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Mindfulness and Heartfulness Skills for Educators and Students
- 1. Erin Sharaf, MA, PA-C Mindfulness + Magic MINDFULNESS AND HEARTFULNESS SKILLS FOR EDUCATORS AND STUDENTS
- 2. PART 1: FINDING STILLNESS ENHANCING CONCENTRATION STRESS REDUCTION PART 2: IMPROVING COMMUNICATION PROMOTING POSITIVE EMOTIONS
- 5. What we do with our mind matters. l
- 7. A particular way of paying attention: • On purpose • In the present moment • Non-judgmentally *WITH KINDNESS AND CURIOSITY What is Mindfulness?
- 8. HOW DO WE PRACTICE? MANY WAYS, INCLUDING: Mindful • Eating • Walking • Moving • Listening • Breathing Noticing the relationship between • Thoughts • Physical Sensations • Emotions
- 9. Without Mindfulness: Stimulus Reaction • Automatic, habitual patterns • Often leads unconsciously to suffering
- 10. WITH MINDFULNESS: STIMULUS MINDFULNESS RESPONSE • THERE IS SPACE FOR CONSCIOUS CHOOSING • MORE SKILLFUL RESPONSES • LESS SUFFERING
- 11. Video Valley Middle School San Francisco, CA https://www.youtube.com/watch?v=U9-phWL8t08
- 13. 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/
- 14. What Can Mindfulness Decrease? •Stress •PTSD •Negative emotions •ADHD •Impulsivity •Test anxiety •Depression http://www.mindfulschools.org/about-mindfulness/research/
- 15. RANDOMIZED-CONTROLLED DATA FROM MINDFUL SCHOOLS/UC DAVIS (Guzman-Alvarez, Westover, Keller, & Fuller, 2012) DEMONSTRATED IMPROVEMENT:
- 16. 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
- 17. COMING TO OUR SENSES
- 20. 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.
- 21. MINDFULNESS ACCORDING TO TEACHERS (VIDEO) https://vimeo.com/86520490
- 24. RELEVANCE: 20%: of students have considered suicide have carried a weapon reported being bullied in school 45%: of students expressed they were not engaged did not feel recognized could not do their best work at school 5-8X Increase in anxiety and/or depression in high school and college students over past 50 years 2013 CDC Youth risk behavior survey of 9-12 grade students 2013 Gallup student survey of 5-12 grade students Twenge et al, 2010
- 25. THE SCIENCE OF HAPPINESS 1 50% … predetermined SETPOINT 2 10%...EXTERNAL CONDITIONS 3 40% …VOLUNTARY ACTION ~WHAT WE DO WITH OUR MIND MATTERS
- 26. Mindfulness in Action (video) https://www.youtube.com/watch?v=FUJs0fXTWTE
- 27. It’s not joy that makes us grateful, it’s gratitude that makes us joyful. ~Brene Brown
- 28. GRATITUDE WHY: 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
- 29. “BE THE POND” EXERCISE
- 31. 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
- 33. For more information: • Center for Mindfulness • Mindfulness in Education Network • Mindful Schools • Mindful Education • A Still Quiet Place • Association for Contemplative Mind in Higher Education • The Hawn Foundation/MindUp
- 34. 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
- 35. 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.
Editor's Notes
- What we’re asking our kids to do when we command them to “Pay attention” is to stop focusing on/thinking about the things that are important to you right now, no matter how you’re feeling or what’s going on, even if you’re scared or angry or confused, and focus exclusively on what I want you to focus on. And then respond in a way that’s socially appropriate. PFC isn’t fully developed until mid 20s. Primitive brain (limbic system/amygdala) is fully developed at birth. Therefore, it’s hard to focus if stressed. Need to help them drop out of fight or flight/survival mode and drop into PFC in order to improve attention/focus. They need to feel safe, calm and unconditionally accepted in order to do this. Why are they stressed? Could be physical or emotional or a combination Worried, tired, hungey,family stress and classroom stress spill over. If a teacher or parent is stressed, that’s contagious. If F or Fl is stimulated early and often it can hypertrophy/overdevelop and make it hard to relax, even when there is no threat. We invent them. This is what many of us do with our minds most of the day.
- Stress physiology, relevant for all adult humans and for all who work with kids. The earlier we learn about the mind-body connection, the better. Roughly half a million U.S. teachers leave the profession each year – a turnover rate of over 20 percent.
- Amygdala Aroused when detecting and reacting to emotions, especially difficult or strong emotions such as fear. This part of the brain is less activated10 and has less gray matter density11 following mindfulness training. Hippocampus Critical to learning and memory, and helps regulate the amygdala. This part of the brain is Prefrontal Cortex The part of the brain most associated with maturity, including regulating emotions and behaviors and making wise decisions. This part of the brain is more activated following mindfulness trainingre active12 and has more gray matter density13 following mindfulness training
- Roughly half a million U.S. teachers leave the profession each year – a turnover rate of over 20 percent.
- 5 min mindful movement, 20 min body scan (maybe squish and relax), BREAK for 10 mins Bell into Mindfulness of sound, Walking (“Noticing walk” can end with mindful seeing), Mindful Eating if time +/- end with video.
- Can work with 3 emotions: anger, sadness, joy
- Observe-bring in triangle of awareness P-another P could be pray
- 2. Otherwise in “Lizard brain”/limbic system and not PFC (pre-frontal cortex). If spend too much time here, sx of ADHD, ODD anxiety etc can form.
- 6:22 minutes. On Vimeo
- WHY is this the trend?? Engagement: The involvement in and enthusiasm for school, reflects how well students are known and how often they get to do what they do best. The large changes in MMPI scores demonstrate that there are also strong cultural influences on psychiatric symptoms — that is, an environmental influence outside of the individual family. Over time, American culture has increasingly shifted toward an environment in which more and more young people experience poor mental health and psychopathol- ogy, possibly due to an increased focus on money, appearance, and status rather than on community and close relationship
- We have a negativity bias. Our minds are like velcro for the negative and like teflon for the positive. Mindfulness, gratitude (can increase happiness by up to 25%), loving kindness, service,
- mindfully observe their thoughts and emotions without engaging or judging them! When they get angry or sad, which they will because they’re human, they can notice the emotion, and realize that it will eventually swim away and a different one will soon swim along. They can feel the emotion without letting it take them over. The teacher who developed this story described it to her students this way: sometimes “we forget that we’re The Pond, and think that we are the ‘Angry Fish.’” It’s a way to teach children that they are not their emotions. They are not their anger. This non-identification with emotions is one of the most powerful ways mindfulness can change our lives.