Mindfulness and the Teen Brain - Space Between

Mindfulness andthe Teen Brain

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Note Taking Guide and Links - Modules 6-10

Module 6 - What's happening in the teen brain?


Square BreathingWhat came up for you after the square breathing practice? How are you feeling rightnow? How might you use this for yourself? With your student?

Self Compassion BreakWhat was this practice like for you? Can you see building it in to your routines? Canyou see using this with your students?

Module 6 - What's happening in the teen brain?


Click on images of slide for links

After reading this article, how might you build in ways for students to identify theirstrengths?

STOP PracticeWhat was this practice like for you? When might you build in a STOP practice foryourself and with your students?

https://www.spacebetween.community/mindfulnesspractices

https://www.rickhanson.net/grow-inner-strengths/

Module 6


Extra notes and journal space

Module 6


Summary of module notes

The brain is fully integrated around the age of 24, and it keeps changing andgrowing for our entire lives.

In adolescent brains, communication networks are getting better as myelin sheathis being laid down.

Synaptic pruning is happening in adolescence, in particular in the pre-frontalcortex.

Adolescents use their amygdala more and tend to react due to emotions more thanadults.

The window of tolerance for teens is more narrow and increasingly more narrow ifthey have experienced trauma or chronic stress.

Teens are very focused on their peers and are more likely to take risks.

Teens need 8-10 hours of sleep a night, and this is very hard for them to get.

Research also shows that focusing on character strengths lowers stress andincreases engagement among adolescents.

Mindful awareness practices can help understanding emotions, creating moreconnections between the PFC and the amygdala, and recognizing their strengths.

Module 7- Vulnerabilities and ESSENCE of the adolescent brain


Extra notes for journaling - no links this module

Taco Cooling BreathWhat came up for you after the taco breathing practice? How are you feeling rightnow? How might you use this for yourself? With your student?

Grounding PracticeWhat was this practice like for you? How are you feeling right now? What worked ordidn't work about this practice? How would you use this with students?

Module 7


Notes for Journaling

Emotional Spark: Take a moment to pause and write down examples where you have seen this showup for teens.

Now take a moment to write down an example of when you had this experience.

Are there students that come to mind when you think of this aspect?

How does that show up for them?

How is this a benefit for them?

Module 7



Social Engagement: What are things you are already doing to cultivate social engagement?

What have you found is challenging about that?

How could you build in more consideration for classroom engagement in yourclassroom?

Module 7



Novelty Seeking: How can you still keep a structured classroom while integrating the need for novelty?

What have you found that has worked in the past?

Now that you know this is important is there an idea you have, but haven’t prioritizedin the past?

Module 7



Creative Exploration:

Where can you build in more ways for creative exploration, even if you havecurriculum that is given to you?

Practice - Drawing with non-dominant hand:What was this like for you? Were you able to better release judgement because it waswith your non-dominant hand? Or not?

Module 7


Summary of module

As adolescent brains begin to remodel they have an increase in circuitryutilizing dopamine.

Dr. Dan Siegel frames the three main vulnerabilities as: wired for rewards,hyperrational thinking and a vulnerability to addiction.

Adolescent brains crave big rewards, leaving them vulnerable to risky decisionmaking.

Because of hyperrational thinking, adolescents will rationalize decisions toattain a big reward, giving them a release in dopamine.

Adolescents understand the risk, they just evaluate it differently.

Peer interaction increases the brain's assessment of achieving a positiveoutcome.

Heightened stressful and emotional situations also increase the likelihood ofrisky decision making.

Our goal is to increase circuitry focused on creating a pause between astimulus and a response.

Focusing on the ESSENCE of adolescence to increase the likelihood ofintentional decision making and strong emotional health.

We must strike a balance between teens understanding the vulnerabilities oftheir brain and their unique strengths.

#8 - Stress and teens - why they need help managingemotions now


Stress BreathHow was this stress breath practice? How are you feeling right now? How might youuse this for yourself? With your student?

Notes on TED Talk with Kelly McGonigal

Gratitude PracticeHow was this quick gratitude practice for you? How might you build this in foryourself personally? For your students?


https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_friend?language=en


#8 - Stress and teens - why they need help managingemotions now


ReflectionWhat are some healthy ways that your students manage stress? That you yourselfmanage stress?


Compassion Practice - A compassionate breath for you and for anotherWhat was this practice like for you? Might you use this for yourself? With students?

https://www.scientificamerican.com/article/hormone-reverses-in-puberty-causing-anxiety/


Module 8



Module 8



Adolescents are experiencing unprecedented levels of stress and anxiety.Chronic or acute stress is a predictor of poor mental and physical healthoutcomes.

Having a growth mindset when it comes to stress and how we view stress canbenefit teens.

Adolescents are more vulnerable to toxic stress than adults, partly becausethe hormone, THP, has the opposite effect on teens when they are stressed.

Teen brains are so malleable at this time that this is a perfect time to developcoping skills at this time to manage stress.

As adults working with adolescents, we can both validate their stress and helpthem see the broader picture.

We can co-regulate with students who are stressed to support their nervoussystems.

Nurturing, trusted, compassionate adults, who help teens look at things inperspective are a protective factor for teen stress.

Module 9 - Cultivating an Internal Compass


No links on this page - just journaling

Counting BreathingHow are you feeling after this breath? Anything come up with you? How might youincorporate this with students?

Perspective Taking PracticeWhat was this practice like for you? Can you think of examples of when you haveguided teens through the process of seeing another person’s perspective?

Module 9 - Values Sorting Activity


Not important to me

Important to me

Very important to me

Being a great student

Disciplined

Healthy and fit

Respected by my peers

Strong

In control

Responsible

Good to my family

On top of things

Athletic

Competent

Confident

Spiritual

Energetic

Respected at home

Successful

Independent

Well liked

Creative

Attractive

Helpful to others

Good to my family

Passionate

Good sense of humor

Easy - going

Friendly

Kind

Honesty

Open - minded

Excitement for life

Positive attitude

Realistic

Clever

Thoughtful

Considerate of others

Leadership

Spirit of adventure

Service to others

Character strengths surveyClick on the image below to take the character strengths survey.

Module 9


Extra notes and journal space - link for character strengths survey

Values sorting activityWhat was helpful for you when doing this activity? When might you use this activitywith students? How might you adapt or change it for your students?

https://www.viacharacter.org/account/register

Module 9



Future self visualization practiceWhat was said and what will you remember most about your experience?

Module 9



We want to help adolescents make the unconscious, conscious.

Utitlizing what Dr. Dan Siegel refers to as mindsight, will helpadolescents recognize the impact their emotions have on their behavior.

Increase their Window of Tollerance.

Cultivate evidence based strategies such as creating in Interal Compass.

North = kNow Where you are going, the ability to set and attain wishesand goals.

South = Focus on cultivating and utilizing inner Strengths.

West = Weather the storm, how students develop coping strategies forunexpected bumps along the road of life.

East = Evaluate your core values - the guiding principles that ideallydictate our decisions and behavior.

Module 10 - Compassion, Gratitude, and Savoring



Compassionate Friend PracticeWhat was this compassion practice like for you? How can you see applying this toyour life and work with students?

Kindness for OthersWhat was the last thing that you did for someoneelse? How did you feel after the act of kindness, nomatter how small?

https://emmaseppala.com/scientific-benefits-self-compassion-infographic/


https://emmaseppala.com/scientific-benefits-self-compassion-infographic/




Mindful Walking and Mindful EatingWhat were these practices like for you? How might you use these personally and withstudents?

https://greatergood.berkeley.edu/article/item/10_steps_to_savoring_the_good_things_in_life


https://positivepsychology.com/gratitude-exercises/




Gratitude LetterWhat are your thoughts about this video? Howmight you bring in something like this withstudents?

https://www.youtube.com/watch?v=oHv6vTKD6lg


Module 10



Module 10



Compassion often starts with self-compassion, which can be hard forpeople, especially teens.

Mindful Self-Compassion has three elements: 1) Mindfulness 2) Commonhumanity and 3) Self-Kindness.

There are many scientific benefits of self-compassion, including increasedproductivity, well-being, and decreased stress.

Research shows that acts of kindness toward others boosts our ownwellness.

We can train our brains to look more for the positive.

Savoring practices help us improve our physical and mental health,relationships, and creativity.

The science of gratitude shows us that intentional gratitude practices helppeople feel happier, more optimistic, more satisfied, and other benefits.

Mindfulness and the Teen Brain - Space Between

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