerful tools (including inner work such as meditation, yoga, breathwork, etc.) to achieve their highest potential. These initiatives provide valuable tools for teens to navigate stressors, boost self-worth, and strengthen family connections, forming a solid foundation for a mind-body wellness course (Bethune, 2014). MIND-BODY WELLNESS IN HIGH SCHOOL 2 Nature of the Problem Contemporary teenagers face stress levels comparable to adults, many of which are heightened during the academic year (Li et al., 2017), yet developmentally speaking, they are still children. As per the American Psychological Association survey, teens rate their stress at 5.8 on the Perceived Stress Scale (PSS-10), surpassing adults who score 5.1 on the same scale (Li et al., 2017). Contributing factors to increased stress among adolescents include depression, feelings of overwhelm, and low vitality while failing to adopt healthy lifestyle practices like getting insufficient sleep (Bethune, 2014). Stress can in turn foster emotions of depression, overwhelm, and disturbances in sleep and energy (Li et al., 2017). The cyclic pattern of stress assumed by adolescents can lead to increasingly deleterious outcomes, including mental health issues and compromised academic success (Caplan et al., 1992). In a vicious cycle, stress may be the result of as well as the outcome to increasing responsibilities and social pressures. Students who lack healthy coping mechanisms may find momentary relief in deleterious strategies such as substance abuse or risk-taking behaviors, perpetuating the underlying issues (Caplan et al., 1992) and potentially causing long term damage or harm. This lack increases the likelihood of mental health issues, engaging in detrimental behaviors, and significantly impacting success in the domains specific to their predicament like school (Caplan et al., 1992). In the absence of sound coping skills, students may resort to harmful, ineffective, or even maladaptive strategies. MIND-BODY WELLNESS IN HIGH SCHOOL 3 Regrettably, a considerable number of adolescents have yet to cultivate effective coping strategies (Caplan et al., 1992). It becomes imperative to address this challenge comprehensively, recognizing the long-term implications and emphasizing the need for fostering positive coping skills to ensure the well-being and success of individuals in academic and personal contexts. Teachers' perceived mindfulness in students, revealed positive changes in mindfulness, selfcompassion, and compassion for others (Colaianne et al., 2019). This sheds light on the potential benefits of integrating mindfulness-based curricula in schools. The study indicates that students' initial perceptions of teachers' mindfulness correlate with positive changes in related qualities over time, offering robust support for the integration of mindfulness training in educational settings. Colaianne et al. (2019) also provide crucial recommendations for future research, policy, and practice, emphasizing the need for a theory of change, systematic research, valid outcome measures, assessment of socially valid outcomes, and addressing implementation barriers (Colaianne et al., 2019). In a study examining the effectiveness of the Learning to Breathe (L2B) mindfulnessbased stress reduction program, significant findings emerged, paving the way for a deeper investigation into implementing lessons in mindfulness-based stress reduction within high school health curricula (Schussler et al., 2020). This ongoing inquiry has highlighted notable strengths, including improved stress management, heightened mindfulness, and enhanced attention/selfregulation—especially beneficial for high-risk students (Schussler et al., 2020). The qualitative insights on stress management and mindfulness contribute valuable perspectives to comprehending L2B's impact on students' overall well-being (Schussler et al., 2020). Despite these strengths, limitations in the study, such as a relatively brief duration of 12 MIND-BODY WELLNESS IN HIGH SCHOOL 4 lessons lasting 45 minutes each and an exclusive focus on mindfulness, were identified. Notably, students who did not consistently engage in mindfulness practices demonstrated limited improvement, indicating the need for future interventions to explore avenues beyond mindfulness alone (Schussler et al., 2020). In response to the identified challenges and gaps, a proposed solution emerges in the form of a mind-body wellness course. This holistic approach incorporates various well-being aspects, offering guidance on healthy eating, sleep optimization, resilience development, selfefficacy enhancement, and fostering hope and optimism. By extending the program's duration to two 90-minute sessions weekly, along with a 60-minute bi-weekly session over two terms or one semester, the mind-body wellness course was designed to not only to plant a seed but to nurture lasting habits among students. This multifaceted approach recognizes the intricate connections between physical and mental well-being, presenting the potential for a more effective and enduring impact on students' overall health and resilience. Purpose of the Study The overarching purpose of this research is to investigate the potential of a mind-body wellness course in addressing shortfall regarding coping with the stress and well-being of high school students. Through a comprehensive exploration of self-regulation, lifestyle practices, and the integration of mind and body, the study aims to contribute valuable insights into the efficacy of such wellness programs in an educational setting. Research Design This project included a diverse sample of High School students who elected to participate in a mind-body wellness course, allowing for a self-reported examination of its impact. During MIND-BODY WELLNESS IN HIGH SCHOOL 5 the course, participants reported on the quality and quantity of their sleep, diet, and activity levels as well as measures of self-esteem, energy, and hope. This study employed a mixedmethods approach, combining quantitative analysis of monthly self-assessment data with qualitative insights gathered through student testimonials and focus group discussions with feedback. This research was designed to fill a crucial gap in the programming for adolescent well-being education, offering an innovative curriculum and rigorous evaluation to pave the way for enhanced mental, emotional, and physical health among high school students. Summary Contemporary teenagers face stress levels akin to adults, particularly during the academic year. Contributing factors include depression, overwhelm, insufficient sleep, low vitality, and reluctance to adopt healthy lifestyle practices (Bethune, 2014). This stress has been found to lead to mental health issues and compromised academic success, especially without adequate coping strategies, increasing vulnerability to harmful behaviors and potential addiction (Caplan et al., 1992). The current project was designed to address these challenges through a mind-body wellness course for high school students, exploring self-regulation, lifestyle practices, and mindbody integration. Using a mixed-methods approach, the study combines quantitative analysis of monthly self-assessment data with qualitative insights from student testimonials and focus group discussions. The goal is to address a crucial gap in teen wellness education, providing innovative curriculum and rigorous evaluation for enhanced mental, emotional, and physical health among high school students. Literature Review MIND-BODY WELLNESS IN HIGH SCHOOL 6 Introduction Adolescents today grapple with stress levels that on standardized scales often surpass those reported by adults (Li et al., 2017). Academic pressures, environmental changes, and societal expectations contribute to a cyclic pattern where stress begets negative emotions and disrupts sleep patterns (Li et al., 2017). The multidimensional family development theory (MFDT) offers a comprehensive framework, delineating adolescence as a critical phase significantly influenced by stressors across individual, couple, vocational, and generative dimensions (Crapo & Bradford, 2021). Conversely, stress, particularly prevalent among teenagers, is a multifaceted phenomenon with far-reaching implications for mental and physical health (Li et al., 2017). This introductory segment lays the foundation for delving into the literature on adolescence, stress, and interventions. Theoretical underpinnings, such as the MFDT, underscore the understanding that effective coping strategies necessitate time for habitual development (Lally et al., 2009). The urgency of addressing stress during adolescence, given its enduring impact on well-being and success, becomes evident through a synthesis of scholarly perspectives. Teens experience significant levels of stress, comparable to or even surpassing those observed in adults (Li et al., 2017). Particularly during the academic year, adolescents face heightened stress levels, with surveys indicating that teenagers rate their stress levels higher than adults on the Perceived Stress Scale (PSS-10; Li et al., 2017). This elevated stress among teenagers is influenced by various factors, including depression, feelings of being overwhelmed, insufficient sleep, lack of vitality, and reluctance to adopt healthy lifestyle practices (Bethune, MIND-BODY WELLNESS IN HIGH SCHOOL 7 2014). Importantly, these factors contribute to a cyclic pattern where stress fosters emotions of depression, overwhelm, and disturbances in sleep and energy (Li et al., 2017). The American Psychological Association (APA) conducts an annual survey on teen health. Mental health challenges are alarming among teens as 31 percent report feeling overwhelmed, 30 percent are depressed, and 36 percent are tired because of their stress (Bethune, 2014). Even though teens are experiencing mental, emotional, and physical strain due to their stress, a staggering 54 percent report that stress was either slightly impacting or not impacting their health in a variety of ways (Bethune, 2014). Public health professionals need to address this issue during the adolescent years because burned-out students will be at greater risk of depression when they are adults. Unfortunately, this can negatively impact quality of life (Fiorilli et al., 2017). The multifaceted nature of stress among teenagers warrants a holistic approach to interventions. Subsequent sections will delve into specific aspects of stress, coping mechanisms, and the anticipated outcomes of the proposed mind-body wellness course. This literature review endeavors to provide a comprehensive groundwork for understanding the nuances of adolescent stress, emphasizing the necessity for effective interventions that transcend short-term solutions (Crapo & Bradford, 2021; Lally et al., 2009). Stress Parental Pressure Perceived pressure from parents to improve academic performance is associated with adverse outcomes, including lower academic achievement, heightened distress, increased selfdoubt, diminished self-esteem, and elevated levels of anxiety and depression among students (Deb et al., 2015). MIND-BODY WELLNESS IN HIGH SCHOOL 8 Although engaging in sports is typically considered a way to reduce stress for adolescents, a study investigating the impact of family financial investments in youth sports draws parallels between investor behavior and parent involvement in organized youth sports. The study emphasizes the negative consequences of higher financial investment, including increased parent pressure, decreased enjoyment, and diminished commitment among participating children, indicating that significant financial outlay may lead to unfavorable outcomes for young athletes (Dunn, et al., 2016). Furthermore, perceived parental pressure, which has a negative correlation with both life satisfaction and academic success, is associated with various adverse outcomes. A significant proportion of adolescents, about two-thirds, acknowledge experiencing pressure from their parents to improve academic performance (Deb et al., 2015). This academic pressure contributes to lower academic achievement, heightened distress, increased self-doubt, diminished selfesteem, and elevated levels of anxiety and depression among students (Kaynak et al., 2021). Additionally, it is recommended that parents exercise caution when applying pressure to schoolrelated expectations as it may increase a student’s test anxiety (Ringeisen & Raufelder, 2015). School Related Stressors Perceived student stress is increasing among teens affecting them emotionally, mentally, and physically (Li et al., 2017). According to Li and associates (2017) teens reported their level of stress at 5.8 on a scale of 10, while adults reported their stress levels at 5.1 on the same scale. Emotional signs can be recognized in their behaviors and emotions displayed. Physiological signs can be analyzed through signals such as heart rate variability, galvanic skin response, blood MIND-BODY WELLNESS IN HIGH SCHOOL 9 pressure, and electrocardiogram. Teens often won’t take effective measures to cope with stress and being left untreated could pose significant short and long-term health risks (Li et al., 2017). Continuous exposure to school-related pressure and stressors puts students at risk of depression (Fiorilli et al., 2017). Students adapting to change, such as a new classroom environment, may experience confusion and increased stress (Huynh Van et al., 2019). Adolescents tend to exhibit depressive moods influenced by interpersonal stressors such as peers, romantic partners, and family members. Academic pressure and school-related stressors also contribute to the risk of depression among students (Fiorilli et al., 2017; Hanklin et al., 2007). Interpersonal stressors are predictive of depression and are more prevalent in adolescence. Often, adolescents experience interpersonal stressors more frequently because they transact within their social environments, as they select and create their social environments (Hanklin et al., 2007). Acculturative Stress Perceptions, self-esteem, and parental pressure significantly influence how adolescents cope with stress. These can lead to generalized anxiety, separation anxiety, and obsessivecompulsive disorders, and can affect personal relationships, poor school performance, and relationships with peers (Caldarella et al., 2019). In a study conducted at an independent Toronto high school, another negative health trend was found to be on the rise. The onset of puberty introduces significant physical, cognitive, and social changes, including increased peer interactions, adapting to secondary school environments, and navigating new social hierarchies, all of which can contribute to mental health challenges (Young et al., 2012). Students who are adapting to change and experiencing an increase in stress such as a new study environment may become confused, unbalanced, and gradually lose control of themselves MIND-BODY WELLNESS IN HIGH SCHOOL 10 (Huynh Van et al., 2019). Changes in culture, schools, or internal/external environment contribute to acculturative stressors, affecting mental health in teens and potentially leading to mood disorders and relationship issues (Caldarella et al., 2019; Giannopoulou et al., 2020). However, Caldarella and associates (2019) asserted that reducing acculturative stress increases a sense of school belonging. Maladaptive Behaviors Various behavioral factors contribute to elevated stress levels including a lack of motivation to adopt a healthy lifestyle, including inadequate sleep, poor dietary choices, and limited to no exercise (Bethune, 2014). This stress can, in turn, perpetuate feelings of depression, overwhelm, poorer diet, and sleep deprivation, creating an in-virtuous cyclic pattern (Li et al., 2017). Adolescents, whose neurobiological processes, and stress-sensitive limbic and cortical brain areas are still maturing, may be particularly susceptible to shifts in hormonal responsiveness (Romeo, 2013). Hormonal changes during adolescence can further heighten sensitivity, particularly in individuals with underdeveloped brain regions, increasing the risk of impairment in the development of self-control and healthy emotion regulation, notably in the prefrontal cortex responsible for behavior (McEwen, 2011). Without healthy coping skills, students are more likely to harm property, themselves, or their relationships. Often, the relief that comes from maladaptive coping strategies only provides temporary relief, perpetuating the problem, and potentially leading to addiction and risky behaviors (Caplan et al., 1992). The lack of healthy coping mechanisms may lead students to MIND-BODY WELLNESS IN HIGH SCHOOL 11 resort to harmful actions, jeopardizing their well-being, relationships, and academic success (Caplan et al., 1992). Unhealthy Behaviors When positive coping behaviors are lacking, stress has been associated with unhealthy behaviors such as skipping meals, binge eating, consuming fast foods, and engaging in alcohol consumption, leading to obesity and nutritional problems (Bethune, 2014; Li et al., 2017). Some teens turn to vaping as a coping mechanism, influenced by peer pressure and family history, but paradoxically report higher stress levels (Jha & Kraguljac, 2021). Some teens are vaping in an attempt to reduce their stress levels (Jha & Kraguljac, 2021). Family and peers are often an influencing factor. Students with a family history of smoking or vaping are more likely to start vaping. Conversely, 70% of vapors who vape to reduce stress report higher levels of stress than those who do not vape (Jha & Kraguljac, 2021). Furthermore, aiming to break the cycle of maladaptive coping mechanisms by equipping students with healthier alternatives, thereby addressing the potential long-term consequences highlighted in the literature, such as harmful behaviors, addiction, and compromised academic success (Caplan et al., 1992). Effective intervention is crucial, and short-term interventions may not prove to be helpful in the long term. Improvements could take several weeks or even years. Many believe that it only takes a few weeks to form a habit, but studies indicate it takes between 18 to 254 days for a habit to plateau with an average of 66 days. However, the study concluded that it takes much longer for a repeated behavior to reach its maximum level automatically. In other words, a habit (Lally et al., 2009). Inadequate Sleep MIND-BODY WELLNESS IN HIGH SCHOOL 12 Sleep and stress are reciprocal of each other. The intricate interplay between sleep, stress, and coping mechanisms is pivotal to the understanding of adolescent well-being (Meerlo et al., 2009; Nollet et al., 2020). Sleep, constituting a vital aspect of this nexus, is adversely affected by both insufficient quantity and quality, leading to pronounced physiological consequences (Nollet et al., 2020). A maximum of five hours of sleep per night over four to eight consecutive nights has adverse sleep effects on the human body. However, a maximum of four hours of sleep over the duration of just one night is associated with increased afternoon cortisol levels (Nollet et al., 2020). Prolonged, higher levels of cortisol can result in tissue damage and other health consequences. When sleep is completely missed, exhaustion, delirium, hallucinations, and emotional disruption are provoked. Sleep loss contributes to high blood pressure, induces higher anxiety, and activates the stress response (Nollet et al., 2020). Loss of sleep affects a person’s memory, and cognitive performance is affected which contributes to mood disorders (Meerlo et al., 2009). Stress suppresses the development of new neurons which then leads to disturbances in the hippocampal network that could play a role in the pathology of depression. Additionally, stress impacts the survival and maturation of cells (Meerlo et al., 2009). Furthermore, sleep deprivation alters the molecular and electrophysical properties of the hippocampal neurons. This is dangerous to memory because the hippocampus is an important structure for memory. Therefore, it is critical to have adequate sleep, to help the formation of memory cells (Meerlo et al., 2009) and to support teens’ overall wellbeing. Life Balance: Positive Strategies (Interventions) MIND-BODY WELLNESS IN HIGH SCHOOL 13 By integrating mindfulness practices, including mindfulness meditation, body awareness, and yoga, the course aims to empower students with tools proven to reduce stress, enhance selfawareness, and nurture overall well-being (Domingues, 2018; Langer et al., 2012). This approach aligns with the theoretical underpinnings of the mind-body wellness course, recognizing the interconnectedness of mind and body in fostering a stronger sense of balance and composure (Bishop, 2002). Physical Wellness Coping with heightened stress among teens is often associated with risky behaviors like skipping meals or overeating (Bethune, 2014). An annual survey by the American Psychological Association revealed that 23 percent of teens skip meals due to stress, with approximately one in four teens reporting weekly occurrences (Bethune, 2014). In response to increased stress, some students resort to unhealthy food choices, including binge eating, consuming fast and convenient foods, and indulging in alcohol, leading to issues such as obesity and nutritional imbalances (Li et al., 2017). Many adolescents fail to adhere to recommended daily caloric intake, as well as fruit and vegetable recommendations, compounding the risk of obesity and other nutritional problems (Li et al., 2017). A study found that university students who utilized the stress relief center reported lower Perceived Stress Scale (PSS) scores on a Likert scale ranging from 1 to 10. Furthermore, physiological factors such as heart rate and blood pressure showed reductions, along with a decrease in perceived pain levels (Davis & Olpin, 2021). Everyone copes with stress in different ways depending on the types of stressors, individual characteristics, and perceptions of stress (Lazarus & Folkman, 1984). MIND-BODY WELLNESS IN HIGH SCHOOL 14 Self-esteem Internal dynamics of self-esteem, and the external environment, encompassing schoolrelated pressures and societal changes, further compound the challenges faced by adolescents (Fiorilli et al., 2017). Acknowledging the intricate relationship between self-esteem and the myriad stressors adolescents encounter, the course provides a medium to explore positive coping strategies (Huynh Van et al., 2019). Self-esteem is a critical determinant of adolescent well-being, significantly shaping how young individuals navigate stress and adversities (Davis & Olpin, 2021). The influence of selfesteem on coping mechanisms and responses to stressors is evident in the literature, especially concerning the impact of parental demands and societal expectations (Caplan et al., 1992). Parental pressure, especially regarding academic performance, is associated with adverse outcomes and emotional distress (Deb et al., 2015). The repercussions of parental pressure on self-esteem, reveal outcomes such as diminished self-worth, heightened distress, and increased vulnerability to anxiety and depression among students (Deb et al., 2015). Both the internal dynamics of self-esteem and the external environment, including school-related pressures and societal changes, can compound the challenges faced by adolescents (Fiorilli et al., 2017). Recognizing the intricate relationship between self-esteem and the myriad stressors adolescents encounter, the course provides a platform to explore positive coping strategies (Huynh Van et al., 2019). The positive impact of mindful adults Langer and colleagues (2012) proposed that children perceive and prefer mindfulness, leading to positive effects. Mindfulness is defined as actively making unique distinctions about MIND-BODY WELLNESS IN HIGH SCHOOL 15 objects in one’s awareness, associated with personal, interpersonal, and health benefits (Langer et al., 2012). Interviewers were directed to choose between adopting a mindful or mindless approach. In the mindful condition, interviewers observed the camper’s cues, while in the mindless condition, they feigned interest (Langer et al., 20212). The results indicate that campers in the mindful condition reported higher general effects, held more positive views about themselves and the interviewer, and believed the interviewer thought more highly of them than the mindless condition (Langer, et al., 2012). Adolescents engaging with mindful adults exhibited improved moods, anticipated more positive effects in the future, felt better about themselves and their camp performance, and showed a greater inclination to help others. The study underscores the significance of authentic engagement, as mindless interactions hurt children’s self-perception. This suggests the importance for adults to exert mindful efforts, particularly when interacting with young individuals (Langer, et al., 2012). Mindset Students' coping with stress is significantly influenced by their perceptions, and the intensity of their stress can worsen their physical discomfort (Davis & Olpin, 2021). The effectiveness of their coping mechanisms relies on individual traits and strategies. Unfortunately, maladaptive coping strategies, such as engaging in harmful behaviors and substance abuse, are often linked with stress (Caplan et al., 1992; Jha & Kraguljac, 2021). Moreover, unhealthy coping strategies are prevalent among students, contributing to an overall escalation of stress levels (Davis & Olpin, 2021). To break the cycle of maladaptive coping mechanisms, equipping students with healthier alternatives is crucial (Caplan et al., 1992). Various modalities, such as yoga and mindfulness, MIND-BODY WELLNESS IN HIGH SCHOOL 16 can help reduce stress and connect the mind and body (APA, 2019; Domingues, 2018). The proposed intervention, a semester-long mind-body wellness course, emerges as a response to the pressing need to address the escalating stress levels among contemporary teenagers. The course was adapted from a university course developed by Michael Olpin (2018) and is rooted in the multidimensional family development theory (MFDT; Crapo & Bradford, 2021), the curriculum acknowledges adolescence as a critical stage where stressors significantly impact trajectories. Furthermore, Hill (1949) explains families with limited coping resources can struggle to overcome stressors, potentially leading them to crisis. A potential solution would be teaching a semester-long mind-body wellness course. This course was adapted to more holistically meet the needs of teens based on the theoretical work of Crapo and Bradford (2021). Theoretical Framework The theoretical framework guiding this intervention aligns with the understanding that effective coping strategies take time to develop and become habitual. Crapo and Bradford (2021) introduced the multidimensional family development theory (MFDT), recognizing that adolescence is a crucial stage of development where teenagers’ trajectories are significantly impacted by the outcomes of their stressors. This theory breaks down composite stages into four dimensions: individual (biological), couple, vocational, and generative/child-rearing. By employing the MFDT lens, we gain insights into the intricate interplay of developmental events within these dimensions. These events can shape the future course of an individual, emphasizing the critical importance of understanding and addressing stressors during the formative teen years (Crapo & Bradford, 2021). MIND-BODY WELLNESS IN HIGH SCHOOL 17 By offering a semester-long program, the mind-body wellness course seeks to provide students with sustained exposure to these practices, recognizing that forming habits, particularly those contributing to stress reduction, requires consistent effort over an extended period (Lally et al., 2009). The mixed-methods research design aims to comprehensively assess the impact of the curriculum, contributing valuable insights into the efficacy of such wellness programs in an educational setting. Ultimately, the goal is to foster positive habits that will not only alleviate stress during adolescence but also lay the groundwork for lifelong well-being and success. Below are the primary goals associated with the current course-based project. Goals of the Mind-Body Wellness Course 1. Connect Mind and Body for Balance: The course is designed to educate and empower students to establish a profound connection between their mind and body. Through practices like yoga, breath work, and meditation, students will develop skills to achieve a more balanced and harmonious life. 2. Enhance Self-Regulation: The primary objective is to investigate whether participating in a mind-body wellness course contributes to improved self-regulation among high school students. By employing a range of holistic practices, including yoga, breath work, inner reflection, and meditation, students will be equipped with powerful tools to navigate the challenges of adolescence. 3. Monthly Self-Assessments: Students will engage in monthly self-assessments covering various aspects of their well-being, such as focus, quality of sleep, exercise routines, nutritional habits, and academic performance. This ongoing evaluation will provide MIND-BODY WELLNESS IN HIGH SCHOOL 18 valuable insights into the potential impact of the wellness curriculum on the students' daily lives. Summary There are many modalities available to help reduce stress and connect the mind and body. Antidepressants are ineffective for about one-third of people taking them. Yoga may benefit people’s mental health, particularly people with depression and post-traumatic stress (PTSD) disorder (APA, 2019). Furthermore, yoga can be used as a tool to reduce pain and manage stress, anxiety, and depression. There is an abundance of research on the benefits of exercise for mental health. Postural yoga emphasizes body movement and has similar effects on mental health. Yoga is beginning to be recognized as a complementary therapy (Domingues, 2018). At a theoretical level, mindfulness appears to share commonalities with other psychological concepts. It displays similarities to absorption, an individual’s inclination to fully engage their attention in perceptual, imaginative, and ideational occurrences. Both mindfulness and absorption exhibit akin features such as concentrating attention on the present moment and acknowledging accessible stimuli (Bishop, 2002). The intentional directing of attention, when coupled with these mindsets, is believed to lead to an elevated state of consciousness. In this state, one becomes acutely aware of a specific situation and gains insight into their cognitive, emotional, and physical sensations within that context. This awareness contributes to fostering a stronger sense of balance and composure. Consequently, mindfulness, beyond its ability to regulate attention, can be understood as encompassing a fundamental collection of attitudes and a comprehensive approach to engaging with experiences. MIND-BODY WELLNESS IN HIGH SCHOOL 19 Methods Adolescents commonly have more stress than coping strategies and have access to very few resources that can help educate them about better mind-body health. This project was designed to evaluate the effectiveness of a mind-body wellness course designed for teenagers, which was an adapted version of HLTH 2400 (Olpin, 2018), tailored to the specific needs of high school students. Following IRB approval, participants engaged in monthly self-assessment surveys (See Appendix D) conducted in class on four occasions. These optional surveys aimed to measure various dimensions of well-being including sleep, stress, life balance, exercise routines, nutritional habits, energy, mindset, and mood. The semester-long course, spanning fourteen modules (see Appendix E) aligned with evidence-based practices for adolescents (Crapo & Bradford, 2021). The analysis indicates that the mind-body wellness course positively influenced students' well-being, fostering improvements in self-regulation, hope, self-efficacy, and exercise habits. These outcomes suggest a holistic enhancement in students' overall well-being throughout the duration of the course. The observed trends align with the course objectives, underscoring the effectiveness of the wellness-based curriculum in promoting positive changes in various dimensions of students' lives. Intervention: A High School Mind-Body Wellness Course Course Adaptation To support healthy adolescent development through educational experiences, a formal course (elective) was implemented at an area high school. Permission to adapt an existing mindbody wellness course designed for undergraduates was obtained from the original professor, who MIND-BODY WELLNESS IN HIGH SCHOOL 20 provided the syllabus, activities, and past presentation recordings. The mind-body wellness course focuses on key goals, emphasizing enhancing self-regulation through practices like yoga, breath work, inner reflection, and meditation. These practices equip students with valuable tools to navigate the challenges of adolescence and nurture a profound connection between the mind and body, emphasizing balance. This study aimed to evaluate the impact of the adapted course on high school students' well-being. Following IRB approval, a cohort of 24 high school students representing a mix diverse ethnic/racial backgrounds assented to participate. Inclusion Criteria The participants in this study comprised high school students enrolled in the mind-body wellness course, spanning ages from 15-18, encompassing sophomores through seniors. Prior to the surveys, parental or guardian consent was secured. Additionally, individual assent was obtained from each student each time they reported their progress in class, emphasizing the importance of voluntary participation and ethical consideration in the research process. Exclusion Criteria The exclusion criteria were designed to ensure that participants in the mind-body wellness course met specific requirements and were capable of fully engaging in the program while safeguarding their well-being and the quality of the course. Participants were not eligible to participate in the survey without parental or legal guardian consent. Ethical Procedures Ethical standards were maintained with the oversight of administrators, ensuring comprehensive privacy procedures for parents and students. Adherence to ethical guidelines involved informing participants of the study objectives, ensuring voluntary participation, and MIND-BODY WELLNESS IN HIGH SCHOOL 21 maintaining confidentiality. Students did not use their names in their responses, but used randomly generated numbers to connect survey responses from wave to wave. Depersonalization of survey responses and stringent privacy measures were employed, with all confidential identifiers permanently deleted after the study. Course Structure By breaking down course material into individual (biological), couple, vocational, and generative/child rearing dimensions, the MFDT provides a comprehensive framework to understand the intricate interplay of developmental events during this formative period (Crapo & Bradford, 2021). The two-term course included classes every Monday and Wednesday for 90 minutes and every other Friday for one hour. Sessions involved class lectures, breakout groups, short meditations, and assignments. Every Friday session included student presentations on wellness topics and focused on physical activity in the school gym. Class rules were implemented to cultivate a positive and supportive learning environment. Students were encouraged to support peers, engage in physical activity, and practice meditation. Class rules include: 1. Respect others: be kind and listen to your classmates without interrupting. Be on time. 2. Attention: When the instructor claps the Tingsha bells together, this is your cue to be quiet, and get ready for instruction. 3. Keep our space clean: Please adopt a habit of leaving a space cleaner when you leave, than when you arrive. 4. Safe space: Demonstrate kindness towards everyone, practice empathy, and encourage your classmates without judgment. If someone shares something vulnerable, or asks to MIND-BODY WELLNESS IN HIGH SCHOOL 22 keep it private, it does not leave this space! (Exceptions include reporting harm, bullying etc.) 5. Positive attitudes: In this class, we are a “positive vibe” kind of folks! 6. Gratitude: Express gratitude daily. Please be genuine. The more you feel and express gratitude, the greater your life begins to be! Anticipated outcomes include the positive influence of the adapted mind-body wellness course on students' well-being, as reflected in self-assessment surveys. This methodological approach comprehensively assesses the impact on high school students, considering various dimensions of well-being and encouraging positive lifestyle changes. As students engage in activities like yoga, breath work, and meditation (See Appendix C for details on course modules) they develop skills that can contribute to leading a more harmonious and balanced life. Data Gathering To gauge the course's impact, students participated in four self-assessment surveys (see Appendix D) at 4-week intervals. Each survey comprised 32 questions across eight sections, assessing various dimensions of well-being. Surveys were administered during class time, with careful anonymization of responses to safeguard student privacy. For identification purposes, students were assigned combinations of numbers instead of using their names. This allowed for anonymity, but provided for data analysis between waves. Participants recorded their responses using 4-item Likert-type scales (Always, Sometimes, Seldom, Never) across the eight areas. Examples of these items included: "I fall asleep within a few minutes of laying down," "I listen to my body's needs and act thoughtfully on signals I receive," "I believe I can accomplish whatever I set my mind to" and "I am able to bounce back quickly from setbacks." The ongoing MIND-BODY WELLNESS IN HIGH SCHOOL 23 evaluation process, facilitated by these surveys, aimed to provide a comprehensive understanding of the potential impact of the mind-body wellness curriculum on students' daily lives. These surveys play a pivotal role in assessing the course's effectiveness by collecting valuable data on students' experiences and well-being throughout the program. Participant Selection/Recruitment During the semester under investigation, N = 24 students actively participated in the mind-body wellness course. Prior to participation, both consent and assent were obtained from the student's parents or guardians and the student. The study comprised four distinct waves, with 23 students completing each of Waves one, two, and three, and 20 students participating in the fourth wave. Participants, aged 15 to 18, represented diverse race, ethnic, and gender identities from multiple grade levels (10th through 12th). Data Analysis The data from self-assessment surveys were analyzed using statistical methods, involving Excel sheets and SPSS software. Descriptive statistics, encompassing means, and standard deviations, were utilized to present an overview of students' reported experiences. The analyses aimed to identify notable changes over the course duration. In addition, the thematic coding of open-ended responses complemented the quantitative findings. The mean values derived from these analyses play a crucial role in developing a nuanced understanding of how the mind-body wellness course influenced students' well-being. Employing this mixed-methods approach ensures a thorough exploration of the intervention's effectiveness in high school. Results/Findings MIND-BODY WELLNESS IN HIGH SCHOOL 24 In terms of outcomes related to students' improvement in self-regulation, notable shifts were observed across multiple indicators. In the initial wave, when asked about the statement "I fall asleep within a few minutes of laying down," only 13% of students marked "Often." However, by Wave Four, a substantial increase was evident, with 42% of students indicating "Often." Similarly, in response to the statement "I listen to my body's needs and act thoughtfully on signals I receive," a positive trend emerged. In Wave One, 39% marked "Often," and this percentage increased to 53% by Wave Four, signifying an enhanced awareness and responsiveness to their physiological cues. Addressing resilience, as reflected in the statement "I am able to bounce back quickly from setbacks," the findings demonstrated notable improvement. In Wave One, 17% of students marked "Often," and by the conclusion of the course, this figure increased to 42%. See Table 1. Table 1. MIND-BODY WELLNESS IN HIGH SCHOOL 25 The findings related to the assessment of the wellness-based curriculum indicate a positive trajectory in multiple domains of students' overall well-being. In Wave One, when asked about their level of hope and optimism regarding the future, 39% of participants marked "Often." By Wave Four, this percentage significantly increased to 63%, reflecting an upward trend in their positive outlook. Similarly, in terms of self-efficacy, the question "I believe I can accomplish whatever I set my mind to" revealed promising developments. In Wave One, 39% of students marked "Often," and by Wave Four, this figure substantially rose to 68%, underscoring a notable improvement in their confidence and belief in their capabilities. Furthermore, the inquiry into exercise habits demonstrated a positive shift. In Wave One, 35% of participants indicated exercising on a regular basis, and by the end of the semester in Wave Four, this percentage more than doubled to 68%, highlighting a significant enhancement in their commitment to regular physical activity. See Table 2. MIND-BODY WELLNESS IN HIGH SCHOOL 26 Table 2 Discussion The data collectively indicates an amplified perception of self-regulation among the students, reflecting favorable advancements in their capacity to navigate diverse dimensions of well-being. This observation aligns with the numerical trends presented in the table, where increases in hope, self-efficacy, and exercise habits collectively underscore a positive trajectory in participants reported overall well-being. In considering the data, these findings collectively suggest a positive trajectory in students' well-being. The observed increments in hope, self-efficacy, and regular exercise indicate that the wellness-based curriculum played a role in contributing to improvements from the inception of the course through its culmination. These numerical trends signify a holistic MIND-BODY WELLNESS IN HIGH SCHOOL 27 enhancement in students' overall well-being over the duration of the course, reflecting the comprehensive impact of the curriculum on multiple facets of their lives. Limitations and Future Directions This project added to the very limited body of research and practice surrounding mindbody wellness for adolescents. It was, however, not without its limitations. Not every student participated in all four surveys, introducing potential variability in data collection. Similar limitations were observed in the Learning to Breathe (L2B) mindfulness-based stress reduction program (Schussler et al., 2020). In both studies, variable participation may impact the generalizability of findings and necessitates caution in drawing broad conclusions. As the inaugural mind-body wellness class at the high school, limited availability during one section of the school year influenced student enrollment. This mirrors challenges faced in the L2B program, where the brief duration of 12 lessons presented limitations (Schussler et al., 2020). Future implementations may benefit from extended program durations to enhance effectiveness. Not all students participated in each survey, and selective answering of questions could lead to incomplete data sets and variations in response patterns. Similar challenges were identified in the L2B program, emphasizing the importance of comprehensive data collection strategies (Schussler et al., 2020). Conducting survey waves throughout the semester exposes the study to the possibility of personal biases influencing responses at different points in time. This temporal bias aligns with considerations made by Colaianne et al. (2019), emphasizing the importance of systematic research practices. Students' responses were based on subjective perceptions, introducing an inherent level of bias and subjectivity to the survey results. Similar subjective nature was acknowledged in the MIND-BODY WELLNESS IN HIGH SCHOOL 28 L2B study, emphasizing the need for diverse perspectives and supplementary quantitative measures (Schussler et al., 2020). Sampling relied on voluntary enrollment, and some students were absent for a significant portion of the semester, impacting their survey participation. This challenge resonates with findings from Colaianne et al. (2019), where implementing mindfulness-based curricula faced logistical and attendance-related obstacles. The absence of a control group limits the ability to establish direct comparisons and draw causal relationships between the mind-body wellness course and observed changes. Similar limitations were noted in both the L2B program (Schussler et al., 2020) and the study by Colaianne et al. (2019), emphasizing the importance of robust research designs. Data collection occurred electronically, potentially limiting accessibility for those without computer access. This echo concerns raised by Colaianne et al. (2019), emphasizing the importance of addressing demographic representation in future research. Considering these limitations, future research in mind-body wellness programming should consider addressing logistical challenges, incorporating diverse data collection methods, and implementing more extended and systematically structured interventions. By drawing insights from this work, the L2B program, and Colaianne et al (2019), future research can enhance the robustness of methodologies, outcomes, and the overall impact of mind-body wellness initiatives in educational settings. Additionally, future programming can be more representative of the diverse needs of adolescents from a variety of backgrounds. Conclusion The mind-body wellness course, designed to address the escalating stress levels among high school students, and promote better overall well-being demonstrates promising outcomes in MIND-BODY WELLNESS IN HIGH SCHOOL 29 enhancing various dimensions of well-being. The theoretical framework, grounded in the understanding that effective coping strategies require sustained exposure over time, aligns with the multidimensional family development theory (MFDT; Crapo & Bradford, 2021). This lens provides a comprehensive framework to comprehend the intricate interplay of developmental events during adolescence, emphasizing the critical importance of addressing stressors in shaping future trajectories. The outcomes of the intervention included positive influences on students' well-being. The data analysis reveals positive shifts in self-regulation, hope, self-efficacy, and exercise habits, indicating a holistic enhancement in students' overall well-being. While recognizing certain limitations such as variable participation and subjective self-reported data, the study contributes valuable insights to the literature on educational programming for adolescent mindbody well-being. Despite the need for further research to address these limitations and establish long-term impacts, the findings suggest that the mind-body wellness course provides a potentially valuable platform for fostering positive habits, alleviating stress during adolescence, and laying the groundwork for lifelong well-being and success. As teenagers face significant stress levels influenced by various factors, interventions that blend theoretical frameworks, sustained exposure, and comprehensive assessments prove instrumental in promoting positive changes in adolescent well-being. This work underscores the importance of continued exploration and refinement of such interventions to meet the evolving needs of high school students and contribute to their holistic development. MIND-BODY WELLNESS IN HIGH SCHOOL 30 MIND-BODY WELLNESS IN HIGH SCHOOL 31 REFERENCES Bethune, S. (2014). Teen stress rivals that of adults. American Psychological Association, 45(4), 20. Bishop, S.R., (2002). 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Retrieved from https://youth.gov/youth-topics/adolescenthealth/federaldata#:~:text=There%20are%2042%20million%20adolescents,percent%20of%20the%20 U.S.%20population. MIND-BODY WELLNESS IN HIGH SCHOOL 35 MIND-BODY WELLNESS IN HIGH SCHOOL 36 APPENDIX A. IRB APPROVAL Charles Dunn Jennifer Shelton Students, Child and Family Studies Re: Expedited Review - Initial - IRB-AY23-24-35 Mind-Body Wellness Dear Charles Dunn: The Weber State University Institutional Review Board has rendered the decision below for Mind-Body Wellness . Decision: Approved Approval: September 25, 2023 Selected Category: Findings: Research Notes: MIND-BODY WELLNESS IN HIGH SCHOOL 37 Subjects are minors, but the appropriate parental/guardian signatures/consent are required, and they may choose not to participate. Anonymity and confidentiality are addressed appropriately, and the type of information gathered could not "reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects' financial standing, employability, or reputation" (Code of Federal Regulations 45 CFR 46, Subpart D). You may proceed at this time; you have one year to complete the study. Please remember that any anticipated changes to the project and approved procedures must be submitted to the IRB prior to implementation. Any unanticipated problems that arise during any stage of the project require a written report to the IRB and possible suspension of the project. If you have any questions please contact your review committee chair or irb@weber.edu. Sincerely, Daniel Hubler, Ph.D Interim Chair, College of Education IRB Sub-committee Weber State Institutional Review Board MIND-BODY WELLNESS IN HIGH SCHOOL 38 APPENDIX B. GUARDIAN CONSENT LETTER September 1, 2023 Dear Parents/Guardians, I hope this letter finds you well. We are excited to inform you that your student has been selected to participate in a research project focusing on mind-body wellness. This project is being conducted by Jennifer Shelton, a dedicated educator and member of the Master of Education program at Weber State University. Your student has been chosen due to their enrollment in the mind-body Wellness course, and we believe that their participation in this research will contribute to our understanding of the effectiveness of this course in enhancing students' overall well-being and quality of life. The primary objective of this research project is to assess the impact of the mind-body Wellness course on various aspects of students' lives, such as sleep hygiene, stress levels, mindfulness, nutrition, exercise habits, communication skills, and mental health. The data collected will be used to evaluate the course's effectiveness in promoting a healthier mindset, stress reduction, and improved overall well-being. To ensure accurate and comprehensive results, we kindly request your student's participation in this research. The research process will involve students completing surveys that measure their perceptions of the aspects of well-being. These surveys can be accessed by clicking on the following link: [Insert Link to Survey]. We encourage you to review the survey at your convenience. The attached consent form provides you with the option to grant or deny consent for your student's participation in the research project. Please take a moment to complete and return this form by [Deadline]. If you choose to grant consent, your student will be given designated class time to complete the surveys. For those who choose not to participate, an alternative assignment will be provided. We are enthusiastic about the potential benefits that this research project can bring to our students and our community. By participating, your students will have the opportunity to learn valuable tools that can positively impact their quality of life. Furthermore, their involvement will contribute to the advancement of educational practices in the realm of mind-body wellness. If you have any questions or concerns, please feel free to contact Jennifer Shelton We greatly appreciate your support and collaboration in this endeavor. MIND-BODY WELLNESS IN HIGH SCHOOL 39 Thank you for your time and consideration. Sincerely, Jennifer Shelton Health, PE, Mind-body Wellness teacher MIND-BODY WELLNESS IN HIGH SCHOOL 40 APPENDIX C. SURVEY INSTRUMENT/SURVEY Mind-Body Wellness Self-assessment: Start of Block: Consent IRB STUDY #IRB-AY23-24-35 WEBER STATE UNIVERSITY INFORMED CONSENT/ASSENT NUAMES students Mind-Body Wellness Self-Assessment. You are invited to participate in a research study of a measure of self-regulation. You were selected as a possible subject because you are enrolled in Mind-body Wellness class at NUAMES. We ask that you read this form and ask any questions you may have before agreeing to be in the study. The study is being conducted by Jennifer Shelton, a graduate student in the Masters of Education program. STUDY PURPOSE: This study aims to examine the change in self-regulation, perceived rate of stress, and overall happiness after learning skills in the Mind-body Wellness course. NUMBER OF PEOPLE TAKING PART IN THE STUDY: If you agree to participate, you will be one of approximately 30 individuals who will be participating in this research. PROCEDURES FOR THE STUDY: If you agree to be in the study, you will do the following MIND-BODY WELLNESS IN HIGH SCHOOL 41 things: Participate in a computer-based self-assessment each month of the semester. The assessments will include questions regarding the students' experiences in life and in this course. Your identity will be maintained confidential. The data will be compared to prior selfassessments to determine the change in students' perceived rate of stress, self-regulation, and overall happiness. RISKS OF TAKING PART IN THE STUDY: The potential risks associated with participating in this type of research are expected to be minimal. These may include feeling uncomfortable about the questions that discuss personal aspects of your life. Additionally, though great lengths will be taken to maintain your confidentiality, there is always a minimal chance that the information you share as part of the study could be accessed by non-study personnel (see section on confidentiality below). Personal questions regarding sleep habits, diet, physical activity, stress management habits, emotions, satisfaction in life, etc., are asked with each survey. However, if you feel uncomfortable with a particular question, you may skip that item. Additionally, because we will be meeting face-to-face, the risks include the possibility of being infected by the novel coronavirus 2019 (COVID-19) or other communicable diseases. BENEFITS OF TAKING PART IN THE STUDY: You will not receive payment for taking part in this study. This study will be included in the Mind-body Wellness course, and therefore you may benefit from information gained while participating in the course. ALTERNATIVES TO TAKING PART IN THE STUDY: This is an elective course and MIND-BODY WELLNESS IN HIGH SCHOOL 42 therefore participation is voluntary. Instead of participating in this course, you could opt for other elective courses that are related or study the content material on your own. COSTS/ COMPENSATION FOR INJURY: There are no cost for participating. In the remote event of physical injury resulting from your participation in this research, necessary medical treatment will be provided to you and billed as part of your medical expenses. Costs not covered by your health care insurer will be your responsibility. Also, it is your responsibility to determine the extent of your health care coverage. There is no program in place for other monetary compensation for such injuries. However, you are not giving up any legal rights or benefits to which you are otherwise entitled. If you are participating in research which is not conducted at a medical facility, you will be responsible for seeking medical care and for the expenses associated with any care received. CONFIDENTIALITY: 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 protected on databases where the data will be stored in reports in which the study may be published. 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, the study sponsor, and (as allowed by law) state or federal agencies, specifically the Office for Human Research Protections (OHRP) and the Food and Drug Administration (FDA) [for FDA-regulated research and research involving positron-emission MIND-BODY WELLNESS IN HIGH SCHOOL 43 scanning], the National Cancer Institute (NCI) [for research funded or supported by NCI], the National Institutes of Health (NIH) [for research funded or supported by NIH], etc., who may need to access your medical and/or research records. CONTACTS FOR QUESTIONS OR PROBLEMS: For questions about the study, contact the researcher, Jennifer Shelton at Jennifershelton@weber.edu. 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 at IRB@weber.edu. VOLUNTARY NATURE OF STUDY: Taking part 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 whether or not to participate in this study will not affect your current or future relations with NUAMES or Weber State University. Participant's assent. o In consideration of all of the above, I assent to participate in this research study. o I do not assent to participate MIND-BODY WELLNESS IN HIGH SCHOOL 44 Please enter the code you were given at the beginning of the study (e.g. 1234) ________________________________________________________________ Start of Block: Regarding SLEEP: Please rank how frequently you experience the following: This short survey consists of a few sections that ask questions about your health and well being. Each section will begin with a header to help you identify what the next few questions will be about. This section begins with the topic of SLEEP: Please rank how frequently you experience the following: I get 8-9 hours of sleep each night o 5-7 nights a week o 3-4 nights a week o 1-2 nights a week o Never I'm able to fall asleep within a few minutes of laying down. o Often o Sometimes o Rarely o Never When I go to sleep, I am able to sleep through the night . MIND-BODY WELLNESS IN HIGH SCHOOL 45 o Often o Sometimes o Rarely o Never End of Block: Regarding SLEEP: Please rank how frequently you experience the following: Start of Block: Regarding STRESS: Please rank how frequently you feel the following: Regarding STRESS: Please rank how frequently you experience the following: I listen to what my body needs and act thoughtfully on the signals I receive. (e.g. When I am tired I sleep, when I am hungry I eat) o Often o Sometimes o Rarely o Never Minor problems frustrate me so much that I give up o Often o Sometimes o Rarely o Never End of Block: Regarding STRESS: Please rank how frequently you feel the following: MIND-BODY WELLNESS IN HIGH SCHOOL 46 Start of Block: Regarding Life BALANCE: Please rank how frequently you feel the following: Regarding LIFE BALANCE: Please rank how frequently you experience the following: I maintain a comfortable balance between work, school family, and friends o Often o Sometimes o Rarely o Never I am able to bounce back quickly from setbacks o Often o Sometimes o Rarely o Never I take time to recharge my batteries, which includes having fun o Often o Sometimes o Rarely o Never I take time to relax daily o Often MIND-BODY WELLNESS IN HIGH SCHOOL 47 o Sometimes o Rarely o Never I do good deeds for others that aren't expected o Often o Sometimes o Rarely o Never I feel deep satisfaction and joy in my life o Often o Sometimes o Rarely o Never I am a happy person o Often o Sometimes o Rarely o Never I celebrate the present by savoring small pleasures in life o Often MIND-BODY WELLNESS IN HIGH SCHOOL 48 o Sometimes o Rarely o Never End of Block: Regarding Life BALANCE: Please rank how frequently you feel the following: Start of Block: Regarding PHYSICAL WELLNESS: Please rank how frequently you feel the following: Regarding PHYSICAL WELLNESS: Please rank how frequently you experience the following: I make eating choices that are good for my body o Often o Sometimes o Rarely o Never I am physically active. o Often o Sometimes o Rarely o Never MIND-BODY WELLNESS IN HIGH SCHOOL 49 I exercise on a regular basis o Often o Sometimes o Rarely o Never I avoid substance abuse (I.e., tobacco, alcohol, legal & illegal drugs) that can harmfully affect my health and well-being o Often o Sometimes o Rarely o Never End of Block: Regarding PHYSICAL WELLNESS: Please rank how frequently you feel the following: Start of Block: Regarding SPIRITUAL WELL-BEING: Please rank how frequently you: Regarding SPIRITUAL WELL-BEING: Please rank how frequently you experience the following: I feel a sense of meaning and purpose in life o Often o Sometimes o Rarely MIND-BODY WELLNESS IN HIGH SCHOOL 50 o Never My actions and choices are in harmony with my values and beliefs o Often o Sometimes o Rarely o Never I sense a oneness with a spiritual higher power o Often o Sometimes o Rarely o Never End of Block: Regarding SPIRITUAL WELL-BEING: Please rank how frequently you: Start of Block: Regarding Your ENERGY: Please rank how frequently you feel the following: Regarding YOUR ENERGY: Please rank how frequently you experience the following: When not working or in school, my energy is high. o Often o Sometimes MIND-BODY WELLNESS IN HIGH SCHOOL 51 o Rarely o Never When not working or in school, I am able to perform at my best. o Often o Sometimes o Rarely o Never I have a lot of energy from morning to night. o Often o Sometimes o Rarely o Never I experience the following ENERGY BOOSTERS in my life (Please check all that apply) ▢ up Healthy Sleep. I usually go to bed at the same time, and feel well rested when I wake ▢ Regular Exercise ▢ Maintaining Healthy Weight ▢ Healthy mindset ▢ Healthy finances (If applicable to you) *I stick to a budget ▢ Relaxation or fun activities ▢ Maintaining good physical health ▢ Healthy work relationship MIND-BODY WELLNESS IN HIGH SCHOOL 52 ▢ Job satisfaction ▢ Other __________________________________________________ ▢ Spiritual activities and practices End of Block: Regarding Your ENERGY: Please rank how frequently you feel the following: Start of Block: Regarding MINDSET: Please rank how frequently you feel the following: Regarding YOUR MINDSET: Please rank how frequently you experience the following: I view setbacks as learning opportunities. o Often o Sometimes o Rarely o Never When faced with stresses and roadblocks, I say to myself, "I can handle this." o Often o Sometimes o Rarely o Never I believe that I can accomplish whatever I set my mind to. MIND-BODY WELLNESS IN HIGH SCHOOL 53 o Often o Sometimes o Rarely o Never I believe that I can accomplish whatever I set my body to. o Often o Sometimes o Rarely o Never I am hopeful and optimistic about the future. o Often o Sometimes o Rarely o Never MINDSET: Please rank how frequently you feel the following: Regarding FEELINGS & MOOD: Please rank how frequently you feel the following: Regarding YOUR FEELINGS and MOOD: Please rank how frequently you experience the following: MIND-BODY WELLNESS IN HIGH SCHOOL 54 I struggle with being patient. o Often o Sometimes o Rarely o Never I feel unimportant. o Often o Sometimes o Rarely o Never I feel grateful and appreciative for what I have. o Often o Sometimes o Rarely o Never I feel balanced. o Often o Sometimes o Rarely o Never MIND-BODY WELLNESS IN HIGH SCHOOL 55 End of Block: Regarding FEELINGS & MOOD: Please rank how frequently you feel the following: Start of Block: Demographics In this final section, I would like to know more about your background to help me understand more about where you are coming from. MIND-BODY WELLNESS IN HIGH SCHOOL 56 APPENDIX D. MODULES COVERED DURING THE COURSE Module 1: What is Wellness? ● Defining wellness and its components ● Understanding the holistic approach to well-being Module 2: Power Tool 1 - Exercise ● Exploring the importance of physical activity for mental health, cardiovascular health, and overall physical well-being ● Students learn about and commit to an exercise routine for overall wellness Module 3: Power Tool 2 - Nutrition ● Examining the role of nutrition in supporting mental and physical health ● Making informed and mindful food choices Module 4: Power Tool 3 - Stress Management ● Identifying sources of stress and implementing effective stress management techniques ● Developing coping strategies for stress Module 5: Power Tool 4 - Meditation ● Introducing different meditation techniques ● Incorporating mindfulness into daily life Module 6: Power Tool 5 - Sleep MIND-BODY WELLNESS IN HIGH SCHOOL 57 ● Understanding the importance of sleep for well-being ● Implementing strategies for improving sleep quality Module 7: Balance and Healing ● Balancing academic and personal life ● Exploring holistic approaches to healing Module 8: The Subconscious Mind ● Understanding the role of the subconscious mind in overall wellness ● Techniques for positive subconscious programming Module 9: Mindfulness ● Deepening the practice of mindfulness ● Applying mindfulness to various aspects of life Module 10: Serendipity ● Exploring the concept of serendipity in wellness ● Embracing positive unexpected events in life Module 11: Energy Systems/EFT Tapping ● Understanding energy systems in the body ● Exploring Emotional Freedom Techniques (EFT) tapping MIND-BODY WELLNESS IN HIGH SCHOOL 58 Module 12: Chakras - The Power to Heal ● Introduction to the chakra system ● Balancing and aligning the chakras for well-being Module 13: Relationships ● Nurturing healthy relationships for overall wellness ● Communication and connection in relationships Module 14: Empathic Listening ● Developing empathic listening skills ● Enhancing communication through active listening These modules provide a comprehensive framework for students to explore and integrate various wellness practices into their lives, fostering holistic well-being. MIND-BODY WELLNESS IN HIGH SCHOOL 59 APPENDIX E. COOL WELLNESS FACTS OF THE DAY (CWFOTD) Adapted from HLTH 2400 taught at WSU By Dr. Michael Olpin As part of the Mind-Body Wellness course, students had the opportunity to present "Cool Wellness Facts of the Day" every other Friday. These short presentations allowed students to share interesting and relevant wellness topics with their peers. Here are some examples of topics presented by students: 1. The Calming Effect of a Purring Cat: ○ Exploring studies that reveal how the sound of a purring cat can have a calming and stress-relieving effect on individuals. 2. The 4-Day Work Week: ○ Presenting research on the benefits of a 4-day work week, including increased efficiency and higher levels of employee satisfaction. 3. Nature and Work Efficiency: ○ Discussing studies that highlight how spending time in nature can improve overall well-being and enhance productivity at school or work.