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February 15, 2018
"Mindfulness: Strategies for Building Success and
Wellness in the 21st Century Workplace."
[The transcript you are about to view is a realtime
display of today's session. If you are receiving this
transcript after the session, it is only a rough draft of
this session and should not be considered a certified
transcript. Communication Access Realtime Translation
(CART) is provided in order to facilitate communication
accessibility and may not be a totally verbatim record of
the proceedings.]
>>JASMINA SISIRAK: Hello everyone, we will get
started, I am going to present the mindfulness Webinar.
Welcome to the fifth Webinar hosted by the HealthMatters
program in partnership with Project SEARCH and provided
by Rehabilitation Research and Training Center on
Developmental Disabilities and Health together we're
together for 45 minutes of presentation and 15 minutes
for question and answer.
Everyone is muted we have quite a large audience today.
For questions please use the question and answer chat box
to ask your questions.
I will read them out loud and Stephanie will answer the
question.
The Webinars are recorded and captioned and we will make
the recording and the transcript and the slides available
online after the Webinar.
So without any further ado, I am going to introduce this
Webinar "Mindfulness: Strategies for Building Success
and Wellness in the 21st Century Workforce."
This webinar will discuss the use of mindfulness
strategies for building success and wellness among people
with intellectual and developmental disabilities (IDD)
within their worksites. “Mindfulness tools” will be
reviewed for participants to incorporate with their
students and employees with IDD in the classroom or in
the workplace.
The presenter today is, Stefanie Patterson, Cape Cod,
Riverview School’s Project SEARCH Instructor. Stefanie
is a certified English and special education teacher and
has been in the field of education for over 20 years.
She is also a life-long yoga practitioner and is licensed
through Finding Inner Peace Yoga School and is a member
of the National Yoga Alliance & the Cape Cod Yoga
Association [CCYA] with specialty certifications in
pre/post-natal yoga, children/teen yoga and Mindfulness
Meditation.
Stephanie, are you ready?
>>STEFANIE PATTERSON: Hello.
I'm here.
>>JASMINA SISIRAK: Stephanie, we can hear you.
>>STEFANIE PATTERSON: Hello everybody. I am
really honored to be offering this Webinar to you all
today.
As Jasmina has said, I am a special ed teacher, and I
work in Massachusetts at the Riverview School and at the
end the Webinar there will be resources and if you would
like to learn more about Riverview Schools, there is a
link there where you can find more information about
Riverview school and as well, my yoga in bloom
background.
So I would like to start our Webinar today with a
meditation.
A very simple meditation, I call it the anchor, so if
everybody, just wherever you are sitting right now, in
your space, just rest your feet on the ground, sitting up
nice and tall.
Reaching the top of the crown of your head upwards, and
just letting your hands fall.
Resting, your eyes closed, if you wish, or just gazing
downward.
Just beginning to find your breath.
Breathing in... and breathing out.
Breathing in... and breathing out.
Now, just taking that image of an anchor, an anchor helps
us feel strong, secure, safe, and calm.
So imagining that anchor just gently floating through the
ocean waters.
Just letting it fall down, through the water... and then
slowly, softly, gently landing on the ocean floor, in the
sand.
And just imagine that being your thoughts and your
feelings, just letting them float down and away...
scattering about, resting on the ocean floor, in the soft
sand.
And breathing... breathing in... and breathing out.
And if you do have those thoughts that keep creeping in,
just acknowledge, let them be, let them float, let them
rest in the sand.
Taking a nice deep breath in for your heart, filling your
heart and your lungs, and breathing out.
Floating, resting, softly, gently, and calm.
Just now beginning to see that anchor, just kind of
drifting through the sand, you're moving a little farther
away.
And we'll start coming back to our place here, noticing
your feet, pressing into the earth, taking one last deep
breath in before opening the eyes, and breathing out...
and then just come in, back to our space, and hopefully
you feel a little calmer and ready to go through some
slides with me about meditation.
So our next slide is kind of a look at the two words,
mindfulness and meditation.
Mindful is a general awareness of what's going on around
us, being mindful, and meditation is more a setting aside
of time taking time to relax and calm the mind like what
we just did in that anchor meditation.
The two terms certainly overlap in mindfulness meditation
which is one of the mindful forms of meditation.
So the next couple of slides are about two pioneers in
the field about mindfulness and meditation and this one
is Jon Kabat-Zinn and he began the mindfulness program
teaching people who were interested, as patients who
weren't responding to traditional treatment to find ways
of reducing stress and relaxing.
And then Herbert Benson, Dr. Benson is another pioneer in
the field in mind body medicine and research and has been
for our 40 years and he created the relaxation response,
which is a way of meditating, a way of calming the body
and setting aside time, focusing on repetition of a word
or phrase or even some sort of movement or activity so
that can be a form of meditation.
It can be a yoga class but even beyond that, it can be an
activity that you love like swimming or jogging or
knitting or running, that in itself can be a form of
meditation and helps the body relax and become centered
and calm.
So just looking in the next few slides, into the brain,
the brain is a fascinating organ, as we all know.
There are three main areas that when we talk about
mindfulness and medication that are affected, the
prefrontal cortex, prefrontal lobe, that is in planning
and organizing, and the amygdala connected to emotion
responses, and the other related to worse and fears.
So the current research, Richie Davidson is someone who
has done an extensive amount of research in this area in
terms of noting how meditation and mindfulness may change
your brain.
The actual gray matter in the prefrontal lobe, the
density of it would produce greater planning problem
solving emotional regulation, the size of the amygdala
reducing anxiety and fear, less stress disorders like
post-traumatic stress disorder.
So our young people with disabilities they encounter as
many of us know who work with students with disabilities,
they encounter many barriers in the workplace and some of
the disabilities that I put on this slide are the common
ones, autism, or attention deficit disorder where they
may have trouble focusing or attention to detail and
producing a lack of confidence or self-esteem and
executive functioning disorder, the problem solving your
memory comes into play, and our student that have
executive functioning challenges will have barrier that
translate into the workplace.
This slide shows a study that was done, mindfulness at
work and seven specific or distinct ways that mindfulness
improves your performance at work for students with
disabilities as well as all of us.
The picture in the slide is of a student I have who has
come a long way in terms of developing social skills, her
focus, her ability to create relationships with people,
so I loved this picture because it shows two people that
worked with her in the human resources department at Cape
Cod hospital here in Massachusetts, with a daily
mindfulness practice she was able to come out of her
shell and become a better listener and improve her focus
and let go of stress. A lot of these points on this
slide apply to her.
I would like to look at two examples of workplace
success.
Two examples of recent Project SEARCH graduates who were
interns here with me at Cape Cod, they are now successful
people leading empowered lives, and mindfulness has
helped them overcome barriers.
So our first -- basically my focus in these two
individuals are the words confidence and focus,
mindfulness and action showing how, through the practice,
I help them build more confidence and focus in their
lives.
Here is Justin, in the first slide, here he is making
panini, in his very first rotation here in occupational
health services, which is a set in the program where we
came struggling with all the things he needed to organize
on a daily basis, remembering his badge or his wallet
with his bus pass, or remembering to shave and right off
the bat he presented struggles in the executive functions
so we have what I call a mindfulness system, essentially
for him it was a bureau box, we found a really cool box
and he decorated it and it was his place where he put
every day, his bus pass, his wallet, his hospital badge,
his phone, his keys, whatever he needed for that day was
intentionally set in that box it was to raise his
awareness of these items that he needed them every day
and it was in the same place every day.
That helped with his confidence and he moved on to the
second rotation of the emergency center which built his
confidence he said there was no way he was going to work
in the emergency center so the fact that he tried this
rotation was a really big step for him in his confidence
and in his understanding his emotions, his feelings, his
self-awareness but he still had this negative mindset so
we implemented a daily mantra, which is a positive
thought and I'll talk a bit about this in a bit but his
was stand tall.
I realized when he was over stressed he would recoil in
and I taught him about this mantra and he would say it
and he would open his chest and say okay, I can do this.
Jasmina -- I'm not sure what happened.
Hello?
>>BETH MARKS: What's going on?
>>STEFANIE PATTERSON: I'm not sure what
happened. Maybe I have a technical difficulty here.
Do you still see my slide?
>>JASMINA SISIRAK: Yes, we see the slide.
You're on slide 14. Do you want to advance.
>>STEFANIE PATTERSON: I don't see anything on my
computer now.
>>JASMINA SISIRAK: Okay. I can advance for you.
Slide 15.
>>STEFANIE PATTERSON: The next slide would be
the third rotation; correct?
In his third rotation he was working, he found his
wheelhouse, his place in food services, he realized he
wanted to start finding a job here.
He had an interview to start off his rotation and right
away in his interview, he self-advocated, talked about
how he had certification so they were able to work with
his skills and it was very empowering for him to be able
to get to that step and he was making paninis he was
serving customers, he ran the cash register so he
definitely grew in that area and when was when we started
using the mindfulness practice, positive intention, goal
setting which was very empowering for him.
Again, this is a time when they start to graduate so he
was starting to feel a little nervous so setting these
goals was great and positive intentions was a great
activity for him.
The next slide is -- I'm working on tech issues here on
my computer.
The next slide is outcome.
He has a wonderful outcome, he is now working a 24-hour a
week job, actually two jobs in food services one in a
local Italian restaurant and a Local 4 star here in
Massachusetts and he lives in an apartment with a
roommate and he's just doing really well.
So he is what I would call a nice success story using
practices to help build his confidence.
The next slide.
The next slide is Katie, standing in one of her
departments.
Katie is someone who I really needed to build focus with.
She would -- again, similar to Justin where she needed
help with her planning, her organization. She would
often get distracted by different peer dramas. So I had
to work with her on her focus and the first thing we did
with her was work on her -- I'm just trying to get back
on to my -- back on here.
Excuse me for a second.
See if I can log back on.
For some reason my computer is shutting down. Just bear
with me for one second.
>>JASMINA SISIRAK: Do you want to just keep,
going off the slides?
>>STEFANIE PATTERSON: The thing is, I don't have
the slides in front of me, so I'm just trying -- let me
just try one click thing and see if I can just log back
in maybe. I'm not sure why I got logged out.
Do you think that would work if I logged back in?
>>JASMINA SISIRAK: Yeah.
Can you try? But I can read the slides, headings if you
--
>>STEFANIE PATTERSON: Yeah. I definitely know
my slides.
Mindful walking, I know that was the biggest thing that
we did with Katie right off the bat was being able to
teach her how to be aware of her surroundings and being
mindful of people around her and, keeping her chin up,
keeping her head up kind of thing, so that was a big part
of her first rotation was teaching her, which in a way
was a mantra.
Sorry. I was just trying to rejoin. I don't know why --
>>STEFANIE PATTERSON: Jasmina, go ahead and
advance that.
In her second rotation -- actually let me do this.
Okay.
In her second rotation, Katie worked in the nursing
department, and the big barrier, I guess, that Katie had
was that she had to go navigate through 4 different
departments.
It was a very busy hospital and we created this
mindfulness system for her and this was setting daily
reminders on her phone, which department she had to be at
and which day and also recording a time task list,
recording the time that she needed to do those jobs or
the time that it took her to do those jobs.
The third spot, the next slide, go ahead Jasmina, so
we're at the third rotation.
The third rotation Katie worked in the busy hustle and
bustle center and this is clearly where she developed
more independence. She was able to show a lot more calm
presence, professional interaction, she developed a nice
relationship with a housekeeper who was in the ER and
they worked on different strategies and talking about
life after school and graduation and it was really nice
to see her developing these relationships with coworker
when that was something that she struggled with peers in
the past, and like Justin, in her morning routine we did
a lot of positive retention and goal setting to plan,
like I said with Justin, they would be graduating and had
a lot of worry and concern about what was going to happen
next.
So her outcome -- next slide -- her outcome is a pretty
amazing thing, she is working 20 hours a week in a law
firm in downtown Boston, and both of the young people I'm
discussions here have support, they do live in-houses or
apartments with their friends, and the other neat thing
about Katie is throughout all the navigation of the
hospital and trying to set her timers and figure out a
lapse time how long it takes her to get to and from
places she is now able to take the T, which is a train
here in Boston, to work on her own.
So that is very exciting.
Next slide.
Just a quick review of the systems that I talked about, I
talked about mindfulness practices, such as mindfulness
system, like the bureau box or a timer, mantras, which
again I'll talk a little more about in a bit.
And I don't think I mentioned because when I had this
technical glitch, I didn't talk about the breathing
techniques, I worked with Katie quite a lot in teaching
deep breathing and techniques to slow down a little bit
and help with focus and of course the positive thinking
intentions.
Next slide.
There are the two confident and focused young people
working away.
And then the next slide.
This next slide has a list of other types of various
activities that I have used in the classroom as well,
right at the business site, so I just wanted to show you
some of those slides.
Those activities.
So this next slide, the peace corner.
Are we there?
Are we at the peace corner?
>>JASMINA SISIRAK: Yes.
When you say next, I proceed, no problem.
>>STEFANIE PATTERSON: You're wonderful.
Thank you.
So the peace corner slide is just a little spot that
maybe you can create a little section of your office or
your classroom that might have a spot for some
inspirational items or a place that you can sit and get
centered, take a few moments sometimes it helps the
student to kind of go to that little section or that
little area, and we also, working in a hospital, we have
this beautiful meditation chapel that I bring to the
students attention that you need to take a break or need
a focus or recentering, to always go to that meditation
chapel.
Next slide, please.
The stay positive box.
So the stay positive box is something that I keep in the
classroom, every morning I put it out on the desk, and
the students may put a little note in there, a little
note of gratitude or a little note of kindness or
something that they did that they were proud of.
It's kind of a routine they developed to help them,
again, be mindful, be aware of their feelings, their
thoughts, be aware of the people around them and every so
often I'll pull them out and read them and talk and laugh
and go through all the different notes in the box.
Next slide, this is a former student of mine who was in
charge, I gave her the job of the in charge box and this
gave her a sense of leadership and confidence, as always
it's more empowering when our students or our interns
take ownership over something and teach it to others and
so I wanted to emphasize that, so she was my leader for
that.
Next slide.
The next slide is guided imagery, which is very similar
to what I just did with you all in the very beginning of
this Webinar, where we sort of created the image of the
anchor.
The image they would like to share with the students is
this worry tree idea, where my classroom is across the
street from the hospital, so the students have to walk to
work, so we have selected a worry tree along the route
where a student may pause there for a moment, and just
think about their worries, and thoughts that are kind of
those barriers that are just kind of getting in their way
of their success and send those thoughts and those
worries up to the tree where the wind and the water and
the air will take care of them.
So next slide.
Next slide is of a student of mine who uses the worry
tree very regularly.
He pauses there, and I have taught him to pause there for
about five seconds, I have him count, 1, 2, 3, 4, 5, and
he closes his eye and thinks about those worries and
sends them off.
And then the other picture of him, there he is working as
a confident self-assured young man in materials
management here in the hospital.
Next slide please.
Mandalas, coloring, books they leave around the classroom
if they are done with their work, I leave out these
mandala books to color, studies have shown that coloring
can provide stress receive and improve focus and
creative, and also a compliment.
Journaling, my students do have a journal prompt each day
however I always emphasize that that journal is a tool
you can use in your downtime if you have downtime and in
your departments, after work or at home, it's a
mindfulness tool, an awareness, a way to learn about your
thoughts and feelings and kind of get them out of your
mind and onto the page, the next slide is a student of
mine who uses the journal every day, to prompt on the
board or as a tool to help with stress I always try to
emphasize with our young people that sitting and writing
in a journal is professional.
It's a professional thing to do as opposed -- I try to
teach them other ways when they have to pass time rather
than suffering through their phone or looking at
Instagram or whatever the case may be, this tool is a
nice option to that.
Next slide, please.
Intention, I mentioned this a bit when I was talking a
little bit about my other students about positive
thinking and setting intention, something we did very
often in the morning to start the day, focus on the
positive, focus on gratitude, next slide.
And then in this slide, I have done, in the past,
different themes where each month has a theme and we kind
of focus our morning intentions, maybe the stay positive
box notes, the mantra that we might come up with on
whatever the theme may be, so February being love we
might focus on love and kindness, focusing on ways to be
kind in the workplace how you can show kindness.
That kind of thing.
Next slide.
Next slide is of a student who used this intention
setting regularly, every morning, he called it his happy
place, and every morning before he went to work he had to
stop and pause and just think about his family.
He is a really close-knit family and it was something
that really helped him before going off to his internship
to kind of think about the gratitude and love he has for
his family helped him be successful.
So the next slide is mantra, and I alluded to this a
little bit earlier when I talked about the mindful
walking with Katie, and the stand tall with Justin, a
mantra is a word or a statement or a sound that's
repeated frequently.
Typically you might hear a mantra in a meditation but we
can use it in our everyday lives as a way of positive
thinking, intention setting, or just kind of a catch
phrase or something quick that might snap you back to, oh
yes that's right I need to stand tall, or I need to
believe in myself.
Next slide.
I had a student who was very animated, loved to use his
hands. Loved to speak loudly.
Wonderful qualities in terms of being lively and just
really a joyful presence, but in the workplace, and in a
business meeting, we had to work on the quiet mind, quiet
body with him.
So certainly when he was in a rotation like over in the
OR we worked on that mantra, quiet mind, quiet body and
he reminded himself by using that to calm himself for
whatever task he has next.
The next slide is movement. These five poses here, these
are yoga poses, but they are really just stretches that
can be done in the classroom setting, before the students
go off to work to stretch and get energy moving.
Seated poses in the chair.
So the next slide here shows a student of mine who liked
these stretches, he is a student that really needs to be
on the move a lot.
So stretching in a yoga possession or just getting ready
before he started his day with a stretch of his arm or a
stretch of his legs really helped him to just kind of
feel more centered and ready to go and he works on his
flexibility all of the time. And he had always said, "My
goal is to be flexible both figuratively and literally."
He would say, "I have to learn how to be a more flexible
thinker." So that was a nice connection that we made.
Next slide is the touch stones.
A touch stone is just a small little object that you can
put in your pocket that can help you come back to your
center.
This little picture of some real stones that I have
collected out here on Cape Cod and there a couple of
little rocks there that are perfect for pocket size.
Often I will talk to students about finding something
that resonates with them.
Next slide.
We know as teachers, educators, as parents that the
stress balls are really good for students so that's why I
came up with the touch stone because a stress ball might
not be appropriate when they get in the workplace or
worksite.
So Alex found a blessings angel that he loved and he
would keep with him every day and take it with him and in
the picture where he is quietly resting and meditating he
does have the angel in his hand so that was a touch stone
that he would use appropriately.
He didn't pull it out during work or anything he just
kept it close to him as a way to bring him back to the
present moment especially when he was feeling anxious
about having to go off to graduate and work.
So the next slide is just some breathing techniques,
again, we did the anchor breath in the beginning, finding
the deep calm.
Of the next slide show rhythmic breathing.
Breathing in from the belly all the way up to the chest
and shoulders, and then exhaling or breathing out where
the chest contracts and the abdomen settles back so I
teeth them that breathing.
The next slide shows the exhale.
Reminding everyone that you have to exhale.
Sometimes we forget that we have to let all of that air
out and really let it out so sometimes I have to just
teach the exhale to students.
The next slide is another breathing technique they use,
called the flip not, or recycle breathing.
I have a student who has flip flop stickers all over her
journal because when she gets into a negative mindset the
flip flops remember her to breathe in, whatever that
negative mindset or thought is, and breathe in through
the heart, I say it recycles through the heart like a
composter then she breathes out and it turns into the
opposite feeling so if she starts off anxious and
worried, she will breathe in, thinking that, and flip
flop it and recycle into calm and confidence.
And finally with breathing techniques the next slide
shows an app, I know we all have our smart phones and
this calm iPhone app is a great tool for to practice
meditation, breathing techniques on our own, at home, and
so I give the students, obviously a digital app option in
these days.
It's realistic, and it has nice music in this app and you
don't have to purchase it, you can just get the free
version and it is very effective, I think.
The last couple of slides, the next slide shows some
different tools that I might use like chimes and bells to
indicate that the start of a class and meditation is
beginning.
The next slide is a talking piece, some students struggle
with talking and communicating and sometimes if I give
them an object that's a talking piece it will help them
with mindful turn taking and listening too.
The next slide shows the leader.
I talked a little bit about the leader with the stay
positive box I also used a leader in the worksite as
mentors both of the women in this picture worked in
radiology, and the young woman on the right, cat is
mentoring the other young woman Katie, you saw these two
in the slide show, so cat was teaching Katie some of the
skills that she learned when she worked there. And I was
alongside too just to keep -- if they had any questions
or just to keep the teaching going.
The next slide, mindful jobs.
So again, similar to a leader, a tool to use is having a
student in your classroom being in charge of something
like the stay positive box or the light keeper or leading
the meditation here is a picture of the student, the bell
ringer, ringing the Tibetan bell they have, and leading
the meditation.
And the last bit of -- the last tool is mindfulness
cards.
There are many things out there for mindfulness practice,
if you look at stores, look online, this perfect calm
deck is something that I use regularly, there are stories
or messages on the cards, you can make your own create
mantras or whatever the case may be.
And this final slide are some testimonies that I have
found through various conversation, through things that
students have written down through surveys I have done at
my school to determine how students and internals here at
Project SEARCH like the meditation.
And practice the pause, this next slide is kind of like a
mantra or even like a positive thinking intention,
something that we say a lot, we have adopted this a lot
this year at my site here at Cape Cod hospital is to just
practice the pause.
Pause before jumping into an assumption or an accusation
or a harsh reaction so that's something that I have
really started using and sometimes when we start the
conversation we have students jump in and say oh we have
got to practice the pause here.
The final three slides Jasmina are all resources, Web
sites, some of the books I have consulted, and like I
said, there is my Web site on their which is yoga in
bloom if you would ever like to get in touch with me
through Riverview school or through Project SEARCH, and
the very last slide is our questions.
>>JASMINA SISIRAK: Thank you very much
Stephanie, I already have several questions coming
through, so I will jump right in. And please feel free
to put the questions in the question and answer box, and
I will read them out loud for Stephanie.
One, the first questions, or a couple, come from Hillary,
what do you recommend for individuals for whom meditation
techniques could become compulsive, for example, some
make journaling excessively causing an anxiety problem
rather than anxiety reliever.
>>STEFANIE PATTERSON: That's a great question.
I think one of the things I would do if I encountered
that is talk with that student or that intern to try and
find some additional activity that can be done in
addition to the journaling or in addition to whatever
compulsive activities they want to do. So maybe adding
to their own personal tool kit as well as creating a
time.
I know that some students that I have worked with, at my
school, have journaling times.
Like their journal time is when they're at home.
My students here are boarding students my school is a
boarding school so when the students go back to the dorm
some of them have journaling time or some students even
have worry time like time where they have set aside where
they know at 3:30 to 3:45 or 3:30 to 4:00 that they're
going to -- that's their worry time or that's their
journal time and interns might just need those boundaries
to know you can only do that activity from this time to
this time, and then as well, like I said maybe trying to
build a tool kit so there are other activities that that
student resonates with.
Because clearly all of the activities they shared with
you all, not every student will resonate with those so
it's finding what works for that individual person.
>>JASMINA SISIRAK: Thanks Stephanie.
Another question comes from Karen: Can you give us some
examples of journaling prompts?
>>STEFANIE PATTERSON: Yes.
Just yesterday, on Valentine's day, we talked about
kindness and one of the prompts I put up on the board was
how -- why is being kind to others important, how can you
show kindness in the workplace, and the third part of
that is give specific examples of times that you showed
actual kindness.
So journal prompts might be something like that, or
today, the journal prompt today was list all of the
skills that you have learned in the following three
categories, what have you learned about interview skills,
job skills, and what have you learned about life skills.
So I will put up a big chart on the board and then we
might also talk about any workplace problems that might
be coming up, or challenges, you know, write about a
workplace challenge, that will drive the morning meeting
class discussion.
There is a nice Web site, I think it's called -- I think
if you Google journaling for self-discovery, that may
come up with this nice list of all different kinds of
journal prompts.
One of my favorites is if you could be an animal what
animal would you be and their responses are so
interesting.
You learn a lot about them, and their inner world, their
personality, I try to work with questions that help learn
about who they are as individuals and a little more of
the social, emotion piece.
>>JASMINA SISIRAK: Thank you Stephanie.
One of question, what types of disabilities did the
students have?
Just kind of an average, the majority of them?
>>STEFANIE PATTERSON: For my students?
>>JASMINA SISIRAK: Yes.
>>STEFANIE PATTERSON: I would say, the ones they
listed on that slide are the most prevalent ones they
have seen with my students so that would be, again,
autism, about 45 percent of our students are on the
autism spectrum, and ADD, and I have seen more and more
now. I have been teaching for a long time but more
students with anxiety and depression it just seems like
such an epidemic, that's why I think these mindful
practices can relationship help those students who are
anxious who feel they don't have any self-worth and they
can't do a job when in fact I see how capable they are
they just need to learn some skills to overcome.
And I do see students with a general intellectual type of
disability.
>>JASMINA SISIRAK: Thanks Stephanie.
Any other questions?
I do have a couple of comments to read.
People seem to be enjoying the presentation.
So Joanie said we enjoyed the topics giving us many ideas
and I'm liking the phrase practice to pause.
>>STEFANIE PATTERSON: Good.
>>JASMINA SISIRAK: And from Rosita, I like how
you can use nature, worry trees, worry box, feelings are
important topics, special box starts today, and Mandela
constructed time, relax time. So also another question:
In your internship, how do you explain and provide advice
to the individuals so that you are not condescending.
When you have to explain to be quiet how do you approach
that with the gentleman?
>>STEFANIE PATTERSON: That's a good question.
That is something we came up with together, the more we
involve our young people in creating their own mantras,
their own decisions, their own pathways, the better, so
it doesn't come across as me teaching this thing, so we
talked about that together, as the two of us sitting
down, trying to come up with, what can we do to help you
when your arms are flailing and you're talking really
loud.
And his friend was someone who -- Justin, he used the
stand tall mantra -- so he was already familiar with this
mantra they started with Justin, who again, we talked
about it together, and sometimes it just, I think with
Justin it started with hey, sit up, sit up tall, hey
stand tall that would be a great mantra for you.
So I try to keep it, I try and really involve the young
person, the young adult in what would work for them and
what words, obviously you want to use words that they
would understand and they would embrace so that was
really important for me, to involve them.
>>JASMINA SISIRAK: Thank you Stephanie.
Any other questions?
We're going to -- I'm going to wait for a couple of
minutes just to see if there are any other comments or
questions that come through.
Thank you all.
I wanted to thank you Stephanie, and are thank you to all
of the attendees for keeping up with the technology, I
think we used some of your strategies today to combat the
stress.
Your computer just completely shut down on you, but I
think we managed to kind of pull it together.
>>STEFANIE PATTERSON: Yes.
Wonderful.
Thank you.
>>JASMINA SISIRAK: If there are no other
questions, attendees feel free to sign off, again, we
will make Stephanie's slides, this recording, and the
actual transcript available, and you will be e-mailed
when that becomes available on our Web site so you will
get her PowerPoints and all the resources. You don't
have to take notes on those you will be able to access
those that way.
Again, we're going to be here for a couple more minutes
but thank you all for attending and have a great rest of
the day.
>>STEFANIE PATTERSON: Yes.
Thank you everyone.
And again, I apologize for the computer glitch but like
Jasmina said, we worked through it, so --
[ laughter ]
>>JASMINA SISIRAK: Sometimes you have to stay
calm.
[ laughter ]
>>STEFANIE PATTERSON: Yeah.
Oh my goodness.
>>JASMINA SISIRAK: All right. I don't think
we're getting any more questions, so we will sign off.
Thank you. Bye.
>>STEFANIE PATTERSON: Okay. Thank you. Bye.
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