Posts Tagged ‘mindfulness’

mindfulness teachers

How Mindfulness Can Help Teachers and Students Manage Challenging Situations

Patricia C. Broderick May 1

https://www.kqed.org/mindshift/53306/how-mindfulness-can-help-teachers-and-students-manage-challenging-situations

Mindfulness in the Secondary Classroom: A Guide for Teaching Adolescents,” (c) 2019 by Patricia C. Broderick. Used with permission of the publisher, W. W. Norton & Company.

Many of the risky and potentially dangerous behaviors of adolescents—​procrastination, disruptiveness, disordered eating, cutting, drinking, violence, taking drugs, technological addiction, and so on—​have a common denominator. They likely involve avoiding unpleasant emotional experience by trying to make it go away. The extent to which we do this is a measure of our distress tolerance (García-​Oliva & Piqueras, 2016; Simons & Gaher, 2005). We all have our limits, but individuals who are highly intolerant of distress and unable to cope adaptively have quick triggers and are more likely to suffer from a range of psychological and behavioral problems (Zvolensky & Hogan, 2013).

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

mindfulness in the classroom

Mindfulness in the Classroom

By: 

https://www.facultyfocus.com/articles/effective-classroom-management/mindfulness-in-the-classroom/

Even though the goal was to help students use mindfulness, faculty found they viewed things more positively as a result of the work we were doing in our FLC. The second camp focused on how the students were responding. In general, students liked the practices. They found value in them. This was something that grew over time.

Columbian hypnosis

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

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/

prime the brain for learning

Activities That Prime the Brain for Learning

Brain breaks and focused attention practices help students feel relaxed and alert and ready to learn.

BRAIN BREAKS

FOCUSED ATTENTION PRACTICES

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

Yoga Therapy

Why More Western Doctors Are Now Prescribing Yoga Therapy

With a growing body of research proving yoga’s healing benefits, it’s no wonder more Western doctors are prescribing this ancient practice. Learn what’s behind the trend.

SUSAN ENFIELD https://www.yogajournal.com/lifestyle/western-doctors-prescribing-yoga-therapy

Yoga therapy is now recognized as a clinically viable treatment, with established programs at major health care centers, such as The University of Texas MD Anderson Cancer Center, Memorial Sloan Kettering Cancer Center, Cleveland Clinic, and many others. In 2003, there were just five yoga-therapy training programs in the International Association of Yoga Therapists (IAYT) database. Today, there are more than 130 worldwide, including 24 rigorous multi-year programs newly accredited by IAYT, with 20 more under review. According to a 2015 survey, most IAYT members work in hospital settings, while others work in outpatient clinics or physical therapy, oncology, or rehabilitation departments (and in private practice).

The health care world’s increased acceptance of yoga therapy is partly due to a significant body of clinical research that now documents yoga’s proven benefits for a range of health conditions, including back painanxietydepression, and insomnia, as well as its ability to help reduce risk factors for cardiovascular disease and hypertension. Yoga has even been documented as a way to alleviate the side effects of cancer treatment.

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

Your Brain Off Facebook

This Is Your Brain Off Facebook

Planning on quitting the social platform? A major new study offers a glimpse of what unplugging might do for your life. (Spoiler: It’s not so bad.)

Benedict Carey, Jan 30, 2019

This Is Your Brain Off Facebook by BENEDICT CAREY

So what happens if you actually do quit? A new study, the most comprehensive to date, offers a preview.

Well before news broke that Facebook had shared users’ data without consent, scientists and habitual users debated how the platform had changed the experience of daily life.

the use of Facebook and other social media is linked to mental distress, especially in adolescents.

Others have likened habitual Facebook use to a mental disorder, comparing it to drug addiction and even publishing magnetic-resonance images of what Facebook addiction “looks like in the brain.”

When Facebook has published its own analyses to test such claims, the company has been roundly criticized.

For abstainers, breaking up with Facebook freed up about an hour a day, on average, and more than twice that for the heaviest users.

research led by Ethan Kross, a professor of psychology at the University of Michigan, has found that high levels of passive browsing on social media predict lowered moods, compared to more active engagement.

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more on Facebook in this IMS blog
http://blog.stcloudstate.edu/ims?s=facebook

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.

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