Resources

RESOURCES

Glowmundo bases all of its work on the latest research on social emotional awareness, mind body awareness and mindfulness. The following are excerpts of research studies done by several institutions in the United States.

RESEARCH CONDUCTED DURING THE PAST FEW DECADES INDICATES THAT SOCIAL AND EMOTIONAL LEARNING (SEL) PROGRAMMING FOR ELEMENTARY- AND MIDDLE-SCHOOL STUDENTS IS A VERY PROMISING APPROACH TO REDUCING PROBLEM BEHAVIORS, PROMOTING POSITIVE ADJUSTMENT AND ENHANCING ACADEMIC PERFORMANCE.

Social and emotional learning is the process through which children and adults acquire the knowledge, attitudes and skills to: recognize and manage their emotions; set and achieve positive goals; demonstrate caring and concern for others; establish and maintain positive relationships; make responsible decisions; and handle interpersonal situations effectively. These critical social-emotional competencies involve skills that enable children to calm themselves when angry, initiate friendships and resolve conflicts respectfully, make ethical and safe choices and contribute constructively to their community (Collaborative for Academic, Social, and Emotional Learning, 2005; Elias, Zins, Weissberg, Frey, Greenberg, Haynes).

After studies conducted by the Collaborative for Academic, Social and Emotional Learning, overall, the results indicated strong and consistent support for the value of SEL (Social Emotional Learning) programs

1. Students in SEL programs (such as Glowmundo) delete, as this is taken from the collaborative report. demonstrated improvement in multiple areas of their personal, social and academic lives. SEL programs fostered positive effects on: students’ social-emotional skills; attitudes towards self, school, and others; social behaviors; conduct problems; emotional distress; and academic performance. Notably, SEL programming yielded an average gain on achievement test scores of 11 to 17 percentile points.

2. SEL interventions were effective in both the school and after-school setting and for students with and without presenting problems. They were also successful across the K-8 grade range, for schools in urban, suburban and rural areas, and for racially and ethnically diverse student bodies.

3. Studies that collected data at follow-up indicated these effects remained over time — although they were not as strong as the results at post (i.e., immediately after the intervention). (collaborative or Academic, Social and Emotional Learning report December 2008).

RESEARCH SHOWS THAT IF STUDENTS CAN BE FULLY PRESENT (MINDFUL), THEY CAN INCREASE THE QUALITY OF THEIR LEARNING PERFORMANCE, AND BECOME BETTER ABLE TO DEAL WITH STRESSFUL SITUATIONS.

Our definition of mindfulness is derived from literature as an individuals’ process of bringing a certain quality of attention to moment-by-moment experience (John Kabat-Zinn, 1990).By being “Fully aware” one is not distracted by an intrusive thought brought about by the experience of any internally or externally generated stimulus.

When we are mindful we can both explicitly and implicitly:

View a situation from several perspectives;

See information presented in the situation as novel;

Attend to the context in which we are perceiving the information, and eventually

create new categories though which this information may be understood (Kabat-Zinn 1990).

When the student uses mindfulness in their learning they utilize creativity, experience cognitive flexibility, and are able to enhanced memory for instructional retention. As a result, they feel more in control of their lives (Thorton and Mcentee 1995). Another study of third, fourth, and fifth grade students showed that children who participated in this mindfulness training reported positive changes in behavior, mood and attitude after being taught to pay attention to their breath. Students in the study also reported feeling more relaxed and experiencing reduced tension and anxiety. (Napoli 2002)

INCREASING LEVELS OF STRESS IN CHILDREN AND YOUTH LEADING TO SELF-DESTRUCTIVE BEHAVIORS WITH LONG-TERM CONSEQUENCES

A poll conducted by the national Kids Poll surveyed 875 children, ages 9 to 13, about what caused them stress and what coping strategies they used the most to deal with this stress in their lives. The top three sources of stress that they reported were grades at school and homework (36 percent), family (32 percent); and friends peers, gossip and teasing (21 percent). The top three coping strategies were to play or do something active (52 percent); to listen to music (44 percent) or to watch TV or play a video game (42 percent). (Linda Lantieri 2008). Experts suggest that children may react globally through depression and avoidance; excessive shyness; hyper-vigilance; excessive worrying; "freezing up" in social situations; seemingly obsessive interest in objects, routines, food, and persistent concern about "what comes next"; and excessive clinging (Dacey & Fiore, 2000).

Children are under extreme amounts of pressure both at home and at school, resulting in the same psychological symptoms of distress as that of adults. (Miller & Mcormick 1991). Childhood stress is a precursor of stress in adults due to the beliefs formed from it. Studies have found abused and neglected children to be at least 25 percent more likely to experience problems such as delinquency, teen pregnancy, low academic achievement, drug use and mental health problems. (Kelley, Thornberry, & Smith, 1997) Other studies suggest that abused or neglected children are more likely to engage in sexual risk-taking as they reach adolescence, thereby increasing their chances of contracting a sexually transmitted disease (Johnson, Rew, & Sternglanz, 2006).

Major sources of stress in children and tweens are: bullying, family violence, environment (home, neighborhood, TV and media) family financial struggles, negative or lack of role models, peer pressure and school.

RECOGNIZED IMPACT OF ARTS EDUCATION IN THE SOCIAL-EMOTIONAL AND COGNITIVE DEVELOPMENT OF THE CHILD

“While learning in other disciplines may often focus on development of a single skill or talent, the arts regularly engage multiple skills and abilities. Engagement in the arts — whether the visual arts, dance, music, theatre or other disciplines—nurtures the development of cognitive, social, and personal competencies.” (Champions of Change report)

Americans for the Arts (www.americansforthearts.org) reports that young people who consistently participate in wide-ranging arts programs are:

4 times more likely to be recognized for academic achievement

3 times more likely to be elected to class office within their schools

4 times more likely to participate in a math and science fair

4 times more likely to win an award for writing an essay or poem

This study indicated that involvement in the arts can have long-reaching benefits. But the short term benefits are impressive, as well. According to a June 2005 Harris Poll, 93 percent of Americans believe that the arts are vital to providing a well-rounded education. Researchers tell us that getting an early start in the arts can make a real difference in the lives of children. Research shows that the benefits of early arts education extend way beyond providing a creative outlet for children. Arts education can help develop:

Imagination; cognitive skills; creative abilities; problem solving; fine motor skills; language; social skills; sense of time and place; focusing; listening; risk taking; tolerance; uniqueness

and more...

SUCCESSFUL POSITIVE YOUTH DEVELOPMENT PROGRAMS INVOLVE THE COMMUNITY AND THE FAMILY

Years of research have shown that family involvement benefits children’s learning. More recent research indicates that family engagement in after-school programs is key for the success of the program. Such involvement may vary from simply informational and keeping families up to date to providing opportunities for family members to get involved in the programs or participate in counseling support or parent education classes. The child spends much of his/her time between school and home, and any other community centers available in the area. All three institutions must take part in the enrichment of the child’s social emotional health.

The relationships youth form with both adults and peers provide the emotional support and guidance that give young people the capacity to feel connected to others, navigate day-to-day life and engage in productive activities. These adults can be family members, mentors or program facilitators or coaches. There is a strong evidence for the positive role supportive relationships can play in the lives of youth. Adult relationships were found to help with resilience and youth development outcomes.

Successfully navigating the pre-teen years depends in large part on the availability of safe and engaging activities and supportive relationships with adults. Many preteens have limited access to positive opportunities such as afterschool programs, and are challenged by changing relationships with the adults in their lives, resulting in too much discretionary time, more unhealthful behaviors, more life stress and more difficulty forming healthy connections to other people.

THE INCREASING ROLE OF MEDIA IN CHILDREN’S AND FAMILY’S LIVES

Known as Generation M, the media generation, children, ages 8-18, spend 44.5 hours interacting with media each week. This is the equivalent of a fulltime job plus overtime (Kaiser Family Foundation, 2005). According to the Pew Internet American Life Project, today 82% of kids are online by seventh grade. What they love about the computer, of course, is that it offers radio, games, movies, e-mail, IM, Google, MySpace and blogging, (Cole, Steptoe & Sturman, 2006). Although much research shows that exposing children to too much media at younger ages may be detrimental emotionally and physically, it is a fact that the use of technology is in our everyday life has increased exponentially.

Today’s kids see the screen as an environment to be explored, inhabited, shared and shaped. (Cole et.al, 2006) The Generation M is learning sets of skills in their spare time such as analyzing complex systems, mastering new interfaces, finding and validating information in vast databases and adapting existing technologies to new uses. (Johnson, 2006) Today's 6-to-11 year olds have grown up with the expectation that they can interact with their favorite brand whenever they want and on whatever device they happen to have in their hands. This ease of movement between formats and technologies reflects a fundamental difference between the way we (digital immigrants) and kids (digital natives) experience media. "Mobile devices are an integral part of children's lives and they are here to stay. Our national debate must shift from whether to use these devices to support learning, to understanding how and when they might be best used." (Carly Shuler Ed.M) Whether the end product is educational or not, every production process should be focused on capturing digital assets that can be used to create experiences across an array of content delivery devices, including mobile. (The Joan Cooney Center at Sesame Workshop, 2009)

For example, a fifth grader who loves Harry Potter knows him in many guises -- books, movies/DVDs, videogames, Web games and fan fiction. She accepts the fact that he looks different in various genres (e.g. 2-D Flash animation on the Web, fully animated 3-D on a console game, flat art on a baseball cap or on the cover of a book). This prototypical fifth grader intuitively senses the essence of the brand, recognizing substance independent of style, and she uses her media of choice whenever she feels like visiting Hogwarts. Tweens' assumption of user choice and control is essential to keep in mind when trying to engage them through media. Key considerations: Let Me Play! When I evaluate a proposed user experience for tweens, I hear the words "let me play!" Being heard -- feeling grown-up, wanting one's voice to be respected -- is a core driver at this developmental stage. Tweens are inherently social beings, focused on defining themselves in a social, peer-driven orbit, whether in the real world or online.

Tweens, in particular, are growing up in a noisy, cluttered media environment with a cacophony of brands shouting for their attention. The more that we can make an experience personal to the individual child, the more of a high touch experience we are delivering. The Internet, with opportunities for registration, personalization and social networking, is particularly well-suited to reach out and touch tweens' hearts, minds and inner clowns. This is the era of user choice and control, and given options, the 6-11 audience will choose to be recognized and rewarded for its own unique qualities.

Noted psychologist Erik Erikson wrote that children experience an identity crisis of sorts as they approach adolescence. What bemused adults often describe as "going through a phase" is in fact an exploration of new ways of thinking and behaving -- considering new ideas, new groups of friends, new ways of looking at the world. As we create media experiences for children ages 6-11, we are offering them opportunities to invent themselves through play and to imagine their possible, future selves. The kind of experiences that we create can enable children to imagine themselves in ways that will positively impact our future. That's the beauty of working with this audience -- their optimism and newfound capabilities mean the future is limitless. Enable it.

Sources of Research:

The Positive Impact of Social and Emotional Learning from Kindergarten to Eight Grade. Technical Report. Findings from Three Scientific Reviews. This technical report and an Executive Summary on the three reviews may be retrieved from www.casel.org or www.lpfch.org/sel. CASEL( 2008).

Safe and Sound: An occupational leaders’ guide to evidence-based social and emotional programs (Chicago: CASEL, 2003)

Kaiser Family Foundation. A Kaiser Family Foundation Study Generation M (2005): Media in the lives of 8 to 18 year olds. www.kff.org

The Finance Project (2009). A guide to Effective Investment in Positive Youth Development. Implications of Research for Financing and Sustaining Programs and Services for Youth. The Finance Project. www.financeproject.org

Lucille Packard Foundation. Putting It All Together: Guiding Principles for Quality After-School Programs Serving Preteens. Public Private Ventures, commissioned by the Lucille Packard Foundation. Companion Resource Guide is available at www.lpfch.org/afterschool.

U.S. Department of Education, IES Institute of Education Sciences (2009). Structuring Out of School Time (OST) to improve academic Achievement. National Center for Education Evaluation and regional Assistance.

The Joan Cooney Center at Sesame Workshop (2009). Pockets of Potential, Using Mobile Technologies to Promote Children’s Learning. Carly Shuler Ed.M

At the Forefront of the Era of User Choice & Control, Liz Nealon Author of “When Parents are deployed” a primetime PBS Emmy Nominee.

Bibliographic References and Recommended Books:

Brenner, A. (1984) Helping Children Cope with Stress. Lexington Books: Lexington, MA.

Kaiser Greenland Susan (2010). The Mindful Child. Free Press a Division of Simon & Schuster.

Dispenza, Joe, (2007) Evolve your Brain. Health Communications Inc.

Elkind, David Ph.d (1988). The Hurried Child.

Goleman Daniel, (1995) Emotional Intelligence. Bantam Dell a Division of Random House Inc.

Hart, A. D. (1992). Stress and your child. Word Publishing: Dallas.

Le Deux J ( 2001). The Synaptic Self: how our brains become who we are. Penguin Books

Benson Herbert, (1975). The Relaxation Response. Harper Collins

Honig, A. S. (1986). Stress and Coping in Children. In J. McCracken’s Reducing Stress in Children’s Lives.

Schwartz, Jeffrey and Begley Sharon (), The Mind and the Brain, Neuroplasticity and the power of mental force. Regan Books, an imprint of Harper Collins Publishers.

Selligman Martin (1996), The Optimist Child. Harper Perennial

Norman Phillippa, M.D., M.P.H. (2004) Feed your Brain. Growing Tree Press.

Gurian Michael (2002). The Wonder of Girls. Pocket Books A Division of Simon & Schuster.

Gurain Michael(1996). The wonder of Boys. Penguin Putnam Inc.

Naparstek Belleruth (1994), Staying well with Guided Imagery. Wellness Central, Hachette Book Group.

Gawain Shakti (1983). Creative Visualization. Ninth Printing.

Lipton Bruce, Ph.D. (2005) The Biology of Belief. Elite Books.

Doe Mimi with Walch Marsha, Ph.d. (1998) 10 Principles for Spiritual Parenting. Harper Collins.

Hawkins R. David, MD., Ph.D. (2002). Power Vs. Force. Hay House Inc.

Blackburn Losey Meg, Msc.D., Ph.D. (2007). The Children of Now. New Page Books, a Division of The Career Press, Inc.

Mayor Zaragoza Federico, (1995) The New Page. UNESCO and Dartmouth Publishing CO Ltd..

Lantieri Linda, (2008) Building Emotional Intelligence. Sounds True.

Covey Stephen R. (1989). The 7 Habits of Highly Effective People. Simon & Schuster.

Chopra Deepak. (2003). The Spontaneous Fulfillment of Desire. Three River Press.

S. Bothmer. (2003) Creating the Peaceful Classroom. Chicago: Zephyr Press

Theolis Beth. (2002). Conflict Resolution Activities for Elementary Students. Jossey Bass, A Wiley Imprint.