2 WELCOME & INTRODUCTIONS ØName ØSchool & position ØWhat brings you here? ØAny previous knowledge of mindfulness, or participation in mindfulness practice?
3 The Impact of Stress on School Communities STUDENTS - Toxic stress impairs attention, emotion and mood regulation, sleep, and learning readiness. Even more troubling, prolonged exposure to childhood toxic stress has lifelong impacts on mental and physical health EDUCATORS - Toxic stress starts as decreased productivity and creativity, escalating to more serious symptoms like frequent anxiety, dissociation, frustration, and, eventually, burnout. PARENTS - Toxic stress can lead to parenting styles that looks more like a to-do list, rather than an empathic, present-centered relationship with a developing child. Exposure to parental stress in early childhood has been shown to impact gene expression even years later in adolescence.
5 STRESS & The Central Nervous System When we are stressed out, threatened, anxious, or angry, our access to the parts of the brain where higher-level decision-making occurs is compromised You can t absorb info in fight, flight or freeze states.
6 Executive functions (EF) and prefrontal cortex are the first to suffer, and suffer disproportionately, if something is not right in your life. They suffer first, and most, if you are stressed, sad, lonely, sleep deprived or not physically fit. Any of these can cause you to appear to have a disorder of EFs, such as ADHD, when you do not. You can see the deleterious effects of stress, sadness, loneliness, and lack of physical health or fitness at the physiological and neuroanatomical level in prefrontal cortex and at the behavioral level in EFs (poorer reasoning and problem-solving, forgetting things, and impaired ability to exercise discipline and self-control). If we want schoolchildren, workers, or business executives to have better attention and concentration, be better able to reason and problem solve, we cannot ignore stresses in their lives. Adele Diamond, Ph.D. University of British Columbia Canada Research Chair in Developmental Cognitive Neuroscience Annual Review of Psychology, January, 2013
7 Scientific research points to the presence of a stable, caring adult in a child s life as the key to building the skills of resilience. - Dr. Jack Shonko, Harvard University
8 Students School Community Resilience Parents Educators
10 HOW DO WE HELP? In order to be able to absorb information at a deep level, our nervous system needs to be in a focused and receptive state. Children/Youth need a nervous system toolkit. The ground of self-regulation is the ability to notice the condition of our nervous system and shift gears if needed. Mindfulness
11 The Development of Mindfulness Paying attention on purpose, to what is happening right now, without judgment. The Development of Heartfulness The intentional nurturing of positive mind states such as kindness and compassion.
12 Let s practice a few moments of mindfulness
14 MINDFULNESS CHANGES THE BRAIN Amygdala Aroused when detecting and reacting to emotions, especially difficult or strong emotions such as fear. This part of the brain is less activated and has less gray matter density following mindfulness training. Hippocampus Critical to learning and memory, and helps regulate the amygdala. This part of the brain is more active and has more gray matter density following mindfulness training. 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 training.
15 Mindfulness Helps the Pre-Frontal Cortex to Come Back Online Pre-Frontal Cortex Functions Body regulation Emotional Balance Fear modulation Response flexibility Attuned communication Empathy Self-insight Morality Intuition Mindfulness creates space replacing impulsive reactions with thoughtful responses
16 Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom. - Viktor E. Frankl
17 STUDENTS: - Mindful Schools - Learning to Breathe School Community Resilience PARENTS: - MBSR - All of Life EDUCATORS: - Mindfulness Foundation - Curriculum training
18 ELEMENTARY TRAINING PATH
19 MINDFUL SCHOOLS ELEMENTARY Mindful Schools was founded in 2007 in Oakland, California. It is a not-for-profit training organization with online professional training for educators, social workers, psychologists, parents, therapists, and other adults to learn mindfulness and use it with K-12 youth. Offers educators powerful, simple tools for self-care, classroom management, and increasing student aptitude.
20 MINDFUL SCHOOLS ELEMENTARY Benefits of Mindfulness Better Focus and Concentration Increased Sense of Calm Decreased Stress and Anxiety Improved Impulse Control Increased Self Awareness Skillful Responses to Difficult Emotions Increased Empathy and Understanding of Others Research Development of Natural Conflict Resolution Skills
21 MINDFUL SCHOOLS ELEMENTARY 16 core lessons, ideally taught by school counselor or other faculty able to reach multiple classrooms 15-minute segments taught at least once a week Brief daily practices, initiated by the classroom teacher The Mindful Schools curriculum requires no heavy prep, no big manuals, only limited class time. It integrates easily into your school day.
22 Mindfulness Orientation Faculty Presentation DBH DBH Foundation Training Curriculum Training Preparing to Teach Workshop (for those who have completed curriculum training) DBH DBH Parent Letter Data Collection & Classroom Instruction Parent Presentation Classroom teacher Trained school personnel Administrator, trained school personnel or DBH
23 FOUNDATION COURSE OPTIONS Mindfulness Fundamentals Online through Mindful Schools 6 weeks, self-paced within each week Eligible for 16 hours of continuing education credits DBH will pay for a total of 3 people from each school to go through this course (schools may fund additional training at $50 per person) Mindfulness-Based Stress Reduction (MBSR) In-person through DBH 8 weeks, 9 classes (2.5 hour weekly classes, one all-day Saturday class) Eligible for 25 hours of continuing education credits Funded through DBH with no limit on the number of enrollees from your school
24 CURRICULUM TRAINING Mindful Educator Essentials Online through Mindful schools 6 weeks, self-paced within each week Eligible for 16 hours of continuing education credit & licensure renewal with administrator approval DBH will pay for a total of 2 people from each school to go through this course (schools may fund additional training at $250 per person)
25 NEXT STEPS Identify individuals who will be trained Sign & submit implementation agreement Schedule faculty presentation Register for foundation training (either in-person MBSR course or online Mindfulness Fundamentals through Mindful Schools at:
26 Additional Resources and information: Mindful Schools Research page: Sample lesson, documentaries, presentations, guided practices, book recommendations: Implementing Mindfulness in Schools: Reflections From a Principal Mindful Schools Program Manager, Matthew Brensilver, wrote this for Education Weekly Integrating Mindfulness Into Education"
27 Just Breathe Short Film
28 SECONDARY TRAINING PATH
29 LEARNING TO BREATHE S E C O N D A RY S C H O O L S Developed by Patricia Broderick, Ph.D., at Penn State University, published in 2013 Specifically geared toward the developing adolescent brain Research-based L2B has been recognized in the 2015 CASEL (Collaborative for Academic, Social, and Emotional Learning) Guide as meeting research criteria for effective SEL programs. Designed for use in the educational or clinical setting Universal prevention which may also be used for targeted groups
30 LEARNING TO BREATHE S E C O N D A RY S C H O O L S SECONDARY Flexible implementation school counselor, health teacher, physical education teacher, other subjects, small groups Comprised of 6 themes that may be delivered in 6, 12, 18 or more sessions Focused on developing mindfulness, compassion, and gratitude May be taught in brief, 15-minute lessons, or in 45 minute-1 hour lessons
31 The Effectiveness of the Learning to Breathe Program on Adolescent Emotion Regulation Affective self-regulatory efficacy Benefits of Learning to Breathe Emotional balance Perceived affective self-efficacy Positive mood (reduced distress) Decreased rumination Improved attention Improved Executive functioning Enhanced academic performance Behavioral control Improved health and well-being Experimental Group Control Group
33 Mindfulness Orientation Faculty Presentation Foundation Training (MBSR) Learning To Breathe Training Preparing to Teach Workshop (for trained L2B instructors) DBH DBH DBH DBH Parent Letter Data Collection & Classroom Instruction Parent Presentation (optional) Classroom teacher Trained school personnel Administrator, trained school personnel or DBH
34 FOUNDATION COURSE Mindfulness-Based Stress Reduction (MBSR) In-person through DBH 8 weeks, 9 classes (2.5 hour weekly classes, one all-day Saturday class) Eligible for 25 hours of continuing education credit Funded through DBH Daytime and evening course options New courses starting January, March, summer
35 CURRICULUM TRAINING Learning to Breathe Funded & hosted by DBH In-person, 2-3 day curriculum training Will schedule a date once we have enough secondary school personnel who have completed MBSR (projected date: March 2018)
36 NEXT STEPS Identify individuals who will be trained Sign & submit implementation agreement Schedule faculty presentation Register for foundation training at:
37 Additional Resources and information: Learning to Breathe Research Page CASEL research on social emotional learning Mindfulness in Education Network Presentation by Patricia Broderick, Ph.D., and introductory video to Learning to Breathe
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