Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
Amplifying Our Voice: Leading Boldly for Our Students, Our Professions, and Our Union
The Science and Art of Mindfulness to Cultivate Understanding, Respect, and Academic Success
Phe X. Bach, Ed.D.
C. Mindfulness LLC and CTA/Stanford Instructional Leadership Corps.
Michelle Benedict, M.Ed.
Be Mindful, Denver, CO
COMPETENCY: ADVOCACY
• NEA Leadership Competency progression level(s).
• Level 1: Foundational and
• Level 2: Mobilizing & Power Building
• The NEA Leadership Competency themes within the competency that your presentation is designed to address.• - Utilizes best practices in advocacy and political efforts
• - Example: Leads public education policy reform
The NEA Strategic Goal and NEA Organizational Priority addresses:
• NEA Strategic Goal
-advancing opportunities that will identify, organize, and engage new and early careereducators; amplify the voices of all educators, support our members’ professionalgrowth, and promote social justice for our students, communities and our nation;
-securing a pro-public education environment for students, educators, and families; and
-building the capacity of the local, state and national union to ensure the success ofpublic education.
• NEA Organizational Priorities
-Early Career Educator-Racial Justice in Education-My School, My Voice-Supporting Professional Excellence
Session OutcomesWhat you will be learning today:
• Introduction to Mindfulness & Neuroscience
• Neurorestorative Exercises
• Mindful Eating and the Vagus Nerve
• Classroom Modifications for Self-Regulation
• Practicing Gratitude
Neurons Brain Mirror Neurons
Mindful Breathing Mindful Listening Body Scanning
Mindful Eating Mindful WalkingMindful Art
Compassion Empathy Kindness Gratitude
• Aware of something that
may be important. (Merriam-
Webster Dictionary)
• Conscious or aware of
something; Inclined or
willing to do something. (Oxford Dictionary)
Mindful (ˈmīn(d) - fəl)
Mindfulness Practices:
... exercises to train the brain to be more mindful; to
improve attention (awareness) and emotional
regulation (response).
Empirically Supported Benefits of Mindfulness
• Reduced rumination
• Stress reduction
• Increased working memory
• Focus
• Less emotional reactivity
• More cognitive flexibility
• Relationship satisfaction
• Increased emotional intelligence
and social connectedness
• Increased morality
• Increased fear modulation
• Increased immune function
• Improvement to overall well-being
• Increase information processing
speed
• Decreased mind wandering
• Decreased blood pressure
• Increased empathy/compassion
• Decreased anxiety
• Enhanced self-insight
Why Mindfulness in Schools?
Proactive practice of mindfulness
in schools benefits students by
creating a culture of:
• prosocial behavior
• emotional regulation
• academic achievement
Mindfulness Benefits for Students
• Attention2
• Executive function –
including cognitive
flexibility3
• Grades (preliminary
evidence)3
• Emotion regulation2
• Behavior in school2
• Empathy and
perspective-taking1
• Social skills1
• Test anxiety4
• Stress4
• Post-traumatic
symptoms4
• Depression4
Enhancing children's self-regulatory abilitiesShowed significant improvements in executive functioning skills and significant reductions were found in aggression and social problems.Alison E. Parker et al. Advances in School Mental Health Promotion, 27 Jun 2014
Results showed that teachers reported improved classroom behavior of their students (i.e., paying attention, self-control, participation in activities, and caring/respect for others)Black, D. S., & Fernando, R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies, 23(7), 1242-1246.
Why Mindfulness in Schools?
Executive function is a set of cognitive
processes that facilitate the attainment of
chosen goals. Executive functions include
basic cognitive processes such as attentional
control, cognitive inhibition, inhibitory control,
working memory, and cognitive flexibility.
Emotional development is constructed from
executive function, which strongly depends on
maturation of the frontal lobes. Emotional
development involves increased
understanding of emotions in oneself and
others as well as increased ability to regulate
emotions based on current goals and socially-
shared rules.
Universities Researching and Teaching Mindfulness
University of Michigan
University of Wisconsin Madison
Stanford
St. Louis University
Cambridge University
University of Virginia
University of Washington
University of Vermont
NYU
University of Aberdeen
University of Iowa
University of New Mexico
University of Florida
University of San Francisco Law School
Buckingham University
Harvard
UCLA
MIT
Boston University
Yale
UCSD
Lesley University
University of Arizona
Oxford University
University of Missouri
Missouri State
Columbia
Washburn University School of Law
University of Western Australia
John F. Kennedy University
Flinders University
University of North Carolina
Florida International Law SchoolVanderbilt
Berkeley
Penn State
UMass
University of Bangor
Antioch University
Monash
Georgetown
University of Miami
Edinburgh
University of British Columbia
University of Toronto
Duke
Aberystwyth
University of Kansas
3,129 Total!
Nucleus – the control center or
brain of the cell
Dendrites – connections/receive
information from other neurons
Axon – conductor of electricity,
relays the signal from the
dendrites
Axon Terminals – transmit
information to other neurons
Parts of a Neuron
Cell Body
Neural Pathway -
feeds information to
and from the brain
and within the brain.
Making a Connection
• Sensory Input
• Signal Relay
THALAMUS
• Survival
• Fight or Flight
AMYGDALA
• Emotion control
• Memory
HIPPOCAMPUS
• Reason
• Logic
• Decision Making
• Compassion & Empathy
• Language Production
PREFRONTAL CORTEX
Positive Stimulus Examples
POSITIVEStimulus
POSITIVEResponse
Hippocampus
Prefrontal Cortex
THREAT?
MEMORY TRAINING
Thalamus Amygdala
500 milliseconds
NO THREAT
Negative Stimulus Examples“Real” Danger
Negative Stimulus Examples“Perceived” Danger
NEGATIVEStimulus
Hippocampus
Prefrontal Cortex
MEMORY TRAINING
Thalamus Amygdala
14 milliseconds
FIGHT OR FLIGHT
THREAT?THREAT!
AMYGDALA HIJACK!
The first step to practicing mindfulness is to be aware of our body. We can do this by paying attention to our senses
– What am I feeling and where am I feeling it?
Biology of Emotions: The Autonomic Nervous System
During and emotional experience, our anomic nervous system mobilizes
energy in the body that arouses us.
8/18/2015 introductory-psychology-emotion-4-728.jpg (728×546)
http://image.slidesharecdn.com/26emotionmod40fall11a-120703232344-phpapp02/95/introductory-psychology-emotion-4-728.jpg?cb=1341357895 1/1
Think, Pair, Share
How STRESS affects the body
Headaches, dizziness, ADD/ADHD, anxiety, irritability, anger and pa
Grinding teeth and tension in jaw
Increased heart rate, strokes, heart disease, diabetes type I & II, arrhythmias
Digestive disorders, upset stomach, abdominal pain, irritable bowel
syndrome
Weight gain and obesity
Muscle tension, fibromyalgia, pain syndrome
Decreased sex drive
Chronic fatigue
• 60-8o% of all primary
care visits are stress
related.
• 3% get management
help.
• 42 percent of Americans
report lying awake at
night from stress, the American Psychological
Association reported in
2013
Stress Shrinks the Neural Network
Normal Stressed
Effects of Daily Stress and the Brain
• Shrinkage of the hippocampus (memory/emotional regulation)
• Inhibited connection/shrinkage to pre-frontal cortex(Decrease in cognitive function)
• Creates free radicals killing brain cells
• Increases size, activity level, neural connections in amygdala (fight/flight/freeze)
• Halts production of new brain cells
• Reduced serotonin and dopamine (anxiety, depression, ADHD, addiction)
• Permeable blood brain barrier (brain cancer, infections, multiple sclerosis)
Impacts of Stress on Groups
• Communication Breakdown
• Decreased Morale
• Deteriorating Group Cohesiveness
• Increased Absenteeism
• Increased Healthcare Costs
• Increased Workers Compensation
• Increased Disability Claims
• Decreased Retention/Increased Turnover
• Decreased Efficiency and Productivity
Stimulus Response
Stimulus Mindfulness Response
“Between stimulus and response there is space. In that space is our power to choose our response. In our response lies our growth and freedom.”
-Viktor E. Frankl
WITHOUT MINDFULNESS
Stimulus Response
Stimulus Mindfulness
Response
WITH MINDFULNESS
Response
Response
Driver cuts you off
Wake up Late
Wake up Drive to work Afternoon
InternetIssues at School
Challenging
Student
Frustrated Parent Phone
Call
Tiny Unimportant
Situation
Hijack Accumulation
HIJACK
HIJACK
HIJACK
HIJACK
HIJACK
HIJACK
Amygdala Hijack
Morning Home
Think, Pair, Share
The University of Muchen in Germany
Department of Neuroradiology did a
controlled study with that showed
after two weeks of practicing
Mindfulness Attention to Breath (ATB)
there were changes in participant’s
brains with fMRI.
Mindfulness Practice: Attention To Breath (ATB)
Practice: Anchor Breathing
Practice: First, Just Breathe
JUSTFIRST BREATHE
“F” stands for FIST.
Relax your hands.
“J” stands for JAW.
Relax your jaw.
“B” stands for BREATHE.
Take a deep breath.
Mindful Eating
Mindful Eating
Our stomach takes
11 minutes to tell our brain
that it is full.
Vagus Nerve
• The longest and most complex nerve in the body.
• A nerve that runs from the brain, travels through major organs into the lower intestine and reproductive system.
• A nerve that is a major player in the parasympathetic (calming) nervous system
100 million neurons located in the gut.
80% of your immune system lives in your gut.
Mood in young adults (18-29) seems to be dependent
on food that increases availability of neurotransmitter
precursors and concentrations in the brain (meat).
Mood in mature adults (over 30 years) may be more
reliant on food that increases availability of antioxidants
(fruits) and abstinence of food that inappropriately
activates the sympathetic nervous system (coffee, high
glycemic index and skipping breakfast).
Your Mood on Food
Creating a Mindful Classroom
Maslow’s Hierarchy of School Needs
Environmental Considerations: Seating
Environmental Considerations: Lighting
Environmental Considerations: Sounds
http://bit.ly/CalmMountain http://bit.ly/CalmJelly
http://bit.ly/CalmForest
Environmental Considerations: Smells
Air Cleaning Plants
Essential Oils
The Power of Compliments
Source: http://www.jairekrobbins.com/gratitude-and-happiness-the-science-behind-gratitude/
Generate Social CapitalIn two studies with 243 participants,
those who were 10% more grateful
had 17.5% more social capital
In the WorkplaceResearchers found that a simple
“Thank You’ can increase
employee productivity by 50%
Mindfulness is neurorestorative brain fitness designed to improve
executive function. It is training the brain to have focused attention and increased emotional regulation
Neural Pathways
Every time you learn
something, neural
circuits are altered in
your brain. The more
you repeat the
activity the stronger
these connections
become.
Closing
• Please complete the evaluation for this breakout session by using the NEA Summit Mobile App! (Allow at least 5 minutes at the end of the session.)
• Please visit the Leadership Development Resources website at www.nea.org/leadershipdevelopment