Professional Development Day: Mindfulness for

Educators

Presented by: Michele Adams and Nicole Heath* Research provided by Mindful Schools (www.mindfulschools.org)

Goals

1. Create presentation including data related to benefits as well as proposed trainings (Slides 3 – 22)

2. Meeting with stakeholders (Slide 23)

3. Stakeholders’ feedback and potential concerns (Slide 24)

4. Mindfulness seminar for a Superintendent’s Day for 2015-2016 school year (Slide 25)

Overview What is Mindfulness

History/Research of Mindfulness

Benefits

Neuroscience

Professional Development Day

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Definitions of Mindfulness “Mindfulness is paying attention in a particular way: on

purpose, in the present moment, and non-judgementally.” – Jon Kabat Zinn: Mindfulness Based Stress Reduction (MBSR)

“Bringing awareness to one’s experience – mindfulness can be applied to our senses, thoughts, and emotions by using sustained attention and noticing our experience without over-identifying.” – Mindful Schools website

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Who Practices Mindfulness? Fortune 500 companies provide mindfulness instruction to their

employees to reduce on-the-job stress,

Hundreds of hospitals refer patients to courses in Mindfulness-Based Stress Reduction to develop skills to cope with physical and emotional pain, and

Dozens of schools (private and public) across the country are using mindfulness practices to help their students succeed.

Mindfulness practice does not depend on or interfere with any religion, cultural context or belief system.

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Who Practices Mindfulness?

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History and Research Mindfulness-Based Interventions (MBIs) have nearly

35 years of research & development behind them.

Their “arc of development” can be understood as moving through three large institutional cultures: health care, mental health, and education.

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Examples of Mindfulness Practice Becoming aware of the breath; Noticing thoughts as they pass through the mind; Feeling the various physical sensations of an emotion; Attending to the body at rest and in motion: Noticing what happens in the body when there is stress; Paying attention to all the sounds in the room; Feeling the stomach rise and fall with each breath Watching the thoughts that arise when there is boredom; Choosing to respond rather than react to stressful situations; Yoga and martial arts; Walking with awareness; Practicing sending kindness to oneself and others.

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Mindfulness in Education Sporadic school-based programming by educators with a

background in MBSR began as early as the late 1980s.

The first round of formalized mindfulness & education interventions (early 2000s) focused on teaching mindfulness to teachers as a self-care, wellness and resiliency tool.

Curricula and programs adapting mindfulness techniques to the needs of children and adolescents followed.

A groundbreaking study found that mindfulness training improved GRE reading comprehension scores by an average of 16%.

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The Parts of the Brain

The Prefrontal Cortex: High level functioning (intention to pay attention, emotional balance, body regulation and intuition)

Hippocampus: responsible for memory (stress inhibits storing and recalling info.)

Amygdala: emotions activate this center (fight, flight or freeze response)

Mindfulness allows the prefrontal cortex to come back online. Without these tools, other more conceptual tools (communication and conflict resolution tools) become less effective because the nervous system is not in “the right gear” to use them.

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Benefits Shown In Adults Decreased physical and psychological symptoms Increased ability to relax Reductions in pain levels Greater energy and enthusiasm for life Improved self-esteem An ability to cope more effectively with stressful situations.

(Center for Mindfulness, University of Massachusetts)

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Stimulated brain growth Lowered stress levels Reduced testing anxiety and increased test scores Alleviated negative emotions, particularly in

impoverished communities Increased attention span and concentration Improved impulse control Improved social fluency Improved executive functioning and decision-

making Decreased ADHD and depression symptoms

Benefits Shown in Children

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Why a Mindfulness PD Day for Educators?

Stressors: APPR, Common Core and related modules, standardized testing

Benefits to Educators:◦ More present for their students◦ Improved emotional balance and regulation of stress◦ Ability to become more focused◦ Increased self esteem and morale in work environment

Educators can teach mindfulness to their students

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Stress, depletion, andanxiety have become the “new normal” in educational environments.

Attention taught as a science.

Why a Mindfulness PD Day for Educators?

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Indirect Approach◦ Teacher develops a personal mindfulness practice

and models mindfulness attitudes and behaviors throughout the school day.

Direct Approach◦ Programs to teach students mindfulness exercises

and skills.

Combination

Integrating Mindfulness into Education

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This day aligns with the following district goals:

Incorporate quality instructional strategies To enhance academic achievement at all

levels Continue to promote a district-wide caring and

nurturing culture

District Professional Development Goals

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Proposed Mindfulness PD Day Agenda

Presenter on Mindfulness – entire district

Breakout Sessions

Lunch

Breakout Sessions

Reflection time

Staff required to select a minimum of three 45 minute breakout sessions to attend through My Learning Plan

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Sessions and Speakers Sessions:

◦ How it has worked in the CSSD district◦ Practicing mindfulness ◦ Brain/Scientific Function◦ Implementing in Classroom

Presenters: ◦ SUNY Oswego Professors ◦ Teachers enrolled in Graduate Course◦ Staff in CSSD with background◦ Outside Presenters

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Funding for Presenters

CSSD Staff : 2 hours of paid PD time for planning

Other HS and College Instructors: Thank you gift

Mindfulness Practitioners: pay dependent on session type and length of time

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Resources to learn more… Anderson Cooper’s 60 Minutes segment on

mindfulness http://www.cbsnews.com/news/mindfulness-anderson-cooper-60-minutes/?utm_source=Happy+New+Year+-+2015+Letter&utm_campaign=New+Years+Letter+-+2015-01&utm_medium=email

The Way of Mindful Education by Daniel Rechtschaffen www.mindfulschools.org (courses for educators and

contributors to the Time magazine article on mindfulness.)

Washington Post article http://www.washingtonpost.com/national/health-science/mindfulness-training-helps-teens-cope-with-stress-and-anxiety/2014/12/12/589574fe-7bf6-11e4-b821-503cc7efed9e_story.html

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References1 See https://www.umassmed.edu/Content.aspx?id=41268 for a short history of MBSR along with research highlights.

2 See Daniel Siegel, “The Proven Benefits of Mindfulness” in The Mindfulness Revolution ed. Barry Boyce (Boston: Shambhala, 2011); Lawrence Peltz “Mindfulness and Addiction Recovery” in The Mindfulness Revolution ed. Barry Boyce (Boston: Shambhala, 2011): http://www.amazon.com/The-Mindfulness-Revolution-Psychologists-Scientists/dp/1590308891

3 http://www.ncbi.nlm.nih.gov/pubmed/21071182

4 Two good research papers on MBCT:◦ http://www.mbct.com/images/Ma%20and%20Teasdale%202004.pdf and◦ http://www.mbct.com/images/Teasdale%20et%20al.%202000.pdf

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References (continued)5. Good recent research review noting the recent transition between early pilot research and more developed studies measuring the effects of mindfulness in education: http://greatergood.berkeley.edu/article/item/research_round_up_school_based_mindfulness_program

s

See also the Mindfulness-Based Programs for Youth and Families section of David Black’s Mindfulness Research Guide website for published papers which have focused on the meta-analysis of data-to-date: http://www.mindfulexperience.org/evidence-base.php

Black, D. S., Milam, J., & Sussman, S. (2009). Sitting-Meditation interventions among youth: A review of treatment efficacy. Pediatrics, 124(3), 532: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3195513/

Burke, C. A. (2010). Mindfulness-Based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19(2), 133: http://link.springer.com/article/10.1007%2Fs10826-009-9282-x

Duncan, L. G. & Bardacke, N. (2010). Mindfulness-Based childbirth and parenting education: Promoting family mindfulness during the perinatal period. Journal of Child and Family Studies, 19(2), 190: http://www.ncbi.nlm.nih.gov/pubmed/20339571

Garrison Institute. (2011). Mindful parenting: Conceptualization and measurement: http://www.mindfulexperience.org/resources/Garrison_mindful_parent_2010.pdf

Rempel, K. (2012). Mindfulness for children and youth: A review of the literature with an argument for school-based implementation. Canadian Journal of Counselling and Psychotherapy, 46(3), 201-20: http://cjc-rcc.ucalgary.ca/cjc/index.php/rcc/article/view/1547

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Goal 2: Meeting With Stakeholders

Contact District Professional Development Committee to present findings.

Share PowerPoint with the Committee.

Present to HS member of the PDC.

Present to District School Board at June meeting.

Goal 3: Record Feedback from Stakeholders and Handle Potential

Concerns

New program: “Professional Development Leaders” established for 2015-2016 school year.

Mindfulness is an approved topic for consideration.

Two Grad class leaders confirmed for mindfulness PD Day.

Goal 4: Assist in Planning of Mindfulness PD Day for 2015-2016

School Year

Proposed schedule for the day.

Topics and suggested speakers.

Grad class member volunteers.