Presenters: Shelly Richardson, MSW, LICSW; Kimberly Dwinell-Dillnon & Tracy Jeremiason, MSW, LICSW

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1 Presenters: Shelly Richardson, MSW, LICSW; Kimberly Dwinell-Dillnon & Tracy Jeremiason, MSW, LICSW

2 Mindfulness meditation means paying attention in a particular way; on purpose, in the present moment, and non-judgmentally. - Jon Kabat-Zinn Mindfulness, meditation and relaxation will be used interchangeably

3 Meditation does not exclusively belong to any one religion or philosophy; Buddhism (approx. 500 BCE) Indigenous Religions Hinduism (approx 2400 BCE) Judaism (approx BCE) Christianity (approx. 4 BCE) Islam (6 th Century)

4 Guided Imagery Yoga Progressive Relaxation Breathing Exercises Mantra Five minute observation

5 Guided Imagery : setting up the space~ Deep breaths Quiet place Good exercise for bedtime Speak slowly and softly Take your time Talk through the visualization Guided Imagery Exercise Setting up the scenario 4-8 years old

6 ~How did this exercise make you feel? ~How do you feel this exercise would benefit children? ~Do you feel this exercise would be a helpful tool for you?

7 Benefits of Meditation~ Calming Increase in concentration Helps with emotion regulation Feelings of success Increase attention span Redirects behavior & emotion 4-8 years old

8 Bio/Physical Growing 2in 3 in./yr Fat tissue developing > Muscle Gross motor skills Optic nerve growth Cognitive (Piaget) mo., 7yrs, 12 yrs. Think logically about objects Conservation Numbers (age 6) Mass (age 7) Weight (age 9)

9 Adult demonstrate, question and assess out loud Child imitates Repeat again, using whisper Child imitates using whisper Perform in ways that are not perfect to teach child how to cope with errors

10 Guided Imagery Techniques~ Relaxation exercise Speak slowly and softly Take your time Talk through the visualization Guided Imagery Exercise Set the stage

11 ~Share with your group the mindfulness experience. ~How do you feel this exercise would benefit children? ~Do you feel this exercise would be a helpful tool for you?

12 Lengthens child s attention span Develops depth of interest Emotional regulation Self-soothing Ability to cope in a healthy manner

Puberty Hormones (Catalyst/Regulates) 1yr before visible physical changes occur Early onset boys peer relationships, confident, athletic Early onset girlsstruggle academically, behavior problems

13 Puberty Hormones (Catalyst/Regulates) 1yr before visible physical changes occur Early onset boys peer relationships, confident, athletic Early onset girlsstruggle academically, behavior problems Brain Development cont. through puberty Impulses faster Improve problem solving Improve coordination Frontal lobe grows Planning, problem solving, judgment Amygdala emotional response expanding Reading emotion of fear as anger

14 Cognitive (Piaget) Formal Operations Think logically about abstract and hypothetical Consolidates new info into existing knowledge

15 Encourage achievement Promote competency and independence Provide peer and parental support Develop coping skills Work to accept good performance, not perfect performance Moral development (reciprocal respect, empathy, compassion, spirituality)

16 Mindfulness Meditation Techniques~ Identify negative self-talk Identify physical symptoms Lack of concentration/clarity Instant Release Meditation Setting up the stage

17 Gained clarity Acceptance of self Increased compassion for others Increased concentration Self-control Reduced physical symptoms of anxiety

18 All experience times of depression and/or anxiety Normal emotions Interfering with Home, School, and/or Community setting = Diagnosis

19 Feels sad or empty Appears tearful Diminished interest or pleasure Weight loss Insomnia or hyper insomnia Fatigue Feelings of worthlessness Diminished ability to think or concentrate

20 Major Depressive Disorder (episode = 2 wks> 1 episode) Dysthymic Disorder (low grade, long term) Depressive Disorder NOS Bipolar Disorder Mood Disorder Due to General Medical Condition Substance-Induced Mood Disorder Mood Disorder NOS

concentrating Irritability Muscle tension Sleep

21 Excessive worry, difficult to control, unfocused Restlessness Being easily fatigued Difficulty concentrating Irritability Muscle tension Sleep Disturbances (difficulty falling asleep or having restful sleep)

Panic Attack Agoraphobia (avoid places, situations ) Specific phobia Obsessive-Compulsive Disorder Posttraumatic Stress Disorder Acute Stress Disorder

22 Panic Attack Agoraphobia (avoid places, situations ) Specific phobia Obsessive-Compulsive Disorder Posttraumatic Stress Disorder Acute Stress Disorder Generalized Anxiety (6 months of excessive anxiety or worry) Anxiety Disorder Due to General Medical Condition Substance Induced Anxiety Disorder Anxiety Disorder NOS

23 Cognitive Behavioral Therapy (CBT) and relaxation techniques yield successful outcomes. For children of all ages and adults relaxation/mindfulness techniques are a major component in avoiding worry and anxiety (Harvey & Payne, 2002; Ree, Harvey et al 2005).

24 26 controlled trials in which relaxation was found to be generally superior to other modes of interventions including psychological treatments (Jorm & Christensen & Griffiths& Parslow &Rodgers & Blewitt, 2004).

25 A powerful mandate in the U.S. for provision of mental health care. Contributes to the knowledge and advancement of care and prevention of mental health illnesses. Increase the need for effectiveness in mental health interventions based on rigorous scientific research (Aisenberg, 2008).

26 CBT is used for a large array of mental illnesses and touches on cognitions, helplessness, hopelessness, hostility and strives to rebuild relationships. CBT is a practical and efficient way to teach and support children and families with coping and managing symptoms of mental illness in the home.

27 Much research has been conducted and there is compiling empirical support for CBT which deem it a medically sound pediatric intervention (Compton et al., 2004). CBT has more evidence from well-controlled research showing that it works for specified disorders than any other treatment. Approximately 80% of the treatments for specific disorders (for both adults and children) characterized as having research support fall within the CBT class (Chambless & Ollendick, 2001).

28 Positive Self-Talk/ Self-Affirmations Scaling Journaling Self-monitoring Restructuring thoughts Relaxation Techniques

29 Be patient with yourself Enjoy a hobby ~ You time. Take a walk Remember that you are learning just as your child is learning Build supportive connections with others Breathe

30 Inspire yourself with art and nature Listen to music Tap into your spirituality Be kind to yourself Plan mini-escapes Read and play

31 Fontana, D., & Slack, I. (2007). Teaching Meditation to Children. Watkins Publishing: London Aisenberg, E. (2008). Evidence-based practice in mental health care to ethnic minority communities: has its practice fallen short of its evidence? Social Work, 53(4), Association for Behavioral and Cognitive Therapies. (2003). Learn about CBT. ABCT. Retrieved April 12, 2011, from Compton, S.C., March, J.S., Brent, D., Albano, A.M., Weersing, R., & Curry, J. (2004). Cognitive-behavioral psychotherapy for anxiety and depressive disorders in children and adolescents: an evidence-based medicine review. Journal of American Academic Child Adolescent Psychiatry, 43(8), doi: /01.chi bf Jorm, A., Christensen, H., Griffiths, K., Parslow, R., Rodgers, B. & Blewitt, K. (2004). Effectiveness of complementary and self-help treatments for anxiety disorders. Medical Journal of Australia, 181(7),29-46.

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. doi:10.

Mindfulness-based psychotherapies: a review of conceptual foundations, empirical evidence and practical considerations. Australian & New Zealand Journal of Psychiatry, 40(4), 285-294. doi:10.1111/j.

32 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), doi: /s x Allen, N. B., Chambers, R., Knight, W., Blashki, G., Ciechomski, L., Hassed, C., &... Meadows, G. (2006). Mindfulness-based psychotherapies: a review of conceptual foundations, empirical evidence and practical considerations. Australian & New Zealand Journal of Psychiatry, 40(4), doi: /j x BRENNER, M. J. (2009). Zen Practice: A Training Method to Enhance the Skills of Clinical Social Workers. Social Work in Health Care, 48(4), doi: / Preston, D. L. (1982). Meditative Ritual Practice and Spiritual Conversion-Commitment: Theoretical Implications Based on the Case of Zen. SA: Sociological Analysis, 43(3), Retrieved from EBSCOhost. Rothaupt, J. W., & Morgan, M. M. (2007). Counselors' and Counselor Educators' Practice of Mindfulness: A Qualitative Inquiry. Counseling & Values, 52(1), Retrieved from EBSCOhost. McCollum, E. E., & Gehart, D. R. (2010). Using Mindfulness Meditation to Teach Beginning Therapists Therapeutic Presence: A Qualitative Study. Journal of Marital & Family Therapy, 36(3), doi: /j x Lord, S. A. (2010). Meditative Dialogue: Cultivating Sacred Space in Psychotherapy - An Intersubjective Fourth?. Smith College Studies in Social Work (Haworth), 80(2/3), doi: /

Mindfulness. Mandakini Sadhir, MD Assistant Professor Division of Adolescent Medicine Department of Pediatrics UK HealthCare

Mindfulness. Mandakini Sadhir, MD Assistant Professor Division of Adolescent Medicine Department of Pediatrics UK HealthCare Mindfulness Calligraphy by Thich Nhat Hanh Mandakini Sadhir, MD Assistant Professor Division of Adolescent Medicine Department of Pediatrics UK HealthCare Adolescence Marked by pubertal growth, psychosocial