Learn to Apply and Teach Mindfulness in Academic Advising

Jennifer Jones, Julien Nguyen, Dedra Cobb, Dr. Irene Maundu

Topics

• Breathing

• Imagery

• Listening

• Silence

• Gratitude

Mindfulness of Breathing

Gas Exchange Process

http://byjus.com/biology/exchange-regulation-of-gases/

Mechanics of Inhalation and Exhalation

What ways can I use breathing professionally?

• Improved focus on the task at hand

• Collect oneself in a stressful situation

• Suggest taking a couple minutes to breathe deeply during intense discussions and/or meetings

• Open or close staff meetings with a couple minutes of mindful breathing

www.mindfulpath.com

How do I help students with mindful breathing?

• Teach students to use mindful breathing

• Test anxiety

• Focus while studying

• Anger

www.mindfulnesseveryday.org

Let’s Breathe Together

Mindfulness of Imagery

What is guided imagery?

• Guided imagery is a form of mindful meditation that can bring forth changes to the mind and body to promote healing and peace of mind.

• It can be used with any or all of your senses—sight, sound, touch, smell, and/or taste.

www.shutterstock.com

What are the benefits of using guided imagery?

• Professionally and with Students

• Self-care to reduce burn-out and compassion fatigue (professionally)

• Increases cognition

• Trains the mind and body to relax—reduces muscle tension

• Lowers respiration rate

• Reduces blood pressure

• Deep relaxation

• Shift in our mindset

• Builds confidence

http://personalexcellence.co/blog/how-to-meditate/

How can guided imagery be used professionally?

• Meditation

Let’s Meditate Together

How can we use guided imagery with students?

• Practicing meditation

• Appreciative Advising

• Dream phase

• Power Poses

• Amy Cuddy

www.creativespirit.com www.appreciativeadvising.net

Mindfulness of Listening

What is Mindful Listening?

• Paying attention in a particular way, on purpose , in the present moment, and nonjudgmentally- Jon Kabat-Zinn (1994)

https://www.mindtools.com/pages/article/mindful-listening.htm

How do I use mindful listening in advising?

• For information

• To understand

• To learn

• For support

• For enjoyment

• Credibility

What ways can I help students use mindful listening?

• Model mindful listening during appointments

• Use redirection of poor listening behaviors as a teaching moment

• Teach them the difference between hearing and listening

http://www.brainbodybeauty.com/post/mindful-mantra-i-graciously-listen

Let’s Practice Mindful Listening

Mindfulness of Silence

What is silence?

• According to Merriam Webster, it is a lack of sound or noise; a situation, state, or period of time in which people do not talk; a situation or state in which someone does not talk about or answer questions about something

• forbearance from speech or noise; muteness; absence of sound or noise; stillness; absence of mention; oblivion; obscurity; secrecy

• Deliberate absence of sound

• Intentional tool used to pull more information from a conversation partner

http://www.merriam-webster.com/dictionary/silencehttp://cslcs.org/midweek-meditation/

What are the benefits of using silence?

• Listening instead of hearing

• Focus

• Calm

• Requires practice to develop an acceptance of silence

How can I use silence in advising?

• More information from students

• Keep a pleasant expression on your face

• Teach students to use silence (group discussions, when frustrated with a conversation or content in a lecture, to help them focus on the material instead of all the worries running through their minds)

http://spandaschool.com/events/meditation-classes-fremantle-perth/

What ways can I use silence for professional development and training?

• Sample Activity: Before a training or staff meeting, open with a moment of silence to allow everyone to allow their thoughts to tune into the upcoming event.

• Sample Activity: Pair attendees and give them a topic that one person speaks about for 3-5 minutes and the other partner must remain silent. At the end of the allotted time, give the other partner one minute to restate the information and add any extra information gleaned.

http://www.eventbrite.com/e/mindfulness-meditation-classes-tickets-17360521788

Mindfulness of Gratitude

What is Gratitude?

• According to Merriam Webster, it is a feeling of appreciation or thanks; the state of being grateful; thankfulness

• Recognizing the positive

• Feeling thankful

http://www.merriam-webster.com/dictionary/gratitudehttp://thecoastalcenter.com/gratitude/

What are the benefits of gratitude?

• Change of mindset

• Seek the positive instead of the negative

http://www.dailygood.org/story/578/the-neuroscience-of-why-gratitude-makes-us-healthier-ocean-robbins/

How do I encourage students to use gratitude?

• Model for students how to search for the positive

• Identify strengths of students

• Acknowledge good behaviors (coming in early for appointments, seeking help instead of giving up or staying in denial, doing HW you gave them, etc.)

• Teach them how to start a gratitude journal

www.forbes.com

How do I use gratitude to aid professionally and in professional development?

• Start a gratitude journal

• Have attendees share three things they are grateful for with a partner

• Ask everyone to share one thing they are grateful for with the group

http://www.thepaleosecret.com/2013/01/gratitude/

Let’s Practice Gratitude

Resources and

Q & A

References and ResourcesArticles/Journal/Evaluation

Barbezat, Daniel & Allison Pingree. (2012). Contemplative Pedagogy: The Special Role of Teaching and Learning Centers. In James E. Groccia and Laura Cruz (Eds.), To Improve the Academy, 31, 177-191. San Francisco, CA: Jossey-Bass.

Bush, Mirabai. (2010). Contemplative Higher Education in Contemporary America. See also Mirabai Bush, “Contemplative Higher Education in Contemporary Life,” Contemplation Nation: How Ancient Practices Are Changing the Way We Live, pp. 221-36. 2011.

Craig, Barbara A. (2011). Contemplative Practice in Higher Education: An Assessment of the Contemplative Practice Fellowship Program. Northampton, MA: The Center for Contemplative Mind in Society.

Coburn, Thomas; Fran Grace; Anne Carolyn Klein; Louis Komjathy; Harold Roth & Judith Simmer-Brown. (2011). Contemplative Pedagogy: Frequently Asked Questions. Teaching Theology and Religion, Vol. 14, No. 2, April 2011, 167-174.

Davis, D. J. (2014). Mindfulness in Higher Education. The International Journal of Religion and Spirituality in Society, 4, 3, 1-6.

Grossman, Paul; Ludger Niemann, Stefan Schmidt & Harold Walach. (2003). Mindfulness-based stress reduction and health benefits A meta-analysis. Journal of Psychosomatic Research, 57, 35-43.

Tang, Yi-Yuan, Britta Holzel & Michael Posner. (2015). The neuroscience of mindfulness meditation. Nature Reviews: Neuroscience, 16, 213-225.

Books

Barbezat, Daniel & Mirabai Bush. (2013). Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning . San Francisco, CA: Jossey-Bass.

Bloom, Jennifer. (2008). The Appreciative Advising Revolution. Champaign, IL: Stipes Publishing L.L.C.

Gunnlaugson, O., Sarath, E., Scott, C., & Bai, H., Eds. (2014). Contemplative Learning and Inquiry Across Disciplines. Albany, NY: SUNY Press.

Kabat-Zinn, Jon. (2012). Mindfulness for Beginners. Boulder, CO: Sounds TrueGunnlaugson, O., Sarath, E., Scott, C., & Bai, H., Eds. (2014). Contemplative Learning and Inquiry Across Disciplines. Albany, NY: SUNY Press.

Plante, G. Thomas. (2010) Contemplative Practices in Action: Spirituality, Meditation and Health. Westport, CN: Praeger.