Mindfulness at HFCS Information in this presentation was adapted from Dr. Bobbi Bennet & Jennifer Cohen Harper

Transcription

1 Mindfulness at HFCS

2 WHY Many children today are experiencing an increase in social and academic stress resulting in an over arousal of the sympathetic nervous system and a buildup of stress hormones such as adrenaline cortisol and steroids. These hormones make it challenging for children to sit still, direct their attention, and focus on every day intellectual and personal tasks. Their bodies are not at ease because their nervous system is giving them the message constantly to get ready for the impending danger. 2

3 We know that a child s potential to be creative, productive, healthy, and caring is affected by his or her experiences in childhood If childhood experiences are threatening, chaotic, and traumatic, the child s potential is diminished. Children begin to see the world as a hostile place and doubt their own capabilities. When children begin to experiment with practices, such as mindfulness, they can learn to find resources in their body, check in and notice how they are feeling, and learn from an early age that they have the power to shift their state, self soothe or ask for support. This equips children with a sense of empowerment and fundamental belief in themselves that they can handle the circumstances that life throws to them. 3

4 Pay Attention!!! When we ask our children to pay attention, what we really mean is something along the lines of: Stop thinking about all the other things that are important to you right now, no matter how you are feeling about those things even if they are scary or confusing or are trying really hard to distract you. Focus exclusively on what I want you to focus on. Then respond in a way that is productive and socially appropriate. 4

5 In order to pay attention to any one thing, a person must filter all other external stimuli, and all of their internal thoughts, feelings, memories, and plans. What we are trying to do, and teach our students how to do, is choose what we pay attention to and for how long we pay attention to it. 5

6 Let s Talk About the Brain 6

7 When the R Amygdala Fires Left Frontal Cortex Right Frontal Cortex Amygdala Anterior Cingulate Cortex Right Parietal Cortex Information in this presentation was adapted from Dr. Bobbi Bennet & Jennifer Cohen Harper 7

8 When the ACC is robust Left Frontal Cortex Right Frontal Cortex Amygdala Anterior Cingulate Cortex Right Parietal Cortex Information in this presentation was adapted from Dr. Bobbi Bennet & Jennifer Cohen Harper 8

9 Lets get simpler A child s life is largely dominated by a part of the brain that is responsible for our emotions, reflexes, instincts, and basic bodily functions. It is the most dominant part of the brain in children. Anytime we act based on an emotions or impulse, without giving much thought to either the logic of our action or its consequences, we are acting on the directions of this part of our brain. Its helpful to think of this as the protective brain, because it is always looking out for our safety and our immediate happiness. Because this part of the brain is so strong in kids, they are constantly scanning their surroundings for input and information - and they have a very hard time not reacting to what they see or hear. 9

10 Features of the Protective Brain Primary concern is safety (physical and emotional) and is ready to act now, does not look at options Impulsive and reactive Short- term thinking Pleasure- seeking and pain- avoiding Quick to activate the sympathetic nervous system (fight- or- flight response) Soothed by secure relationships with competent, compassionate adults It struggles to differentiate what is an actual threat Can easily become an Over- Protective Brain An Over- Protective Brain has a hard time recognizing what is a threat and what isn t. It therefore may respond to neutral and even friendly advances as if they are a threat. 10

11 Thoughtful Brain For a child to sustain focus on a particular task, or to make a rational decision, we have to get the child to use the part of the brain that sees the big picture, takes a long- term view, and makes considered decisions. Its helpful to think of this as the thoughtful brain; it is located in the pre- frontal cortex. While the thoughtful brain allows the child to choose what to focus on, the protective brain is busy trying to distract it, constantly demanding focus anytime something seems important. What makes this scenario particularly difficult for children is that the prefrontal cortex, where the thoughtful brain lives, is not fully developed until around the age of 25. The protective brain has a very strong advantage. If we want to help students live a more balanced life, with the capacity for good decision making and focused attention, then we need to understand how challenging it is for their thoughtful brain to exert itself and to learn how to encourage and support its development. 11

12 Features of the Thoughtful Brain Capable of seeing the big picture, including thoughts and feelings Considers long- term consequences Handles challenges without becoming stressors Considers the needs of others When the Anterior Cingulate Cortex is strong, the Thoughtful Brain can talk the Protective Brain down from reactive impulses. 12

13 Breath Activity 13

14 How is the nervous system involved? Our bodies are in many ways governed by two different masters: The parasympathetic nervous system (PNS) The sympathetic nervous system (SNS) 14

15 Parasympathetic Nervous System (PNS) The parasympathetic nervous system (PNS) regulates our normal metabolic functions (i.e. digestion, healing and growth). When our PNS is dominant, our bodies can function optimally, and for children that means they can grow and develop in a healthy way. When our PNS is in charge, we breathe in and out through our noses. This is healthiest way for our bodies to breathe, as the air coming in is warmed and filtered. 15

16 Sympathetic Nervous System (SNS) The sympathetic nervous system (SNS) is generally what we think of as our fight- or- flight mode. It s the part of us that takes over when we feel threatened or fearful. When the SNS is in charge, all of our normal metabolic functions are put on hold, we experience a flood of adrenaline into our bodies, and our energy is diverted to physical strength and increased alertness so that we can run or fight. When the SNS is activated, we breathe in and out through our mouths in order to take in the most oxygen as quickly as possible. 16

17 SNS vs. PNS In an ideal world, our SNS would only be activated when there was a genuine threat to our safety. The problem is that for many people, both adults and children, the SNS gets stuck in the on position when there is no genuine threat. This can happen for many reasons; too much sensory stimulation (including bright lights and loud noises cell phones, school related stimuli such as computers, smart boards, etc.), chronic stress, previous trauma, and persistent anxiety can all contribute to a situation whereby our bodies feel that they need to be on high alert on a regular basis. When our SNS is over- activated, it also makes it very challenging to stay focused; when our SNS is in charge, every noise, sight, and smell represents potential danger that has to be evaluated. Our decision- making is also impacted, as we are in a state of high reactivity, where the body responds to input and impulses quickly and defensively. 17

18 SNS vs. PNS When the PNS is in control, we breathe through our nose. When the SNS is in control, we breathe through our mouth. What is remarkable is that the reverse is also true. When you breathe through your mouth, you send a signal to your body that it needs to be ready for something, and the SNS starts to take control. When you breathe through your nose, you are telling your body that everything is okay. The PNS can take over. You can heal, digest, learn, and grow. 18

19 So, why breath- work? What this means is that if breathing through your nose becomes a habit, and you deliberately breathe through your nose in times of challenge, you can actually begin to change the response of your nervous system and override your body s fight- or- flight response. Of course, breathing through your nose when your body is reacting to stress, anxiety, or fear is not always easy. Learning to notice your breathing, and then making the effort to change it, is a skill that can be practiced. By teaching children that they are masters of their breath, we can help shift their way of interacting with their own emotions and with the world around them. 19

20 The Ultimate Goal To help students create more space between sensory input and reaction. Information in this presentation was adapted from Dr. Bobbi (LFY Training) 20

21 Window of Tolerance HYPERAROUSED Increased sensation Emotional reactivity Hypervigilance Disorganized cognitive processing SYMPATHETIC HYPOAROUSED WINDOW OF TOLERANCE OPTIMAL AROUSAL ZONE Relative absence of sensations Numbing of emotions Disabled cognitive processing Decreased movement and low muscle tone PARASYMPATHETIC Information in this presentation was adapted from Dr. Bobbi Bennet & Jennifer Cohen Harper 21

22 What will the next step be? Take time to digest this information!! Bring any questions that come up, as you reflect on this info, with you tomorrow to discuss with this group Tomorrow we will; Discuss your questions and review any needed material Show and discuss a PowerPoint presentation that will be shown to the students on 9/8 & 9/9 in your classes We will practice the breath- work activity that you will use with the students We will map out other breath- work that we will provide you with over the next few weeks that will set up a foundation for the students to use for the remainder of the year 22