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AnIntroductionto
MindfulnessTawannaKane
TheInnerResourcesProject
2
WalkSlowlybyDannaFaulds
Itonlytakesaremindertobreathe,
amomenttobestill,andjustlikethat,
somethinginmesettles,softens,makes
spaceforimperfection.Theharshvoice
ofjudgmentdropstoawhisperandI
rememberagainthatlifeisn'tarelay
race;thatwewillallcrossthefinish
line;thatwakinguptolifeiswhatwe
werebornfor.AsmanytimesasI
forget,catchmyselfchargingforward
withoutevenknowingwhereI'mgoing,
thatmanytimesIcanmakethechoice
tostop,tobreathe,andbe,andwalk
slowlyintothemystery.
Mindfulness is the aware balanced acceptance of the present experience. It isn’t more complicated than that. It is the opening to or receiving the present moment, pleasant or unpleasant, just as it is, without either clinging to it or rejecting it.
-Sylvia Boorstein
WhatisMindfulness?
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Mindful Mind-fullvs.Ride the wave.
This feeling will pass.
LonelinessBills
Family
BillsLoneliness
Family
*Our Sources of Stress*Our Response to Pain
MindfulnessMetaphor:RedDye
MindfulPracticesIBodyScan
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The Practice of Inquiry :What is happening for me right now?
What am I thinking? What am I feeling?What sensations do I notice in my body?
ImpactofStress
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Whenreddyeorwefeelpainisthrown– what
happens?
• Prefrontalcortexisbypassed• Amygdalahandlestheresponse• Logicbecomeshazy• FightorFlightengages• ExecutiveFunctioningdisengaged
MindfulPracticesIILakeMeditation
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The Practice of Inquiry :What is happening for me right now?
What am I thinking? What am I feeling?What sensations do I notice in my body?
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MBSRMindfulness-BasedStressReduction
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Overview:*DevelopedbyJonKabat-Zinnin1979
CoreElements:*Eight2.5hourclasses*FullDayRetreatatmid-point*Content:
MindfulnessmeditationpracticesMindfulmovementpracticesMindfulnessduringstressfulsituations
*TaughtbyexperiencedMBSRinstructor
• ThreeBreathsBreak
• LovingkindnessMeditation
• JustSittingMeditation
• EatingMeditation
• BodyScan
• MeditationonFutureSelf
• ThoughtsandFeelingsMediation
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“The ability to thrive, mature, and increase competence in the face of
adverse circumstances. This requires a person to draw upon all resources:
biological, psychological, and environmental.”
~ Gordon, 1995
Resilience
TheBenefits
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PositiveResearchOutcomes– Adults
PositiveResearchOutcomes– YouthMendelson, T . , Greenberg, M. T . , Dar iot is , J . K . , Gould, L . F . , Rhoades, B . L . , & Leaf , P. J . (2010). Feasib i l i ty andpre l iminaryoutcomesof a school-basedmindfulness intervent ion for urbanyouth. Journal of Abnormal Chi ld Psychology, 38(7) , 985-994.
Mindfulness-basedapproachesmay improveadjustment amongchronical ly stressedanddisadvantagedyouthbyenhancing se l f -regulatorycapac it ies. This paper reports f indings fromap i lot randomizedcontrol ledtr ia l assess ing the feasib i l i ty , acceptabi l i ty , andpre l iminaryoutcomesof a school-basedmindfulness andyoga intervent ion. Four urbanpubl ic schools wererandomizedtoan intervent ionor wait - l ist control condit ion (n = 97 fourthandf i f th graders, 60 .8%female) . F indingssuggest the intervent ionwasattract ive tostudents, teachers, andschool administrators andthat i t hadaposit ive impact onproblemat ic responsestostress inc luding ruminat ion, intrusive thoughts, andemot ional arousal .
Napol i , M. , Krech, P. R. , & Hol ley, L . C . (2005). Mindfulness t ra in ing for e lementaryschool students: Theattent ionacademy.Journal of Appl iedSchool Psychology, 21(1) , 99-125.
This art ic le presents results of a format ive evaluat ionof whether part ic ipat ion in a mindfulness t rain ing programaffectedf i rst , second, andth ird gradestudents’ outcomesonmeasuresof attent ion. Thetrain ing wasdesignedand intendedtohelp students learnto focusandpayattent ion. The24-weektrain ing employedaser ies of exerc ises inc luding breathwork, bodyscan, movement, andsensor imotor awarenessact iv i t ies. Results fromthreeattent ional measuresadministeredtothestudents shows ignif icant d i f ferencesbetweenthosewhodid anddid not part ic ipate in mindfulness pract ice t rain ing.
Ober le , E . , Schonert -Reichl , K . A. , Lawlor , M. S . , & Thomson, K . C . (2012). Mindfulness and inhib itory control in ear ly adolescence. Journal of Ear ly Adolescence, 32(4) , 565-588.
99 fourth- andf i f th-gradestudents completedameasureof mindful attent ionawareness (se l f -reporteddisposit ional mindfulness) andacomputer izedexecut ive funct ion (EF) taskassess ing inhib itorycontrol . Control l ing for gender, grade, andcort isol levels , h igher scoresonthemindfulness attent ionawarenessmeasures ignif icant ly predictedgreater accuracy (%correct responses) onthe inhib itorycontrol task. This research ident i f ies mindfulness—aski l l that canbe fosteredandtrainedin intervent ionprogramstopromotehealth andwel l -being—ass ignif icant ly re latedto inhib itoryprocesses in ear ly adolescence.
Raes, F . , Gr i f f i th , J . W., Vander Gucht , K . , & Wil l iams, J . M. G. (2014). School-basedprevent ionandreduct ionof depress ion in adolescents: Ac luster-randomizedcontrol ledtr ia l of a mindfulness groupprogram.Mindfulness, 5 (5) , 477-486.
Theobject ive of th is studywastoconduct the f i rst randomizedcontrol ledtr ia l of theeff icacyof a groupmindfulness programaimedat reducing andprevent ing depress ion in anadolescent school-basedpopulat ion. For eachof 12 pairs of paral le l c lasseswith students (agerange13–20) fromf ive schools (N = 408) , onec lass wasrandomlyass ignedtothemindfulness condit ionandonec lass to thecontrol condit ion. Bothgroupscompleteddepress ionassessments pr ior to and immediate ly fo l lowing theintervent ionand6 monthsafter the intervent ion. Themindfulness intervent ionshoweds ignif icant ly greater reduct ions (andgreater c l in ical ly s ignif icant change) in depress ioncomparedwiththecontrol groupat the6 -month fol low-up. The f indingssuggest that school-basedmindfulness programscanhelp toreduceandprevent depress ion in adolescents. .
*Breathe
*NoticeYourSurroundings
*FeelyourFeetontheGround
*TakeadeeperBreathe
*ConnectwithyourIntention
TakeaMoment,AnyMoment,EveryMoment
