1 Embracing the Now! How Mindfulness can Build Resilience in Students and Educators Dzung X. Vo, MD Clinical Assistant Professor Adolescent Medicine Summer Institute 2013: Promoting Mental Health in BC Schools Vancouver, BC ● August 21, 2014 Ly M. Hoang, MA Senior School Counsellor Declaration of Disclosure •Dzung Vo, MD, will be publishing a book entitled The Mindful Teen (New Harbinger Publications, April 205) •We have no other actual or potential conflict of interest in relation to this program. •We also assume responsibility for ensuring the scientific validity, objectivity, and completeness of the content of our presentation. Dzung Vo, MD Ly Hoang, MA Acknowledgments • Jake Locke, MD • Nimi Singh, MD • Kelty Mental Health Resource Centre • York House School Presentation Objectives 1) Define mindfulness 2) Share the benefits of mindfulness 3) Share mindfulness practices 4) Opportunity for asking questions 5) Share resources for further inquiry Invitation to You • Experiences of Mindfulness • Let go of expectations • “Beginner’s Mind”
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Embracing the Now! How Mindfulness can Build
Resilience in Students and Educators
Dzung X. Vo, MDClinical Assistant Professor
Adolescent Medicine
Summer Institute 2013: Promoting Mental Health in BC SchoolsVancouver, BC ● August 21, 2014
Ly M. Hoang, MASenior School Counsellor
Declaration of Disclosure•Dzung Vo, MD, will be publishing a book entitled The Mindful Teen (New Harbinger Publications, April 205)
•We have no other actual or potential conflict of interest in relation to this program.
•We also assume responsibility for ensuring the scientific validity, objectivity, and completeness of the content of our presentation.
• “Mindful Awareness and Resilience Skills for Adolescents”
• Adapted from MBSR (Kabat-Zinn), MBCT (Segal et al), MBSR-T (Biegel)
• Adolescents age 15-19y with psychological distress
• With or without chronic illness, chronic pain
Kabat-Zinn J. Full Catastrophe Living. New York: Bantam Dell, 2005Segal, Williams & Teasdale. Mindfulness-Based Cognitive Therapy for Depression (2nd Ed). New York: Guilford Press, 2012Biegel G et al. J. Consulting and Clinical Psychology. 2009; 77(5): 855.
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Mindfulness in Youth: Meta-Analysis
• 20 articles met inclusion criteria– Mostly school-based
• MBI beneficial for range of outcomes– Small-moderate effect sizes
– No iatrogenic harm
• Greatest Benefits:– Psychological Symptoms
– Clinical PopulationsZoogman S. Mindfulness. Jan 2014.
Mindfulness in Education: Canada
• BC: MindUP
• Toronto: Mindful Ambassador Council
Schonert-Reichl K. Mindfulness. 2010; 1(3): 137.http://mindfulnesswithoutborders.org/youth
MindUP: Video
http://vimeo.com/86520490 (6 min)
http://thehawnfoundation.org/
MindUP: Research
• Grade 4 – 7• Acceptable and feasible for teachers• Improved Optimism• Improved prosocial classrooms
behaviors• Less depression, aggression• Improved stress regulation
Schonert-Reichl K. Mindfulness. 2010; 1(3): 137.Lawlor MS. New Directions for Youth Development. 2014;142:83
Mindfulness in Education
• Related to SEL: Social-Emotional Learning
• Cognitive, Executive Functioning
• Social skills, Emotional regulation
• Teachers: Self-efficacy, Classroom Management
• Caution: Research still in infancy
Meiklejohn J. Mindfulness. 2012; 3(4):291Frank. Research in Human Development. 2013; 10(3):205.Greenberg MT. Child Dev Perspectives. 2011; 0(0):1
Mindfulness Case Study: York House School
• Individual counselling
• Assemblies
• Before test and exams
• School play
• Mindfulness club
• Supporting staff
• “Mindful culture”
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Back to the Case: 16y Female
• Introduced mindfulness as a stress management strategy
• Practiced together
• Guided practice before test and exams
• Dramatic change in coping noticed by staff and the student herself
Mindfulness for Teachers
Teaching Mindfulness
“Take my advice,
I’m not using it”
Why Mindfulness for Teachers?
• Teaching is socially and emotionally demanding
• Teachers are expected to:– Support students emotionally– Model healthy emotional regulation– Create positive classroom
environment
Jennings, P. A. (2011). Promoting teachers’ social and emotional competencies to support performance and reduce burnout. In A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of pre-service and inservice teacher education: Innovative and successful practices for the 21st century (pp. 133–143). New York: Rowman & Littlefield.
Jenning and Greenberg. (2009). Review of Educational Research. 79, 491.
SMART in Education
• Stress Management and Relaxation Techniques (SMART) in Education
• Professional Development for K-12 Teachers and administrators
• 8-week program, Modeled on MBSR• Currently piloted in Colorado &
Vancouver• http://smart-in-education.org
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SMART in Education
• “I have never experienced this in all my years of teaching. The kids are really calm”
• “I am getting a lot more than I bargained for… I am softer and kinder to the world”
• “I now approach my day… with greater confidence”
http://smart-in-education.org
CARE: Cultivating Awareness and Resilience in Education