Читать книгу Families & Change - Группа авторов - Страница 54

This case begins with a White female teacher, Jean,¹ with a long history living in a midwestern rural town and family she describes as “Appalachian with a family holler.” Growing up was difficult for Jean although she did make it to college later in life and became a teacher. She grew up in a chaotic and emotionally and sometimes physically abusive family and is no longer connected with her family of origin. She has three children of her own and a life partner, Kelly, who was recently diagnosed with a chronic health issue. Kelly can no longer work and Jean continues to work at Mendon Alternative High School and has increased home responsibilities. Mendon students are referred from multiple public rural and urban districts due to behaviors their home schools have deemed unmanageable, disruptive, and unable to be supported at their home school. Facilitators trained in MBSR, DBT, Mindful Schools, and other evidence-based programs work in partnership with a cluster of similar schools and begin by asking students and employees about their strengths, needs, and wants. Jean participates in a focus group. Jean is not interested in mindfulness for herself although she thinks that students would benefit after she learns about initial school-based research related to mindfulness and schools. A mindfulness facilitator visits her classroom once or twice a week and Jean listens to the information about mindfulness and participates in practices along with youth twice a week. She comments to the facilitator, “I could have used this when I was young.” After positive feedback from the teachers, staff, and many students, the programming continues and is extended to meet the particular needs and wants of teachers and other staff. Jean participates in these abbreviated and teacher–staff-targeted MBSR components. The facilitator emphasizes “acceptance and change” (DBT) as part of this program delivery. School-based data indicate improvements in overall staff and teacher morale. When asked about the program during its mid and end point, Jean’s reflections are focused more on her interactions with her partner than at school. In particular, she has more patience and care toward her partner and “doesn’t get as worked up.” Jean reports sleeping through the night for the first time in months toward the end of the 6-week mindfulness program.

¹ These cases derive from actual cases and are adjusted slightly to protect participants.

In this case, the family was dealing with a chronic stressor that created additional hardships and crises for the family (A). Though the family no doubt had resources to help them get along, those tools did not appear to drastically change family dynamics for the better. However, through a university partnership, the family member (Jean) was introduced to a tool, mindfulness (B), which she utilized at work and brought home to her family in order to help cope with the stressor. Subsequently, through gaining this tool, Jean’s perception of family members and improved workplace morale shifted her ability to manage the stress (C), which subsequently altered the resulting stress the event has on the family (X).