Patricia Jennings
Professor, School of Education and Human Development, University of Virginia
Charlottesville, Virginia, United States
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Patricia (Tish) Jennings is an internationally recognized leader in the fields of social and emotional learning and mindfulness in education and Professor of Education at the School of Education and Human Development at the University of Virginia. Her research places a specific emphasis on teacher stress and how it impacts the social and emotional context of the classroom, as articulated in her highly cited theoretical article "The Prosocial Classroom." Jennings led the team that developed CARE, a mindfulness-based professional development program shown to significantly improve teacher well-being, classroom interactions and student engagement in the largest randomized controlled trial of a mindfulness-based intervention designed specifically to address teacher occupational stress. She is a co-author of Flourish: The Compassionate Schools Project curriculum, an integrated health and physical education program and is co-Investigator on a large randomized controlled trial to evaluate the curriculum’s efficacy. She is currently the Principal Investigator of Project CATALYZE, a study that will examine whether CARE enhances the effectiveness of a social and emotional learning curriculum funded by an Education Innovation Research grant from the US Department of Education to conduct. A member of the National Academy of Sciences Committee on Fostering Healthy Mental, Emotional, and Behavioral Development among Children and Youth, she was awarded the Cathy Kerr Award for Courageous and Compassionate Science by the Mind & Life Institute in 2018 and recently recognized by Mindful Magazine as one of "Ten Mindfulness Researchers You Should Know." Earlier in her career, Jennings spent more than 22 years as a teacher, school director and teacher educator. She is the author numerous peer-reviewed journal articles and chapters and several books: Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom, The Trauma-Sensitive School: Building Resilience with Compassionate Teaching, Mindfulness in the Pre-K-5 Classroom: Helping Students Stress Less and Learn More, part of Social and Emotional Learning Solutions, a book series by WW Norton of which she is editor. Her latest book is Teacher Burnout Turnaround: Strategies for Empowered Teachers.
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Sponsored: Flourish: The K-5 Curriculum of the Compassionate Schools Project, Part 2
Pure Edge, Inc., and the University of Virginia are excited to share Flourish, a curriculum of the Compassionate Schools Project. Flourish activates learners’ visions of growing into their best selves while practicing care, curiosity, and compassion for themselves and their communities. Its innovative structure integrates active learning, mindful moments, movement, and health and wellness skills.
Sponsored: Flourish: The K-5 Curriculum of the Compassionate Schools Project
Pure Edge, Inc., and the University of Virginia are excited to share Flourish, a curriculum of the Compassionate Schools Project. Flourish activates learners’ visions of growing into their best selves while practicing care, curiosity, and compassion for themselves and their communities. Its innovative structure integrates active learning, mindful moments, movement, and health and wellness skills.
Project CATALYZE: Linking SEL Programming for Both Teachers and Students
Does promoting teachers’ SEL skills improve SEL programming? CATALYZE studied the impacts of two evidence-based programs: one for teachers and one for students. Participants will engage in program activities and learn how they were modified for remote delivery in response to COVID. We describe how program fidelity and quality of implementation were monitored and present preliminary study outcomes.
Educator Social and Emotional Learning and Unlearning
Learn how educators support student SEL by becoming skilled modelers of prosocial interactions. This program utilizes mindful awareness practices, and emotion skill activities to help educators manage stress and unlearn maladaptive habits. Participants will engage in experiential learning, reflection, and sharing to enhance their capacity to support students' SEL development.
Project CATALYZE: Linking SEL Programming for Both Teachers and Students
Does promoting teachers’ SEL skills improve SEL programming? To answer this question, Project CATALYZE studied the impacts of combining two evidence-based programs: one for teachers and one for students. Session participants will engage in sample learning activities from the teacher program and watch video recordings to see how the activities were modified for remote delivery in response to COVID-19 shutdowns. We describe how program fidelity and quality of implementation were monitored and present preliminary study outcomes.
90-minute breakout session, general audience
Patricia Jennings
Professor, School of Education and Human Development, University of Virginia
Charlottesville, Virginia, United States
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