Sustainable Mental Wellness Practices Through Contemplative Art
Faculty Department
EDU
Presentation Type
Powerpoint
Location
H239
Zoom Link
Start Date
February 2025
End Date
February 2025
Description (Abstract)
Colleges prepare students for careers by providing knowledge and skills essential for practical application in their fields. Emphasis on social-emotional learning skills in higher education is vital as students transition to adulthood. Mindfulness practices through the arts can help students effectively manage stressors that arise during their transition to adulthood and in their professional experiences. This presentation shares insights from contemplative art workshops for educators, focusing on stress management through art and reflection, held during the 2024-2025 academic year. Its potential for future research and the implications of establishing sustainable mindfulness practices through the arts will be explored.
Keywords
contemplative, arts, teacher burnout, mental wellness, reflective practices, sustainable mental wellness practices, SEL, social-emotional learning
Related Pillar(s)
Community, Service, Spirituality, Study
Sustainable Mental Wellness Practices Through Contemplative Art
H239
Colleges prepare students for careers by providing knowledge and skills essential for practical application in their fields. Emphasis on social-emotional learning skills in higher education is vital as students transition to adulthood. Mindfulness practices through the arts can help students effectively manage stressors that arise during their transition to adulthood and in their professional experiences. This presentation shares insights from contemplative art workshops for educators, focusing on stress management through art and reflection, held during the 2024-2025 academic year. Its potential for future research and the implications of establishing sustainable mindfulness practices through the arts will be explored.
Short Biography
Dr. Katherine M. Patterson is a literacy specialist and Assistant Professor in Molloy University's Department of Education. During her years supervising teacher candidates in literacy and special education practicums, she observed signs of teacher burnout prior to their entering the field. Expanding on her doctoral research on mind, brain, and education science (MBES) as it pertains to teacher knowledge of brain function, teaching, and learning, her current research explores mindfulness through the arts as a sustainable practice for college students entering service professions.