Lynn C. Holley

Bio: Lynn C. Holley is an academic researcher from Arizona State University. The author has contributed to research in topics: Social work & Mental health. The author has an hindex of 17, co-authored 29 publications receiving 1416 citations. Previous affiliations of Lynn C. Holley include University of Washington.

Mindfulness Training for Elementary School Students: The Attention Academy

Abstract: Mindfulness is the cognitive propensity to be aware of what is happening in the moment without judgment or attachment to any particular outcome. This concept flies in the face of modern, Western philosophical outcomes-based thinking about events and activities. This article presents results of a formative evaluation of whether participation in a mindfulness training program affected first, second, and third grade students' outcomes on measures of attention. The training was designed and intended to help students learn to focus and pay attention. The 24-week training employed a series of exercises including breathwork, bodyscan, movement, and sensorimotor awareness activities. Results from three attentional measures administered to the students show significant differences between those who did and did not participate in mindfulness practice training. Results are discussed and recommendations are made for future work in this developing field of interest.

Safe Space: Student Perspectives on Classroom Environment

Abstract: Based on data from a survey of 121 baccalaureate and master of social work students at a western university, this study explores students' perspectives of "safe" and "unsafe" classroom environments. The majority reported that being in a safe classroom changed both what and how much they learned. Students offered a wide range of instructor, fellow student, personal, and classroom characteristics that contribute to the creation of safe and unsafe spaces. Responses about such characteristics were relatively consistent across genders, race (measured as being White or of color), and program level. Implications for social work education and research are offered.

The Animal-Human Bond and Ethnic Diversity

Abstract: Affectionate relationships with animal companions have health-enhancing effects on people and enrich their quality of life, and the majority of families with companion animals regard their animals as family members. Research has also suggested that these relationships are complicated and vary depending on a number of factors, yet there has been almost no exploration of ethnic diversity in relationships with companion animals. This descriptive study explores the relationships among race and ethnicity, beliefs about companion animals, and ownership practices. Findings indicate that in many instances there were no statistical differences by ethnicity. Nonetheless, describing oneself as white, American Indian, or both was associated with being more likely to have companion animals. Those identifying themselves as of Hispanic or Spanish origin were less likely to have cats and to have their cat or dog spayed or neutered and more likely to say they get a sense of personal safety from their dog or cat. The implications of these findings are discussed, and suggestions for research and practice are offered.

Intergroup dialogues: an innovative approach to teaching about diversity and justice in social work programs

Abstract: This article reports on intergroup dialogues, an innovative pedagogical method to address cultural diversity and social justice issues in social work curricula. Intergroup dialogues—facilitated face-to-face meetings of students from different social identity groups—are aimed at exploring cultural identities and differences, fostering deeper understanding about issues of oppression and privilege, and building alliances for social change. Intergroup dialogue can also serve as a foundation to prepare social workers for cultural ly competent and social justice-oriented practice. Results from a formative evaluation are included together with suggestions for social work programs interested in incorporating intergroup dialogues into their curricula.

Spirituality as a Coping Resource: The Experiences of Professional Black Women

Abstract: Qualitative findings from face-to-face interviews of a subset of participants in a large quantitative study are used to explore the perspectives of 10 professional Black women (PBW) regarding their definitions of spirituality and their experiences using this resource to cope with work-related stress. Findings include that many PBW do not differentiate between spirituality and religion and that they utilize spirituality-particularly prayer, meditation, and inspirational readings-to gain personal strength, inner peace, and guidance and to reflect on and reappraise stressful situations in the workplace. Further, many PBW view spirituality as a problem-focused, rather than an emotion-focused, coping strategy. Implications for social work practice and future research are offered.

Why Are All the Black Kids Sitting Together in the Cafeteria

Abstract: Race and Racism w “Why Are All the Black Kids Sitting Together in the Cafeteria?” featuring Dr. Beverly Tatum’s book. w “Recovering from Racism: Redefining What it Means to be White.” w “50th Anniversary of Brown vs. Board of Education.” w “The Mis-Education of the Negro” featuring Dr. Carter Woodson’s book. w “Moving Past the Margins: Creating successful strategies for Black males on campus,” presenting the Black Male Development Initiative (BMDI). w “He had a Dream... What is Yours?” Addressing Dr. King’s “I Have a Dream” speech and its current relevance in our society. w “Demystifying Malcolm X.” w “Racial Stereotyping and Responses to Terrorism.” w “Racial Stereotyping – Responding to Fear.” w “Free, White and (over) 21: Being White in a Multicultural World.” w “Constructing Race and Ethnicity in the 21st Century.” w “How did I Learn about Culture and Race?” Sharing your personal experiences and memories of moments where you become aware of similarities and differences among people. w “ABC: American-Born... and Confused?” w “The Invisible Asian: Where are the Asians in Diversity?” w “100 Years of Race Talk: Is It Enough?”