Skip to main content
SpringerLink
Log in

Cultivating Inner Resilience in Educators and Students: The Inner Resilience Program

  • Chapter
  • First Online:
Handbook of Mindfulness in Education

Part of the book series: Mindfulness in Behavioral Health ((MIBH))

Abstract

The Inner Resilience Program (IRP) was co-founded by Linda Lantieri in the spring of 2002 in response to the effects of September 11, 2001 on New York City schools. The program aims to cultivate the inner lives of teachers, students, and parents in order to equip them with the tools they need to build their inner strength and resilience. IRP also supports teachers and other caregivers to model this way of being for the children in their care. This chapter describes two studies that were conducted on the impact of IRP: a rigorous randomized control trial with NYC public school teachers and a qualitative study of school leaders’ perceived impacts of the program on themselves and on their schools overall. Results from the quantitative study indicate that IRP is effective in reducing teachers’ stress levels, increasing their mindfulness, and improving their relationships with their colleagues, while the qualitative study provides important preliminary evidence that the impact of IRP can be even more powerful when implementation is school-wide.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 109.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 139.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 219.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Aber, J. L., Brown, J. L., & Jones, S. M. (2003). Developmental trajectories toward violence in middle childhood: Course, demographic differences, and response to school-based intervention. Developmental Psychology, 39, 324–348.

    Article  PubMed  Google Scholar 

  • Barnes, S., Brown, K. W., Krusemark, E., Campbell, W. K., & Rogge, R. D. (2007). The role of mindfulness in romantic relationship satisfaction and responses to relationship stress. Journal of Marital and Family Therapy, 33, 482–500.

    Article  PubMed  Google Scholar 

  • Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, 822–848.

    Article  PubMed  Google Scholar 

  • Byrk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russel Sage.

    Google Scholar 

  • Byrne, B. M. (1993). Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal, 31, 645–673.

    Article  Google Scholar 

  • Collaborative for Academic, Social, and Emotional Learning. (2013). CASEL schoolkit: A guide for implementing schoolwide academic, social, and emotional learning. Chicago, IL: Author.

    Google Scholar 

  • Davidson, R. J., & Harrington, A. (Eds.). (2002). Visions of compassion: Western scientists and Tibetan Buddhists examine human nature. New York, NY: Oxford University Press.

    Google Scholar 

  • Davidson, R. J., Kabat-Zinn, J., Schumacher, J., Rosenkranz, M., Muller, D., Santorelli, S.F., … Sheridan, J. F. (2003). Alterations in brain and immune function produced by mindfulness meditation.Psychosomatic Medicine, 65, 564–570.

    Google Scholar 

  • Developmental Studies Center. (2005). Scales from student questionnaire, child development project for elementary school students (grades 3–6). Oakland, CA: Developmental Studies Center.

    Google Scholar 

  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). Enhancing students’ social and emotional development promotes success in school: Results of a meta-analysis. Child Development, 82, 474–501.

    Article  Google Scholar 

  • Ellis, L. K., & Rothbart, M. K. (2001). Revision of the adolescent temperament questionnaire. Poster presented at the 2001 biennial meeting of the Society for Research in Child Development, Minneapolis, MN.

    Google Scholar 

  • Humphrey, J. H. (1992). Stress among women in modern society. Springfield, IL: Charles C. Thomas.

    Google Scholar 

  • Ingersoll, R., Merrill, L., & Stuckey, D. (2014). Seven trends: The transformation of the teaching force, CPRE Report (#RR-80). Philadelphia, PA: Consortium for Policy Research in Education, University of Pennsylvania.

    Google Scholar 

  • Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525.

    Article  Google Scholar 

  • Jennings, P. A., Lantieri, L., & Roser, R. (2012). Chapter 12: Supporting educational goals through cultivating mindfulness approaches for teachers and students. In P. M. Brown, M. Corrigan, & A. Higgins-D’Alessandro (Eds.), Handbook of prosocial education. New York: Rowman & Littlefield.

    Google Scholar 

  • Kabat-Zinn, J. (2004). Wherever you go, there you are: Mindfulness meditation for everyday life (p. 4). London: Piatkus.

    Google Scholar 

  • Kemeny, M. E., Foltz, C., Cavanagh, J. F., Cullen, M., Giese-Davis, J., Jennings, P. A., et al. (2012). Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion, 12, 338–350.

    Google Scholar 

  • Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27–35.

    Article  Google Scholar 

  • Lantieri, L. (2008). Building emotional intelligence: Techniques to cultivate inner strength in children. Boulder, CO: Sounds True.

    Google Scholar 

  • Lantieri, L., & Nambiar, M. (2012). Cultivating the social, emotional and inner lives of children and teachers. Reclaiming Children and Youth, 21(2), 27–33.

    Google Scholar 

  • Lantieri, L., Kyse, E. N., Harnett, S., & Malkmus, C. (2011). Building inner resilience in teachers and students. In G. M. Reevy & E. Frydenberg (Eds.), Personality, stress and coping: Implications for education (pp. 267–292). Charlotte, NC: Information Age.

    Google Scholar 

  • Lutz, A., Brefczynski-Lewis, J., Johnstone, T., & Davidson, R. J. (2008). Regulation of the neural circuitry of emotion by compassion meditation: Effects of meditative expertise. PLoS ONE, 3(3), e1897.

    Article  PubMed Central  PubMed  Google Scholar 

  • Lutz, A., Slagter, H., Dunne, J., & Davidson, R. (2008). Attention regulation and monitoring in meditation. Trends in Cognitive Science, 12, 163–169.

    Article  Google Scholar 

  • Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Alexandria, VA: ASCD.

    Google Scholar 

  • Maslach, C., Jackson, S. E., & Leiter, M. P. (1997). Maslach Burnout Inventory. In C. P. Zalaquett & R. J. Wood (Eds.), Evaluating stress: A book of resources (pp. 191–218). Lanham, MD: Scarecrow Education.

    Google Scholar 

  • Metis Associates. (2011). Building inner resilience in teachers and their students: Results of the Inner Resilience Pilot Program. Unpublished evaluation report.

    Google Scholar 

  • Murray, J. (2005). Social-emotional climate and the success of new teachers: A new look at the ongoing challenge of new teacher retention (Wellesley Centers for Women, Report WCW 9). Wellesley, MA: Wellesley Centers for Women.

    Google Scholar 

  • Roeser, R. W. (2014). The emergence of mindfulness-based interventions in educational settings. In S. Karabenick & T. Urdan (Eds.), Advances in motivation and achievement (Interventions, Vol. 18, pp. 379–419). Greenwich, CT: Emerald.

    Google Scholar 

  • Roeser, R. W., & Zelazo, P. D. R. (2012). Contemplative science, education and child development: Introduction to the special section. Child Development Perspectives, 6, 143–145. doi:10.1111/j.1750-8606.2012.00242.x.

    Article  Google Scholar 

  • Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., et al. (2013). Mindfulness training and reduction in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105, 787–804.

    Google Scholar 

  • Schonert-Reichl, K. A., & Weissberg, R. P. (2014). Social and emotional learning during childhood. In T. P. Gullotta & M. Bloom (Eds.), Encyclopedia of primary prevention and health promotion (2nd ed., pp. 936–949). New York, NY: Springer Press.

    Google Scholar 

  • Simon, A., Harnett, S., Nagler, E., & Thomas, L. (2009). Research on the effect of the Inner Resilience Program on teacher and student wellness and classroom culture. Unpublished evaluation report.

    Google Scholar 

  • Singer, T., & Lamm, C. (2009). The social neuroscience of empathy. Annals of the New York Academy of Sciences, 1156, 81–96.

    Article  PubMed  Google Scholar 

  • Weissberg, R. P., & Cascarino, J. (2013). Academic learning + social-emotional learning = national priority. Phi Delta Kappan, 95, 8–13.

    Article  Google Scholar 

  • Weissberg, R. P., Payton, J. W., O’Brien, M. U., & Munro, S. (2007). Social and emotional learning. In F. C. Power, R. J. Nuzzi, D. Narvaez, D. K. Lapsley, & T. C. Hunt (Eds.), Moral education: A handbook (Vol. 2: M-Z, pp. 417–418). Westport, CT: Greenwood Press.

    Google Scholar 

  • Winzelberg, A. J., & Luskin, F. M. (1999). The effect of a meditation training in stress levels in secondary school teachers. Stress Medicine, 15, 69–77.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Inner Resilience Program, New York, NY, USA

    Linda Lantieri & Madhavi Nambiar

  2. Metis Associates, New York, NY, USA

    Susanne Harnett

  3. Montclair State University, Montclair, NJ, USA

    Eden Nagler Kyse

Authors
  1. Linda Lantieri
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Madhavi Nambiar
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Susanne Harnett
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Eden Nagler Kyse
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Linda Lantieri .

Editor information

Editors and Affiliations

  1. Dept Educational & Counselling Psyc, University of British Columbia, Vancouver, British Columbia, Canada

    Kimberly A. Schonert-Reichl

  2. Portland, Oregon, USA

    Robert W. Roeser

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer-Verlag New York

About this chapter

Cite this chapter

Lantieri, L., Nambiar, M., Harnett, S., Kyse, E.N. (2016). Cultivating Inner Resilience in Educators and Students: The Inner Resilience Program. In: Schonert-Reichl, K., Roeser, R. (eds) Handbook of Mindfulness in Education. Mindfulness in Behavioral Health. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-3506-2_8

Download citation

Publish with us

Policies and ethics

Search

Navigation