Sourced using additional notes from Erin Sharaf, MA, PA-C
Mindfulness for Educators and students
Emma Olohan
PART 1:
FINDING STILLNESS
ENHANCING CONCENTRATION
STRESS REDUCTION
PART 2:
IMPROVING COMMUNICATION
PROMOTING POSITIVE
EMOTIONS
What we do with our mind matters.
l
BREATHING PRACTICE
A particular way of paying attention:
• On purpose
• In the present moment
• Non-judgmentally
*WITH KINDNESS AND CURIOSITY
What is Mindfulness?
HOW DO WE PRACTICE?MANY WAYS, INCLUDING:
Mindful• Eating
• Walking
• Moving
• Listening
• Breathing
Noticing the relationship between• Thoughts
• Physical Sensations
• Emotions
Without Mindfulness:
Stimulus Reaction
• Automatic, habitual patterns• Often leads unconsciously to suffering
WITH MINDFULNESS:
STIMULUS MINDFULNESS RESPONSE
• THERE IS SPACE FOR CONSCIOUS CHOOSING• MORE SKILLFUL RESPONSES• LESS SUFFERING
What Can Mindfulness Enhance?
• Attention, focus
• Emotional resilience
• Academic performance
• Positive mood
• Compassion, empathy, altruism
• Physical and mental health
• Optimism and kindness
http://www.mindfulschools.org/about-mindfulness/research/
What Can Mindfulness Decrease?
• Stress
• PTSD
• Negative emotions
• ADHD
• Impulsivity
• Test anxiety
• Depressionhttp://www.mindfulschools.org/about-mindfulness/research/
Benefits for Teachers!
Decreased Burnout
More satisfied with job
Greater efficacy in the class
More emotionally supportive classrooms
Better classroom organization
Connect better with students
COMING TO OUR SENSES
S-STOP
• T-Take a deep Breath
• O-Observe
• P-Proceed, Park
GUIDING PRINCIPLES:
1. Participation needs to be a choice.
2. Need to feel safe in order to fully engage.
3. There is no “getting it right,” there’s only engagement in the process.
4. YOUR attitude is crucial and can change everything. (playfulness, curiosity and exploration)
5. Trust the practices to do the work over time.
Mindfulness Skills for:
Improving
Communication
Enhancing Positive
Emotions
RELEVANCE:
20%: of students have considered suicide
and reported being bullied in UNI/ College / school
45%: of students expressed they were not engaged
did not feel recognised
could not do their best work
5-8X Increase in anxiety and/or depression in college students over past 50 years
THE SCIENCE OF HAPPINESS
1 50% … predetermined SETPOINT
2 10%...EXTERNAL CONDITIONS
3 40% …VOLUNTARY ACTION
~WHAT WE DO WITH OUR MIND MATTERS
Mindfulness in Action (video)
https://www.youtube.com/watch?v=FUJs0fXTWTE
• It’s not joy that makes us grateful, it’s gratitude that makes us joyful.
• ~Brene Brown
GRATITUDEWHY: Fewer emotional and physical symptoms Stronger relationships and communities More optimistic More alert, enthusiastic, attentive Promotes altruistic behavior Less importance on material goods Better GPA (possibly…GGSC study in progress)
HOW: Verbal, journal, letters (21 days) Find new things (we adapt) In the moment elicits stronger response than retrospective Share your gratitude Can add gratitude to a negative experience Sandwich your day with gratitude
http://gratitudepower.net/science.htm
Principles to Guide a Learning Community
1. Show up, choose to be present.
2. Pay attention to what has heart and meaning.
3. Speak the truth without blame or judgment
4. Be open to outcome, not attached to outcome
Angeles Arrien, PhD, The Four-Fold Way: Walking the Path of the Warrior, Teacher, Healer and Visionary, 1993 Harper, San Francisco
LOVING-KINDNESS PRACTICE
Mindfulness=Heartfulness
For more information:
• Center for Mindfulness
• Mindfulness in Education Network
• Mindful Education
• A Still Quiet Place
• Association for Contemplative Mind in Higher Education
References:Beauchemin, J. Hutchins, T.L, Patterson, F. (2008). Mindfulness Meditation May Lessen Anxiety, Promote Social Skills, and Improve Academic Performance Among Adolescents With Learning Disabilities. Journal of Evidence-Based Complimentary and Alternative Medicine, 13(1), 34-35.
Burke, C. (2010). Mindfulness Based Approaches with Children and Adolescents: A Preliminary Review of Current Research in an Emergent Field. Journal of Child Family Studies, 19:2, 133-144.
Carson, J.W, Carson, K.M, Gil, K.M, Baucom, D.H. (2004). Mindfulness-Based Relationship Enhancement. Behavior Therapy, 35, 471-494.
Flook, L. et al. (2010). Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children. Journal of Applied School Psychology,
26:1, 70-95
Flook L, Goldberg SB, Pinger L, Bonus K, Davidson RJ. (2013). Mindfulness for Teachers: A pilot study to assess effects on stress, burnout and teaching efficacy. Mind, Brain and Education. 7(3). doi: 10.1111/mbe.12026.
Jennings, P. A. et al. (2011). Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of Two Pilot Studies. Journal of Classroom Interaction, 46:1, 37-48
Jennings, P. A. (2012). Building an Evidence Base for Mindfulness in Educational Settings. http://www.mindful.org/mindful-voices/on-education/building-an-evidence-base-for-mindfulness-in-educational-settings
Peters, J.R, Erisman, S.M, Upton, B.T, Baer, R.A, Roemer, L. (2011). A Preliminary Investigation of the Relationships Between Dispositional Mindfulness and Impulsivity. Mindfulness, 2:228-235. doi10.1007/s12671-011-0065-2.
Smith, A. Guzman-Alvarez, A., Westover, T., Keller, S., & Fuller, S. (2012). Mindful Schools Program Evaluation. University of California at Davis: Center for Education and Evaluation Services
Twenge, J., et al., (2010). Birth cohort increases in psychopathology among young Americans, 1938-2007: A cross-temporal meta-analysis of the MMPI. Clinical Psychology Review 30, 145-154
Van de Weijer-Bergsma E, Formsma AR, de Bruin EI, Bögels SM. (2012). The Effectiveness of Mindfulness Training on Behavioral Problems and Attentional Functioning in
Adolescents with ADHD. Journal of Child and Family Studies, 21(5):775-787.
Weng, H.Y. et al. (2013). Compassion Training Alters Altruism and Neural Responses to Suffering. Psychological Science, 24(7) 1171-1180.
THANK
YOU!
Emma Olohan
Twitter:
@emmaolecturer