The Mindful and Kindness Program Proposal To: EXAMPLE … · 2021. 3. 7. · Program was submitted as a proposal at Ironwood State Prison on December 14, 2017, and was conditionally

The Mindful and Kindness Program Proposal

To: California Medical Facility Unit 4

From: Douglas Carnine, PhD., Professor Emeritus of Education, University of Oregon Ernesto Rodriguez,

RE: Proposal to implement The Mindful & Kindness Program course based on the needs of Unit 4 at California Medical Facility EXAMPLE

Table of Contents ProgramProposal....................................................................................................................1

ProgramPlan.............................................................................................................................3

ProgramOutline/Syllabus....................................................................................................5Contract.......................................................................................................................................8

CourseOutlineSyllabus.........................................................................................................9KindfulAward........................................................................................................................13

PrivateFacebookGroup.....................................................................................................14

Pre/PostFeedbackforProgramImprovement..........................................................15Pre/PostProgramEvaluationofEffectiveness...........................................................17

CaliforniaCorrectionsMemorandum............................................................................22DouglasCarnineVita............................................................................................................23

HowLoveWinsReviews......................................................................................................25HowLoveWinsReferences.................................................................................................27

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The Mindful & Kindness Program

Program Proposal I, Douglas Carnine, PhD., Professor Emeritus of Education at the University of Oregon, with the collaboration of Ernest Rodriguez , Prisoner Addiction Counselor/Mentor and GOGI Community Coach, would like to help make a difference in Unit 4 with The Mindful & Kindness Program based on my 12-step book, How Love Wins. The Mindful & Kindness Program was submitted as a proposal at Ironwood State Prison on December 14, 2017, and was conditionally approved (see appended memorandum).

Upon inmate Rodriguez’s arrival to CMF on June 16, 2020, he began his internal/fieldwork of assessing his environment to evaluate unit facility needs and how he could make a positive difference.

Situation/Problem as described by Ernesto Rodriguez: Unit 4 at CMF (PF) non-designated facility (T-wing, V-wing, U-wing) has a minority of actual inmates who have left or transferred from SNY and GP facilities to program at a non-designated environment and learn how to coexist with diversities of ethnicity, gender, age group, etc., and to learn skills needed to reintegrate into communities. However, the majority of such inmates in Unit 4 at CMF are inmates who belong to gangs such as Crips, Bloods, Southerners, Northerners, Bulldogs, Norteno Mob, and otherwise, who hold on to maladaptive subcultures of criminal behaviors such as sales of narcotics, substance abuse, assaultive/violent behavior, and possession of cell phones and weapons. These deviants and majority inmates—who refuse to conform to the CMF programming facility vision and mission—terrorize the minority programming inmates. There is also a strong “transphobic” toxic masculinity culture that keeps the transgender minority inmates from being free of social pressures due to their sexual orientation and gender identity.

The second part of the situation/problem involves new arrivals (inmates) who are cornered to make a choice: conform to the majority maladaptive culture to survive their environment or seclude themselves to their cells or job assignment. Coming out of their cells to dayroom or yard is exposure to social terrorism by majority maladaptive prisoners and may even occasionally lead to being physically assaulted, but most certainly verbal assault will be experienced. Sad to say, most new arrivals choose to conform to the maladaptive majority culture of criminality that perpetrates the situation in Unit 4 at CMF.

Solution: Ernesto Rodriguez and I propose to assist and address Unit 4 at CMF by supporting the implementation of The Mindful & Kindness Program in the dayroom, yard, or wherever possible. The Mindful & Kindness Program can give new arrivals and current inmates at CMF rehabilitative work in their housing units while taking precautions with the current pandemic of COVID-19 that has halted much of the programming facility resources. We can make a change, motivate inmates to change, and keep programming inmates on track by working together. The program will give new arrivals a platform to filter them through positive programming and keep them on track with peer support and encouragement. The program

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gives Mindful & Kindness tools to respond to and resist the negative maladaptive inmates who are committed to their lifestyles of antisocial and maladaptive behavior. I would like to utilize as my first facilitators, inmates:

• First, my collaborator, Ernesto Rodriguez, (Rodriguez is up for transfer to but he is helping/assisting in building the proposal to be culturally sensitive to Unit 4). Ernesto will provide guidance to the following two inmates:

• •

The two requirements to facilitate The Mindful & Kindness Program are to 1) Go through the program, and 2) Renounce all maladaptive behavior and association with faction groups that promote criminality. After meeting these two requirements, students graduate as Active-Mentor Leaders. Right now, inmates and are currently starting The Mindful & Kindness Program through correspondence – COVID-19 mindful, of course!

is a transgender inmate who has experience with the Peer Education and the LGBTQ community at your facility. Inmate is a certified addiction counselor and mentor with the DRP substance abuse program. I have full confidence in inmate Rodriguez’s assessment and evaluation. I have watched him, for the last eight years, build models and do rehabilitative work at these facilities: High Desert, Ironwood, Solano, Pelican Bay, and now CMF. Rodriguez’s accomplishments are too many to list, but I will say that since incarceration he has earned two AA college degrees, an Addiction Counseling Certification, served as a Community Coach, and is currently working on a Bachelors degree in Psychology. He has not been perfect but has utilized the transformative powers of The Mindful & Kindness Program as a model to make his own gradual transformation into the positive and intelligent man he is today. I hope we can collaborate on implementing The Mindful & Kindness Program. I, through the Choose Kindness Foundation, will provide at no cost, books, journals, payments for Kindful Awards, and anything approved by the institution to better implement The Mindful & Kindness Program. Thank you for your time, Douglas Carnine Professor Emeritus of Education University of Oregon

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Program Plan Problem: The majority of inmates in Unit 4 are committed to a majority-maladaptive culture of criminality, drug sales/use, gang participation, violence, and EDD fraud schemes. This maladaptive culture is so overwhelmingly antisocial, in contrast to the non-designated programming facility philosophy, that new arrival inmates are coerced to conform to said “dysfunctional” culture or be exiled with the minority programming inmates. Minority programming inmates seclude themselves to their cells and job assignments out of fear. Going to dayroom or yard risks encountering verbal homophobic/transphobic assaults, and at times, physical assaults. Solution: Institute The Mindful & Kindness Program in Unit 4 to assist in Unit 4’s journey to transition said problematic culture to a more positive programming environment. We can also meet new arrivals and engage them in The Mindful & Kindness Program until they are connected with a work assignment, self-help classes, or counseling services. Such connections can sometimes take weeks, months, and occasionally year(s). In which case, new arrival inmates may not have the skills to resist conforming to majority-maladaptive culture in order to survive their environment. Methods:

• Inmates and will pilot The Mindful & Kindness Program as the initial Active-Mentor Leaders. One of their responsibilities is to motivate inmates to commit to a prosocial lifestyle in Unit 4.

• Nonverbal communication of prosocial activities will be observed in terms of group participation in Unit 4.

• The Active-Mentor Leaders self-contracted commitment to renounce maladaptive lifestyles upon completion of The Mindful & Kindness Program will create a prisoner-to-prisoner accountability.

• The Mindful & Kindness Program will serve as a peer support system in Unit 4. Inclusion: All inmates, regardless of age, race, ethnicity, gender, spiritual belief, or political belief, will be included in The Mindful & Kindness Program to motivate them to shift from a “me” culture to a “we” culture. A prosocial lifestyle commitment and an altruistic belief are our mission and purpose. Credentials: Professor Carnine’s vita is appended to this document. Mission and Purpose: The mission and purpose of The Mindful & Kindness Program is to learn simple tools to help change old habits that keep us stuck in the same self-centered cycle, to live a more mindful and kinder lifestyle.

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Confirmed through numerous scientific studies, mindful and kindness practices can strengthen our communities, lead to stronger relationships, contribute to a long healthy life, strengthen communities and, in general, improve our lives and the lives of others. Through a 12-step transformational group process that promotes altruism and empathy, The Mindful & Kindness Program also moves to connect prisoners with community volunteers. We believe that through this connection, motivated through kindness and love, any person can be motivated to change; even with a cruel and traumatic past. Love, mindfulness, and kindness move us from a “me” culture to an “we” culture.

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Program Outline/Syllabus

1. Timeline: The Mindful & Kindness Program will take place over a period of 28 weeks with a two-hour class every week, for a total of 56 hours of class time. Within the 28 weeks, there will be an orientation/introduction the first week and a graduation on the 28th week. The Program entails 12 steps, as well as a Conclusion, with two weeks devoted to each step. The first class for each step is always a facilitated discussion of the content in that step. The class for the second week is always group process, to personalize and internalize the information that was learned in the previous week’s facilitated class discussion. (Refer to the Program Outline.)

2. Structure: The Mindful & Kindness Program will be group based. It was Irvin Yalom (1970) who saw the universality of the therapeutic healing powers of in-group work. Group work can and should be based on scientific evidence that promotes overall wellness and change.

3. Evaluations: The Mindful & Kindness Program will conduct a pre/post program evaluation to determine the effectiveness of the Program on student’s behavior and attitudes. This evaluation will be submitted to faculty and/or headquarters (Department of Rehabilitative Programs) as a way of judging the program’s overall effectiveness and indirectly monitoring how well the classes are being conducted. The pre/post evaluations will be the Stress Survey and Life Satisfaction Survey. The post evaluation will have the following additional measures: Personal evaluation of working through How Love Wins and questionnaires given to corrections officers who often observe the students in other prison settings. All measures will be submitted for review before they are administered.

4. Facilitation: Active-Mentor Leaders will facilitate The Mindful & Kindness Program. Active-Mentor Leaders will need to meet two requirements: 1) To have gone through the Program curriculum/course study, and 2) Renouncement of any negative/maladaptive social affiliations and behaviors. This means no gang affiliation or 115 disciplinary actions within the last two years (a contract to this commitment will be required).

5. Materials: The Mindful & Kindness Program will provide gratis, a copy of How Love Wins, a journal to write responses, the course syllabus, and a program mission statement to each student.

6. Modeling: Facilitators will use visual aids and model/role-play the skills introduced in each step in order to promote student understanding and application of the skills.

7. Assignments: For each of the 12 steps for the first week’s class, students will be required to write in their journals answers to the multiple exercises that will be covered in that step. For the second week’s class for each step, students will describe and discuss their experiences as they use the skills for that particular step that were introduced in the first week’s class.

8. Optional: If the institution allows, a guest speaker (in addition to Carnine) can appear through a videoconference to facilitate and motivate students.

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9. Calendar-based, not location-based: The Mindful & Kindness Program can simultaneously run anywhere inmates are studying the Program. Right now, California Medical Facility is a pilot program. We are hopeful that with appropriate support The Mindful & Kindness Program will spring up in other facilities and in the community.

10. Database: A database is being created to document and keep track of all Active-Mentor Leaders, students, and a waiting list. Ernesto will collaborate with facilities so that the Active-Mentor Leaders can successfully lead the weekly classes and related activities.

11. Certificates: Upon completion of The Mindful & Kindness Program, students will be issued a certificate of completion.

12. Becoming an Active-Mentor Leader: The two requirements for a graduating student to become a documented Active-Mentor Leader were described earlier. By graduating, the student has met the first requirement. The second requirement is to show commitment to: • The Mindful and Kind mission: By signing the contract attached to this document,

they are making a commitment to lead a mindful and kind prosocial lifestyle as an Active-Mentor Leader.

• Ongoing service work: Service work must be documented quarterly; i.e., summarizing four times in a calendar year (January-March, April-June, July-September, October-December) some of the kind acts carried out during that three-month interval.

The Mindful & Kindness Program and Community Connection Creating The Mindful & Kindness Program and Community Connection will take time, specifically to carry out the following steps. The Mindful & Kindness Program can begin by implementing steps 1 through 12 above. It might take a year or more before the following steps can be implemented.

1. Community service/volunteering: As part of the graduating ceremony, The Mindful & Kindness Program graduating students will take part in a voting system to select a program of advocacy/charity group(s) in the community to which they will donate monies or service work

2. Community Sponsor: Community sponsors will need to be recruited. Volunteer sponsors from the community and Ernesto will oversee that service effort. This service work will model to graduation students what prosocial and altruistic community activities can look like.

3. Collaboration: Students who complete The Mindful & Kindness Program and choose to commit to their new or ongoing mindful & kindness lifestyle as an Active-Mentor Leader will then be paired up with a community sponsor. This interconnected vision is to reinforce and encourage a sense of community to Active-Mentor Leaders with the hope

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that the experience will enable them to successfully reintegrate back into the community upon release from CDCR.

4. Referral Correspondence System: As part of the assistance and encouragement that a community sponsor will provide, the community sponsor will connect an Active-Mentor Leader with resources such as correspondence courses to support his/her rehabilitative journey. Correspondence resources will include but not be limited to: education, health awareness, spiritual guidance, self-help, gender/LBGTQ+ support, and community programs.

5. Leadership Council: The Mindful & Kindness Program will develop an Executive Body Leadership Council (EBLC) to provide opportunities for Active-Mentor Leaders and community sponsors to establish and then model a sense of purpose and work ethic. The Program is working on developing these opportunities and projects to institute the groundwork and foundation of the EBLC. The EBLC will consist of prisoners and community sponsors who commit and successfully complete The Mindful & Kindness Program.

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Contract I, _____________________________________ (name & CDC#), am a graduating student of The Mindful & Kindness Program. I have been 115/arrest free for two years and am willing and ready to commit to a mindful and kind prosocial lifestyle as an Active-Mentor Leader. As a committed Active-Mentor Leader, I also commit to The Mindful & Kindness Program and purpose:

To learn simple tools to help change old habits that keep us stuck in the same self-centered cycle, to live a more mindful and kinder lifestyle, and to shift from a “me” culture to a “we” culture.

In addition to a mindful and kind prosocial lifestyle, I also commit to the following:

1. I will renounce all criminality and maladaptive lifestyles (violence, gangs, substances, rule/law breaking).

2. I will stay 115/arrest free. Will follow the rules and laws. 3. I will collaborate with staff or authority in regards to positive programming. 4. I will mentor my peers with my prosocial lifestyle and “pay it forward” concept as a

Mindful & Kindness Program leader. 5. I will facilitate/teach the 12-step, 28-week Mindful & Kindness Program if needed,

especially in my living environment. 6. I will assist The Mindful & Kindness Program students with correspondence

resources if needed. 7. I will include all prisoners, regardless of age, race, ethnicity, gender, political, or

spiritual beliefs. 8. I will stay sober, mindful, and kind.

The following two commitments are required once The Mindful & Kindness Program and Community Connection has been established.

9. Will continue to do my required ongoing service work of documented quarterly kindful acts (January-March, April-June, July-September, October-December).

10. Will stay in good standing as an Active-Mentor Leader by my ongoing service. Signing this contract reinforces my commitment to The Mindful & Kindness Program

_____________________________________ (Signature)

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Course Outline Syllabus Week 1 Introduction: The Case for Mindful Kindness

The Benefits of Kindness in Building Close, Caring Relationships Unkind Habits Being Mindful to Be Kind Mindlessness Hinders Kind Habits Being Kindful The Power of Kindness Gratitude How Love Wins Twelve Steps for Change

Week 2 Step 1: Face Your Unkind Habits

What Are Unkind Habits? Mind-Wandering Habit Agitating Unkind Habits Disturbing Unkind Habits Triggering Our Habits Unkind Personality Types Not All Unkind Habits Are Permanent

Week 3 Process Group work for the content covered in Step 1

Week 4 Step 2: Check Your Foundation

Skills of Change Skills of Action Skills of Character Committing Yourself


Week 6 Step 3: Set Your Kindness Goals

Seven Kindness Practices: Internal and External The Unmindful-Unkind Cycle The Mindful-Kind Cycle Savoring Heartfelt Kindness Our Basic Instincts Kindness Begins With You Kindness Inventory Ideas for Increasing Your Kindness to Others

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Constructive Communication: Responding with Vulnerability, Respect, and Interest Making a Kindness Plan


Week 8 Step 4: Meditation

Wordless Practices The Meditative Mind From Compassion to Kindness Strengthening Your Kindness Plan


Week 10 Step 5: Take Three Breaths

Three Mindful Breaths During Meditation Three Mindful Breaths Outside of Meditation Being Mindful With Thoughts Applying Mindfulness to Your Emotions Negativity Experience-then-Return Loop A Different Perspective on Negative Emotions


Week 12 Step 6: Get Unkind Habits Out of Your Way

Changing Our Unkind Habits Is Hard Weakening Unkind Habits With Mindfulness Responding to the Unkind Habits of Others A Plan for Weakening Our Unkind Habits Practicing One Habit or Another

Week 13 Process Group work for the content covered in Step 6 Week 14 Step 7: Practice Sensing-Mindfulness

Anchored in the Present Moment Tune In to Your Senses From Sensing-Mindfulness to Kindness

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Week 16 Step 8: Mindful Micropractices in Daily Life

Transforming Chores and Everyday Activities into Mindful Micropractices When Daily Chores and Activities Trigger Unkind Habits


Week 18 Step 9: Kindful Options for Hard Times

Kindful Options for Our Physical World Kindful Options for Our Mental World Turning Kindful Options Into Kind Habits


Week 20 Step 10: Return to the Present Moment

Five Traps That Keep Us From Kindfulness in the Present Moment "In a Moment, Life is Gone"


Week 22 Step 11: Expand Your Circle of Kindfulness

Our State of Mind Determines the Reach of Our Kindfulness Prioritize Kindfulness in Our Constantly Changing State of Mind Expanding Our Circle of Kindfulness at Work Expanding Our Circle of Kindfulness by Including the "Other" Religions Call for Being Kind to "Others" Including the Earth in Our Circle of Kindness Converting Compassion to Kindness A World of Kindfulness


Week 24 Step 12: Practice Makes 'Permanent'

Two Paths Our Stage in Life Influences How We Put Our Purpose into Practice Five Elements of Happiness

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A Life of Kindfulness Week 25 Process Group work for the content covered in Step 12

Week 26 Conclusion: Share the Gift of Kindfulness

Special Challenges To Sharing the Gift "Each One Teach One" Sharing the Gift of Kindness With Your Community Putting It Altogether

Week 27 Process Group work for the content covered in the Conclusion

Week 28 Graduation – Mindful and Kindness contract

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Kindful Award Upon completion of The Mindful & Kindness Program and meeting the qualifications to become a documented Active-Mentor Leader (and, once activated, meeting the quarterly ongoing service work required to stay on as an Active-Mentor Leader), the Active-Mentor Leader can also earn a Kindful Award. (Kindful means we have combined kindness and mindfulness.) A Kindful Award requires a significant, documented kindful act once a month for 12 months. By meeting this criterion, an Active-Mentor Leader can earn a Kindful Award. A Kindful Award can be one of the following:

• $100 for commissary • $100 for a quarterly package • $100 towards books, a gift for a family member, or education

The Kindful Awards will be paid for by the Choose Kindness Foundation. We can change our mental world with mindfulness. We can change our physical world with kindness. The Mindful & Kindness Program for the incarcerated and our community can change everyone’s mental and physical world by coming together.

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Private Facebook Group The Mindful & Kindness Program is currently in the process of creating a private Facebook group of persons in the community who will be/are engaged with the Active-Mentor Leaders while they are in prison and after they are released from prison. At the time of release, the Active-Mentor Leaders can have a support network to assist them in their reintegration into the community. This Mindful and Kindness private Facebook group will also be a place where community members can sign up to volunteer and be connected with The Mindful & Kindness Program prisoner graduates. These Mindful and Kindness graduates, who are to be connected to community sponsors, are those who are going to become Active-Mentor Leaders themselves and must sign the contract as a commitment to live a Mindful and Kindness prosocial lifestyle. From a “me” mindset to a “we” mindset.

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Pre/Post Feedback for Program Improvement

Next to each statement, write the number that applies to you: 1=Strongly Disagree 2=Disagree 3=Agree 4=Strongly Agree

1. Relationships • I would like to have more close, caring relationships. _______

• I like being alone more than I like being with others. _______

• I prefer to meet friends online rather than in person. _______

• Being in groups makes me anxious. _______

• I have some close friends but would like to have more. _______

• I have many close, meaningful relationships. _______

2. Mental Well-being • I would like to feel calmer, without so much stuff going on in my mind. _______

• I feel overwhelmed a lot of the time. _______

• It’s difficult to calm my thoughts and focus. _______

• I’m easily distracted. _______

• I feel anxious and worry about the future. _______

• I am often troubled by my regrets and past mistakes. _______

• I still feel angry about the way others have treated me in the past. _______ 3. Behavior Control

• I get upset when something happens unexpectedly. _______

• I feel that I am unable to control the important things in my life. _______

• I feel nervous and stressed. _______

• I feel confident about my ability to handle any personal problems. _______

• I feel that things are going my way. _______

• I can control irritations in my life. _______

• I feel that I am on top of things. _______

• I get angry because of things that are outside of my control. _______

• I feel difficulties are piling up so high that I cannot overcome them. _______

• I have received a 115 or been arrested because of stress of impulsivity. _______

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• The Mindful & Kindness Program improved my decision-making. _______ 4. Mindfulness

• I would like to learn how to use mindfulness, meditation, and other techniques to calm my mind. _______

• I use mindfulness and meditation in my daily life. _______

• I know some techniques to calm myself down when I feel upset. _______ 5. Growth

• I would like to be more kind to those in need, and more open to those I disagree with. _______

• The natural world, including plants and animals, deserves to be respected and protected. _______

• I make an effort to be kind to those who are ignored or discriminated against. _______

• I like volunteering to help others facing difficult situations. _______

• I’ve experienced what it’s like to feel left out. _______

• I’d like to move out of my comfort zone more often so I can help others. _______ 6. Outreach

• I would like to help others learn about the value of close, caring relationships; kind habits; and being calm. _______

• Talking about kindness feels uncomfortable. _______

• It’s not my business if people are kind or unkind. _______

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Pre/Post Program Evaluation of Effectiveness

Instructions: Below are five statements that you may agree or disagree with. Using the 1 - 7 scale below, indicate your agreement with each item by placing the appropriate number on the line preceding that item. Please be open and honest in your responding.

• 7 - Strongly agree • 6 - Agree • 5 - Slightly agree • 4 - Neither agree nor disagree • 3 - Slightly disagree • 2 - Disagree • 1 - Strongly disagree

In most ways my life is close to my ideal.

The conditions of my life are excellent.

I am satisfied with my life.

So far I have gotten the important things I want in life.

If I could live my life over, I would change almost nothing.

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Evaluation Scoring

How Does the Scoring Work?

The scoring works quite simply, by adding up the total of the numbers you score against each of the statements. So, remembering that 1 = strongly disagree and 7 = strongly agree, the higher your score, the higher your sense of life satisfaction as a whole.

As a guide, your total score means:

• 31-35 = Extremely satisfied • 26-30 = Satisfied • 21-25 = Slightly satisfied • 20 = Neutral • 15-19 = Slightly dissatisfied • 10-14 = Dissatisfied • 5-9 = Extremely dissatisfied

Pavot and Diener (2013) created a more in-depth description of what your score means for your sense of life satisfaction. Very briefly, I’ve written up what they had to say, but it’s worth accessing the full descriptions.

31-35 Extremely Satisfied If you score this high on the SWLS, it means you have a strong love of your life and feel that things are going really well for you. This does not mean to say that you feel your life is perfect, but you are content with how things are and/or feel any challenges are temporary and can be managed. A high score does not indicate that you are complacent about your sense of satisfaction, and it is likely you understand that challenge is a pathway to growth and greater satisfaction.

26-30 Satisfied If you score in this range, you likely feel that most things in your life are going really well, but there may be one or two key areas you wish to change. You understand that your life is not perfect and respect that any challenges are also an area for further growth and exploration.

21-25 Slightly Satisfied If you score in this margin, you’re in good company. The researchers assert that this is where the majority of people score themselves. This score means you are generally satisfied, on an average day to day basis, however, there are areas you’d really like to improve. Rather than there being one or two single things that you feel would give you greater satisfaction, you might feel that small improvements across all domains of your life would lead to a higher sense of life satisfaction.

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20 Neutral A score of 20 – bang in the middle of the scale – means you’re likely pretty neutral about your sense of satisfaction about your life. You might not give too much thought to what does or doesn’t need improving and you’re quite content where you are.

15-19 Slightly Dissatisfied A score in this range might mean that you tend to feel dissatisfied more than satisfied on a day to day basis, and there are several significant areas for improvement. It might also indicate that you’re generally content but there is one area of life where you feel deeply unsatisfied which is creating a lower score. A score in this margin requires further thought and reflection on where improvements need to be made to increase your sense of satisfaction.

10-14 Dissatisfied A dissatisfied score tends to mean you’re feeling substantially dissatisfied about your current circumstances. This might be deep dissatisfaction across all areas of life or just that two or three areas are far worse than the others. It’s worth reflecting to see if your dissatisfaction is due to a recent event or situation – which may be temporary – or if this is a chronic experience because you are not living the life you truly want.

5-9 Extremely Dissatisfied As you may have guessed, a score at the very low end of the scale means that you are extremely dissatisfied with your current life circumstances. Again, if this score is due to a recent hard-blow in life, such as bereavement, then things may get better over time with the right support. However, a score this low tends to be an indication of dissatisfaction across multiple areas of life and is a good starting point to begin reflecting on why that might be.

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Stress Test The following questions ask about your feelings and thoughts during THE PAST MONTH. In each question, you will be asked HOW OFTEN you felt or thought a certain way. Although some of the questions are similar, there are small differences between them and you should treat each one as a separate question. The best approach is to answer fairly quickly. That is, don’t try to count up the exact number of times you felt a particular way, but tell me the answer that in general seems the best. For each statement, please tell me if you have had these thoughts or feelings: never, almost never, sometimes, fairly often, or very often. (Read all answer choices each time)

Never Almost Never

Sometimes Fairly Often

Very Often

B.1. In the past month, how often have you been upset because of something that happened unexpectedly?

0 1 2 3 4

B.2. In the past month, how often have you felt unable to control the important things in your life?

0 1 2 3 4

B.3. In the past month, how often have you felt nervous or stressed?

0 1 2 3 4

B.4. In the past month, how often have you felt confident about your ability to handle personal problems?

0 1 2 3 4

B.5. In the past month, how often have you felt that things were going your way?

0 1 2 3 4

B.6. In the past month, how often have you found that you could not cope with all the things you had to do?

0 1 2 3 4

B.7. In the past month, how often have you been able to control irritations in your life?

0 1 2 3 4

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B.8. In the past month, how often have you felt that you were on top of things?

0 1 2 3 4

B.9. In the past month, how often have you been angry because of things that happened that were outside of your control?

0 1 2 3 4

B.10. In the past month, how often have you felt that difficulties were piling up so high that you could not overcome them?

0 1 2 3 4

Perceived Stress Scale Scoring Each item is rated on a 5-point scale ranging from never (0) to almost always (4). Positively worded items are reverse scored, and the ratings are summed, with higher scores indicating more perceived stress. PSS-10 scores are obtained by reversing the scores on the four positive items: For example, 0=4, 1=3, 2=2, etc. and then summing across all 10 items. Items 4, 5, 7, and 8 are the positively stated items.

Your Perceived Stress Level was ________

Scores around 13 are considered average. In our own research, we have found that high stress groups usually have a stress score of around 20 points. Scores of 20 or higher are considered high stress, and if you are in this range, you might consider learning new stress reduction techniques as well as increasing your exercise to at least three times a week. High psychological stress is associated with high blood pressure, higher BMI, larger waist to hip ratio, shorter telomere length, higher cortisol levels, suppressed immune function, decreased sleep, and increased alcohol consumption. These are all important risk factors for cardiovascular disease.

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Douglas Carnine Vita Douglas Carnine is a Professor Emeritus of Education at the University of Oregon. As an

undergraduate at the University of Illinois, he was a James Scholar, Bronze Tablet Scholar, and a National Science Foundation Fellow in Psychology, graduating with distinction in psychology and Phi Beta Kappa in 1969. He completed his M.A. in Special Education at the University of Oregon in 1971, and his Ph.D. in Educational Psychology at the University of Utah in 1974. In 1981 he received the Ersted Award for Distinguished Teaching, the first faculty member from the College of Education to win the award. In 2003 he received the Scientific Translation Award from the Association of Behavior Analysis. In 2005 he received the Life Time Achievement Award from the Council for Exceptional Children. Carnine received a presidential nomination to be on the board for the National Institute for Literacy, which was confirmed by the Senate; he served as program committee chair for three years. He also served on the National Educational Research Policy and Priorities Board for the Office of Educational Research and Improvement. Carnine also consulted with six other offices within the Department of Education and on a few occasions with the National Science Foundation and USAID.

As Director of the National Center to Improve the Tools of Educators for ten years, he worked with publishers on incorporating evidence-based practices in educational materials and with governor's offices, legislatures, state boards, business organizations, community groups, education professional organizations, and teacher unions to understand the policy implications of evidence-based educational materials for at-risk learners. Carnine has worked with these groups in California, Virginia, Washington, Texas, and New York.

Carnine served as director or co-director of 24 grant awards amounting to approximately 15 million dollars. He has over 100 scholarly publications: over 60 research articles in refereed journals, 40 essays, over 20 chapters in books, and six books (Pascal for university-level computer science with the others for education courses: Teaching Higher Order Thinking, Theory of Instruction, Instructional Strategies for Diverse Learners, Direct Instruction Reading, and Direct Instruction Math.). He is a co-author of textbooks for the elementary grades (mathematics and science), for the middle grades (science, world history, US history, and English literature and composition), and English literature and composition textbooks for high school. He has presented at over 100 conferences in the United States, Canada, South America, Europe, the former USSR, Africa, Australia, and New Zealand. He has served as a consulting editor or editorial board member for eight journals.

Carnine is President of the Board of Implementation Sciences International, Inc. (ISII), a research-based, non-profit organization that trains community practitioners around the world in Parent Management Training – Oregon Model (PMTO®). See more at https://www.generationpmto.org/pmto-fact-sheets.

Simultaneously, over a 50-year period, he developed a meditation and kindness practice, eventually becoming a Buddhist lay minister in 2010 working in hospice and with prisoners. He translated his 50 years of work into a mindful kindness project that includes two books—Saint Badass: Personal Transcendence in Tucker Max Hell and How Love Wins—and a related website: feedkindness.com. He has a prison ministry with about 15 prisoners.

Over the past 15 years, he and his wife have been managing 820 acres of forest land, with a focus on restoring rare upland prairie, oak savannah, and oak woodlots. With the support of about a half-million dollars from various conservation organizations, conservation easements have been approved for about 640 acres of the forestland. Because the land can never be developed and the restoration efforts must always be maintained, some rare plant and animal species will have a protected habitat.

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The easements are managed by McKenzie River Trust, for more information on one of our easements, see https://mckenzieriver.org/tag/oak-woodlands/. That property is also one of two sites selected for a project involving local confederated tribes—Traditional Ecological Knowledge in the Long Tom Watershed: Improving Dialogue and Understanding. Learn more about the project at https://www.longtom.org/donate/tribalengagement/.

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In this no-nonsense, religion-free workbook, Carnine (Saint Badass: Transcendence inTucker Max Hell) guides readers through developing a practice of “kindfulness,” anintertwining of kindness and mindfulness. Carnine, a lay Buddhist minister and educator,focuses on motivating readers to be kind to themselves and others in small, immediateways. His core approach is to replace unkind habits, both physical and mental, and bothinwardly and outwardly directed, with kind ones. He also discusses developing skills relatedto change, action, and character. He uses a straightforward, organized teaching style,supported by jargon-free explanations of simple mindfulness and meditation activities andgrounded in the idea that change is possible even in the toughest of circumstances.

Carnine excels at articulate frameworks and memorable terminology, such as the “Renew-and-Serve Cycle” and the “Three-Breath Method,” without falling into cuteness,oversimplification, or jargon. Each chapter is organized into small, digestible sections andincludes definitions of concepts, exercises, and anecdotes from his and others’ personalexperience. He brings in just enough of his personal history to make his presence palpablewithout centering himself, and he avoids the denigration of his past failings. The only thingsdetracting from the professional appearance of the text are hand-drawn illustrations.

Throughout the text, Carnine includes short sections written by prisoners whom he mentorsand corresponds with. They share how their lives have been improved by these practicesdespite their histories of deep abuse and extreme violence, proving the value of kindfulnessin any circumstance or context. These stories also put a subtly masculine spin on thematerial, offering a path for readers stuck in a mindset of toxic masculinity. Carnine’sarticulate and easy-to-follow approach, and the deep sincerity that comes through his andothers’ personal stories, create a transformative guide for readers seeking to make changesin their lives and relationships.

Takeaway: This accessible guide to changing one’s life through “kindfulness” is aninvaluable road map for readers whose lives have been affected by toxic mindsets.

Great for fans of Elisha Goldstein’s The Now Effect, Jamil Zaki’s The War for Kindness.

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7KH %RRN/LIH 3UL]H Critic's Report

Title: How Love Wins Author: Doug Carnine

Idea: A book about nurturing kindness and positive habits in oneself is a welcome change.The text is focused on how to heal within and without, and how to prioritize developinghealthy, rich relationships with others.

Prose/Style: The writing is clear and concise, without too many flourishes but not sparseeither. The book is generally pleasant to read, the text flows well, and ideas are organized andeasily comprehensible.

Originality: Many books in this genre are focused on concrete changes one can make intheir material life, or measurable achievements. This one is about introspection and workingon one’s life from the inside out, thereby making it feel more original.

Character Development/Execution: Short passages tell the stories of individualstouched by the principles in the book, and each is characterized well and fleshed out even inshort appearances.

Blurb: While creating enduring relationships and seeking happiness and fulfillment canseem daunting, this book breaks down the ways one can nurture positive relationships in lifeand prioritize kindness and mindful action.

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How Love Wins References Note: The references come from multiple discipline—neuroscience, psychology, sociology, history, and anthropology

Preface 1. My lay ordination master was Rev. Master Jiyu-Kennett, who in 1963 received the Dharma Transmission

from Koho Zenji, abbot of Sojiji, one of the two head training temples for Soto Zen in Japan.

Introduction 2. Historically, in other cultures, "happiness" has meant fortunate external events. In the US, the term refers to

an internal feeling based on, for example, the five elements identified by Penn State psychologist Martin Seligman: positive emotions, engagement, relationships, meaning, and achievement.

3. Mineo, L. (November 2018). Over nearly 80 years, Harvard study has been showing how to live a healthy and happy life. Retrieved from https://news.harvard.edu/gazette/story/2017/04/over-nearly-80-years-harvard-study-has-been-showing-how-to-live-a-healthy-and-happy-life/.

4. Thomas, A.G., Jonason, P.K., Blackburn, J., Kennair, L.E., Lowe, R., Malouff, J.M., Stewart-Williams, S., Sulikowski, D., & Li, N.P. (2019). Mate preference priorities in the East and West: A cross-cultural test of the mate preference priority model. Journal of personality.

5. Gottman, J. M., & Levenson, R. W. (1999). What predicts change in marital interaction over time? A study of alternative models. Family Process, 38: 143–158.

6. Gable, S. L., Gonzaga, G. C., & Strachman, A. (November 2006). Will you be there for me when things go right? Supportive responses to positive event disclosures. Journal of Personality and Social Psychology, 91(5): 904–917.

7. Welch, D. (2015). Love factually: 10 proven steps from I wish to I do. Austin, TX: Love Science Media. See pp, 62–63.

8. Nelson, S.K., Layous, K., Cole, S.W., & Lyubomirsky, S. (2016). Do unto others or treat yourself? The effects of prosocial and self-focused behavior on psychological flourishing. Emotion, 16(6), 850-61.

9. Fredrickson, B.L., Grewen, K.M., Coffey, K.A., Algoe, S.B., Firestine, A.M., Arevalo, J., Ma, J., & Cole, S.W. (2013). A functional genomic perspective on human well-being. Proceedings of the National Academy of Sciences of the United States of America, 110(33), 13684-9.

10. Gouin, J., Carter, C.S., Pournajafi-Nazarloo, H., Glaser, R., & Kiecolt-Glaser, J.K. (2010). Marital behavior, oxytocin, vasopressin, and wound healing. Psychoneuroendocrinology, 35, 1082-1090.

11. Li, Y., Pan, A., Wang, D., Liu, X.R., Dhana, K., Franco, Ò., Kaptoge, S.K., Angelantonio, E.D., Stampfer, M.J., Willett, W.C., & Hu, F.B. (2018). Impact of Healthy Lifestyle Factors on Life Expectancies in the US Population. Circulation, 138, 345–355.

12. Harding, K. (2019) The Rabbit Effect: Live Longer, Happier, and Healthier with the Groundbreaking Science of Kindness. New York, NY: Atria Books.

13. Bartlett, M.Y., & DeSteno, D. (2006). Gratitude and prosocial behavior: helping when it costs you. Psychological science, 17(4), 319-25.

14. Karns, C.M., Moore, W.E., & Mayr, U. (2017). The Cultivation of Pure Altruism via Gratitude: A Functional MRI Study of Change with Gratitude Practice. Front. Hum. Neurosci.

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15. Emmons, R.A., & Stern, R. (2013). Gratitude as a psychotherapeutic intervention. Journal of clinical psychology, 69(8), 846-55.

Step 1 16. Gottman, J.M. (1994). What Predicts Divorce?: The Relationship Between Marital Processes and Marital

Outcomes.

17. Gottman, J.M., & Silver, N. (1999). The Seven Principles for Making Marriage Work.

18. Killingsworth, M. (July 2013). Does mind-wandering make you unhappy? Retrieved from http://greatergood.berkeley.edu/article/item/does_mind_wandering_make_you_unhappy.

Step 2 19. Origin unknown. According to Mother Teresa’s website (Error! Hyperlink reference not valid.), she has

been mistakenly identified as the origin of this quote.

20. https://www.fosterpurpose.org/about

21. Aknin, L.B., Hamlin, J.K., & Dunn, E.W. (2012). Giving Leads to Happiness in Young Children. PloS one.

22. https://www.mindsetworks.com/science/

23. Muraven, M. (2010). Building Self-Control Strength: Practicing Self-Control Leads to Improved Self-Control Performance. Journal of experimental social psychology, 46(2), 465-468.

Step 3 24. Compassion is not the same as empathy or altruism, though the concepts are related. While empathy refers

more generally to our ability to take the perspective of and feel the emotions of another person, compassion is when those feelings and thoughts include the desire to help. Altruism, in turn, is more than a feeling. It is kind, selfless action.

25. To learn more about the research on these seven practices of kindness (and much more), go to the Greater Good website at UC Berkeley (http://greatergood.berkeley.edu/big_ideas)

26. https://www.gottman.com/blog/3-research-based-tips-for-a-happy-and-healthy-relationship/

27. There are many theories about human instinct. I am working from Professor Robert Winston, MD's book and BBC program: Human Instinct: How our primeval impulses shape our modern world. Winston, R. (2002) NY: NY. Bantam Press. The four episodes on the BBC program were to survive, reproduce, succeed, and act with kindness. (https://www.bbc.co.uk/programmes/b00pfrv4/episodes/guide)

28. Darwin, C. (1871). The Descent of Man. (p. 88) Retrieved from https://charles-darwin.classic-literature.co.uk/the-descent-of-man/ebook-page-88.asp

29. Fredrickson, B.L., Grewen, K.M., Coffey, K.A., Algoe, S.B., Firestine, A.M., Arevalo, J., Ma, J., & Cole, S.W. (2013). A functional genomic perspective on human well-being. Proceedings of the National Academy of Sciences of the United States of America, 110(33), 13684-9.

30. Tang, Y., Tang, R., & Posner, M.I. (2013). Brief meditation training induces smoking reduction. Proceedings of the National Academy of Sciences of the United States of America, 110(34), 13971-5.

31. Lim, D., Condon, P., & DeSteno, D. (2015). Mindfulness and Compassion: An Examination of Mechanism and Scalability. PloS one.

32. Sandstrom, G.M., & Dunn, E.W. (2014). Social Interactions and Well-Being: The Surprising Power of Weak Ties. Personality & social psychology bulletin, 40(7), 910-922.

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33. http://www.brucekalexander.com/articles-speeches/rat-park/148-addiction-the-view-from-rat-park

34. http://www.shinrin-yoku.org/shinrin-yoku.html

35. Li, Q. (2018). Forest Bathing: How Trees Can Help You Find Health and Happiness. NY, NY: Viking.

36. Yeager, R., Riggs, D.W., DeJarnett, N., Tollerud, D.J., Wilson, J., Conklin, D.J., O'Toole, T.E., McCracken, J., Lorkiewicz, P.K., Xie, Z., Zafar, N., Krishnasamy, S.S., Srivastava, S.K., Finch, J., Keith, R.J., DeFilippis, A.P., Rai, S.N., Liu, G., & Bhatnagar, A. (2018). Association Between Residential Greenness and Cardiovascular Disease Risk. Journal of the American Heart Association.

37. Park, S., & Mattson, R.H. (2009). Therapeutic Influences of Plants in Hospital Rooms on Surgical Recovery.

38. Goldstein, P., Weissman-Fogel, I., & Shamay-Tsoory, S.G. (2017). The role of touch in regulating inter-partner physiological coupling during empathy for pain. Scientific Reports.

Step 4 39. https://obcon.org/

40. https://shastaabbey.org/

41. http://throssel.org.uk/

42. https://liveanddare.com/types-of-meditation

43. Jabr, F. (2013). Why Your Brain Needs More Downtime. Retrieved from https://www.scientificamerican.com/article/mental-downtime/

44. Konrath, S., Fuhrel-Forbis, A.R., Lou, A., & Brown, S.N. (2012). Motives for volunteering are associated with mortality risk in older adults. Health psychology : official journal of the Division of Health Psychology, American Psychological Association, 31(1), 87-96.

Step 5 45. A music video can be found at https://youtu.be/awzNHuGqoMc

46. McGonigal, K. (2011). The Willpower Instinct: How Self-Control Works, Why It Matters, and What You Can Do To Get More of It. New York, NY: Avery.

47. Bolte Taylor, J. (2008). My Stroke of Insight: A Brain Scientist's Personal Journey. New York, NY: Viking.

48. Linden, D. (2015). Touch: The Science of Hand, Heart, and Mind. New York, NY: Viking.

49. Kleiber, B.A., Jain, S., & Trivedi, M.H. (2005). Depression and pain: implications for symptomatic presentation and pharmacological treatments. Psychiatry (Edgmont (Pa. : Township)), 2(5), 12-8.

50. Brown, C.A., & Jones, A.K. (2010). Meditation experience predicts less negative appraisal of pain: Electrophysiological evidence for the involvement of anticipatory neural responses. PAIN, 150, 428-438.

51. Andrews, P.W., & Thomson, J.A. (2010). Depression's Evolutionary Roots. Retrieved from https://www.scientificamerican.com/article/depressions-evolutionary-roots/

Step 6 52. Talhelm, T., Zhang, X., Oishi, S., Shi-min, C., Duan, D., Lan, X., & Kitayama, S. (2014). Large-Scale

Psychological Differences Within China Explained by Rice Versus Wheat Agriculture. Science, 344, 603-608.

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53. Martin, R. (2015.) 5 Ways to Deal with Angry People. Retrieved from https://www.psychologytoday.com/us/blog/all-the-rage/201506/5-ways-deal-angry-people

54. For more details on these ways, see https://www.wikihow.com/Deal-With-a-Rude-Family-Member

Step 7 55. Tsafou, K., Ridder, D.T., Ee, R.V., & Lacroix, J.P. (2016). Mindfulness and satisfaction in physical activity: A

cross-sectional study in the Dutch population. Journal of health psychology, 21(9), 1817-27.

56. Deepak Chopra's audio body-scan can be found at https://youtu.be/1zHaZJpLdBk.

Step 10 57. Brooks, D. (2011). The Social Animal: The Hidden Sources of Love, Character, and Achievement. New

York, NY: Random House.

Step 11 58. Seppälä, E., Cameron. K. (2015). Proof That Positive Work Cultures Are More Productive. Retrieved from:

https://hbr.org/2015/12/proof-that-positive-work-cultures-are-more-productive.

59. Holm, K.L., Torkelson, E., & Bäckström, M. (2015). Models of Workplace Incivility: The Relationships to Instigated Incivility and Negative Outcomes. BioMed research international.

60. Schilpzand, P., Pater, I.E., & Erez, A. (2016). Workplace incivility: A review of the literature and agenda for future research.

61. Grant, A. M. (2013). Give and Take: Why Helping Others Drives Our Success. New York, NY: Viking. TED talk available at https://www.ted.com/speakers/adam_grant. Grant, A. & Rebele, R. (2017) More On Being Generous Without Being a Doormat. Retrieved from https://hbr.org/2017/02/more-on-being-generous-without-being-a-doormat

62. Page-Gould, E. (2010). Warning: Racism is Bad for Your Health. Retrieved from: https://greatergood.berkeley.edu/article/item/why_racism_is_bad_for_your_health

63. Dishion, T.J., Forgatch, M.S., Chamberlain, P.A., & Pelham, W.E. (2016). The Oregon Model of Behavior Family Therapy: From Intervention Design to Promoting Large-Scale System Change. Behavior therapy, 47(6), 812-837.

64. To take on the role of the detective and learn more about kindness to the earth, go to: http://www.joinskc.org/spread-kindness/kindness-to-the-earth/

65. Read more at https://www.mckenzieriver.org/2015/12/its-the-trees/ and https://www.mckenzieriver.org/protected-lands/conservation-easements/native-oaks-ridge/

66. Read more at https://tonybiglan.com/thenurtureeffect/

67. Wrangham, R. (2019). The Goodness Paradox: The Strange Relationship Between Virtue and Violence in Human Evolution. New York, NY: Pantheon Books.

68. Read more at https://www.feedkindness.com/books-and-more/saint-badass/

Step 12 69. Wilson, T.D., Reinhard, D.A., Westgate, E.C., Gilbert, D.T., Ellerbeck, N.E., Hahn, C., Brown, C.L., &

Shaked, A. (2014). Just think: The challenges of the disengaged mind. Science, 345, 75-77.

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70. Hill, P.L., & Turiano, N.A. (2014). Purpose in life as a predictor of mortality across adulthood. Psychological science, 25(7), 1482-6.

71. Linver, M.R., Roth, J.L., & Brooks-Gunn, J. (2009). Patterns of adolescents' participation in organized activities: are sports best when combined with other activities? Developmental psychology, 45(2), 354-67.

72. Moran, S. (2009). Purpose: giftedness in intrapersonal intelligence.

73. Lobdell, T. (2011). Getting off the treadmill. Retrieved from https://www.paloaltoonline.com/weekly/morguepdf/2011/2011_11_18.paw.section2.pdf

74. Parker, K. (2015). Despite progress, women still bear heavier load than men in balancing work and family. Retrieved from https://www.pewresearch.org/fact-tank/2015/03/10/women-still-bear-heavier-load-than-men-balancing-work-family/

75. Morin, A. (2014). The Five Things Successful Working Parents Give Up To Reach A Work-Life Balance. Retrieved from https://www.forbes.com/sites/amymorin/2014/01/20/the-five-things-successful-working-parents-give-up-to-reach-a-work-life-balance/#463cf2b157ea

76. Sandberg, S. (2017). Option B: Facing Adversity, Building Resilience, and Finding Joy. New York, NY: Knopf.

77. Didion, J. (2005). The Year of Magical Thinking. New York, NY: Knopf.

78. Schilling, O.K., Deeg, D.J., & Huisman, M. (2018). Affective Well-Being in the Last Years of Life: The Role of Health Decline. Psychology and Aging, 33, 739–753.

79. How to cope with the aging process. Retrieved from https://www.aging.com/how-to-cope-with-the-aging-process/

80. Iverach, L., Menzies, R.G., & Menzies, R.E. (2014). Death anxiety and its role in psychopathology: reviewing the status of a transdiagnostic construct. Clinical psychology review, 34(7), 580-93.

81. Goranson, A., Ritter, R.S., Waytz, A., Norton, M.I., & Gray, K. (2017). Dying Is Unexpectedly Positive. Psychological science, 28(7), 988-99.

82. Seligman, M. (2011). The Original Theory: Authentic Happiness. Retrieved from https://www.authentichappiness.sas.upenn.edu/learn/wellbeing

83. Aknin, L.B., Hamlin, J.K., & Dunn, E.W. (2012). Giving Leads to Happiness in Young Children. PloS one.

84. Dunn, E. & Norton, M. (2013). Happy Money: The Science of Smarter Spending. New York, NY: Simon & Schuster.

Conclusion 85. https://cityofkindness.org/

86. Wilson, D.S. (2019). This View of Life: Completing the Darwinian Revolution. New York, NY: Panth

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Documents

The Mindful and Kindness Program Proposal To: EXAMPLE … · 2021. 3. 7. · Program was submitted as a proposal at Ironwood State Prison on December 14, 2017, and was conditionally