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Mindfulness in curriculum

Mindfulness And Meditation Will Now Be Part Of The Curriculum In 370 Schools In England
March 29, 2019

Read More: https://www.trueactivist.com/mindfulness-and-meditation-will-now-be-part-of-the-curriculum-in-370-schools-in-england-t1/?utm_source=TA&utm_medium=Organic&utm_campaign=TA-t1-MindfulnessMeditation-TAfb&fbclid=IwAR3lYe82p_jpiH3rjkr9ENgyN5BQhaAeXgblvXZkxpPLjhgszJQ1X76fs18

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NYT Feb 4, 2019

a news release announcing the program.The initiative comes months after a survey commissioned by the National Health Service found that one in eight children in England between the ages of 5 and 19 suffered from at least one mental disorder at the time of their assessment in 2017.

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https://www.mindful.org/why-schools-in-england-are-teaching-mindfulness/

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MISP (Mindfulness in Schools Project)
https://mindfulnessinschools.org/teach-dot-b/dot-b-curriculum/

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https://www.mindfulschools.org/training/mindful-educator-essentials/

Mindfulness And Trauma-Informed Teaching

Why Mindfulness And Trauma-Informed Teaching Don’t Always Go Together

Katrina Schwartz Published on 

https://www.kqed.org/mindshift/52881/why-mindfulness-and-trauma-informed-teaching-dont-always-go-together

Teachers are turning to the practice as a simple way to restore calm to the classroom, help students find some quiet space, and build self-regulation skills. Some teachers say their personal mindfulness practicehas helped them respond more calmly to students and helps them keep perspective.

“This isn’t about calming down,” said Sam Himelstein, a clinical psychologist, trainer and author who has spent most of his career working with incarcerated youth. “Calming down is great and it is a skill that youth can get better at. But if we’re talking about mindfulness, at its core, we are just talking about being present with whatever it is.”

Larry Rosenberg the dog-mind versus the lion-mind.
Reacting with the mind of a lion allows a person to say, “I’m angry right now,” and that little bit of metacognitive space between the person and the thought allows them to choose how to respond.

TRAUMA SENSITIVE MINDFULNESS

  • Students don’t take the activity seriously
  • Students are triggered by silence because it feels like a storm is brewing, so they don’t want to be quiet
  • Students feel too many requests are made of them without the requisite trust being built up
  • Students exhibit avoidance behavior

Guidelines for teachers using mindfulness:

  • Don’t force it
  • Don’t focus on the logistics like sitting with eyes closed
  • Somatic awareness, like counting breaths, could be a good place to start. “There’s different types of awareness. Sometimes we’re really aware of what’s going on in the mind and sometimes we’re more aware of what’s going on in the body,” Himelstein said.
  • Think about the child’s window of tolerance and whether he is already triggered or not. “It’s good to strike when the iron is cold in a lot of these cases,” Himelstein said.
  • Build relationships

SELF CARE

Cultivating a trauma-informed classroom is much harder when educators themselves are burnt out. Building relationships, not reacting defensively to student behavior and taking time to listen to students can feel nearly impossible if the adult is barely making it through the day.

several categories of self-care, according to Himelstein:

  1. Regular cultivation of relaxation response (3Rs): things like watching TV, going into nature, getting a massage.
  2. Effortful training: These are things like more sustained meditation or exercise where the payoff comes over a longer time period.
  3. Creativity: something that gives purpose and adds vibrancy to life. Writing, reading, painting or other passions are examples.
  4. Advocacy: everything from learning to say “No” (set boundaries), to working at a higher level to impact policy or structural change.

Steve Hoover on mindfulness

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#SteveHoover on #mindfulness don’t miss it

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@Steve Hoover presenting in #mindfulness

Posted by InforMedia Services on Wednesday, January 23, 2019

Posted by InforMedia Services on Wednesday, January 23, 2019

 

mindfulness librarians

Free Webinar: Mindfulness for Librarians

Friday, June 16, 2017  12 p.m. Central

Do you ever find yourself feeling overwhelmed at work? Increasingly, professionals are turning to the practice of mindfulness as a tool to help staff members and themselves manage stress. In our next episode of American Libraries Live, we’ll discuss how to use mindfulness to better handle stress and become more mindful in the workplace. We will also discuss burnout theory and the overall impact it has on you, your library users, and your organization as a whole. You’ll be introduced to mindfulness as we discuss its significance and how it relates to the library profession.
Please join us for this free hour-long webcast on Friday, June 16 at 1:00 p.m. Eastern.

Don’t miss out! Register today.

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more about mindfulness in this IMS blog
http://blog.stcloudstate.edu/ims?s=mindfulnessmindfu

mindfulness storytelling heal

How Mindfulness and Storytelling Help Kids Heal and Learn

Sept 2016 https://ww2.kqed.org/mindshift/2016/09/26/how-mindfulness-and-storytelling-help-kids-heal-and-learn/

Neurological research shows that tragic experiences can affect brain development and impact a child’s ability to concentrate and relax.

In an attempt to offer more psychological support, they reached out to Grossman who is a teacher and co-founder of Mindful Schools. The definition of mindfulness, says Grossman, is to “pay attention, on purpose, to the present moment.”

a form of narrative therapy for the students.

“Mindfulness taught our kids that they have the ability to make wise choices, and it’s strengthened their resiliency.”

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more on mindfulness in this IMS blog:
https://blog.stcloudstate.edu/ims?s=mindfulness

more on storytelling in this blog:
https://blog.stcloudstate.edu/ims?s=storytelling

mindfulness and storytelling

How Mindfulness and Storytelling Help Kids Heal and Learn

How Mindfulness and Storytelling Help Kids Heal and Learn

In an attempt to offer more psychological support, they reached out to Grossman who is a teacher and co-founder of Mindful Schools. The definition of mindfulness, says Grossman, is to “pay attention, on purpose, to the present moment.”

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more on mindfulness and storytelling in this IMS blog

http://blog.stcloudstate.edu/ims?s=mindfulness
http://blog.stcloudstate.edu/ims?s=storytelling

mindfulness in the classroom

Calming the teenage mind in the classroom

http://edition.cnn.com/2016/02/08/health/mindfulness-teenagers-schools-stress/

Lexxi Seay, a senior, was skeptical. “I actually never believed really in meditation. … I thought it was a joke,” she said during an interview.

Students “are just craving for ways to handle and cope with their stress” in healthy and nondestructive ways, said Gueritault. “It becomes sort of like instinctive and intuitive for them to just search for alternative ways to cope with their stress that have nothing to do with drugs or alcohol or whatever destructive behavior.”

More on mindfulness in education in this IMS blog:

http://blog.stcloudstate.edu/ims/?s=mindfulness&submit=Search

mindfulness programs in school

What Changes When a School Embraces Mindfulness?

http://ww2.kqed.org/mindshift/2016/03/30/what-changes-when-a-school-embraces-mindfulness/

The program is a blend of neuroscience, social and emotional tenets like empathy and perspective taking, and mindfulness, a practice which many schools have already started exploring. Several programs teach mindfulness in schools, including Mindful Schools.

More on mindfulness in education in this IMS blog
http://blog.stcloudstate.edu/ims/?s=mindfulness&submit=Search
http://blog.stcloudstate.edu/ims/?s=contemplative&submit=Search

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