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A mind‐body medicine curriculum for student peer counselors following a school shooting: A qualitative study.

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Title: A mind‐body medicine curriculum for student peer counselors following a school shooting: A qualitative study.
Authors: Staples, Julie K. (AUTHOR), Zapata, Stephanie (AUTHOR), Fredrickson, Monica (AUTHOR), Quinn, Hannah E. (AUTHOR), Cyr, Lynda Richtsmeier (AUTHOR), Gavian, Margaret E. (AUTHOR), Rountree, Laura D. (AUTHOR), Gordon, James S. (AUTHOR)
Source: Psychology in the Schools. Jul2023, Vol. 60 Issue 7, p2483-2501. 19p. 1 Diagram, 2 Charts.
Subjects: School shootings, Student counselors, Peer counseling, Qualitative research, High school students, Curriculum
Abstract: This qualitative study investigated high school student peer counselors' experience of a mind‐body medicine curriculum incorporated into a peer counseling program following a school shooting. A series of focus groups were held with peer counselors in 10th–12th grade (n = 24, mean age = 16.5 [SD = 1.0]; 71% female) participating in the mind‐body medicine curriculum. Data analysis was conducted using a thematic analysis. Peer counselors reported that the mind‐body medicine curriculum decreased their stress and helped them regulate their emotions. Other interview themes included feeling closer to other students, improved relationships with their parents, increased resilience and self‐confidence, working harder for their goals, not stressing over small things, and choosing supportive friends. The themes related to their peer counseling work were that the mind‐body skills would help them be less reactive and more patient with other students and that the skills would also be helpful for these other students. This study has important implications for practitioners in the schools because the mind‐body medicine curriculum can effectively complement the communication, problem‐solving, and decision‐making skills taught in peer counseling programs. Practitioner points: This qualitative study was performed to understand the experience of high school student peer counselors who participated in mind‐body medicine curriculum which was incorporated into a peer counseling program following a school shooting.Following participation in the mind‐body medicine curriculum, peer counselors reported decreased stress, better emotion regulation, feeling closer to other students, improved relationships with their parents, increased resilience, more self‐confidence, working harder for their goals, and choosing friends that supported them.The peer counselors believed that the mind‐body skills they learned would help them be less reactive and more patient in their work with other students. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: A mind‐body medicine curriculum for student peer counselors following a school shooting: A qualitative study.
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Jul2023, Vol. 60 Issue 7, p2483-2501. 19p. 1 Diagram, 2 Charts.
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  Data: <searchLink fieldCode="DE" term="%22School+shootings%22">School shootings</searchLink><br /><searchLink fieldCode="DE" term="%22Student+counselors%22">Student counselors</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+counseling%22">Peer counseling</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink>
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  Data: This qualitative study investigated high school student peer counselors' experience of a mind‐body medicine curriculum incorporated into a peer counseling program following a school shooting. A series of focus groups were held with peer counselors in 10th–12th grade (n = 24, mean age = 16.5 [SD = 1.0]; 71% female) participating in the mind‐body medicine curriculum. Data analysis was conducted using a thematic analysis. Peer counselors reported that the mind‐body medicine curriculum decreased their stress and helped them regulate their emotions. Other interview themes included feeling closer to other students, improved relationships with their parents, increased resilience and self‐confidence, working harder for their goals, not stressing over small things, and choosing supportive friends. The themes related to their peer counseling work were that the mind‐body skills would help them be less reactive and more patient with other students and that the skills would also be helpful for these other students. This study has important implications for practitioners in the schools because the mind‐body medicine curriculum can effectively complement the communication, problem‐solving, and decision‐making skills taught in peer counseling programs. Practitioner points: This qualitative study was performed to understand the experience of high school student peer counselors who participated in mind‐body medicine curriculum which was incorporated into a peer counseling program following a school shooting.Following participation in the mind‐body medicine curriculum, peer counselors reported decreased stress, better emotion regulation, feeling closer to other students, improved relationships with their parents, increased resilience, more self‐confidence, working harder for their goals, and choosing friends that supported them.The peer counselors believed that the mind‐body skills they learned would help them be less reactive and more patient in their work with other students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jul2023
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