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Mindfulness at Winchester Garden

If your vision is for one year, plant rice. If your vision is for 10 years, plant trees. But if your vision is for 100 years, educate children. Mindfulness at Winchester Garden Incorporating Mindfulness and Self-awareness into the Winchester School Garden.

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Mindfulness at Winchester Garden

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  1. If your vision is for one year, plant rice. If your vision is for 10 years, plant trees. But if your vision is for 100 years, educate children. Mindfulness at Winchester Garden Incorporating Mindfulness and Self-awareness into the Winchester School Garden Kaitlyn Church, Kyle Baisa, Priya Bharj, Sarah Robbins, Ifrah Abdi, Michael Gozen, Ellen Waring, Amy Foreman, and Stephanie Hamilton

  2. Agenda • The Mission • Cabbagetown Community Assessment • Winchester Junior and Senior Public School Community Assessment • The Framework: Population Health Promotion Model - Putting It All Together • The project • The Results • Sustainability • Multimedia Presentation

  3. Humber Nursing Students Mission By aligning ourselves with the Green Thumbs mission: Our vision is of healthy communities with learning gardens everywhere!

  4. Community of Interest: Cabbagetown Cabbagetown is a community located in downtown Toronto that is bordered by Bayview Ave. on the East, Gerrard Street/Shuter St. to the South, Sherbourne Street to the West and Wellesley St/Riverdale Farm to the North.

  5. Community Assessment Findings: Our Sources • Primary Sources:Community assessment involved windshield survey, shadowing classes, meeting the School Chef (Charmaine), Grade 1 and 2 teachers, CAMH Gardener, Winchester ECE Instructor, and met with key stakeholders, Sunday, Ilana, and Hilda from Green Thumbs • Secondary Sources: Toronto Public Health, Toronto District School Board, WJSPS and the Toronto City Planning Census

  6. Community Assessment Findings: Cabbagetown Highlights • Pollinator gardens • Green spaces available • Bike lanes • Access to public transportation • 70% voter participation in most recent election • Economically and culturally diverse • There is a bylaw that bans new buildings higher than 4 stories

  7. Community Assessment Findings: Cabbagetown SDoH • Income & Social Status: Middle class is disappearing • Education: 6.8% of the population have less than a highschool diploma • Employment & Working Conditions: 27.1% of population not in the labor force, 50% working age, 15% pre-retirement • Culture: 30% immigrant population (French, Korean, China, Mexico, Cuba), Aboriginal resource center • Biology & Genetic Endowment: Genetically predisposed to cardiovascular disease and diabetes

  8. Community Assessment Findings: Cabbagetown SDoH • Gender: 56% male, 44%female • Healthy Child Development: 15.4/1000 hospitalized for prenatal condition, green space & parks, community actions programs • Health Services: closest hospital is St. Michael’s Hospital & 3rd highest hospital admission (18.4/1000), Diabetes resource center on Parliament, 17% suffer from HTN, 12.5% suffer from Asthma, 7.5% suffer from Diabetes

  9. Community Assessment Findings: Winchester Junior and Senior Public School • Established in 1874, Winchester is a single track French Immersion Centre for SK to Grade 6 • English and French offered for Grades 7 and 8 • Places a strong emphasis on ensuring a safe, welcoming, and respectful learning environment where all students can learn • Full lunch program, cooks from scratch, 75% participation (income, culture, and allergies taken into consideration) • Emotional and behavioural issues identified when surveying the teachers at WJSPS

  10. Community Assessment Findings: Winchester Junior and Senior Public School TDSB Model School for Inner City: • Innovative teaching and learning practices • Providing support services to meet social, emotional, and physical well-being of students • Establishing schools as the heart of the community • Researching, reviewing and evaluating students and programs • An ongoing commitment to share successful practice Goals: • Equity • Community • Inclusiveness • Expectations

  11. Key Health Issues • 1 in 5 children, totaling around 40,000, in the TDSB are dealing with some form of mental well-being issue, including anxiety, depression, eating disorders and mood disorders while also displaying ineffective coping strategies • There are many social determinants of health impacting the health of the Winchester Junior and Senior Public School (WJSPS) student

  12. Relevance to Community Nursing • Community health nursing aims to build strong and healthy communities that provide and promote resources for health.

  13. Population Health Promotion Model: Putting It All Together Added in 1996: Gender Culture Social environments

  14. Population Health Promotion Model Continued Key elements of PHPM • Focus is on health of populations (health status/outcomes and the disparities in health outcomes) • Address the SDoH and their interactions and influences on the health of Canadians • Base decisions in evidence based informed practice • Increase in upstream approach, rather than using a downstream approach • Apply multiple interventions and strategies where people live, work, play, pray and learn • Collaborate across different sectors and all levels of government • Achieved through Public participation (Potter & Perry, 2014, pp: 12-13)

  15. Population Health Promotion Model Continued 3 Dimensional Model Explains: • With Whom canweact (level of action): • Individual & Community b. On What can we take action (actions on SDoH): • Healthy Child Development, Physical Environment, Education & Coping Skills c. How can we take action (The Ottawa Charter): • Develop Personal Skills (Potter & Perry, 2014, pp: 12-13)

  16. Our Goal • To introduce mindfulness and the zones of regulation to the Grade 1 and 2 students at Winchester, to encourage daily mindfulness activities, and to provide the students with skills and tools to help identify troubling emotions and deal with them effectively.

  17. The Evidence & Nursing Values • Greenspaces facilitate behaviors promoting healthy child development, and is now widely viewed as a health promoting characteristic of residential environments. • Greenspace can have direct protective effects against health hazards , has been associated with increased health promoting behavior such as physical activity, and having a green space in urban areas has had an effect on improving Mental health.

  18. What is Mindfulness? Mindfulness is the basic human ability to be fully present, aware of where we are and what we’re doing, and not overly reactive or overwhelmed by what’s going on around us Zones of Regulation: A curriculum geared toward helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving abilities. In activities students also learn how to use strategies or tools to stay in a zone or move from one to another.

  19. Our Project Incorporating the green garden space into weekly activities to the Grade 1 and 2 students at Winchester School. To promote mindfulness activities, enabling them to identify emotions, and providing the necessary tools to cope. Actions/Activities: - Mindfulness activities in the garden - Bulletin board to reinforce information - Creating a mindfulness space in the garden - Creating toolboxes for each of the classes Timeframe: We implemented 5 activity sessions, 45 minutes each between October 17th to November 21st

  20. Week 1 - Introduction Lesson Introduced the students to the garden and the garden rules. Introduced the students to the four zones of regulation and how to determine what zone they are in. Introduced the concept of mindfulness. Took the students on a mindfulness journey which was a guided meditation using imagery and self awareness. Followed by a scavenger hunt in the garden.

  21. Week 1

  22. What we did: Week 2 - The Green Zone The Green Zone means that you are calm, relaxed and ready to learn. Described tips to help students get into and stay within the Green Zone Activity #1: If you are Green and you know it… Activity #2: Decorating stones for the garden Activity #3: Making tzatziki and snack

  23. What we did: Week 3 - Blue Zone (Halloween) The Blue Zone means that you are feeling sad, tired, sick, or bored. Blue Activities: Discussed what the Blue Zone means and tools you can use to get into the Green Zone Activity #1: Simon Says Activity #2: Discussed Gratitude and went on a Gratitude Garden Journey Activity #3: Made Gratitude Pumpkins

  24. What we did: Week 3 - Yellow Zone The Yellow Zone means that you are feeling anxious, worried, stressed, or overwhelmed. Yellow Activities: Discussed what it means to be in the Yellow Zone Talked about tools to use while in the Yellow Zone to move into the Green Zone Activity #1: Making sensory slime (lavender scented, with foam sensory beads) Activity #2: Guided sensory/ mindfulness activity using the slime, discussing how the slime helps to you to relax and slow down.

  25. Week 4 - Red Zone Lesson Being in the red zone means that you are feeling angry or mad. Discussed what it means to be in the red zone, and understanding that when we are in this zone, we must stop. Talked about tools to use while in the red zone to transition into the green zone. • Activity #1: Lazy 8 Breathing Activity • Activity #2: Just Dance Activity • Activity #3: Participated in Gardening activities (Planting and Mulching) • Activity #4: Making Sensory Bottles

  26. What we did: Week 5 - Bringing It All Together Review Mindfulness & The Four Zones Tour of the New Mindful Garden Activity #1: Scavenger hunt of Green, Blue, Yellow and Red Zone scenarios - Passport Check Bulletin Board Activity #2: Mood Catchers

  27. Observed Results Improved behavioral interactions among classmates after our activity interventions which included: • Instances of emotional support when classmates are down (hugging, consoling, comforting) • Students helping their peers transition between activities and redirecting them to appropriate tasks • Improved cooperation: sharing items, taking turns • Improved participation techniques: silently raising hands to answer questions relative to prior the intervention (shouting out answers) • Enhanced respect for the garden space: no running, picking/stepping on plants • Teachers had positive feedback about the program, toolbox and bulletin board

  28. Sustainability • A “Mindful” space within the WJSPS’s garden, planting lavender and bergamot • Interventions were constructed into “tools” which the students can practice and use for the rest of their life • A “Tool Box” was provided for each of the classes that participated in the project

  29. Our Project In Pictures

  30. Thank You !

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