Effects of Art of Living Courses
On
Children
Teens
Educators
1
Youth Empowerment Seminar (YES!) USA
80 students in groups of 15-20 students ages13-19 participated in YES!
Courses across the USA (student survey)
Benefits Reported by High School Participants
Improved Calmness
Improved Focus at Work
Yes
96%
No
4%
Yes
89%
No
10%
Maybe
1%
* Missing Data has been assumed to be a No
2
Youth Empowerment Seminar (YES!) USA
80 students, groups of 15-20, ages 13-19 in YES! Courses across the USA
(student survey)
Benefits Reported by High School Participants
Reduced Stress
Yes
93%
No
7%
Better Mood
Yes
93%
No
7%
* Missing Data has been assumed to be a No
3
Youth Empowerment Seminar (YES!) USA
80 students, groups of 15-20, ages 13-19 in YES! Courses across the USA
(student survey)
Benefits Reported by High School Participants
Improved Sleep at Night Reduced Anger & Irritability
Yes
69%
No
27%
Maybe
4%
Yes
86%
No Maybe
11% 6%
* Missing Data has been assumed to be a No
4
NYC YES! Program: Valley Youth Agency
 December 2004, 25 teens ages 13 to 18
 NYC public high schools at-risk population
 From The Valley Youth Agency for inner city
youth, 7 different high schools represented
 Given the STPI (State-Trait Personality
Inventory) before and immediately after 5-day
YES! Course and at 1-month follow-up (without
any weekly class follow-up)
5
NYC YES! Program: Valley Agency 2004
Significant reduction in Anxiety was observed immediately after the YES!
course. The effects reduced slightly when 1 month after the course. Longterm benefits are best seen with continuous practice
Effects of the YES! Program on Teenagers
A.B t-scores on State-Trait
Personality Inventory using
Paired Sample T-Tests
Effect on Anxiety
2.5
Before YES!
Immediately
After YES!
Degrees of Freedom (DOF) = 18
1.4
Before YES!
1 Month After
YES!
Degrees of Freedom (DOF) = 13
Results significant at 5%
6
NYC YES! Program: Valley Agency 2004
Depression decreased significantly immediately after the course, but then
returned 1 month later to a reduced degree; pointing to the need for
consistent practices
Effects of the YES! Program on Teenagers
A.B t-scores on State-Trait
Personality Inventory using
Paired Sample T-Tests
Effect on Depression
3.4
Before YES!
Immediately
After YES!
Degrees of Freedom (DOF) = 20
1.8
Before YES!
1 Month After
YES!
Degrees of Freedom (DOF) = 13
Results significant at 1%
7
NYC YES! Program: Valley Agency 2004
 Immediately after YES! – significant  in scores
for anxiety, anger and depression with  in
curiosity
 After one month with no weekly follow-up
practice:
– Anxiety and depression increased partially
– The reduction in anger and the increase in
curiosity were maintained
8
YES! at 3 NYC Public High Schools 2006
Preliminary Results for 53 Students Ages 15-19 at:
 Alternative School for High School Drop-Outs
 Public High School
 Performing Arts High School
FALL 2006 Results
Statistically Significant Improvement Mean Scores:
 Identity Conflict Resolution
 Rosenberg Self-Esteem Inventory
 Modified Anger Coping
 Planning and Concentration Scale
 Distractibility Scale
 Irritability Scale
9
YES! at 3 NYC Public High Schools 2006
Research at 3 NYC Public High Schools, Sept-Oct 2006
Using validated psychological instruments in an evaluation designed by Dr. Redder, faculty of the Dept. of
Education at Barry University, FL, for evaluating YES! as part of the federally funded “Safe Schools,
Healthy Students” Initiative
STATISTICALLY SIGNIFICANT IMPROVEMENT IN
*Anger coping
*Concentration
*Self-Esteem
*Distractibility
*Irritability
*Conflict Resolution
70
60
50
40
30
20
10
Independent
0 evaluation developed by Dr. Redder, Faculty of the Dept. of Education at Barry University, FL, expert in evaluating federal grants
Identity
Rosenberg
ALEXSA:
ALEXSA:
Conflict
Self-Esteem
Modified
Distractibility
Resolution
Inventory
Anger Coping
Scale
Scale
pre
post
ALEXSA:
Irritability
Scale
ALEXSA:
Planning and
Concentration
Scale
10
YES! at 3 NYC Public High Schools 2006
 3 NYC Public High Schools, Sept-Oct 2006 (continued)
Pre-test and Post-test Mean scores (and standard deviation)
NYC Public Schools, Sept-Oct. 2006
Pre
Post
Identity Conflict Resolution a
2.42 (.625)
2.70 (.724)
Rosenberg Self-Esteem Inventory b
1.937 (.490)
2.285 (.530)
ALEXSA: Modified Anger Coping Scale c
1.489 (.641)
1.748 (.521)
ALEXSA: Distractibility Scale d
2.286 (.748)
2.041 (.618)
ALEXSA: Irritability Scale e
1.744 (.502)
1.468 (.404)
ALEXSA: Planning and Concentration Scale f
2.025 (.394)
2.212 (.448)
(a) Significant effect of test, F(1,96) = 4.199, p=.043
(b) Significant effect of test, F(1,96) = 11.427, p=.001
(c.) Significant effect of test, F(1,92) = 4.528, p=.036
(d) Significant effect of test, F(1,92) = 14.578, p<.000
(e) Significant effect of test, F(1,94) = 8.613, p=.004
(f) Significant effect of test, F(1,94) = 4.713, p=.032
11
YES! Prison Smart Program
86 violent youths given the Art of Living Foundation YES! Prison SmartStreet Lights Program showed statistically significant decrease in anxiety
(p=.004)
Benefits Observed after Prison Smart Program
Average Number of Fights per Month
6.8
38%
4.2
Before Prison Smart
After Prison Smart
Average Number of Facility Incident Report
91.2
21%
71.8
Before Prison Smart
After Prison Smart
Average Number of Temporary Discipline Removal
51.0
23%
39.2
Before Prison Smart
Other Observations
Number of minors in incident
reports decreased significantly
The course was successful with a
variety of group sizes and a
variety of teachers
Due to the success of the
program, the directors from 5
other camps at Challenger
Memorial Youth Center, where this
program was being conducted
have all requested that this
program be put into their camps
After Prison Smart
* Post testing was done on 72 youths (16% drop off rate due to change of camps, court schedules, illness and 2 were in solitary confinement). The course was taught over a period of one
week for about 20-25 hours. These courses took place between January and April of 2001 with post testing approximately 8 weeks after instruction. Follow-up consisted of one half hour
of guided meditation, and breathing techniques taught on the course, conducted at bed- time 3 times a week
12
ART Excel for “At Risk” Youth in Miami
 Victim Services Center in Miami
 Open Pilot 30 children (ages 9-15)
 1 wk ART Excel Program + weekly group
sessions
 Referred by school social workers based on
exposure to excess environmental and/or
social risk factors, low-socioeconomic status,
at risk for delinquency and social failure
(Descilo T, et al. Personal written communication preliminary results of
unpublished study May 2005)
13
ART Excel for “At Risk” Youth in Miami
 Mean scores improved after the course
and further improved at 8 week follow-up
on 3 measures:
– Self Concept Scale 22 item (SC)
– Revised Childrens Manifest Anxiety Scale
(RCMAS) 37 item
– DSRS 18-item Depression Scale
(Descilo T, et al. Personal written communication preliminary results of
unpublished study May 2005)
14
The Art of Living Course for Educators
12 teachers ages 27-61 New York City High Schools
 100% reported  closeness with co-workers
 91% significant  in stress
 91%  ability to stay calm
 82%  focus
 82%  anxiety and tension
 82% improve relationships outside work
 82% improved mood and  optimism
 73% better sleep
 73%  anger and frustration
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