Using the Mindful Attention Awareness Scale to Evaluate an Extension Program

The Mindful Wellness team is pleased to present a poster, Ignite and discussion table at the National Extension Association of Family & Consumer Sciences (NEAFCS) 2019 Annual Session in Hershey, PA.

Description: This presentation will share the results of using the Mindful Attention Awareness Scale with adult participants of Mindful Wellness, a program designed and taught by Extension Educators.

poster presentation on MAAS

Poster presentation

Handout for discussion table

The last five minutes of the Ignite presentation included a short mindfulness practice adapted from Chris Bergstrom’s Three Senses, Mindfulness Activity for Kids, Teens and Grown-ups.


Using Brave Space for the 2019 “Growing Your Comfort Zone” Conference

Many Ohio State University Extension, Family and Consumer Sciences (FCS) professionals, especially those who teach community nutrition programming like the Expanded Food and Nutrition Education Program (EFNEP) and the Supplemental Nutrition Assistance Program Education (SNAP-Ed) are familiar with the acronym VOICE from Navigating for Success (NFS) by Cornell University.  VOICE is used as a set of guidelines during the NFS staff training as well as for staff to use when teaching nutrition programs in the local community. The VOICE concepts are summarized here:

  • Every participant chooses their comfort level for speaking in front of the group. They will not be called out and they are encouraged to participate in small group discussion.
  • The facilitator will give time for all participants to consider their responses and not rush to the next question.
  • Everyone will work to make the class welcoming for participation as well as letting all participants know what is happening at every given moment.
  • Start and end of time.
  • Encourage one another in class as well as in encouraging one another in ways to approach challenges related to the lesson topics outside of class.

For the 2019 OSU Extension Family and Consumer Sciences conference, it is recommended that FCS adopts the guidelines of “Brave Space” to balance the conference theme of “Growing Your Comfort Zone”. Why this set of guidelines?

  • Brave space guidelines and VOICE complement one another.
  • Not everyone attending the 2019 FCS conference will have been trained in Navigating for Success. This will offer a common set of guidelines for all conference attendees.
  • Brave space describes “the practice of safely fostering challenging dialogue within the classroom environment” (Ali, 2017). Although brave space has most often been used on campuses and university classrooms, the workshops and lessons at a state-wide conference are designed as professional development with goals of on-going learning like that of a classroom. Since the concept of brave space is related to “service-learning and community engagement programming” (Ali, 2017, p8) it also fits well with outreach and extension.
  • For Extension colleagues who are interested in learning more about brave space, a list of references and links are provided for on-going work and research.

list of 5 brave space elements

“Brave spaces are used today in classroom settings as a mechanism to create supportive environments so that all students may equally participate in challenging dialogue. The creation of brave spaces is never without the risk of discomfort for those participating, but they allow for a more enriching and extensive dialog while simultaneously providing tools of support for those who are most vulnerable. The purpose in providing these tools is to enhance – not detract from – participation and academic growth” (Ali, 2017, p9).  While the conference planning committee doesn’t anticipate that the conference will be difficult or unpleasant, the topic of “growing our comfort zone” could bring up topics and scenarios that are new and possibly uncomfortable.

What are the five elements of brave space?

  1. Controversy with civility
  2. Own your intentions and your impact
  3. Challenge by choice
  4. Respect
  5. No attacks (Aroa & Clemens, 2013)

A brief explanation of the brave space guidelines and how it applies to the Extension workplace, the state FCS conference and professional development.

 Controversy with civility. Varied opinions are accepted.

A common phrase is “agree to disagree.” One problem with this sentiment is that difficult conversations can be brushed off with the idea that, “no one is going to change their mind so why bother having any discussion”? The goal is not necessarily to change opinions or win a debate but to learn and seek understanding of other points of view. Controversy with civility “frames conflict not as something to be avoided but as a natural outcome in a diverse group” (Arao & Clemens, 2013, p144). In addition, the word civility “allows room for strong emotion and rigorous challenge” and that “continued engagement through conflict … strengthens rather than weakens diverse communities” (Arao & Clemens, 2013, p144).

 Owning intentions and impacts. Individuals “acknowledge and discuss instances where a dialogue has affected the emotional well-being of another person” (Ali, 2017, p3).

 Owning your intentions and your impact is a personal responsibility. It doesn’t force responsibility onto others in the way that the dismissive phrase, “don’t take things personally” might. The element of owning intentions and impacts certainly requires self-reflection which also takes time. Owning intentions and impacts isn’t necessarily the default during difficult discussions. It is not uncommon for individuals to have a defensive reaction during uncomfortable experiences. How do you best assess yourself, acknowledge your intentions and how you impact others?

In addition to self-reflection, “communicating effectively helps group members build trust and respect, foster learning and accomplish goals” (Franck Cyr, L. 2004). GroupWorks: Getting things done in groups offers a nice summary of active listening as well as direct, assertive expression. In addition, they address that feelings of anger during conflicts, “can provide information and stimulate energy that can be used positively” and there are productive ways to express and receive anger (Franck Cyr, L., 2004). It is recommended to use communication strategies such as the I-statement or I-language. For example, I feel …. (make a clear statement of how you feel); when ….. (name the specific behavior or situation that caused you to feel that way); because …. (say why the behavior or event is upsetting) (Manage Your Money, 2019). Additional phrases or steps added to I-language include: reflect the other’s perspective and end with either a suggestion or solution such as “can we try ….?”

Challenge by choice. Personal option “to step in and out of challenging conversations” and activities (Ali, 2017, p3).

This phrase has roots in youth experiential education programming and outdoor learning. It acknowledges the individual’s “right to choose the challenge to try something outside his or her comfort zone but to be respected by the facilitator and peers if ultimately deciding not to follow through” (Torretta & VanderWey, 2019). While facilitators respect and recognize that engagement in activities cannot be forced, participants will be encouraged to, “be aware of what factors influence their decisions about whether to challenge themselves on a given issue” and to “think about what keeps them from challenging themselves” (Arao & Clemens, 2013, p. 147).

Respect. “Show respect for one another’s basic personhood” (Ali, 2017, p4).

While this element is easily accepted by most people, Arao and Clemens point out that respect might look and sound different to everyone. Some examples of respect are rooted in culture. One example they gave was the difference between not interrupting someone (in order to show respect) verses other settings and cultural contexts where “interruption and talking over one another is welcome” (2013, p148). Their goal is not to create a consensus of exactly what respect looks and sounds like but to encourage participants to be aware of “the different ways they can demonstrate respectfulness to one another” (Arao & Clemens, 2013, p148). In addition, participants are also encouraged to reflect on “how they might firmly challenge the views of someone else in a respectful manner” (Arao & Clemens, 2013, p148).

No attacks. No intentional harm on one another.

Like respect, most people accept this element as a valuable part of discussion. On the other hand, it is not uncommon to disagree on, “the differences between a personal attack on an individual and a challenge to an individual’s idea or belief or statement that simply makes an individual feel uncomfortable” (Arao & Clemens, 2013, p148). Some examples of attacks are obvious like name calling and should not be used in civil discussion. At the same time, when emotions are involved and the discussion feels heated, statements could easily be misconstrued as attacks when that is not the intention. Arao & Clemens remind participants, “that pointed challenges are not necessarily attacks, but the uncomfortable experience that may result can sometimes lead to a defensive reaction” (2013, p149) (Naden & Stark, 2016) (Zembylas, 2015). This is an example of a moment when it might be beneficial to take a deep breath and review the list of brave space elements. Ask yourself: Is this scenario really an attack or is it an example of controversy with civility? As a participant in this conversation, am I being honest about my intentions and my impact within the discussion?

The goal of brave space is to create “a climate where students are willing to ‘risk honesty’ so that an authentic exchange of ideas becomes possible” (Ali, 2017, p6). Growing our comfort zone might involve some risk but it is encouraged as a calculated risk in order to grow and learn from one another.



Ali, D. (2017). Safe spaces and brave spaces: Historical context and recommendations for students affairs professionals. NASPA Policy and Practice Series. Issue 2. Retrieved from:

Arao, B., & Clemens, K. (2013). From safe spaces to brave spaces: A new way to frame dialogue around diversity and social justice. In L. Landreman (Ed.). The art of effective facilitation: Reflections from social justice educators (pp. 135-150). Sterling, VA: Stylus. Retrieved from:

Franc Cyr, L. (2004). Bulletin #6103, Effective Communication, GroupWorks: Getting things done in groups. University of Maine Cooperative Extension. Retrieved from

Manage Your Money Lesson 1: Getting started (2019). Ohio State University Extension, Retrieved from

Naden, Y., & Stark, M. (2017). The pedagogy of discomfort: Enhancing reflectivity on stereotypes and bias. British Journal of Social Work, 47 (3). Retrieved from

Navigating for Success Lesson 1: Getting acquainted and facilitating learning (2017). Division of Nutritional Sciences, Cornell University.

Torretta, A., & VanderWey, S. (2019). Creating group norms by using full value commitments in experiential education programming. Journal of Extension, 57 (3), 3TOT8. Available at

Zembylas, M., (2015). ‘Pedagogy of discomfort’ and its ethical implications: The tensions of ethical violence in social justice education. Ethics and Education 10 (2):163-174.

Celebrate the summer bounty of Ohio local foods

These resources are shared as part of a 2019 Your Plan 4 Health webinar  presented by OSU Extension Educators, Melissa J. Rupp and Patrice Powers-Barker. Melissa works in the Fulton County office and Patrice works in the Lucas County office. Need to connect with your local Ohio State University Extension office?  Here’s the list for each county.

tabletop of fresh summer vegetables

Resources shared in the webinar:

Recipe ideas for seasonal, local produce (mentioned in webinar):

The following sites have recipes that are user-friendly for all ages:

Utah State University Extension asks, ” Have you ever wanted to be a person who could walk into the kitchen, look in the pantry and refrigerator, and create a delicious meal out of what you have on hand?” They share a “create” series such as: Create an Omelet, Create a Sandwich or Wrap or Create a Pizza. Check out all their suggestions.

Northwest Ohio FCS Teacher In-Service Day

2020: We missed seeing Northwest Ohio FCS teachers this spring due to COVID-19. We celebrate the work they offer all school year and we want to send an extra “thank you” during National Teacher Appreciation Week.

FCS teacher with heart


Thursday April 4th, 2019 – the following resources are added in order of the day’s agenda:

Keynote: The Ice Cream Sundae – A Perfect Model for Food Science in the FCS Classroom, presented by Pam Snyder

CIFT Food Industry Credentials, presented by Rebecca Singer, President and CEO, Center for Innovative Food Technology (CIFT)

Tour of the NOCK Facility and its mission, Paula Ray, Site Manager

Thank you Danielle Arbinger for sharing about your business, Guac Shop, website (and find them on facebook and instagram guacshop419)






Success Story: Thank you Chris and Lin Lane for sharing about your business, Country Lane BBQ, LLC, facebook

Lunchtime Information: David Little, CVE Curriculum Consultant

Mindful Moments (resource from Yoga 4 Classrooms – you can purchase their deck of cards and request a free download of six cards)

Lightening Round of Resources from OSU Extension, FCS Educators


FCS Teacher Share Time

(sorry, not all linked but here are some of the resources shared by teachers)

Book on Truck Food Cookbook, make foam food trucks to decorate the room. Ties in with lessons on recipes, cost of business, etc.

NGPF next generation personal finance (podcasts for your own professional development)  (FinLit fanatics FB page for teachers using this curriculum)


Copy of weekly calendar, standard – kids can view it, it helps with subs and helps stay organized and “magic binder” with all information in one binder

Use Google – students use resources including running their own webpage for Childhood Development

Question of the day on whiteboard, up all day to see what other students wrote, 2-3 days a week, sometimes review questions, sometimes questions for fun

Lambsville, financial management class activity, Ms. Lamb is the mayor. Put it all into the packet this year.

Interior Design – made an edible color wheel – vanilla wafers, can work as team to use food colors

Documentary – The True Cost, on Netflicks, one hour 32 min, prepare students to see graphic things (how our clothes are made in third world countries). Message for our youth: you cannot disregard the clothes in your closet. If you don’t wear it, please share/donate with others who can use it.

Fill Your Bucket by Carol McCloud (books for babies, toddlers and youth). In class they decorate small buckets for this “children”

Compost Stew, (HS students like the kids’ book) for food supply unit, movie Ingredients, movie

Fetal Development, focus on Fetal Alcohol Syndrome since it’s preventable.

January is Board Appreciation Month, FCS class made the meal of 2 soups and then served to the board (including the superintendent and other administrators). They loved the meal and all of them stayed to clean up. Have made connections with them throughout the year (sometimes food, sometimes other information for them)

3 out of 5 Board Members following on FB

University of Findlay –  Adulting 101

Gifts from the Family Kitchen

This post share tips and links to resources for making economical, tasty and easy convenience foods from the kitchen. Instead of buying a box of instant soup, pancakes or seasonings, try these ideas for making your own. This is a project that the family can help with too! Children as young as toddlers can practice washing their hands with soap and water and helping mix the ingredients in a large bowl with the help of older children or adults.

mason jar with dry soup ingredientsGive Yourself the Gift of Time

Why pay more for convenience items at the store?  Make your own recipes to save money and time. These ideas can also be packaged to give as gifts for the holidays.


What Kinds of Recipes?

Use recipes from Extension (check out the links below) or look for recipes with all dry ingredients such as: uncooked rice or pasta, dry cereal, pretzels, dry beans, nuts, dry milk, flour, sugar, chocolate chips, spices & herbs. None of these ingredients will have to be refrigerated or frozen. If this is a gift, what would the recipient like best? For example, a young family might enjoy a quick snack mix while the gourmet cook would like a tasty, low-sodium spice blend.  Test out new recipes to make sure that the item tastes good, and the instructions are easy to follow.

Thrifty Shopping

Look for sales, compare costs of store brand to national brand, compare cost of smaller verses larger sizes and buy food in season when it is least costly or on sale.

Food Safety

Before any food preparation, clear and sanitize work area and wash hands with soap and water.  Make sure that containers are clean and completely dry before adding any ingredients.

Storage or Gift Containers

Use only containers that are designed to store food safely. Canning jars, for example, make great containers for food mixes.  If using canning jars, make sure they do not have chips or cracks.  Avoid containers that contain toxic metals, such as lead, copper, brass, zinc, antimony and cadmium.  Other gift containers include mugs for soup or drink mixes (put the mix in a plastic storage bag first before putting it in the mug) or salt or cheese shakers for spice mixes.  There are many choices of decorative food storage bags and containers at local discount or craft stores

Decorating Gift Containers

Your decorations can be as simple as attaching the recipe to the container or you can add scrap fabric, ribbon, or colored paper to decorate the outside of the package.  Tie on a candy cane, small whisk or measuring spoon for added decorations.

Information for this post was updated and adapted from Lisa Martin, EFNEP (2002)

Recipes Featured in OSU Extension Lucas County Classes

Additional Recipes and Resources

OHCFR Members – You are Invited to a Calm Holiday Season

pinecones and snow with title calm down for the holidays

Dear OHCFR members,

Every year, Ohio State University Extension’s, Live Healthy Live Well team offer 2 online email challenges focused on health and wellness. The challenges are most often promoted and coordinated through the local county extension office but the OHCFR board discussed the topic and wondered if it might not be of interest to OHCFR members?  This year, the winter challenge focuses on stress and wellness. Two of OHCFR’s board members, Katie and Patrice are Family and Consumer Sciences Extension Educators and we have found a way to offer this free, online challenge statewide to OHCFR members. Also, OSU Extension targets this for those who live in Ohio but since it is an online challenge, it is open to any adult who is interested. So, if there are NCFR members reading this who are not in Ohio, feel free to sign up if you’re interested!

There are more details below including the sign-up. If you have any questions, please email Patrice Powers-Barker at

Count CALM Down for the Holidays Challenge

For many, the holiday season is a busy, stressful time of the year, and it’s not uncommon for our health goals to take a backseat to the celebrations and obligations of the season. Do you want some tips and ideas to relax and enjoy the holidays in a healthful way this year? Join the Count CALM Down for the Holidays email wellness challenge for healthy living tips and encouragement to help you make you most of this holiday season.

When? November 19, 2018 – January 2, 2019

What does it cost?  Nothing – Participation is Free! 

Who can participate?  Any adult with an email account

Includes?  E-mail challenge messages sent 2 times per week, a health tracking log to help you make changes, and lots of encouraging tips!

Sign up for the OHCFR CALM Down for the Holidays challenge at:

picture of flyer with same information


DOVIA of Northwest Ohio Partnership

DOVIA (Directors of Volunteers In Agencies) of Northwest Ohio 2019

Respecting the Tough Work, Patrice Powers-Barker

February  28, 2019, 12-1:30 pm 
Metroparks, Toledo Botanical Gardens Conference Room



Previous Presentation

Friday November 2, 2018

DOVIA of Northwest Ohio 2018 Conference

Breakout Session #3: Respecting the Tough Work, Patrice Powers-Barker

Resources & Links discussed in the presentation:

Tough Work: Understanding and Serving People in Poverty While Caring for Yourself is a volunteer training written by Kathy Michelich, Educator, Family and Consumer Sciences, Ohio State University Extension, Warren County, Lebanon, OH. 2013

  • total 4 hours of training for volunteers
  • Early Spring 2019, OSU Extension, Lucas County will be looking for host sites to promote and offer to volunteers
  • Contacts: Holly Ball at   or Patrice Powers-Barker at

How to find your local county Extension office?

Live Smart Ohio, OSU Extension’s Family and Consumer Sciences Blog

Count CALM Down for the Holidays 2018, 6-week email wellness challenge

Mindful Wellness

Dine-In Day 2018

OSU Extension, Lucas County


Ohio Local Foods and “Dining In” on FCS Day, 2018

Welcome supporters of Ohio local foods and families eating together.

This page is designed as a starting point for information for OSU Extension to promote both Dining In Day on December 3rd and Ohio Local Foods. A few of these resources are dated from previous years but the content that is useful for 2018 is noted on this page.

OSU Extension Local Foods Signature Program (retired)

Because the program is retired, there is some dated information on the website but it also has lots of great resources for current projects. The following links are all part of the Local Foods website but this will highlight how they might be useful in 2018.

Adding A Youth Flavor to Extension’s Signature Programs

The 4 lessons on local foods were designed by 4-H youth as a resource for other older 4-H members to facilitate learning activities with their clubs and communities. This is also helpful for OSU Extension staff as an introduction to the topic of local foods. The introduction to this set of 4 lessons includes a few Frequently Asked Questions about Local Foods.

Description of Local Foods Week (note, this is from August 2017)  “Even during wintertime, Ohio local food is available, whether it is fresh produce grown with season extenders or crops that can be held for long periods of time in cold/cool storage as well as baked, canned, frozen and dried foods”.

How do you identify and find local foods? Ohio Local Food Directories  

Please note that all the links might not be up to date but there should be some good leads. “Just like there is no one definition for “local,” there is no one best way to search out local foods. Local foods are available for purchase at businesses like grocery stores and restaurants or purchased directly from growers at farmers’ markets, auctions, farm stands or CSAs (Community Supported Agriculture). This summary of online local food directories is not an exhaustive list but it is a starting point for Ohio consumers to locate favorite local foods. No endorsement is intended for products listed, nor is criticism meant for products not listed.  This summary lists the titles of the online directories in alphabetical order.”

Farm to Health Resources

Includes Farm to Health Series Cards with a focus on different Ohio produce with information and a recipe (note: carrots includes Carrots, Winter Squash and Sweet Potatoes, all crops that could be sourced locally during the wintertime). In addition, check out the Placemats on local foods that can be printed for the family table. All of the placemats focus on local foods but the one titled “Seasonality” shows a calendar of all 12 months and some foods that are local and available during that time of year. This might be useful for a December event like Dine In Day.

2015 Dine In Blog Post on Live Smart Ohio (and short background on Ellen Swallow Richards)

“Thank you Ellen Swallow Richards: You have reminded our modern families that science is valuable, history is fascinating and family wellness is meaningful.”

 2018 Dine In and Local Foods Questions

  • What foods are local to your area? Remember, there is no one definition for “local” in regards to food. What food connections are in your community, whether it’s directly in your county or state or region?
  • Who are potential community partners in relation to local foods and “Dining In” on Family and Consumer Sciences Day? Local farmers market? Stores that sell local foods? Emergency food pantries that are helping families put meals on the tables?
  • Who are community and individual leaders who grows and raises local foods?  Who grows a vegetable garden or farm? Who does home food preservation? Who raises livestock to freeze, dry or can? Can they help spread the word about Dine In Day?
  • Who are your colleagues who can help promote Ohio Local Foods and Dining In? ANR, 4-H, CD colleagues. Community partners like Farmers Bureau, schools, FFA, 4-H clubs, FCS teachers and FCCLA
  • What local foods do you dine on?

Slow Cooking for Easy Family Meals

Although a slow cooker appliance can be used throughout the year, wintertime is often the time people think to use them the most. Consider the ways a slow cooker can be used throughout the four seasons.

Less Hands-on Work

For many recipes, food ingredients can be put in the crock and it cooks during the day without any other attention.  It’s simple to prepare recipes all in one step. Many slow cooker recipes can cook for 8 to 10 hours. The exceptions to this rule are milk products and some tender vegetables and herbs.  They should not cook for many hours and be added only during the last hour of cooking.


Using a slow cooker to prepare recipes can be a good value. First, it’s economical to operate. Low wattage over a long time costs less than high wattage for a short time. This is one reason why slow cookers are helpful in the hot summertime – a meal can be prepared in the crock on the counter without heating the entire oven (and kitchen).

Cooking food slowly helps keep it tender.  This allows for the use of less expensive cuts of meat that are lower in fat because slow cooking tenderizes the meat. Liquids do not boil away like on the stovetop and slow cooking keeps more of the natural juices and flavors of foods.

Lastly, having a healthy home cooked meal can limit the need for picking up food at a restaurant, which in turn can help with the household food budget.

Follow Food Safety Recommendations 

Cooking food in the slow cooker can be tasty and safe.

  • Completely thaw frozen meat in the refrigerator before cooking it in the slow cooker. The slow cooker is great for cooking meals all day but it will not reach a high enough temperature fast enough for frozen meat.
  • Do not fill food to the very top of the slow cooker. When adding ingredients, only fill the crock pot half way or three fourths of the way full.
  • Do not leave cooked food to cool down in the slow cooker. Once you turn it off and eat the meal, place left-over food in the refrigerator.
  • Don’t use the slow cooker for reheating food. You can use the slow cooker to keep food warm on a buffet table but for reheating food, use the stove or microwave.

Additional Tips

  • Most slow cookers have clear lids so you can see the food while it’s cooking. Every time you lift the lid, you have to add an additional 15 -30 minutes of cooking time.
  • Most recipes offer you the option of a longer cooking time on low or a faster cooking time on high. Usually 1 hour on high is equal to 2 hours on low.
  • As mentioned before, a few ingredients like milk products and some tender vegetables and herbs should be added during the last hour of cooking.
  • In the slow cooker, steam collects on the lid and the contents can get watered down. The recipe might call for thickeners like flour or cornstarch to thicken the sauce.
  • Spray with cooking spray for ease of cleaning or look for coupons or sales on slow cooker liners which are placed in the crock before the food and can be thrown away when done cooking.

If you already own a slow cooker, use it!  If it’s an older model, make sure the cord is in good shape, that the legs and handles are heat-resistant and that it conducts heat evenly. If you are looking to purchase a new slow cooker, there are many options from size, cost and other features to make cooking the meal easier for you.

Variety of Meals and Uses

From appetizers to main dishes or fruit desserts, you can use recipes specifically designed for the slow cooker.  Check the instructions booklet or the company’s website for ideas and recipes or visit the library and check out a cookbook on slow cooking.  You can also take some of your favorite recipes and adapt them for the slow cooker.  Typically, the volume of liquids should be reduced by half when adapting your stovetop recipes to slow cooking recipes.  Also, if the recipe calls for cooked pasta, cook the pasta until slightly tender then add with the other ingredients to the slow cooker.

Keep It Healthy

When deciding what to prepare in the slow cooker, keep in mind the Dietary Guidelines for Americans and the MyPlate icon.  As you try new recipes, keep the following food preparation tips in mind for quick, healthy meals.

  • How can you add more vegetables to your day?
  • Are you preparing and eating lean meats?
  • If the recipe calls for canned soup, look for a low-sodium variety.
  • Remove the skin from poultry before cooking.

line drawing of slow cooker

A Few Recipe Ideas:

Easy Slow Cooker Refried Beans

How to Cook Butternut Squash in a Slow Cooker 

Crock Pot Sweet Potatoes 

Moroccan Beef Stew

Lemon Pepper Chicken and Veggies (from Kids a Cooking)

Chicken Tortilla Soup 

Overnight Steel Cut Oats

Minestrone Soup

Additional slow cooker recipes from North Carolina Cooperative Extension, Lenoir County


Introducing Mindful Wellness to OSU Extension FCS

Ignite Mindful Wellness 2018

Thursday October 26, 2017, Mindful Wellness Breakout Session #1

blue wall with quote by Jon Kabat-Zinn


Presenters: Patrice Powers-Barker, Shannon Carter, Marie Economos, Kathryn Green, Melinda Hill, Pat Holmes, Christine Kendle, Terri Worthington, FCS Educators

Short History

In 2013, OSU Extension FCS Educators had a very unique opportunity to participate in a new partnership on the topic of mindfulness.  FCS Extension Educators participated in an eight week mindfulness training and additional team meetings.  Eventually, a four week session of lessons was created to teach in the community.  One unfortunate challenge of this 2013 program was the lack of opportunity to train more OSU Extension staff to teach it.

The six presenters were trained on the 2013 mindfulness program and have continued to teach about mindfulness in their counties as well as personally practice it. We are excited to share that OSU Extension has a new mindfulness curriculum in peer review that has been designed by – and for – Extension staff!

PowerPoint 10/26/17  Mindful Wellness Intro FCS 17 


Handout Mindful Wellness ,FCS Conference


Interested in attending the March 6, 2018 training for Mindful Wellness? Sign up here to receive additional information.

Save the Date March 6, 2018


Reference List for Mindful Wellness 2017 FCS Conference

Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 4, 822-848.

HHS Strategic Plan: Strategic Plan FY 2014 – 2018 (2014, March 10). Department of Health and Human Services. Retrieved from

Levy, D., Wobbrock, J., Kaszniak, A., & Ostergren, M. (2012). The effects of mindfulness meditation training on multitasking in a high-stress information environment. Graphics Interface Conference

Mazurek Melnyk, B. (2017). Make time for mental workouts: Activities that stimulate our brains are important as we move through life. Ohio State Alumni Magazine.  Retrieved from:

Mindfulness: Learning to live in the moment. (2013 October). Special Report, Supplement to Mayo Clinic Health Letter. Retrieved from

Wang, Z., & Tchernev, J.M., (2012). The ‘myth’ of media multitasking: Reciprocal dynamics of media multitasking, personal needs, and gratifications. Journal of Communication, 62 (3), 493-513. doi: 10.1111/j.1460-2466.2012.01641.x