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TRANSCRIPT
Mindfulness in Schools: an Introduction
I. Mindful Breathing: Grounding Images II. Mindfulness: What is it? & Why in School? III. Mindfulness at Hassan: Findings III. Meditation: Body Scan IV. Mindful Movement Yoga Calm (R) “Me Moves” V. Meditation: Loving Kindness Balance of Compassion & Equinimity (Jack Kornfield & Sharon Salzberg) VI. Resources VII. Gratitude:
Mindfulness “Mindfulness means paying
attention in a particular way; on purpose, in the present
moment, and non-judgmentally.”
–Jon Kabat-Zinn
The Need for Mindfulness in the School Environment -‐ Addressing A9en:on & Behavioral Issues
• The percentage of children with ADHD has drama8cally risen in recent 8mes, growing by 22% between 2003 and 2007, and since increasing 2% each year (CDC 2010). • Due to the drama8c increase in aDen8on and behavioral problems in school children, teachers and caregivers are ac8vely seeking effec8ve treatments. • A student’s inability to control his/her aDen8on or his/her behavior is oKen met with punishment or medical aDen8on, ie; medica:on
• But what if these a,en.on and behavioral problems stemmed from a neurological deficit that could be remedied through prac.ce?
Both aDen8on and behavioral problems involve a neurological
deficit:
• Execu:ve func:oning refers to one’s ability to execu8vely decide what to: • Pay aDen8on to • How to act • (Behave, Plan, Organize, Control Impulses)
ADHD
• Is characterized by a lack of a9en:on control and hyperac:ve behavior • ADHD is strongly related to deficits in a neurological problem in execu8ve func8oning
Execu8ve Func8oning • An impairment in execu:ve func:oning, related to aDen8on deficit and disrup8ve behavior is associated with decreased capacity of the prefrontal cortex, the neurological seat of execu8ve func8oning (Fuster 2008). • Blanket term for aDen8onal & behavioral control, dictates what we do and what we pay aDen8on to. • Due to recent findings of neural plas8city, we now understand that our brain can generate stronger neural connec8ons based on our mental habits.
The Pre-‐frontal Cortex
The pre-‐frontal cortex controls high-‐level brain functions: •Intention to pay attention •Emotional Regulation (regulates Amygdala) •Body Regulation •Intuition – visceral experience
Amygdala: The Watch Dog of Emo8ons Acute experience of stress triggers ac8va8on of amygdala,
*Fight *Flight *Freeze
Chronic Stress strengthens the Amygdala crea8ng a stronger stress response (Roozendaal et al. 2006, Bremmer 2004). As Stress builds, PFC deteriorates & impairs Execu8ve Func8oning (Radley 2006, Roosendaal et al. 2009). Without strong Execu8ve Func8oning, control is impaired & brain’s emo8onal response centers go unregulated. Stress on PFC can impair one’s ability to self-‐regulate emo8ons.
Weak prefrontal cortex and impaired execu8ve func8oning are not sta8c condi8ons.
§ Due to recent findings of neural plas8city, we now understand that our brain can generate stronger neural connec:ons based on our mental habits. § Like with any muscle, neural circuits can grow stronger with prac8ce
§ By prac8cing aDen8on control and emo8on regula8on, we can train in execu8ve func8oning and strengthen the neural circuits that underlie this func8on.
Mindfulness Medita:on
• One such prac8ce of execu8ve func8oning, exercising the muscle of the prefrontal cortex is Mindfulness. • Mindfulness is defined as present moment, nonjudgmental awareness,. • That is, the ability to be aDen8ve to whatever is happening in the present moment without judging it or become distracted (Kabat-‐Zinn 1990).
Media8on con’t…..
• Medita8on has been shown to improve self-‐regula:on of a9en:on, emo:on, and behavior. • In the past 10 years, meditators have demonstrated 8me and 8me again the effect of medita:on on increases in a9en:on control and increases in emo:onal regula:on.
• Medita:on has been shown to increase “grey ma9er” in the Hippocampus (memory) & decrease in volume of the Amygdala (Hoetzl 2011).
Improves ADen8on in Children
• AKer training in mindfulness, one group of 1st-‐3rd grade students significantly improved on aDen8on tasks and showed significant improvements in symptoms of ADHD (Napoli 2005). • These researchers showed that a short execu8on of mindfulness prac8ces in young children resulted in greater ability to control their aDen8on in the face of distrac8ons and social distrac8ons.
Powerful Connec8on
• A powerful connec8on exists between aDen8on-‐training through mindfulness and emo8on and behavioral regula8on
• As the prefrontal cortex grows stronger, aDen8on control increases, that is, the children have more capacity to choose what to pay aDen8on to
• That same brain region, the PFC that regulates the aDen8on, also regulates the brain’s emo8onal centers
Mindfulness § Decreases Stress
§ Decreases Depression & Anxiety
§ Supports the Management of Chronic Pain
§ Enhances ADen8on & Execu8ve Func8oning
§ Increases Compassion, Empathy & Pro-‐Social Behaviors § Improves Emo8on Regula8on
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Student A Student D Students B&C
towards each other (avg. per day)
Physical Aggression
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Property Damage
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Student A Student D (avg. per week)
Emo:onal Deregula:on
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Student A Student D (avg. per day)
Non-‐Compliance
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Students B&C towards each other(avg. per day)
Verbal Aggression
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Student D (avg. per week)
Removal From Mainstream
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Student E Student F
Shutdowns
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Protec:ve Holds
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Reduces Anxiety and Depression in Youth!
• Mindfulness training has been shown to help anxious youth to combat anxiety, meditated by increases in their aDen8onal control (Semple et al. 2005). • Similarly, in adolescents with severe and comorbid psychiatric disorders, those who prac8ced mindfulness medita:on significantly improved in anxiety compared to treatment as usual (Biegel et al. 2009). • The effect does not diminish in high-‐risk youth. Indeed, one study found that mindfulness training in a group of incarcerated youth significantly reduced their hos8lity and emo8onal discomfort. • Addi:onally, these incarcerated youth improved in interpersonal rela8onships, school achievement, and stress (Sibinga et al. 2011).
Improvement With Behavior • Medita8on has been shown to improve disrup8ve behavior, even in very aggressive and difficult school-‐aged children • In aggressive adolescents pending school expulsion, mindfulness training helped them to regulate their aggressive behavior, so much so that they were no longer pending expulsion.
Mindfulness In Adults
• Mindfulness prac8ces in adults have been shown to strengthen the areas of the brain that are associated with execu:ve func:oning, the PFC • By training students in mindfulness and increasing the ac:vity in the PFC, students can improve their ability to control their aDen8on and their emo8ons.
Effect of Mindfulness on Educators *Give Educators neural resources to combat stress, build up PFC and regulate the Amygdala response, poten8al to reduce Educator Burnout, Psychological Symptoms & Increase Sa8sfac8on (Davidson et al, 2013).
Conclusion • Without the ability to control their a9en:on and their behavior, students can fall behind in class, act out, and accrue viola:ons leading to punishment or medica:on. • Mindfulness medita:on may provide a viable alterna:ve to these responses.
• Through mindfulness prac:ce, students may be able to strengthen their execu:ve func:oning capabili:es, leading to be9er a9en:onal and behavioral control.
Mindful Living!
J. Walter Thompson, Giant Adver8sing Agency iden8fies
Mindful Living as top 10 trends in 2014!
Mindfulness in the NEWS!
Resources
Alderfer, Lauren, and Kerry Lee MacLean. Mindful Monkey, Happy Panda. Boston: Wisdom Publica8ons, 2011. Print. Belknap, Martha. Stress Relief for Kids: Taming Your Dragons. Duluth, MN: Whole Person Associates, 2006. Print. Calhoun, Yael, MaDhew R. Calhoun, and Carol Anne. Coogan. Create a Yoga Prac8ce for Kids: Fun, Flexibility, and Focus. Santa Fe, NM: Sunstone, 2006. Print. Chia, Mantak. The Six Healing Sounds: Taoist Techniques for Balancing Chi. Rochester, VT: Des8ny, 2009. Print. Garth, Maureen. Moonbeam: A Book of Medita8ons for Children. North Blackburn, Victoria: CollinsDove, 1992. Print. Garth, Maureen. Starbright: Medita8ons for Children. San Francisco: HarperSanFrancisco, 1991. Print.
Resources con’t
Gillen, Lynea, and Jim Gillen. Yoga Calm for Children: Educa8ng Heart, Mind, and Body. Portland, OR: Three Pebble, 2007. Print. Hạnh, Nhất, and Wietske Vriezen. Mindful Movements. Berkeley: Parallax, 2008. Print. Hạnh, Nhất. A Handful of Quiet: Happiness in Four Pebbles. Berkeley, CA: Plum Blossom, 2012. Print. Lite, Lori, and Max Stasyuk. Affirma8on Weaver: A Believe in Yourself Story. United States: Lite.Net LLC, 2008. Print. Lite, Lori, and Max Stasuyk. Angry Octopus: A Relaxa8on Story. MarieDa, GA: Stress Free Kids, 2011. Print. Lite, Lori, and Max Stasyuk. Bubble Riding: A Relaxa8on Story. United States: Lite.net, 2008.
References
Works Cited Arch, J., and M. Craske. "Mechanisms of Mindfulness: Emo8on Regula8on following a Focused Breathing Induc8on." Behaviour Research and Therapy 44.12 (2006): 1849-‐858. Print. "A Classroom in the Now." Jon Kabat-‐Zinn Speaks at Harvard on the Power of Mindfulness in Educa8on. Web. 09 Apr. 2014. <hDp://harvardmagazine.com/2013/10/a-‐classroom-‐in-‐the-‐now?utm_s...>. Culbert, Timothy, and Rebecca Kajander. Be the Boss of Your Sleep: Self-‐care for Kids. Minneapolis: Free Spirit Pub., 2007. Print. Culbert, Timothy, and Rebecca Kajander. Be the Boss of Your Stress: Self-‐care for Kids. Minneapolis: Free Spirit Pub., 2007. Print. Greco, Laurie A., Ruth A. Baer, and Gregory T. Smith. "Assessing Mindfulness in Children and Adolescents: Development and Valida8on of the Child and Adolescent Mindfulness Measure (CAMM)." Psychological Assessment 23.3 (2011): 606-‐14. Print.
References con’t Hanson, Rick. Hardwiring Happiness: The New Brain Science of Contentment, Calm, and Confidence. Print. Hawn, Goldie, and Wendy Holden. 10 Mindful Minutes: Giving Our Children-‐-‐and Ourselves-‐-‐the Social and Emo8onal Skills to Reduce Stress and Anxiety for Healthier, Happier Lives. New York, NY: Perigee Book, 2011. Print. Kabat-‐Zinn, Jon. Full Catastrophe Living: How to Cope with Stress, Pain and Illness Using Mindfulness Medita8on. London: Piatkus, 1996. Print. KlaD, Maryanna, Karen Harpster, Emma Browne, Susan White, and Jane Case-‐Smith. "Feasibility and Preliminary Outcomes for Move-‐Into-‐Learning: An Arts-‐based Mindfulness Classroom Interven8on." The Journal of Posi8ve Psychology 8.3 (2013): 233-‐41. Print. Kuyken, W., K. Weare, O. C. Ukoumunne, R. Vicary, N. MoDon, R. BurneD, C. Cullen, S. Hennelly, and F. Huppert. "Effec8veness of the Mindfulness in Schools Programme: Non-‐randomised Controlled Feasibility Study." The Bri8sh Journal of Psychiatry 203.2 (2013): 126-‐31. Print. Lan8eri, Linda. Building Emo8onal Intelligence: Techniques to Cul8vate Inner Strength in Children. Boulder, CO: Sounds True, 2008. Print.
References con’t
Napoli, Maria, Paul Rock Krech, and Lynn C. Holley. "Mindfulness Training for Elementary School Students." Journal of Applied School Psychology 21.1 (2005): 99-‐125. Print. Russell, Jack. "Mindfulness: A Tool for Parents and Children with Asperger's Syndrome." Mindfulness 2.3 (2011): 212-‐15. Print. Santorelli, Saki. Heal Thy Self: Lessons on Mindfulness in Medicine. New York: Bell Tower, 1999. Print. Semple, Randye. Mindfulness-‐based Cogni8ve Therapy for Children: A Randomized Group Psychotherapy Trial Developed to Enhance ADen8on and Reduce Anxiety. 2005. Print. Siegel, Daniel J. Mindsight: The New Science of Personal Transforma8on. New York: Bantam, 2010. Print. Smalley, Susan L., Sandra K. Loo, T. Sigi Hale, Anshu Shrestha, James Mcgough, Lisa Flook, and Steven Reise. "Mindfulness and ADen8on Deficit Hyperac8vity Disorder." Journal of Clinical Psychology 65.10 (2009): 1087-‐098. Print. Spek, Annelies A., Nadia C. Van Ham, and Ivan Nyklíček. "Mindfulness-‐based Therapy in Adults with an Au8sm Spectrum Disorder: A Randomized Controlled Trial." Research in Developmental Disabili8es 34.1 (2013): 246-‐53. Print. Thompson, M., and J. GauntleD-‐Gilbert. "Mindfulness with Children and Adolescents: Effec8ve Clinical Applica8on." Clinical Child Psychology and Psychiatry 13.3 (2008): 395-‐407. Print.