Mindfulness in Education€¦ · retreats, including training from Mindful Schools (org) and Susan ... in Nashville Individual counseling Stress-management Groups Mindfulness lessons

Mindfulness in EducationBeth Perkins

September 8, 2016

Short Practice: Mindfulness of Sound

My Background in Mindfulness❖ Personal practice for 8 years❖ Several workshops and

retreats, including training from Mindful Schools (org) and Susan Kaiser Greenland

❖ High School School Counselor in Nashville➢ Individual counseling➢ Stress-management

Groups➢ Mindfulness lessons in

advisory classes

The Need for Mindfulness ● We’re living in a culture of information overload

○ Technology○ More news in 1 day in NYTimes than a LIFETIME in

17th Century England● Attention deficit disorders, anxiety and

depression are prevalent among youth today○ We expect kids to pay attention and focus for an

entire day at school, it only makes sense that we give them the tools for it

● The neuroplasticity of the brain during childhood allows for the shaping of the mind in beneficial ways that will serve them throughout a lifetime

○ Happiness and well-being are best regarded as skills, fundamentally no different that playing a musical instrument

What is Mindfulness?

What is Mindfulness?“The awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by moment.” -Jon Kabat-Zinn

“Mindfulness in its most general sense is about waking up from a life on automatic, and being sensitive to novelty in our everyday experiences.” -Daniel Siegel

What is Mindfulness? (Cont…)Mindfulness is three attentional skills working together:

○ Concentration: The ability to focus on what you want, when you want.

○ Clarity: Increased awareness of thoughts, emotions, senses, and external behaviors.

○ Equanimity: Non-reactivity; the ability to let sensory experience come and go without push and pull

It’s All About Creating Space

How Mindfulness Helps

Without Mindfulness Stimulus Reaction

WithMindfulness Stimulus Mindfulness Response

Mindfulness creates space…

...replacing impulsive reactions with thoughtful responses

“Between stimulus and response, there is a space. In that space lies our freedom and power to choose our response.

In our response lies our growth and freedom.”

-Victor Frankl, Man’s Search for Meaning

Benefits of Mindfulness● Better Focus and Concentration

● Increased Sense of Calm

● Decreased Stress and Anxiety

● Improved Impulse Control

● Increased Self Awareness

● Skillful Response to Difficult Emotions

● Increased Empathy and Understanding of others

● Development of Natural Conflict Resolution Skills

Social/Emotional Learning (SEL) and Mindfulness

Mindful Schools, 2015

Mindfulness in Education: Precursors/Ground WorkMindfulness-Based Interventions (MBIs) have over 35 years of research and development behind them

● The First Frontier - Health Care. Late 1970s. Mindfulness-Based Stress Reduction (MBSR) by Jon Kabat-Zinn, University of Massachusetts Medical School.

○ Early research and “manualization” set the stage for later efforts.

○ Early data focused on stress and anxiety reduction, managing chronic pain, and cultivating overall well-being, etc.

● The Second Frontier - Mental Health. 1990s. Mindfulness-Based Cognitive Therapy (MBCT) by Mark Williams, John Teasdale and Zindel Seagal.

Mindfulness in Education: Emergence● The Third Frontier - Education.

○ Sporadic programming by educators with MBSR backgrounds in 1990s.

■ Also some SEL programs that emphasized the development of attention and meta-cognitive abilities (e.g. PATHS)

○ The first round of formalized mindfulness and education interventions (mid-2000s) focused on teaching mindfulness to teachers as a self-care, wellness and resiliency tool

○ Curricula and programs adapting mindfulness techniques to the needs of children and adolescents followed

■ Mindful Schools, for example, is an organization that focuses both on the development of personal practice for educators and on the development of curriculum material for youth

Research Currently Being ConductedChicago Public Schools: Currently the largest mindfulness study of children funded by the federal government ever conducted and the only in the country to focus specifically on whether mindfulness exercises improve academic achievement for young kids of color from low-income families.

May 26, 2016 Article in The Atlantic:

Does Mindfulness Actually Work in Schools? Scholars want to know whether

the practice helps young kids of color succeed academically.

“A research team in Chicago has spent a year studying whether students who are taught to be in touch with their emotions do better academically. And they say the initial results are promising.Perhaps counterintuitively, when kids take a break from a classroom lesson on the solar system to spend a quiet moment alone watching a three-minute nature video, or participate in a teacher-guided breathing exercise with their class after lunch, they seem to become better overall students. That’s likely because the children have a renewed sense of focus, they handle transitions from one lesson to the next better, and they need less time to regroup if they become upset about something, said Amanda Moreno, an assistant professor at the Erikson Institute, a child-development-focused graduate school in Chicago.”

https://www.youtube.com/watch?v=yqUNtLbwoj4&feature=youtu.be&t=4m6s

Neuroscience of Mindfulness1 AmygdalaAroused when detecting and reacting to emotions, especially difficult or strong emotions such as fear. This part of the brain is less activated10 and has less gray matter density11 following mindfulness training.

2 HippocampusCritical to learning and memory, and helps regulate the amygdala. This part of the brain is more active12 and has more gray matter density13 following mindfulness training.

3 Prefrontal CortexThe 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.14 Mindfulschools.org

References10 Lutz, A., Slagter, H. A., Dunne, J. D., & Davidson, R. J. (2008). Attention regulation and monitoring in meditation. Trends in Cognitive Sciences, 12(4), 163–169.

Desbordes, G., Negi, L. T., Pace, T. W., Wallace, B. A., Raison, C. L., & Schwartz, E. L. (2012). Effects of mindful--attention and compassion meditation training on amygdala response to emotional stimuli in an ordinary, non--meditative state. Frontiers in Human Neuroscience, 6.

11 Hölzel, B. K., Carmody, J., Evans, K. C., Hoge, E. A., Dusek, J. A., Morgan, L., … Lazar, S. W. (2010). Stress reduction correlates with structural changes in the amygdala. Social Cognitive and Affective Neuroscience, 5(1), 11–17.

12 Goldin, P. R., & Gross, J. J. (2010). Effects of mindfulness--based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion, 10(1), 83.

13 Hölzel, B. K., Carmody, J., Vangel, M., Congleton, C., Yerramsetti, S. M., Gard, T., & Lazar, S. W. (2011). Mindfulness practice leads to increases in regional brain gray matter density. Psychiatry Research: Neuroimaging, 191(1), 36–43.

14 Chiesa, A., & Serretti, A. (2010). A systematic review of neurobiological and clinical features of mindfulness meditations. Psychological Medicine, 40(08), 1239–1252.

Evidence of the Benefits of Mindfulness

Taken directly from MindfulSchools.org

References1 Chiesa, A., & Serretti, A. (2009). Mindfulness-based stress reduction for stress management in healthy people: a review and meta-analysis. The Journal of Alternative and Complementary Medicine, 15(5), 593–600.

Sedlmeier, P., Eberth, J., Schwarz, M., Zimmermann, D., Haarig, F., Jaeger, S., & Kunze, S. (2012). The psychological effects of meditation: A meta-analysis. Psychological Bulletin, 138(6), 1139.

2 Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience, 7(2), 109–119.

3 Roemer, L., Williston, S. K., & Rollins, L. G. (2015). Mindfulness and emotion regulation. Current Opinion in Psychology, 3, 52–57.

4 Goldin, P. R., & Gross, J. J. (2010). Effects of mindfulness--based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion, 10(1), 83.

5 Ortner, C. N., Kilner, S. J., & Zelazo, P. D. (2007). Mindfulness meditation and reduced emotional interference on a cognitive task. Motivation and Emotion, 31(4), 271–283.

6 Condon, P., Desbordes, G., Miller, W. B., & DeSteno, D. (2013). Meditation increases compassionate responses to suffering. Psychological Science, 24(10), 2125–2127.

7 Birnie, K., Speca, M., & Carlson, L. E. (2010). Exploring self--compassion and empathy in the context of mindfulness--based stress reduction (MBSR). Stress and Health, 26(5), 359–371.

Neff, K. D., & Germer, C. K. (2013). A Pilot Study and Randomized Controlled Trial of the Mindful Self--Compassion Program. Journal of Clinical Psychology, 69(1), 28–44.

Shapiro, S. L., Brown, K. W., & Biegel, G. M. (2007). Teaching self--care to caregivers: effects of mindfulness--based stress reduction on the mental health of therapists in training. Training and Education in Professional Psychology, 1(2), 105.

8 Chiesa, A., & Serretti, A. (2009). Mindfulness--based stress reduction for stress management in healthy people: a review and meta--analysis. The Journal of Alternative and Complementary Medicine, 15(5), 593–600.

Pbert, L., Madison, J. M., Druker, S., Olendzki, N., Magner, R., Reed, G., … Carmody, J. (2012). Effect of mindfulness training on asthma quality of life and lung function: a randomised controlled trial. Thorax, 67(9), 769–776.

9 Hoge, E. A., Bui, E., Marques, L., Metcalf, C. A., Morris, L. K., Robinaugh, D. J., … Simon, N. M. (2013). Randomized Controlled Trial of Mindfulness Meditation for Generalized Anxiety Disorder: Effects on Anxiety and Stress Reactivity. The Journal of Clinical Psychiatry, 74(8), 786–792.

Evidence of the Benefits of Mindfulness Education● Mindfulness with Teachers

○ When teachers learn mindfulness, they not only reap personal benefits such as reduced stress and burnout15 but their schools do as well. In randomized controlled trials, teachers who learned mindfulness reported greater efficacy in doing their jobs16 and had more emotionally supportive classrooms17 and better classroom organization18 based on independent observations.

● Mindfulness with Students○ Studies find that youth benefit from learning mindfulness in terms of improved cognitive

outcomes, social-emotional skills, and well being. In turn, such benefits may lead to long-term improvements in life. For example, social skills in kindergarten predict improved education, employment, crime, substance abuse and mental health outcomes in adulthood.19

Taken directly from MindfulSchools.org

References15 Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182–195.

Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of a Randomized Controlled Trial. School Psychology Quarterly, 28(4), 374–390.

Kemeny, M. E., Foltz, C., Cavanagh, J. F., Cullen, M., Giese--Davis, J., Jennings, P., … Wallace, B. A. (2012). Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion, 12(2), 338.

Roeser, R., Schonert--Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., … Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist--control field trials. Journal of Educational Psychology, 105(3), 787–804.

16 Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of a Randomized Controlled Trial. School Psychology Quarterly, 28(4), 374–390.

17 Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S. L., Tanler, R., Rasheed, D., DeWeese, A., DeMauro, A., & Greenberg, M. T. (2015). Promoting teachers’ social and emotional competence, well-being and classroom quality: a randomized controlled trial of the CARE for Teachers Professional Development Program. In C. Bradshaw (Ed.), Examining the impact of school-based prevention programs on teachers: findings from three randomized trials. Washington D.C: Symposium presented at the Society for Prevention Research Annual Meeting. (Submitted for Initial Review).

18 Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182–195.

19 Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early Social--Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness. American Journal of Public Health, 105(11), 2283–2290.

Evidence of the Benefits of Mindfulness Education

Taken directly from MindfulSchools.org

References20 Baijal, S., Jha, A. P., Kiyonaga, A., Singh, R., & Srinivasan, N. (2011). The influence of concentrative meditation training on the development of attention networks during early adolescence. Frontiers in Psychology, 2, 1-9.

Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness Training for Elementary School Students. Journal of Applied School Psychology, 21(1), 99–125.

Semple, R. J., Lee, J., Rosa, D., & Miller, L. F. (2010). A randomized trial of mindfulness-based cognitive therapy for children: promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19(2), 218–229.

21 Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66.

22 Metz, S. M., Frank, J. L., Reibel, D., Cantrell, T., Sanders, R., & Broderick, P. C. (2013). The effectiveness of the learning to BREATHE program on adolescent emotion regulation. Research in Human Development, 10(3), 252–272.

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66.

23 Barnes, V. A., Bauza, L. B., & Treiber, F. A. (2003). Impact of stress reduction on negative school behavior in adolescents. Health and Quality of Life Outcomes, 1(10), 1–7.

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66.

Semple, R. J., Lee, J., Rosa, D., & Miller, L. F. (2010). A randomized trial of mindfulness-based cognitive therapy for children: promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19(2), 218–229.

24 Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66.

25 Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness Training for Elementary School Students. Journal of Applied School Psychology, 21(1), 99–125.

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66.

Personal Research and Anecdotal Evidence❖ A study of one group of 8 students, grades 10-12❖ Met twice a week for 10 weeks for 20 minutes (during Advisory)❖ Used Rosenberg Self-Esteem Scale, Mindfulness MAAS, Teen Conflict

Survey (for Impulsivity), Stress PSS-10, and Healthy Stress Regulation HSR instruments to measure effects of group

❖ Most significant findings were students reported feeling more moments of joy and happiness, more feelings of worthiness and respect for oneself, and the ability to refocus when attention had shifted.

What Mindfulness Can Look Like in Schools● Short periods of practice, repeated over time● Structured curriculum/Time in day for mindfulness lesson● A culture of mindfulness within classroom

○ Established language and terminology■ Ex. Mindful posture, Mindfulness corner

● Adapted to be developmentally appropriate● When the teacher has a personal practice of mindfulness, his/her own

nervous system becomes a powerful intervention

Mindfulness PracticesMindfulness of Sound

Mindful Breathing

Mindful Seeing

Mindfulness of the Body

Mindful Eating

Mindful Movement

Mindfulness of Thoughts

Mindfulness of Emotions

Short Practice: Mindfulness of Thoughts

Short Practice: Heartfulness

Getting Started on Your Personal PracticeRemember, your own nervous system is a powerful intervention!

Recommended ResourcesMindfulschools.org

- Watch: Healthy Habits of Mind and Room to Breathe

- Explore teacher training courses

Mindful.org

Happify.com

Calm App

Mindfulness App

Reading List:

Full Catastrophe Living by Jon Kabat-Zinn

Mindfulness for Teachers by Patricia Jennings

The Mindful Child by Susan Kaiser Greenland

The Whole-Brain Child by Daniel Siegel

The Mindful Teen by Dzung Vo

(To read to children) Visiting Feelings by Lauren Rubenstein

Contact me!

Beth Perkins

[email protected]