DEVELOPING THE HABIT OF SELF- AWARENESS THROUGH MINDFULNESS MEDITATION

Transcription

1 DEVELOPING THE HABIT OF SELF- AWARENESS THROUGH MINDFULNESS MEDITATION RYAN A. MCKELLEY, PH.D., LP, HSP PSYCHOLOGY DEPARTMENT UNIVERSITY OF WISCONSIN-LA CROSSE

2 OBJECTIVES IDENTIFY THE BIOPSYCHOSOCIAL BENEFITS OF MINDFULNESS PRACTICES FOR ADOLESCENTS DESCRIBE MINDFULNESS INTERVENTIONS FOR DEEPENING AND INTEGRATING MORE SELF- AWARENESS INTO ORDINARY DAILY ACTIVITIES WHEN NOT FORMALLY MEDITATING DEMONSTRATE SEVERAL MINDFULNESS TECHNIQUE TO HELP ADOLESCENTS IMPROVE EXECUTIVE FUNCTIONING, AND REDUCE STRESS, ANXIETY, AND AGGRESSION

3 MINDFULNESS REVISITED MINDFULNESS MEANS PAYING ATTENTION IN A PARTICULAR WAY; ON PURPOSE, IN THE PRESENT MOMENT, AND NONJUDGMENTALLY. - JON KABAT-ZINN, FOUNDER OF MINDFULNESS-BASED STRESS REDUCTION (MBSR)

4 CHOOSE THE INTENTION OF YOUR ATTENTION BREAK IT DOWN PAYING ATTENTION BREATH? THOUGHTS? FEELINGS? BODY? OBJECT? IT DOESN T MATTER!

5 JUST BE AWARE OF THE WAYS THINGS ARE NOW BREAK IT DOWN PRESENT MOMENT YOUR EXPERIENCE IS VALID MONITOR HOW YOU ARE DOING IF YOU DRIFT OFF, GENTLY RETURN

6 DEFAULT MODE IS TO JUDGE EXPERIENCES ONE WAY OR ANOTHER I WANT TO FEEL HAPPIER. BREAK IT DOWN NON-JUDGMENT I WISH THAT DIDN T BOTHER ME SO MUCH. I WANT THEM TO LIKE ME. CULTIVATE PRACTICE OF SAYING, ISN T THAT INTERESTING? I NOTICE THAT THIS BOTHERS ME. ISN T THAT INTERESTING? I NOTICE THAT I REALLY WANT TO BE ACCEPTED. I WONDER WHY THAT IS? I DON T WANT TO FEEL ANGER, BUT IT IS PART OF LIFE. HUH. LIKE EVERY EMOTION, IT WILL PASS.

7 PRO TIP: JUST LIKE FEEDING A BABY BABIES GET DISTRACTED WHEN FEEDING JUST LIKE WE GET DISTRACTED ALL THE TIME WHAT DO YOU DO? SPEAK INVITINGLY AND ENCOURAGE A RETURN TO THE TASK

8 WHY CARE ABOUT PSYCHOSOCIAL VARIABLES? TOP 11 FACTORS MOST IMPORTANT FOR CLASSROOM LEARNING ACROSS 50 YEARS OF RESEARCH? 8 ARE SOCIAL AND EMOTIONAL (WANG, HAERTEL, & WALBERG, 1997) U.S. SURGEON GENERAL REPORT (2000) REVEALED 1 IN 5 STUDENTS HAVE SOCIO-EMOTIONAL PROBLEM THAT INTERFERES WITH DAILY FUNCTIONING REPLICATED IN 2010 NATIONAL SAMPLE OF 10,000 ADOLESCENTS (NATIONAL COMORBIDITY SURVEY: ADOLESCENT SUPPLEMENT)

9 WHERE DOES MINDFULNESS FIT? SAMPLE DATA FROM MINDFUL SCHOOLS ( ON SAMPLE OF 702 STUDENTS 93% FOUND BENEFITS OF MINDFULNESS IN THEIR LIVES 61% REPORTED IT HELPS CALM DOWN WHEN UPSET 59% SAW IMPROVEMENT IN FOCUS DURING CLASS TEACHER FEEDBACK 96% BENEFITTED PERSONALLY 95% WILL CONTINUE USING IN CLASSROOM 78% SAW DIRECT BENEFITS TO STUDENTS

10 SAMPLE TRAINING PROGRAMS Program Target Population Delivery URL Mindful Schools Elementary 15-min lessons 2/week Mindful Education Teachers & Admin Online MindUP K-7 schools 1-year curriculum Mindfulness Without Borders Mind Body Awareness Project High school Online or f2f At-risk youth <18 in schools, community, or incarcerated Online or f2f Source: Mindfulness With Children by Daniel Rechtschaffen

11 NEED MORE EVIDENCE? 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), PSYCHOLOGICAL MEDICINE, 40(08), ELEMENTARY SCHOOL CHILDREN: A RANDOMIZED CONTROLLED TRIAL. DEVELOPMENTAL PSYCHOLOGY, 51(1), 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), JHA, A. P., KROMPINGER, J., & BAIME, M. J. (2007). MINDFULNESS TRAINING MODIFIES SUBSYSTEMS OF ATTENTION. COGNITIVE, AFFECTIVE, & BEHAVIORAL NEUROSCIENCE, 7(2), ROEMER, L., WILLISTON, S. K., & ROLLINS, L. G. (2015). MINDFULNESS AND EMOTION REGULATION. CURRENT OPINION IN PSYCHOLOGY, 3, 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. 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), CONDON, P., DESBORDES, G., MILLER, W. B., & DESTENO, D. (2013). MEDITATION INCREASES COMPASSIONATE RESPONSES TO SUFFERING. PSYCHOLOGICAL SCIENCE, 24(10), 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), 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), 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. 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), 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), 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), LUTZ, A., SLAGTER, H. A., DUNNE, J. D., & DAVIDSON, R. J. (2008). ATTENTION REGULATION AND MONITORING IN MEDITATION. TRENDS IN COGNITIVE SCIENCES, 12(4), 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. 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), 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. 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), CHIESA, A., & SERRETTI, A. (2010). A SYSTEMATIC REVIEW OF NEUROBIOLOGICAL AND CLINICAL FEATURES OF MINDFULNESS MEDITATIONS. 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), 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), 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), 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), 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). 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), 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), 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), 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), 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), 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), 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), 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 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), 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), NAPOLI, M., KRECH, P. R., & HOLLEY, L. C. (2005). MINDFULNESS TRAINING FOR ELEMENTARY SCHOOL STUDENTS. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY, 21(1), 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), NAPOLI, M., KRECH, P. R., & HOLLEY, L. C. (2005). MINDFULNESS TRAINING FOR ELEMENTARY SCHOOL STUDENTS. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY, 21(1), BARNES, V. A., DAVIS, H. C., MURZYNOWSKI, J. B., & TREIBER, F. A. (2004). IMPACT OF MEDITATION ON RESTING AND AMBULATORY BLOOD PRESSURE AND HEART RATE IN YOUTH. PSYCHOSOMATIC MEDICINE, 66(6), MENDELSON, T., GREENBERG, M. T., DARIOTIS, J. K., GOULD, L. F., RHOADES, B. L., & LEAF, P. J. (2010). FEASIBILITY AND PRELIMINARY OUTCOMES OF A SCHOOL-BASED MINDFULNESS INTERVENTION FOR URBAN YOUTH. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY, 38(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), SIBINGA, E. M. S., WEBB, L., GHAZARIAN, S. R., & ELLEN, J. M. (2016). SCHOOL-BASED MINDFULNESS INSTRUCTION: AN RCT. PEDIATRICS, 137(1), 1-8. ZENNER, C., HERRNLEBEN-KURZ, S., & WALACH, H. (2014). MINDFULNESS-BASED INTERVENTIONS IN SCHOOLS A SYSTEMATIC REVIEW AND META-ANALYSIS. FRONTIERS IN PSYCHOLOGY, 5. SIBINGA, E. M. S., WEBB, L., GHAZARIAN, S. R., & ELLEN, J. M. (2016). SCHOOL-BASED MINDFULNESS INSTRUCTION: AN RCT. PEDIATRICS, 137(1), 1-8. RAES, F., GRIFFITH, J. W., VAN DER GUCHT, K., & WILLIAMS, J. M. G. (2014). SCHOOL-BASED PREVENTION AND REDUCTION OF DEPRESSION IN ADOLESCENTS: A CLUSTER-RANDOMIZED CONTROLLED TRIAL OF A MINDFULNESS GROUP PROGRAM. MINDFULNESS, 5(5), SIBINGA, E. M. S., WEBB, L., GHAZARIAN, S. R., & ELLEN, J. M. (2016). SCHOOL-BASED MINDFULNESS INSTRUCTION: AN RCT. PEDIATRICS, 137(1), 1-8. TSCHANNEN-MORAN, M., & HOY, A. W. (2001). TEACHER EFFICACY: CAPTURING AN ELUSIVE CONSTRUCT. TEACHING AND TEACHER EDUCATION, 17(7), BROWN, K. W., & RYAN, R. M. (2003). THE BENEFITS OF BEING PRESENT: MINDFULNESS AND ITS ROLE IN PSYCHOLOGICAL WELL-BEING. JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY, 84(4), LIEHR, P., & DIAZ, N. (2010). A PILOT STUDY EXAMINING THE EFFECT OF MINDFULNESS ON DEPRESSION AND ANXIETY FOR MINORITY CHILDREN. ARCHIVES OF PSYCHIATRIC NURSING, 24(1),

12 WHAT DOES IT LOOK LIKE? MINDFULNESS-BASED COGNITIVE THERAPY FOR CHILDREN (MBCT-C) STRUCTURED GROUP WHERE KIDS USE REPETITION, VARIETY, AND ACTIVE PARTICIPATION (E.G., BREATH MEDITATION, BODY SCAN, AND YOGA) YOU ARE WALKING DOWN THE STREET, AND ON THE OTHER SIDE OF THE STREET YOU SEE SOMEBODY YOU KNOW. YOU SMILE AND WAVE. THE PERSON DOESN T SEEM TO NOTICE AND WALKS BY. Source:

13 EXAMPLE ASSIGNMENT FOR MBCT-A FOR EXAMPLE, THE THOUGHT - NO ONE LIKES ME, I AM REALLY WEIRD IS DECONSTRUCTED IN THE WISE MIND HMM. THERE IS THAT THOUGHT AGAIN. LOOK AT IT; IT S DARK AND REPETITIVE THAT S A THOUGHT, WHICH MIGHT BE COMING FROM THE EMOTIONS. IF I LOOK AT THAT THOUGHT FROM THE LOGICAL MIND, I DISCOVER THERE IS NO EVIDENCE AT ALL I AM MORE WEIRD OR LESS WEIRD THAN MOST PEOPLE. I SEE EVIDENCE THAT WEIRD IS JUST A SIDE EFFECT OF BEING AWESOME. AFTER ALL, IT HAS BEEN SAID THAT EINSTEIN WAS WEIRD. REALLY EVERYONE HAS A LITTLE WEIRD. LET ME LOOK AT THIS THOUGHT FROM THE WISE MIND AGAIN. WISE MIND SAYS, LOOK AT YOUR BODY S REACTION TO THAT THOUGHT, MUSCLES ARE TIGHT AND THERE IS A SLIGHT ACHE IN YOUR STOMACH. MY BODY IS TELLING ME THAT THIS THOUGHT IS TOXIC. WISE MIND ALSO SAYS, THERE ARE HUNDREDS AND THOUSANDS OF THOUGHTS EVERYDAY THAT COME INTO MY MIND. I DON T HAVE TO FEEL EACH AND EVERYONE OF THEM. Source: B. Gurley, The Garrison Institute

14 TEACHING MINDFULNESS TO TEENAGERS: 5 STEPS 1. MODEL MINDFULNESS 2. WHAT S IN IT FOR THEM? SHARE RESEARCH BENEFITS (E.G., IMPROVED TEST PERFORMANCE, REDUCED ANXIETY) 3. TEACH TEENS ABOUT THEIR BRAIN DAN SIEGEL S TEDX TALK, BRAINSTORM: THE POWER AND PURPOSE OF THE TEENAGE BRAIN 4. TEACH TEENS ABOUT THEIR MIND ANALOGY OF MONKEY MIND 5. THERE S AN APP FOR THAT! STOP, BREATHE, AND THINK SMILING MIND TAKE A BREAK! Source: /teaching-mindfulness-to-teenagers_b_ html

15 DEMO: MINDFUL EATING

16 DEMO: MINDFUL WALKING

17 DEMO: WORRY SURFING

18 DEMO: MINDFULNESS FOR AGGRESSION GUIDELINES SIT QUIETLY AND BRING AWARENESS TO YOUR BODY FOCUS ON ACTIVE RELAXATION OF MUSCLES NOTICE ANY EMOTIONS ARE IN YOUR HEART OBSERVE YOUR THOUGHTS AS THEY RELATE TO EMOTIONS RESERVE JUDGMENT OF YOURSELF IT IS FINE TO EXPERIENCE NEGATIVE EMOTIONS BE KIND AND PATIENT

19 5 STAGES OF LOVINGKINDNESS MEDITATION 1. SELF 2. GOOD FRIEND 3. NEUTRAL PERSON 4. PERSON YOU DISLIKE 5. EXPAND TO ALL PEOPLE

20 RESOURCES ON MINDFULNESS FOR ADOLESCENTS