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Self-Care & Mindfulness
in the School
Sara Goodyear, MSED, LPC, NCC
STAR Clinic & A.W. Beattie Career Center
Introduction & Background
Sara Goodyear is a dedicated PA Licensed Professional Counselor, Nationally Certified
Counselor and PA Certified School Counselor for grades K-12. Sara joined the STAR Clinic in
January 2017 as a clinician specializing in providing CBT/DBT therapy to adolescents and
college-aged patients with depression, anxiety and suicidality. In 2019, she moved to a
School Counselor position at A.W. Beattie Career Center serving grades 10-12 in northern
Allegheny County. She still maintains a clinical role at STAR.
Prior to STAR, she worked as an individual, group and family therapist in the school, home,
and community settings. She has worked with diverse clientele, including at-risk/high need
populations, for over 15 years. Her previous experience includes work as a School-Based
Therapist working through an agency partnered with several Pittsburgh Public Schools'
Emotional Support classrooms for grades K-8 clientele with mood and behavioral disorders.
In addition, she has worked extensively in both schools and wraparound settings, specializing
in children with Autism and behavioral disorders, to implement positive behavioral supports
and interventions.
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Disclosure
There is no financial interest or gain in
providing this presentation.
There is no conflict of interest in providing this
presentation.
Goals of Presentation
1. Identify practical coping strategies and mindfulness techniques that
can be applied with secondary students.
2. Identify ways to present coping strategies and mindfulness on an
individual and classroom basis in a meaningful manner.
3. Explore options for normalizing mental health awareness on a
systemic, school-wide level.
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Why self-care & mindfulness in the school?
More than 1 in 3 students (36.7%) and nearly half of female students reported persistent
feelings of sadness or hopelessness in 2019.
Nearly 1 in 5 students (18.8%) seriously considered suicide in 2019.
Male – 13.3%; Female – 24.1%
White - 19.1%; Black - 16.9%; Hispanic - 17.2%
Heterosexual – 14.5%; Lesbian, Gay or Bisexual – 46.8%; Not Sure – 30.4%
In 2019, 15.7% of students had made a suicide plan.
Male – 11.3%; Female – 19.9%
White – 15.7%; Black – 15.0%; Hispanic – 14.7%
Heterosexual – 12.1%; Lesbian, Gay or Bisexual – 40.2%; Not Sure – 23.9%
(CDC, Youth Risk Behavior Survey Data Summary & Trends Report 2009-2019.)
Why self-care & mindfulness in the school?
In 2019, 8.9% of students had attempted suicide within the past year
Male – 6.6%; Female – 11.0%
White – 7.9%; Black – 11.8%; Hispanic – 8.9%
Heterosexual – 6.4%; Lesbian, Gay or Bisexual – 23.4%; Not Sure – 16.1%
In 2019, 2.5% of students were injured in a suicide attempt that had to be treated by a doctor or
nurse.
Male – 1.7%; Female – 3.3%
White – 2.1%; Black – 3.3%; Hispanic – 3%
Heterosexual – 1.7%; Lesbian, Gay or Bisexual – 6.3%; Not Sure – 5.2%
(CDC, Youth Risk Behavior Survey Data Summary & Trends Report 2009-2019.)
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Why self-care & mindfulness in the school?
From this data, To put it in perspective:
• In 2019, out of 800 students:
• About 150 students had seriously considered suicide within the
past year
• About 125 students had made a plan within the past year
• About 71 students had attempted suicide within the past year
(CDC, Youth Risk Behavior Survey Data Summary & Trends Report 2009-2019.)
Why self-care & mindfulness in the school?
Prior to the pandemic, our students have been struggling. This is
obviously been magnified greatly due to the pandemic.
Normalizing the discussion of mental health and self-care for all
Teaching all students that they have mental health and that their
mental health is valid and important. Not only when they are
struggling, but also when they are doing well.
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Pros of self-care & mindfulness in the school
Antidotal reports of effectiveness from students
High satisfaction ratings of students involved in mindfulness training
In a meta-analysis review of 24 different mindfulness interventions
89% of students would recommend the trainings to others
81% of students rated the program sessions as extremely useful & 83% as
satisfying
¾ of students would like to continue and thought the programs could
have lasted longer or were just the right length
(Zenner, Herrnleben-Kurz, & Walach, 2014)
Pros of self-care & mindfulness in the school
Significant research to support use Cognitive Behavioral Therapy in Suicidal Patients
(Stanley et al., 2009)
Research to support use of mindfulness skills effective in therapy
In an analysis of 209 different studies, it was found that Mindfulness Based Therapy is an effective
treatment for a variety of psychological problems, especially effective for reducing anxiety, depression,
and stress.
(Khoury et al., 2013)
Cognitive Behavioral Therapy & Dialectic Behavioral Therapy are both effective treatments, especially in
combination, for suicidal adolescents.
(Brent, Poling, & Goldstein, 2011)
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Pros of self-care & mindfulness in the school
When resiliency and self-care behaviors were taught in health professional schools, the
research found that:
“The development of resilience can contribute to providers’ well-being, workforce
sustainability, and quality of care on individual, team and organization levels”
“Vulnerability can be reduced by developing resilience through personal experience
and growth, for which resilient mentors are critical.”
“Helping students to develop resilience has helped them improve their ability to deal
with stressors and challenges...”
(Lin, Chan, Hendrickson, & Zuñiga, 2020)
Cons of self-care & mindfulness in the school
Cons of implementing mindfulness in the schools:
Wide variety of programs with little control studies done to support evidence
Currently, limited research to demonstrate effectiveness of mindfulness-based
interventions at a secondary school level. Most research is at a collegiate
level.
Limited research of teaching self-care skills in the schools as most research
focuses on college age to adult interventions
(Semple, Droutman, & Reid, 2016)
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Why Mindfulness for All Students?
“Mindfulness skills teach youth how to focus their attention, pay attention to one thing at a
time, increase their awareness of the present rather than being distracted by thoughts about
past and future…help students notice and label their emotions, thoughts and
urges…increases self-awareness while reducing potential impulse control problems.
With greater awareness, student will have more choices and can make more effective
decisions. Mindfulness skills can help students enhance their identify, develop future goals,
and identify their values.”
(Mazza, Dexter-Mazza, Miller, Rathus, & Murphy, 2016, p.14)
Why present at a classroom level?
Normalize the discussion about caring for their mental health for all students
All students are struggling in some way during high school. The pandemic only
magnifies that.
Teaching students to balance emotions and increase self-awareness teaches
them to handle career-ready situations
It is incredibly hard to find enough time to teach students the basic skills they
need on an individual basis.
Helps to increase awareness of students who are struggling as well as allows
them opportunities to start the conversation regarding seeking individual help
afterwards
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Self-care skills in the classroom
Classroom lessons occurred in the following
programs:
Advertising Design
Automotive Technology
Cosmetology
Dental Careers/Introduction to
Pharmacy
Early Childhood Education
Health & Nursing
Surgical Sciences
Veterinary Sciences
To be presented on in:
Emergency Response Technology
Sports Medicine-Rehab Technology
Classroom lesson based on skills of CBT & DBT based on the hypothesis/assumption that
these skills are beneficial to all people, especially adolescents.
Classroom Presentation
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What is self-care?
Why or why not?
Do you think self-care is important?
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Classroom Presentation: Self-Care
Self-Care is NOT JUST taking bubble baths and polishing toe nails
Self-Care is prioritizing your own needs when you are overwhelmed.
Self-Care can be:
Going out with friends after a stressful week OR staying in and watching a movie to recover
Prioritizing tasks and putting off low priority items
(ex. Getting the big project done now vs in two weeks when you will have three papers at once)
Getting enough sleep!!!
What tells me that I may need support?
Witnessing a traumatic event
Big changes in behavior
Irritability/anger
“Snapping” out more
Negative self talk
Depressed/low mood
Anhedonia (loss of enjoyment at things
you once enjoyed)
Significant weight gain/loss
Impaired sleep
Worrying often
Feelings of dread/apprehension
Fatigue/Tiredness
Appetite changes
Poor concentration
Low motivation
Changes in motor movements (slower or
faster)
Changes in energy - decreased or
increased
Changes in socializing patterns
Trouble relaxing
Trouble concentrating
Anticipating the worst
Headaches/Stomachaches
“Mind going blank” a lot
Feelings of guilt/worthlessness
Hopelessness
**Thoughts of not
wanting to be alive
** Self-harm
**Thoughts of suicide
**Please talk to a trusted adult
as soon as possible
if experiencing these!!!
We are here to help!!!
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What tells me that I may need support?
The more of those listed that you have, the more stressed you may be and may be in need of support
Who are supports?
Parents
Teachers
Counselors
BAT or School-Based Therapy
Therapists
Resolve – 1-888-796-8226 (7.YOU CAN)
National Suicide Prevention Hotline - 1-800-273-8255
Crisis text line – Text “PA” to 741741 to begin a conversation
Basic Coping Strategies
o Grounding
5 senses
Cognitive grounding – Asking yourself easy questions (name, street, family members, date)
Sensory awareness
Emotional Release - Letting yourself be angry/yell, cry
Distraction – Reading, coloring, Netflix, crafting/hobby, etc.
Thought Challenging – Writing down negative thoughts/worries and looking at
evidence that supports vs negates
Avoiding alcohol, tobacco, drugs, and any mood-altering substances
Drinking enough water!!! – Stress hormones are water soluble
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Basic Coping Strategies
TIPP
Temperature
Intense Exercise
Paced Breathing
Progressive Muscle Relaxation
Sleep Hygiene
How much sleep do teenagers need vs how much sleep do you get?
When you break your sleep cycle (ex. stay up really late on the weekends), how long does it take a
teenager to recover?
Sleep is INCREDIBLY important in:
Maintaining good physical health
Maintaining good mental health
Balancing your emotions
Decision making skills
Ability to focus
Ability to complete schoolwork/work
Ability to process stress
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Sleep Hygiene
Develop a consistent sleep schedule and stick with it (even on weekends)!
Avoid caffeine (tobacco, vaping, & other substances) and exercise late in the day
Do NOT use your bed for anything other than sleep
Do schoolwork or watch tv in a chair, on the couch, on the floor next to your bed, etc
Avoiding naps (or keeping them to about 20 minutes)
Turn off lights, keep a cool room
Avoid screens in the hour before bed (the blue light emitted keeps you awake)
Use ‘Night Shift’ mode on your phone if you can!
If you MUST have background noise, try white noise or something very boring
Do not watch your favorite tv show!!
Sleep Hygiene
If you wake up in the middle of the night and can’t sleep
Don’t watch the clock
Don’t catastrophize – tell yourself that you will fall asleep
Use TIPP skills
Cold water or an ice pack to the back of the night for a
few minutes then try deep breathing to calm any stress
If you can’t sleep, get out of bed. Don’t toss and turn. Go
to a calm spot and do something boring until you feel your
eyelids drop and then go back to bed!
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Mindfulness
What is mindfulness?
Mindfulness is a practice that focuses on:
Purposely paying attention to the present moment
Actually being in the moment
Increasing self-awareness
Strengthening empathy & understanding
Building techniques that calm and focus the mind
Observing thoughts and feelings without judgement about them
It’s a practice in not judging thoughts/feelings as right or wrong, just
acknowledging that they exist
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What is mindfulness?
When you’re mindful, you pay attention to what is going on inside of you, noticing:
Thoughts
Feelings
Sensations
Impulses
And to what’s going on outside of you, noticing what you:
See
Hear
Smell
Feel
What is mindfulness?
Psychological benefits include:
decreased anxiety
decreased depression
increased coping skills
decreased irritability and moodiness
improved learning ability and memory
increased happiness
increased emotional stability
increase ability to effectively manage
problems
improved self-esteem
Physical benefits include:
improved breathing
lower heart rate
improved circulation
improved immune function
reduced physical stress responses
better sleep
better management of physical
symptoms (e.g. pain)
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What is mindfulness?
Any activity can be done mindfully. You can mindfully:
Complete a puzzle
Look out the window
Listen to music
Blowing bubbles
Drawing
Writing a letter
Working on your car
Eat a dessert
o Mindfulness is not “just zoning out”. It is awareness of being in the present moment.
o Mindfulness can be meditation or prayer but is not limited to these activities!
o Mindfulness can be more active with movements or calming with remaining still
Mindfulness
Self Soothe with the 5 Senses
Blue Sky Mind
4-4-8 Breathing
Guided Imagery
Taking a mini mental vacation for a few minutes
Try keeping an album of meaningful pictures on your phone
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Free Apps to Utilize
Headspace is an app that offers different activities to help reframe and cope with stress as well
as provide relaxation and meditation resources.
Calm in the Storm is an app that is also free (with options to pay to upgrade) that provides
strategies and activities including breathing, guided imagery, progressive muscle relaxation and
more.
Calm is an app where you can make a free account to utilize resources similar to those above.
Clear Fear is a free app that helps people work through anxiety and provides concrete and in-
the-moment strategies to help with coping with stress.
Additional separate mindfulness trainings
in classrooms
Stress Reduction & Mindfulness
Distress Tolerance Skills (Self-soothing with 5 senses, TIPP, Radical Acceptance)
Additional mindfulness resources
Youtube – “All it takes is 10 mindful minutes | Andy Puddicombe”
https://www.youtube.com/watch?v=qzR62JJCMBQ
Mini minute meditations – YouTube – Headspace’s channel
DBT Skills in Schools – Skills training for Emotional Problem Solving for Adolescents (DBT
STEPS-A) by James J. Mazza (Author), Elizabeth T. Dexter-Mazza (Author), Alec L. Miller (Author), Jill H.
Rathus (Author), Heather E. Murphy (Author)
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Exit Ticket
Keep it simple and direct
Provide reinforcement of learning
3 Quick things learned
Ratings for data collection
Advice for future planning
Exit Ticket Results
On a 0-5 scale, how helpful do you feel this lesson was:
0 –
Not at All
1 –
A little bit
helpful
2 –
Somewhat
helpful
3 –
Helpful
4 –
Mostly
helpful
5 –
Very
Helpful
1 2 9 17 8 18
• Limitations with this data:
• Exit ticket implemented later - data not taken in 2019-2020 lessons
• Data not always taken consistently – Missed programs this year
• As a result, cannot be accurate representation across time or
consistent implementation
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Exit Ticket Results
Requesting future lessons in:
• Sleep
• Time management
• Relaxation
• Active meditation
• Self-love/self-esteem
• Self-care
• Mental health and how to address it
• Dealing with social anxiety
• Stress management
• Healthy choices
• Applying for jobs
School-wide
Initiatives
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School-Wide Initiatives –
Normalizing the Conversation
SAP (BAT) – Openly discuss the Student Assistance Program with staff and students
Created a fun name for the team for students
Matching shirts for staff to wear on assigned days
Video tapes PSA
Suicide awareness month – Have counselors make a short video offering awareness, support and crisis
numbers
Making yourself available – Scheduling time to visit classrooms and introduce yourself just to
say “hi”. Explain role in helping students with their academic, college/career &
social/emotional aspects.
School-Wide Initiatives - Clubs
BAT Student Voice
Volunteer students who advocate for
mental health
Preform various activities to lift the spirits
of students at arrival
Blowing bubbles, passing out positive
stickers, Selfie with an Elfie
Organize volunteer activities in the
community
Very limited this year due to COVID
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School-Wide Initiatives – Social Media
Use the public forum to showcase the work you do to advocate for mental health
Social Media posts to remind students and
parents that counselors are available as
well as provide crisis lines.
School-Wide Initiatives – Bulletin Boards
If showing skills or tips, encourage students to take pictures on their phone!
Introduce your SAP team & supports to the
school.
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School-Wide Initiatives – Staff Trainings
Act 71 requires Act 71 was passed in 2014 as House Bill 1559. The law requires every school
district in Pennsylvania to:
1. Adopt a set of policies and procedures for suicide prevention in their district and post this policy on the
school website. Act 71 outlines what is required within this policy.
2. Train all educators in grades 6-12 in suicide prevention for a period of 4 hours every 5 years.
Additionally, the law requires that student education be included in the school’s suicide prevention
policy.
(https://www.preventsuicidepa.org/act71/)
School-Wide Initiatives – Staff Trainings
Work with administration to consider bringing in outside provides in addition to the
required trainings
Highmark’s The Caring Place provides trainings, at no cost, related to grief and loss with students
https://www.highmarkcaringplace.com/
Team with School-Based Therapy providers to provide trainings in recognizing mental health signs
and review school’s procedure for identifying and addressing concerns
Consider In-House Staff trainings and teaming up qualified teachers
For Fall 2021, AWBCC’s plan is for School Counselor to team with the Sports Medicine-Rehab
Therapy Instructor to provide self-care, mindfulness and physical therapy trainings
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School-Wide Initiatives – Other ideas
North Hills School District
Offering twice weekly Mindfulness groups via Zoom
Offering Parent Information Nights about Mental Health Opportunities
Pittsburgh Public Schools, Mt. Lebanon, Seneca Valley and North Allegheny
working to incorporate mindfulness into curriculum
Working with School-Based Therapy providers to develop additional options
Allegheny Valley Health’s “CHILL Project”
Bathroom Door newsletters
Revisiting Goals of Presentation
o Do you feel that you are able to:
o Identify practical coping strategies and mindfulness techniques
that can be applied with secondary students.
o Identify ways to present coping strategies and mindfulness on an
individual and classroom basis in a meaningful manner.
o Explore options for normalizing mental health awareness on a
systemic, school-wide level.
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Question & Answer
Thank you!
Sara Goodyear, MSEd, LPC, NCC
CTE School Career and Resource Counselor
Students with the Last Names A-L
sara.goodyear@beattietech.com
Office: 412-847-1893
STAR Clinician/Behavioral Health Therapist II (Casual)
Main Office: 412-246-5619
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Resources Utilized
Brent, D. A., Poling, K. D., & Goldstein, T. R. (2011). Treating depressed and suicidal adolescents: A clinician's guide. New York, NY: Guilford Press.
Center for Disease Control and Prevention (CDC). (2020). Youth Risk Behavior Survey Data Summary & Trends Report 2009-2019.
Ganster, K. (2019, September 24). School districts putting more emphasis on mindfulness to help Kids, Community. Retrieved March 24, 2021, from
http://www.northhillsmonthly.com/2019/09/24/286038/school-districts-putting-more-emphasis-on-mindfulness-to-help-kids-community
Khoury, B., Lecomte, T., Fortin, G., Masse, M., Therien, P., Bouchard, V., . . . Hofmann, S. G. (2013). Mindfulness-based therapy: A comprehensive meta-
analysis. Clinical Psychology Review, 33(6), 763-771. doi:10.1016/j.cpr.2013.05.005
Lin, L. C., Chan, M., Hendrickson, S., & Zuñiga, J. A. (2020). Resiliency and Self-Care Behaviors in Health Professional Schools. Journal of Holistic Nursing, 38(4),
373-381. doi:10.1177/0898010120933487
Linehan, M. (2015). Dbt skills training handouts and worksheets. New York: Guilford.
Mazza, J. J., Dexter-Mazza, E. T., Miller, A. L., Rathus, J. H., & Murphy, H. E. (2016). DBT skills in schools skills training for emotional problem solving for
adolescents (DBT STEPS-A). New York, NY: Guilford Press.
Mindfulness in DBT: How this core skill can help you. (2015, July 13). Retrieved from https://bayareadbtcc.com/mindfulness-in-dbt/.
North Hills Mindfulness group. (n.d.). Retrieved March 24, 2021, from https://www.nhsd.net/mindfulness.aspx
Resources Utilized
Rathus, J. H., Miller, A. L., & Linehan, M. (2017). Dbt skills manual for adolescents. New York: The Guilford Press.
Semple, R. J., Droutman, V., & Reid, B. A. (2016). Mindfulness goes to school: Things learned (so far) from research
and real-world experiences. Psychology in the Schools, 54(1), 29-52. doi:10.1002/pits.21981
Shardlow, G. (2015, November 18). Integrating Mindfulness in Your Classroom Curriculum. Retrieved December 11,
2019, from https://www.edutopia.org/blog/integrating-mindfulness-in-classroom-curriculum-giselle-shardlow.
Smith, P. (2021, February 8). Mindfulness programs grow in public schools to address 'storm of stresses'. Retrieved
March 24, 2021, from https://www.post-gazette.com/news/education/2021/02/08/Pittsburgh-area-public-schools-
mindfulness-programs-students-behavioral-health/stories/202101310044
Stanley, B., Brown, G., Brent, D. A., Wells, K., Poling, K., Curry, J., . . . Hughes, J. (2009). Cognitive-behavioral therapy
for suicide prevention (cbt-sp): Treatment model, feasibility, and acceptability. Journal of the American Academy of
Child & Adolescent Psychiatry, 48(10), 1005-1013. doi:10.1097/chi.0b013e3181b5dbfe
Tower Rushe, S. (2017, October 1). North Allegheny school DISTRICT Introducing MINDFULNESS PROGRAM. Retrieved
March 24, 2021, from http://www.northhillsmonthly.com/2017/10/01/156150/north-allegheny-school-district-
introducing-mindfulness-program
Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools-a systematic review
and meta-analysis. Frontiers in Psychology, 5. doi:10.3389/fpsyg.2014.00603
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