From the Outside In: An Introduction to Sharing Mindfulness with Children

September 5, 2013Sara Marlowe MSW, RSW, www.mindfulfamilies.ca

Listening

Warm-up Practices

• ‘Ball game’– A positive / pleasant experience had today– What I like to do on Saturdays / outdoors.. Etc. – A special talent I have in my family

• ‘Friendly’ mindfulness competition

Looks less like this…

and more like this…

“Compulsory mindfulness is an

oxymoron.”-- Susan Kaiser-Greenland

Planting Seeds

“The most precious gift we can offer others is our presence.”

-- Thich Nhat Hanh

Mindfulness means paying attention in a

particular way on purpose, in the present moment,

and non-judgementally.

Jon Kabat-Zinn

OR

Knowing what we

are doing, while we are

doing it!

Present Moment Awareness

Easier said than done…

How?

Breath… – there’s more to it than you think

Walking

• Movement• Sitting• Listening• Seeing• Touching• Nature• Art• Sports• Etc…

WHY?

Benefits of Mindfulness• Stress reduction & wellness• Healthcare – pain, oncology, internal medicine• Mental Health• Artists • Parenting• Children

– Education– Healthcare– Mental health

The Attitudinal Foundations of Mindfulness

Beginner’s mind Non-judging Non-striving Patience Acceptance Trust Letting be… Compassion

Potential Benefits of Mindfulness for Children:o Build empathy & compassiono Manage stresso Gain self-knowledgeo Increase in self-acceptance o Decrease in anxietyo Improve social skillso Improve school-related functioningo Improvement in executive functioningo Improvement in attention

(Greenberg & Harris, 2012)

Research has found…

Dan Siegel… “We can teach children that they are not the experiences they are having, and instead teach them to be in relationship to their experiences.” (2010)

“If you can name it, you can tame it!”

Bringing Mindfulness to your Classroom

Research shows (Meiklejohn et al., 2012)…• Students learn mindfulness in the classroom most effectively

when taught directly by their teachers• If teachers want to bring mindfulness into their classrooms –

best that they develop their own practice and pursue training• MBSR / mindfulness course• Retreats• Daily mindfulness practice• Community of Practice

Flook. et al., (2013)

Found that educators:• who completed an 8-week MBSR course

experienced less stress, more self-compassion and an increase in classroom organization.

• who did not complete the MBSR course experienced more burnout and stress by the end of the school year

Mindfulness & Neuroscience

How can we Engage Children in Mindfulness Practice?

https://www.youtube.com/watch?v=vJG698U2Mvo

Make it meaningful to them…

* Planting seeds* Experience before verbal explanation* Embodied teaching* Do activities that lead to experience of success* Follow children’s lead* Teacher’s role is of co-learner & guide* Imagery and visualization may be very useful* Ask lots of questions to make more vivid

Considerations for Sharing Mindfulness with Children

Considerations Con’t

* Invitation vs. behaviour management tool* Flexibility – willingness to change direction to meet where students they are at* Collaborative rather than competitive activities* Scaffolding - Age considerations* Parental engagement* Use movement… lots of movement* Be creative and have fun…

Amygdala Security Guard

Hippocampus Saver of Memories

Pre-frontal Cortex Wise Leader

Teaching Children about their Brain

How to get started…

Cultivate / continue your own mindfulness practice Attend workshops trainings specifically on how to

teach mindfulness to children Read and learn and read some more… Form a practice group with others and set a set a

regular time to meet to practice with CDs or or guiding each other

How to get started con’t…

Experience and practice any mindfulness activities before bringing them to childrenPractice leading exercises with other mindfulness practitioners and get feedbackBe open to feedback – and attune to responsess of participants

Mindfulness & Nature

Still Quiet Place

Some Quick Ways to Relax…• Deep breath – long exhales• Relax your tongue• Three-minute breathing space• Hand model of the brain• “Calm jar”• Take a time out• Observe your experience• Remember this is one moment – the next moment

will be different

Developing the Positive Brain

Three good things today & one thing YOU did that made them

possible…

REFLECT

Take Home Messages

1. Teach what you know… from your direct experience.

2. Mindfulness can be playful, fun & fit into current curricula

Expressing Gratitude

• Journal• words or pictures

• Calendar• add for each day

• Mural• chalkboard wall / paper

ReferencesBeaudoin, M. & Zimmerman, J. (2011). Narrative therapy and interpersonal neurobiology: Revisiting classic practices, developing new emphases.

Journal of Systemic Therapies, 30(1), 1-13.

Burke, C. (2009). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field.

Journal of Child & Family Studies, 19, 133-144.

Flook, L., Goldberg, S., Pinger, L., Bonus, K., & Davidson, R. (2013). Mindfulness for teachers: A pilot study to assess effects on

stress, burnout, and teaching efficacy. Mind, Brain & Education 17(3), 182-195.

Greenberg, M. & Harris, A. (2012). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6(2),

161-166.

Hawn Foundation. (2001). The MindUP Curriculum: Grades 6-8: Brain-Focused Strategies for Learning-and Living. Scholastic Teaching Resources.

Kaiser Greenland, S. The Mindful Child. (2010).New York, NY: Free Press.

Lantieri, L. (2008). Building emotional intelligence: techniques to cultivate inner strength in children. Boulder, CO: Sounds True Inc.

Meiklejohn et al., (2012). Integrating Mindfulness Training into K-12 Education: Fostering the Resilience of Teachers and Students. Mindfulness.

Rechtschaffen, D. & Cohen, J. (2010). Mindfulness & Yoga for children: Teacher training. Course Manual.

Saltzman, A. (2008). Still quiet place: Practices for children & adolescents to discover peace & happiness. Course Manual.