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Mindfulness in Schools Project, 2013

7. Befriending the DifficultTeachers Notes Mindfulness in Schools Project, 20132Lesson 7 Befriending the DifficultFor pupils to:Understand stress: where it comes from, why it is necessary, how it works and the potentially harmful effects.Identify and draw their stress signature - where in the body do they feel stress?Learn to respond rather than react, by turning towards and being with difficult emotions.ObjectivesLesson FlowThe Guest HouseShockballHome PracticeResourcesPupils draw their stress signatureAsk pupils to draw their stress signature. Where exactly do they personally feel stress?Bad things happen. But can you respond, rather than react?We cant avoid bad things happeningBut our minds can often make things worseWe can train ourselves to respond rather than reactExplain stress and what it does to usStress is programmed into us by evolution. It is helpful Explain fight or flightBut constant stress can be damaging. Explain harmful effects Play shockballInduce boundaried stress via a game like shockballConstantly remind pupils to turn towards body sensations and to ground themselves by dropping attention into the lower half of the bodyand breathing with or into these sensations

Mindfulness in Schools Project, 2013

Leccin SieteAmistarse con lo difcilLast week we learned to look at the thoughts passing through our minds as traffic, with the bigger ones being like thought buses that take us for a ride. This week we explore even more powerful things: strong emotions and how we can learn to work skilfully with them. 3 Mindfulness in Schools Project, 2013

STAS COSAS PASAN!Difficulties happen to EVERYONE.

No-ones life is straight-forward and easy, despite what we may be tempted to imagine. Our life is not uniquely flawed.

Difficulties in life are not somehow a mistake. Its not that life is meant to be easy, but somehow goes wrong. Difficulty is an integral part of every human life.

Stuff / Shit happens!

[If youre unhappy with the language on this slide please let us know and we can send you a safe version which says stuff happens. However, weve found the humour and tone of this slide tends to be enjoyed and appreciated.]

4 Mindfulness in Schools Project, 2013Reacciona!RespondeThe question is: when stuff happens, are we going to react or respond? [Refer back to Lesson 4. Check that they understand the difference]. Given we KNOW that stuff will happen, the whole quality of our life depends on whether we react to it or can learn to respond.

We can so easily make situations much more difficult for ourselves by being reactive to them by letting our anger, or our worry, or our fear and anxiety take over and make things even worse.

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Estrs6The last lesson was all about not being reactive to difficult thoughts. This one is more about not being reactive to difficult emotions. Lets take the example of stress. Mindfulness in Schools Project, 2013

En qu situaciones te sientes estresado?In what situations do YOU feel stress?

Please look up lesson 7 in your booklets and answer the question by listing some of the key situations in which you tend to feel stress.

Exams? Music / drama performances? Arguments at home? Difficult friendships? Too much homework?

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La presin sangunea aumenta. Nuestros msculos acumulan tensin y se preparan para la accin.Nuestro corazn palpita ms fuerte y aumenta la presin arterial, preparndonos para un mayor esfuerzo.Quizs necesitemos orinar o vaciar nuestros intestinos. Esto nos hace ser ms ligeros, para poder correr ms deprisa.Se nos para la digestin. La sangre se nos desva de la tripa a los brazos o piernas.Respiramos ms rpido, oxigenando as la sangre y preparndonos para luchar o huir.Liberacin de hormonas que hacen que la sangre sea ms espesa, para perder menos sangre en caso de herida.Empezamos a sudar, enfriando nuestro esfuerzo y haciendo ms difcil que se nos alcance!Los sentidos y la percepcin se agudizan. Puede parecer que el tiempo se ralentiza.Cmo afecta el estrs a nuestro cuerpo?8They could read the details either to themselves or round the class. Mindfulness in Schools Project, 2013Qu te pasa a TI cuando te estresas?En tu cuerpo?En tu mente?En tus acciones?

9So what happens to you when you get stressed?

We can notice that stress affects BODY, MIND & ACTIONS you could remind them of the hot cross bun model from lesson 3 linking THOUGHTS, EMOTIONS, BODY SENSATIONS & BEHAVIOUR in feedback loops.

Please list in your booklet some of the effects that you notice that stress has on YOUR body and actions.

What does stress feel like in the body?

Mindfulness in Schools Project, 2013

Dolores de cabeza, desesperacin, falta de energa, tristeza, nerviosismo, ira, irritabilidad, aumento o disminucin de la sensacin de hambre, problemas de concentracin, problemas de memoria, dificultades para dormir, problemas de salud mental (ej. ataques de pnico, ansiedad y depresin).Cerebro y sistema nerviosoAcn y otros problmeas de piel.PielTensin y dolor muscular (especialmente en el cuello, hombros y espalda), mayor riesgo de padecer osteoporosis.Msculos y articulacionesAumentan las palpitaciones, aumenta la presin sangunea, aumenta el riesgo de aparicin de niveles altos de colesterol y de sufrir un ataque al corazn.CoraznEfectos del estrs a largo plazo10Being constantly stressed, constantly primed for fight or flight has wearing, damaging long-term effects on our bodies.

Here are some of them.

There is lot of text here, but this serves the purpose of making the pupils aware of just how many long term effects there are. Usually it is easier to project these effects one by one and let them read quietly as you click through. Mindfulness in Schools Project, 2013

Nuseas, dolor de estmago, acidez, aumento peso.EstmagoAumenta el riesgo de diabetes.PncreasDiarrea, estreimiento, problemas digestivos.IntestinosMujeres menstruaciones irregulares y dolorosas, reduccin del deseo sexual.Hombres impotencia sexual, menor produccin de esperma, reduccin del deseo sexual.Sistema reproductivoDisminuye la capacidad para combatir enfermedades. Sistema inmunitarioEfectos del estrs a largo plazo11[Continue.] Mindfulness in Schools Project, 2013

12Many of the ways that stress affects our bodies are programmed into us by evolution they evolved to help us deal with daily threats such as [CLICK] this sabre-toothed tiger!

They were life savers that enabled us to Act smart without having to think smart [which takes longer].

They prepared us for FIGHT or FLIGHT for physical action that uses these stress hormones and burns them up. [If you are comfortable with the physiology and neuroscience of fight/flight then this might be a good moment to explain.] Mindfulness in Schools Project, 2013

The problem is that it tends not to be sabre-toothed tigers requiring a very physical response that most of us face these days. Exams, difficulties at home, difficult relationships, body image, these are all modern day sabre-tooth tigers, they are all threats which activate our built-in survival mechanisms. [CLICK] No physical burn-up of stress hormones like cortisol and adrenaline.These built-in survival mechanisms were designed to fuel physical action (fight or flight) increasing the heart rate, pumping blood to the major muscles etc. but modern urban life is much less physical. Dealing with modern stresses triggers mental activity rather than physical. We therefore dont tend to spend and burn up our stress hormones like cortisol and adrenaline in fight or flight. Instead, they end up getting stored in our bodies, rather than expelled. They accumulate over time and increase our baseline levels of stress, leading us frequently to over-think and ruminate. [Refer back to lesson 3.][CLICK] No camp-fire timeWe also live much more fast-paced lives than our ancestors, that provide much less chance for rest and recovery [around camp fires!] than their lives did. The result is that our bodies rarely get the opportunity to rebalance themselves.There are many consequences of storing up all these stress hormones. One of them is that modern, urban people [especially] tend to live their lives in a perpetual state of stress, even if its low-level. Maybe you feel this at school sometimes with constant talk of exams, performance, homework, university targets etc. etc.; maybe you see this in your parents and others around you. 13 Mindfulness in Schools Project, 2013

Dibuja tu huella del estrs

So the objective of this lesson is to help you become aware of where exactly in your own body you tend to feel and even store stress. In your student booklets youll see this outline of a person, and by the end of the next exercise Id like you to be able to draw on your person where it is that you feel the physical sensations of stress. 14 Mindfulness in Schools Project, 2013No tengo un tigre dientes de sable, pero

Now ideally Id bring my sabre-toothed tiger into the lesson and induce stress in the class in that way. But unfortunately I dont have one of those with me today. However

[Notice immediately how the atmosphere in a room can change, and over the next few slides constantly bring the class attention to what they are noticing in themselves moment by moment.]15 Mindfulness in Schools Project, 2013

16I do have a way of inducing electric shocks!Were going to look at what stress feels like by threatening you with some small electric shocks. Already, just with me saying this, can you feel any changes in your body? [Discuss]In the following exercise you are partly acting. You can buy these shockballs in Amazon or in a toy shop and the shock they deliver is tiny. However the aim is to induce some stress and to provide a safe, boundaried, practical opportunity for pupils to observe their stress signature and to try out some of the skills theyve learned in the course for relating differently to stress. In summary, you are doing three things:Inducing stress by creating a playful sense of uncertainty and anxious anticipationGetting them to notice exactly where they are feeling this in the bodyGiving them an opportunity to practice using strategies to deal with itHaving said all of the above, make sure you check to see if there is anyone who might not be able to play for medical reasons. Of course, another approach is to have no batteries in the ball at all, so that the whole thing is a risk-free fabrication!

Mindfulness in Schools Project, 2013Advertencia: Esto no es un jugete, sino un artculo de regalo. No apto para nios pequeos. Este producto emite descargas elctricas. Mantener fuera del alcance de los nios menores de 14 aos. Lea las instrucciones antes de usarlo. Podra interferir con dispositivos electrnicos como marcapasos y otros aparatos electrnicos mdicos. No utilizar en caso de padecer epilepsia, problemas cardacos o enfermedades similares. Por favor, conserve este envase para futuras referencias.

A few details to check before we begin properly [So, here you are winding them up a little.]Please could you put up your hand if you are not yet 14?When we begin, if you have epilepsy or a heart condition please could you observe this exercise rather than take part.Just observe any changes that are taking place in your body after Ive said these things. Any change in heartbeat? In your breathing? Observing these in David Attenborough mode, with curiosity, with kindness, with patience. [Discuss]Get out the shockball and show them. Again, ask them what they are noticing in themselves.You can add to the atmosphere by turning down the lights so that they can see more clearly the red glow of the ball when it gives a shock.17 Mindfulness in Schools Project, 2013

Conecta con tus sensaciones de estrsAcepta estas sensacionesA few words of advice before we beginTurn towards the feelings of stress, in other words, make friends with them. Observe them like visitors in your body, guests that have come to see you. Observe them using David Attenborough mode. [CLICK] Notice how the boy is looking at the snake with real curiosity, turning towards it with a kind of fearless interest.Dont try to avoid these feelings of stress. They are completely natural. Allow them to happen; dont resist them. Stress happens. If you resist it, you add to it.By allowing it and accepting it, you wont be feeding it.Allowing it also enables you to begin to understand it, and by understanding it you will loosen its grip on you.

18 Mindfulness in Schools Project, 2013Respira con estas sensaciones

Its all about your relationship with these physical feelings. Remember the tiny tinglings we observed in Lesson 4 when we were eating something we didnt like. Breathe with the feelings, or even breathe INTO the feelings and breathe out from them too. Somebody once said What you can breathe with you can be with.

Its not always easy. [CLICK] This woman may be very afraid but you sense that she is trying to be with the experience and breathe into it as best she can.

19 Mindfulness in Schools Project, 2013En otras palabras

In other words, when you feel the stress [CLICK], .b it. Feel your feet on the floor and breathe. Ask them all to stand completely still in the circle whilst you get out the shockball. Maintain silence as best you can or they can get very excited. Best to try to do all of this very gently, very purposefully, encouraging them to be in their own bubble for the time being and not to distract each other. All their attention should be on their own movements and feelings. They are putting themselves under the microscope.As we stand here, letting your eyes rest on the floor in front of you, begin by just settling into this current moment. Feel your feet on the floor. Become aware of your breath. Notice whatever feelings are in your body. Notice in particular any signs of stress. [Discuss]Were going to play catch with it, and it goes off randomly every 10 or so seconds, so its a bit like playing hot potatoes. We pass it around between us and one of us will catch it when its in shock mode. When you catch it you have to hold onto it for 1 second (count 1 2 out loud). You cant just bounce it back like a volleyball. Do a practice round, and then go round the group one by one and ask, where in their bodies they feel the stress. Encourage simple answers: legs, stomach, shoulders etc. This is the point at which they can decide whether or not they actually want to take part. Ask everyone in the group to face outwards. Then, ask them to turn to face the centre once more if they want to take part. If they dont want to take part that is fine as it will already have been a useful learning exercise. Those who dont wish to take part step outside the circle, sitting on a desk or standing just on the edge of the group to watch and continue to observe their own sensations. 20In other words take the time to .bSTART THE SHOCKBALL EXERCISE HERE.Lets begin, though, by getting into a large circle. If anyone, at any time, feels uncomfortable with this exercise then simply move to the side of the classroom and sit quietly observing.

Mindfulness in Schools Project, 2013La bola de shock representa todas las experiencias difciles de nuestras vidasoREACCIONARRespondery la opcin de:

Of course, this lesson isnt really about the shockball, its about something much more than that. The shockball stands for all the difficult experiences of our lives and how to respond, rather than react to them. 21 Mindfulness in Schools Project, 2013

Having brought the class back to their seatsLets think of this as campfire time now. How does it feel to have experienced stress?Is there any residue in the body? What does the body feel like as it begins to unwind?If there are sensations of discomfort around still aches, sweatiness, tension not only noticing these sensations but softening and allowing them to be here?Can you breathe with these sensations as you feel them?Can you practice staying really alert as your body begins to re-balance itself? Depending on how long you have, you might extend this into a more substantial FOFBOC.22Make a play of turning the shockball on very carefully.Now 30 seconds of silence, again paying attention to what is happening in you. Paying attention to your hands, for instance, what is happening there? What is happening in your body right now? What sensations? What thoughts? What feelings? Just observe whatever is happening, practising opening up to these experiences rather than pushing them away, accepting that this is what stress feels like. Maybe using a .b to resource yourself if needed.Begin the game pause intermittently for periods of observation. Go round the group once or twice, but Dont play for too long or it can hijack whole lesson!Campfire time Mindfulness in Schools Project, 2013The Guest House, de RumiLos huspedes ms difciles

23If theres time, it is well worth reading the poem The Guest House by the great C13th Persian poet, Jellaludin Rumi. Its printed in the Student Booklets. One way to read it is to do so round the class, changing readers at the end of each sentence. It may be helpful to read it back to them yourself at the end of this process so that it can really sink in. What for you is the most important and helpful line in this poem?What advice does Rumi give about how to relate to thoughts and moods?In effect, what he is recommending is that you turn towards these difficult guests: .b ing them, so to speak, by breathing into them and being with them. [CLICK]This is not easy, though. It feels so un-natural precisely because it is going against a million years of autopilot! Mindfulness in Schools Project, 2013

Practica en casa

7-11

CESPES

10 seg1 min2 min5 min9 min9 min15 min

24For your home practice this week please do your very best to do at least one practice, of your choice, before the next lesson. Please write this down in your homework diary [for example]. Make a heartfelt commitment to do this either every day, or even only once, even if only for 10 seconds! Weve done lots of different practices, each one lasting for a different length of time, and I dont mind which one you do. You could do one 7-11 the day before our final lesson, lasting only 10 seconds [CLICK]You could count the number of breaths you do in a minute, either once or every day [CLICK]You could do a 2 minute challenge [CLICK]Or sit quietly watching thoughts come and go for 5 minutes [CLICK]Or do a FOFBOC, with our without the sound file, which is less than 10 minutes [CLICK]Or a Beditation of a similar length [CLICK]If youre really up for it then try sitting like a statue for 15 minutes. [CLICK]And if you REALLY want to learn fast, do this every day!All the research says that the more practice you do, the more you benefit, BUT there is no point in vowing to do something that is unrealistic.. I look forward to hearing how you get on when we have our final lesson, next week. Mindfulness in Schools Project, 2013