Mindfulness Practice with Children - The Sterling · your breath, noticing every in breath and out breath. Bringing ... let it be. The purpose of ... Mindfulness Practice with Children

MindfulnessPracticewithChildren

HeartsandMindsThinkTank:TheSterlingInstituteNovember1,2011

SaraMarlowe,MSW,[email protected]

416‐280‐6456

MindfulnessPracticewithChildrenCopyright©2011SaraMarloweMSW,RSW,www.mindfulfamilies.ca

2 TheAttitudinalFoundationsofMindfulnessPracticeBypracticingmindfulawarenessthroughsittingmeditationwelearntocultivatethefollowingattitudestowardsourlifeexperience.Nonjudging:Impartialwitnessingofthoughtsandfeelings;withkindnessandintentionality,resistingtheinclinationtojudgeandcriticizeourexperience.Patience:Restinginthewisdomthatthingsneedtounfoldintheirowntimeandallowingforthisprocesstohappen.Beginnersmind:Theabilitytoseethingsasifforthefirsttimewithasenseofcuriosityandgenuineinterest.Allowingforpreconceivedideastonotinfluenceourdirectexperienceofthepresentmoment.Trust:Recognizingourowninnerwisdomandabilitytoguideourselvesinthepracticeofknowingourminds.Nonstriving:Allowingoneselftobeonthepathwithdirectionbutalsobeinginthepresentmomenteachstepoftheway.Acceptance:Permittingthatwhateverarisesinyourexperiencetobefullypresent,nomatterwhatyourreactionmaybe,includingresistance.Lettinggo:Recognizingtheinclinationtoholdontoexperiences,whetherpositiveornegative,andallowingoneselftoletgoofwhatisnotneededorhelpful.Connectedtoeachoftheseattitudinalfoundationsis:COMPASSIONSuggestionforReflection:Howmighttheapplicationoftheseattitudinalfoundationsbebeneficialinyourroleasaneducator?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


3 SomeConsiderationsforPracticingMindfulnesswithChildren

Plantingseeds(theywillabsorbitintheirownway) Embodiedteaching‐onlyaskchildrentodosomethingyouhaveexperiencedyourself Followchildren’slead Teacher’sroleisofco‐learner&guide Invitationvs.behaviourmanagementtool Ageconsiderations–1minuteof‘meditation’peryearofage Collaborativeratherthancompetitiveactivities Parentalengagement Usemovement…lotsofmovement Becreativeandhavefun…

MindfulnesswithChildrenintheClassroomWhatcanitlooklike?

Dailyroutine 8or10weekmindfulnesscourse Integratedintothecurriculum Teacherpracticeandcreatearoutineofusingitforparticularsituations(i.e.priorto

tests,presentations,etc.) Peacecorner/BreathingRoom Otherideasthatmayworkforyourclassrooms…

TeachingMindfulnesstoChildren…Howtogetstarted…

Cultivate/continueyourownmindfulnesspractice Attendworkshopstrainingsspecificallyonhowtoteachmindfulnesstochildren Experienceandpracticeanymindfulnessactivitiesbeforebringingthemtochildren Practiceleadingexerciseswithothermindfulnesspractitionersandgetfeedback Read–learnfrompeoplewhohavebeendoingthisforalongtime Beopentofeedbackfromthechildren Again…continueyourownmindfulnesspractice…attendretreatswhenyouareable

Curricula&OngoingTraining

MindfulSchools–See‘Adulttraining’onwebsite InnerKids–SusanKaiser‐Greenland TheInnerResilienceintheProject–LindaLantierri Mindfulness&YogaforChildrenTeacherTrainingwithDaniealRechtschaffen&

JenniferCohen,OmegaCentre StillQuietPlace(onlinetrainingavailable)–AmySaltzman MBSR–T‐GinaBiegel Yoga4Kids–SheriLeBlanc Inter‐professionalcertificateinAppliedMindfulnessMeditation(Universityof

TorontoCon.‐Ed)–MindfulnesswithCaregivers&Children‐SaraMarlowe&RachaelFrankford


4 SamplePracticesforChildrenMindfulElements…(AdaptedfromDanielRechtschaffen&JenniferCohen)Sittingtallandproudwhilelettingyourbodycomeintoacomfortableposition.Lettinganytensionjustfloataway.Gentlyclosingeyescloseorsofteningtheirgazedownwardtoaspotonthefloor.Bringingawarenesstoyourbreath,noticingeveryinbreathandoutbreath.Bringingtomindtheimageofamountainandfeelingwhatitisliketobeamountain.Perhapsfeelingasifyouwerestrongandsolidlikeamountain.Witheverybreathyoucanfeelmoreandmoresolidontheearth,feelingtheearthelementsinyourbody.Then,bringingtomindtheimageofastilllakeandfeelingasifyouwerecalmandflowinglikealake.Witheverybreath,imaginingyourselfcalmandserenelikethewaterelement.Thenbringingtomindanimageofthesunandfeelingasifyourbodywasshininginalldirections.Witheverybreath,feelingasifyourbodywasshimmeringliketheelementoffire.Thenbringingtomindtheimageofleavesshakinginthewindandnoticingallthedifferentsensationsmovingaroundyourbody.Witheverybreath,noticingtheconstantlyshiftingsensationsofthewindelement.Finally,imagineyouwerefloatinginouterspaceandfeelingthattherewasnothingaroundyou,totallyspacious.Witheverybreath,feelingasifyouwerefloatingandfeelingtheelementofspace.Then,withthesoundofthebell,slowlyopeningyoureyesorraisingyourgazeandbringingyourawarenessbackintotheroom.Reflectingonthepractice:Whatdidyounoticewhenyouwerefeelingtheseelements?Weresomeelementseasierorhardertofeel?Homeassignment:Findaquietplaceinnature,orevennexttoaplant,andsitsilently.Openyoursensesandinteresttowhatthenaturalworldhastosay.AwarenessofThoughtsForyoungerchildren:

1. Writean“unhelpful”or“unkind’thoughtyouhavehadonaballoonandthenonthecountofthree,letthemgotogether.

2. Blow“unhelpful”or“unkind’thoughtsintobubblesandwatchthemdriftaway.3. PeacefulPiggyMeditationbyKerryMaclean4. Make‘mindinajar’–instructionsinPeacefulPiggyMeditationbook


5 Forteens:Trainofthoughts(AdaptedfromtheStressreductionworkbookforteensbyGinaBiegel)Peoplespendalotoftimeintheirheads,thinking.Whenyouspendsomuchtimethinking,howmuchtimearelivingyourliferightnow?WhenBaileywenttobedatnight,shehadaveryhadtimefallingasleep.Hertodolistwouldpopup,anditwouldtakeheralongtimetogetittogoaway.Whenshegotupinthemorning,shewasoftenreallytired.Learningtoobserveyourthoughtsastheyarise–withoutaddingtothemortryingtopushthemaway–canreduceyourstress.Thisactivitycanhelp;youcanalsousethistechniqueanytimeyoufindyourselfdistractedbyyourthoughts.Seatedinacomfortableposition,imagineyourselfsittingontopofahill.Onceyouhavethisimageinyourmind,lookdownatthebottomofthehillandseeatraintrack.Pictureatrainstartingtopass.Asyouseeeachcargoby,thinkofitasoneofyourthoughts.Ifyoufindthatonethoughtkeepspoppingbackup,justnoticeit.Youcansay,“Oh,thisiswhatIamthinkingaboutrightnow”“here’sanotherthought”,“thinking”andmoveon.Whenyounoticeyouhavejumpedonthetrainandarecaughtupinthecontentofthethought,gentlygetbacktothetopeofthehill.Baileytriedthisexercise.Shefoundthatwhenshejustnoticedherthoughtswithouttellingherself,“IneedtostopthinkingaboutthisorI’llbetiredtomorrow,”andsaid“okay,I’mnotthinkingaboutthis,”andjustnoticedit,ithelpedherfallasleepwithoutgettingstuckintheacycleofthinkingonandon.Youcouldinviteteenstocreateavisualimagewheretheycreativelylistparticularly“sticky”thoughtsthattheywouldliketoobservepassingbythemonthetrain.

Workingwithdifficultemotions‘forkids’Samplelessonplan(Scaffolding):

Session6(outofan8weekgroup) Feelingscheckin–togivevocabulary Feelingscharades Mindfulnessawarenessofemotionsmeditationpractice(adaptedfromAmy

Saltzman,StillQuietPlace) SillyBillybyAnthonyBrowne WorryDollsartactivity Timefordiscussion–overasnack


6 GratitudePracticeforChildren

Eachday,thinkaboutandevenrecordthreethingsthatyoufeelgratefulfor‐thingsthatmakeyouhappy.

Theycouldbehappyeventsthathappenedthatdaylikefungameatschool,orspecialpeopleinyourlife,somethingyoudidthatyouareproudof,apet,whateverbringsyouafeelingofgratitude.Youmightevenconsiderstartingyourowngratitudejournalandaddtoiteachday.

Notetoeducatorsand/oraboutgratitudepractice.Childrencanbenefitfrombeingencouragedtotakeamomenttopauseandreflectonwhatwentwellthatdayandsomethingsthatmakethemhappy.Thispracticeisawaytonourishwell‐being,contentmentandinnerpeace(Hanson,2009).

Whatarethreethingsthatyoufeelgratefulfortoday?

1. ___________________________________________________2. ___________________________________________________3. ___________________________________________________

Witholderchildrenandteens,youcouldalsoaskthemtoreflectonwhytheymighthavehappened.

LovingkindnessPracticeforCaregivers/EducatorsLovingkindessisapracticeofcultivatingcompassion,bothforourselvesandothers.Itcanbeeasytofeelloveandcompassionwhenpeoplearedoingthingswelikeoractinginwaysthatwewantthemto.Butthiscanbechallengingduringthosetimeswhenpeoplearen’tnecessarilyactinghowwewouldlikethemtoorwhenwearefacedwithaspectsofourselvesthatwefindhardtoaccept.Justlikewepracticethecultivationofmindfulness,/present‐momentawareness,wecanalsoengageinpracticetocultivatecompassion,patienceandacceptanceforourselvesandothers.ThispracticeisknownasMetta,orlovingkindnesspractice.Itinvolvestherepetitionofphrases,andtappingintotheintentionbehindthem.Withthispractice,itisalsoimportanttonoticeifanattachmenttoanoutcomearises;tonoticethatandletitbe.Thepurposeofthepracticeistosupportusindevelopingcompassionforourselvesandforothers,ratherthanexpectingotherstochangeasaresultofourpractice.Belowisasampleoflovingkindessphrasesthatyoumightuse.Itisnottheactualwordsorphrasesthataremostimportant,butrathertheintentionbehindthem,sopleasefeelfreetousephrasesthatresonatemostwithyou.Youcandotheentirepracticeinonesittingorperhapschoosetofocusonaspecificsectionifthatfeelsmostrelevant.MayI/you/webehappyandlivewithjoyMayI/you/webehealthyandstrongMayI/you/webesafeandprotectedMayI/you/webeatpeaceandlivewithease


7 Forthefirstpartofthispractice,bringingintoyourmind’seye,theimageofyourchildorastudentduringatimeinwhichyoufeltveryconnectedtothem.Perhapsitwasapleasantexperiencethatyoushared,ormaybeamomentwhenyoufeltveryproudofthem…atimewhenyoufeltalotoflove‐positivefeelingstowardsyourchild.Whileholdingthisimageofyourchildinyourmind,repeatsilentlythephrasesoflovingkindness.MayyoubehappyandlivewithjoyMayyoubehealthyandstrongMayyoubesafeandprotectedMayyoubeatpeaceandlivewitheaseWhenyouareready,inviteanimageofthesamechildduringadifficulttime.Perhapsyouarefeelingangryordisappointedorfrightenedwithsomethingthattheyhavesaidordone–orsaddenedbyachoicetheyhavemade.Perhapsitwasatimeofconflictbetweenthetwoofyou.Whileholdingthisimageofyourchildinyourmind,againrepeatthesamephrasesoflovingkindness.Seeifyoucaninviteyourselftogenerateasenseofcompassion,eveninthemidstofachallengingtime.Noticeifanystrugglesariseinthemind,orinthebody,whensayingthesephrases.Perhapsfeelingsofrighteousnessorareluctancetoletgo.Seeifyoumightinviteyourselfbacktothephrases.Practicingholdingontocompassion,amidstthedifficulttimes,whichareboundtohappen.Now,bringinganimageofyourself,asaparentorcaregiverintoyourmind’seyeduringatimewhenyoufeltverypositiveaboutyourselfasaparentorcaregiver.Perhapsatatimewhenyouwerefeelingconnected,responsive,attunedtoyourchild…pleasedwithyourselfinyourroleasparent/caregiver.Whileholdingthisimageofyourselfinyourmind,repeatthephrasesoflovingkindness.MayIbehappyandlivewithjoyMayIbehealthyandstrongMayIbesafeandprotectedMayIbeatpeaceandlivewitheaseIfyoudon’tremembertheexactwords,thatisokay,again,itistheintentionbehindtherepetitionofthephrasesthatisthegoal.Now,bringingintoyourmind’seyeanimageofyourselfasaparent/educatorduringatimewhenyouwerenotsopleasedwithyourselfinasituation.Perhapsthisisatimethatyou‘flippedyourlid,’whenyourespondedtoyourchildinawaythatyouwishyouhadn’t.Wecanoftenbeveryhardonourselvesinsuchmoments,veryjudgmental,andforgetthatinthesesituations,wearedoingthebestthatwecan.Wemayseeanotherparentinachallengingsituation,andourheartgoesouttothem.Yet,whenwefindourselvesinasimilarsituation,wemaybeveryhardonourselves.Seeingwhatitmightbeliketobringcompassiontoourselvesevenduringthosetimeswhenwemaybestressed,maxedout,notnecessarilyatourbest.Notonlyreservingkindnessandcompassionforthosetimeswhenweare“on,”beingkindandgentleandforgivingwithourselveswhenwemaybehavingahardtime.Repeatingthesamelovingkindnessphraseswhileholdingontothisimageofourselves.Ifyoufindthisverychallenging,andnoticejudgementcreepingin,perhapsbringintoyourmind’seyeisslightlylessdifficultor‘loaded’situationandseeifthatmightsupportthecultivationofcompassiontowardsyourself.


8 Now,bringinginimageofyourentirefamily/class/schooltogether.Repeatingthelovingkindnessphrases,sendingloveandcompassiontoyourselfandyourfamily/class/schooltogether.MaywebehappyandlivewithjoyMaywebehealthyandstrongMaywebesafeandprotectedMaywebeatpeaceandlivewitheaseResourcesMindfulParentingBooks:(lotsofgreatideas&activitiesapplicabletoeducators)• EverydayBlessings:TheInnerWorkofMindfulParentingbyJonKabat‐Zinn&MylaKabat‐Zinn.• TheWholeBrainChild:12RevolutionaryStrategiestoNurtureYourChild’sDevelopingMindby

DanSiegel• ParentingYourAnxiousChildwithMindfulnessandAcceptancebyChristopherMcCurry.• ParentingfromtheInsideOut:HowaDeeperSelfUnderstandingcanHelpyouRaiseChildrenWho

ThrivebyDanielSiegel&MaryHartzell.• TheJoyofParenting:AcceptanceandCommitmentTherapyGuidetoEffectiveParentinginthe

EarlyYearsbyKellyWilson,LisaCoyne&AmyMurrel.

RelatedParentingBooks:• BabyHearts:AGuidetogivingyourchildanemotionalheadstartintheearlyyearsbyLinda

Acredol&SusanGoodwyn• BrightfromtheStart:TheSimple,ScienceBackedWaytoNurtureYourChild'sDevelopingMind

fromBirthtoAge3byJillStamm

MindfulnessforChildren/TeensBooks• TheMindfulChildbySusanKaiser‐Greenland• PlantingSeeds:MindfulnessPracticewithChildrenbyThichNhatHanhandthePlumVillage

Community• StressReductionWorkbookforTeens:MindfulnessSkillstoHelpYouDealWithStressbyGina

Biegel• Child’sMind:mindfulnesspracticestohelpourchildrenbemorefocused,calm,andrelaxedby

ChristopherWillard• TheRelaxation&StressReductionWorkbookforKidsbyLawrenceShapiro&RobinSprague• Acceptanceandmindfulnesstreatmentsforchildrenandadolescents:Apractitionersguideby

ThomasH.Ollendick,StevenHayesandLaurieGreco• 101RelaxationGamesforChildrenbyAllisonBartl• TheYogaAdventureforChildrenbyHelenPurperhart

MindfulnessBooksforEducators:• BuildingEmotionalIntelligence:TechniquestoCultivateInnerStrengthinChildrenbyLinaLantieri• MindfulTeaching&TeachingMindfulness:AGuideforAnyonewhoTeachesAnythingbyDeborah

Schoeberlain• TheMindfulTeacherbyElizabethMacDonald• HowtoTalksoKidsCanLearnbyAdeleFaber&ElaineMazlish(notmindfulnessperse,butgreat!)


9 MindfulnessBooks:• ComingtoOurSensesbyJonKabat‐Zinn• FullCatastropheLivingbyJonKabat‐Zinn• Mindsight:TheNewScienceofPersonalTransformationbyDanielSiegel

Children’sStorybooks:• AQuietPlacebyDouglasWoodandDanAndreasen• NoOrdinaryApplebySaraMarlowe(AvailableSpring2013)• ABoy&aBearbyLoriLite• TheThreeQuestions&ZenShortsbyJonJMuth• TaketheTime:MindfulnessforKidsbyMaudRoegiers• TheListeningWalkbyPaulShowers• WestlandiabyPaulFleischman• TheKid’sYogaBookofFeelingsbyMaryHumphrey• OhthePlacesYou’llGobyDr.Seuss• Oh,TheThinksyoucanthinkbyDr.Seuss• MyManyColoureddaysbyDr.Seuss• SillyBillybyAnthonyBrowne• PeacefulPiggyMeditation,MoodyCowMeditates&PeacefulPiggyYogabyKerryLeeMacLean• IsThereReallyaHumanRacebyJamieLeeCurtis&LauraCornellPracticeCDs:• StillQuietPlace:mindfulnessforyoungchildrenbyAmySaltzman• StillQuietPlace:mindfulnessforteensbyAmySaltzman• MindfulnessforTeens:MeditationPracticestoReduceStressandPromoteWellBeingbyGina

Biegel• PracticeCDincludedwiththebookBuildingEmotionalIntelligencebyLinaLantieri• PracticeCDincludedwiththebookPlantingSeeds:byThichNhatHanhWebSites:(Hereareafew….ButtherearenowMany!)www.mindfuled.orgwww.mindfulschools.orgwww.innerresilience‐tidescenter.orgwww.plantingseedsbook.orgwww.susankaisergreenland.comwww.seedsofcompassion.orgwww.mindfulparentscommunity.com

www.mindfulfamilies.cawww.stressfreekids.comwww.stillquietplace.comwww.springrainsangha.comwww.dharma.orgwww.eomega.orgwww.garrisoninstitute.org

KEYTakeHomeMessages:

1. Teachwhatyouknowfromdirectexperience2. TeachingMindfulnesstochildrencanbePLAYFUL

“Themostpreciousgiftwecanofferisourpresence…”‐‐ThichNhatHanh

Mindfulness Practice with Children - The Sterling · your breath, noticing every in breath and out breath. Bringing ... let it be. The purpose of ... Mindfulness Practice with Children

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