This CCFW study evaluated the impact on student and staff well-being of a mindfulness-based cognitive-behavioral coping program, Be REAL (Resilient Attitudes & Living), delivered by campus staff using a task-sharing approach.
Archives: Resources
Cumulative adversity, mindfulness, and mental health in first-time mothers experiencing low income
This CCFW collaborative paper reports the effects of low income and ACEs on new mothers. It also highlights the protective effects of mindfulness. NEW Parents Connect is a mindfulness-based program being evaluated at CCFW to support the well-being of new parents.
BC Institute of Early Childhood Policy – A Life Course Perspective on the Promise of Public Preschool – Commentary
The Boston College Institute of Early Childhood Policy (BC IECP) is proud to disseminate this monograph commentary by faculty member Eric Dearing
Whole Child Development: Navigating Trauma, Building Resilience, Optimizing Healing and Well-Being
Dr. Denese Shervington has an intersectional career in public health and academic psychiatry. This presentation utilizes the Social Ecological Model to explore the impact of interpersonal, community, institutional, and societal factors on individual-level behaviors in minoritized children, especially those living in poverty and experiencing racial oppression. A Healing Justice framework which expands upon current evidence-based models of screening and treatment to include ancestral and indigenous practice-based evidence and wisdom is offered as a method of transformational healing for minoritized children and their families.
eNew Beginnings Online Parenting Program Helps You Support Happier, Healthier Children Following Divorce
eNBP is the Nation’s Leading Online Research- Based Program for Divorced & Separated Parents. eNew Beginnings Program teaches tools within the four building blocks of effective parenting after divorce or separation.
Evidence for Social and Emotional Learning in Schools
This Learning Policy Institute report, written by Mark T. Greenberg, discusses the important evidence for social and emotional learning (SEL) in schools.