Mindfulness Training for 4-H Volunteers

Why 4-H Volunteers May Need Mindfulness

Having many tasks and responsibilities to complete require the ability to prioritize and manage stress. Studies suggest that mindfulness may be an effective tool to help healthy people manage stress (Chiesa & Serretti, 2009). As 4-H volunteers, the trusted and caring adults that care for our 4-H children are tasked with many responsibilities. These may include:

• Helping members with 4-H projects
• Organizing and managing 4-H club events
• Keeping parents of 4-H members informed
• Leading 4-H educational activities
• Chaperoning 4-H field trips
• Assisting with 4-H fundraising events

4-H volunteers are also Extension clientele who may seek leadership professional development opportunities, so why not teach them a leadership skill that may help them manage stress related to volunteering, working, and maintaining a balanced personal life? In addition, studies in formal education (where teachers are taught mindfulness) show that mindfulness can enhance an educator's well-being, confidence in themselves as a teacher, and capacity for managing learners (Meiklejohn, et. al., 2012). These findings could have implications for teachers in non-formal educational settings as well, such as 4-H volunteers who work with 4-H youth. Volunteers who teach youth are likely looking for opportunities to better manage youth, and increasing their confidence would help with youth management as well.

Background on Mindfulness Training

Mindfulness studies were first piloted with adult populations before being applied with youth. Previous studies confirmed that mindfulness techniques can be taught to both youth and adult audiences, in various settings (Zoogman, Goldberg, Hoyt, & Miller, 2015). In 1979, John Kabat-Zinn first formally conducted Mindfulness-Based Stress Reduction (MBSR) Training with a group of adults to help manage chronic physical pain symptoms (Bodhi, 2011). Eventually, MBSR was used to teach mindfulness to help adults manage a variety of mental and physical health conditions (Cullen, 2011). Later, the technique was applied in a variety of pro-active intervention settings (Praissman, 2008), such as stress-management training for healthy adults (Chiesa & Serretti, 2009).

Implications of An Existing Extension Curriculum for Teaching Mindfulness to Adults

Powers-Barker, Carter, and Worthington (2018) developed an Extension mindfulness program for adults. They identified the following areas for adult mindfulness training:

• Introduction to the concept
• Foundations of the concept
• Mindful breathing
• Mindful living
• Mindful eating

Introducing and providing foundations for the concept may help volunteers understand what mindfulness is. Then, once you determine the scope for the content that you would like volunteers to teach within 4-H programming, teach them techniques within each of the three areas (i.e. mindful breathing, mindful living, mindful eating). These sessions could be offered at 4-H advisor trainings or annual 4-H volunteer leaders' meetings. They may also be combined with mindfulness trainings offered for general adult members of the community. If the latter is the case, you could host a follow up session specifically discussing the implications of the trainings for 4-H settings with 4-H volunteer participants only.

Tips for Teaching Mindfulness to 4-H Volunteers

Ready to try it out? Here are some tips that may be helpful if you think you may want to teach mindfulness to 4-H volunteer leaders:

• Start small. Previous mindfulness interventions have stressed the importance of introducing mindfulness gradually over time (Broderick & Frank, 2014). This is important because some volunteers may not initially be comfortable with the concept. Explore volunteer leaders' receptivity to mindfulness practice in general. For example, try leading a breathing exercise at the end of a training session. Evaluate how volunteers receive this mindfulness element before offering a lengthy training session
• Be patient. Mindfulness practice and training is a big undertaking. Don't set high expectations. Know that it may take time to get volunteers interested in learning about mindfulness.  Make sure that volunteer leaders are comfortable with practicing and teaching mindfulness before asking them to lead it.
• Learn and practice mindfulness. It is important for teachers of mindfulness to cultivate their own mindfulness practice and share it with students. In the words of Shonin and Gordon (2015), "practice what you teach" (p. 952), as mindfulness can be contagious (Shonin and Gordon, 2015). Engage in formal professional development trainings, personal reading, and personal practice on your own to learn more about this topic.
• Celebrate the process. Share your experience with volunteers, including both difficulties and successes you have, with practicing mindfulness.  Give volunteers the opportunity to share their success stories and struggles also. Encourage them to brainstorm and learn about new ways to teach mindfulness together. Facilitate this process.

Want to learn more about getting deeper into mindfulness?

Consult Penn State Extension personnel who work with mindfulness:

• Mariah Stollar – mks370@psu.edu
• Katie Greenawalt, MS, CHES - keg5293@psu.edu

References

Bodhi, B. (2011). What does mindfulness really mean? A canonical perspective. Contemporary Buddhism, 12(01), 19-39.

Chiesa, A., & Serretti, A. (2009). Mindfulness-based stress reduction for stress management in healthy people: a review and meta-analysis. The journal of alternative and complementary medicine, 15(5), 593-600.

Cullen, M. (2011). Mindfulness-based interventions: An emerging phenomenon. Mindfulness, 2(3), 186-193.

Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., ... & Isberg, R. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291-307.

Powers-Barker, P., Carter, S., & Worthington, T. (2018). Mindful wellness. Ohio State University College of Food, Agricultural, and Environmental Sciences.

Praissman, S. (2008). Mindfulness‐based stress reduction: A literature review and clinician's guide. Journal of the American Academy of Nurse Practitioners, 20(4), 212-216.

Shonin, E., & Van Gordon, W. (2015). Practical recommendations for teaching mindfulness effectively. Mindfulness, 6(4), 952-955.

Stollar, M.K. & Windon, S. (2019). How to incorporate mindfulness practices into 4-H settings.

Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2015). Mindfulness interventions with youth: A meta-analysis. Mindfulness, 6(2), 290-302.