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The Mindful Edge at R.H. King AcademyLois Lorimer-NunnTeacher - Librarian

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ContextStepping Stones: A Resource on Youth Development1 Understanding youth development: Cognitive, Emotional, Social & PhysicalTransitions, resilience, & positive supportsAsset-focused approach includes:Building on strengths (positive psychology)MeditationCore concept: Sense of self21Ministry of Youth and Youth Services (ages 12-25)

Engaging Self in Youth Development3Self/Spirit Enduring (yet changing) coreImage from Stepping Stones 2012Social determinants of health.Emotional regulation.Cognitive helped by stress reduction.Self/Spirit meditation, mindfulnessLooking at Stress: A Presentation on Mindfulness for Studentswww.mindfulnesseveryday.org3New Curriculum DocumentSocial Sciences & Humanities (grades 9-12)Supporting students well-being & ability to learnMental health, resilience, & overall well-beingWell-being is influenced not only by the absence of problems and risks, but by the presence of factors that contributed to healthy growth and development.www.mindfulnesseveryday.org4Creating a Mindful Culture School-wide5Spring 2011: The Mindful Edge after-school programFall 2011 to present: The Mindful Edge for Grade 11 Leadership classesAction Research Study The Stress-Less Club drop-in sessions The Mindful Minute Give Your Brain A BreakFall 2012: Mental Health Literacy CurriculumFall 2013: SMART in EDUCATION Training for Educators

Looking at Stress

6Looking at Stress: A Presentation on Mindfulness for Studentswww.mindfulnesseveryday.org67

A. Students Worries: Grades 7+8 versus Grades 9-12What stresses students?2011 TDSB Student Census

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What stresses students?2011 TDSB Student Census

B. Students Positive Feelings: Grades 7+8 versus Grades 9-12Social and Emotional Well-being Grades 9-12 9

C. Emotional Challenges: Grades 9-12Looking at Stress: A Presentation on Mindfulness for Studentswww.mindfulnesseveryday.org9Social and Emotional Well-being Grades 9-12 10

D. Physical Symptoms: Grades 9-12Looking at Stress: A Presentation on Mindfulness for Studentswww.mindfulnesseveryday.org10TEENAGE BRAIN11NEUROSCIENCE: Effects of chronic stress, abuse, or neglect:Brains plasticity makes it vulnerable to stress AND open to interventionEnergy into stress-activated areas of the brain at expense of other thinking-activated areasQuick & strong physiological stress response in adolescents because the prefrontal (regulation) cortex is immatureFight or flight response overwhelms attention, impulse control, sleep patterns, and fine motor controlHigh activation of limbic system affects perception (Fear Dangerous world; Calm Peaceful world)Stressed brains focus us on survival, not learning and development of social & cognitive skills

THE NEUROSCIENCE: effects of chronic stress, abuse, or neglect:Plasticity of the brain during adolescence makes it especially vulnerable to stress BUT also sensitive to interventionsStress-induced neuronal modeling: overdevelopment of stressed areas of the brain (i.e. limbic system) and underdevelopment of other areas (e.g. prefrontal cortex)The physiological stress response is more rapid in adolescents because the prefrontal cortex is not mature (area of the brain for hormonal/emotional regulation)Activation of the fight or flight response affects attention, impulse control, sleep patterns, and fine motor controlDecreases the rate of maturation of the prefrontal cortex (as well as other areas of the brain)Overactivation of limbic system creates memories that affect perception (fear dangerous world; calm peaceful world)The brain patterns itself on survival mechanisms, rather than on learning and development of social & cognitive skills

Looking at Stress: A Presentation on Mindfulness for Studentswww.mindfulnesseveryday.org11The Mindful EdgeStress Reduction and Life Strategies for Teens12

Lesson 1Introduction to Mindfulness & the physiology of StressLesson 2Foundations of Mindfulness: Mindful Attention Breath & BodyLesson 3Perception & Thinking Out of the Box, NeuroscienceLesson 4Mindfulness of ThoughtsLesson 5Paying Attention to Emotions (Feelings) / MoodsLesson 6The About to Moment Making Wise ChoicesLesson 7Communication Relationships: Mindful Speaking & ListeningLesson 8Me to We: The Mindful Connection

Field TripInterconnectedness Mindfulness of the EnvironmentGoal: Empowerment Skills for being with the ups and downs in life13

Question #1 - Does The Mindful Edge program improve students abilities to recognize and identify symptoms of stress?14Question #2 - If so, are they adopting more effective strategies when trying to reduce the unhealthy effects of stress?

Scheduled Stress Lowering Clinics15

Stress Less Club ClinicStress Less Club ClinicStress Less Club ClinicQuiet Zones with Low Lighting16

17Benefits of Mindfulness for StudentsSupports readiness to learn. Promotes academic performance.Strengthens attention and concentration.Reduces anxiety before testing.Promotes self reflection and self calming.Improves classroom participation by supporting impulse control.Provides tools to reduce stress.Enhances social and emotional learning.Fosters pro-social behaviours and healthy relationships.Supports holistic well-being.

From Mindful Teaching and Teaching Mindfulness, A Guide for Anyone Who Teaches Anything by Deborah SchoeberleinMindfulness is..

18Paying attention to your life,here and now,with kindness and curiosity Dr. Amy Saltzman19What Students Say About TME1. What did I learn in this program?I learned how to listen to others, really listen to them instead of saying everything you want to say.How to eat mindfully and really savour the food you eat.2. Whats the most important message for me?Use mindfulness when talking, listening, wanting to study for a test, etc.3. How will I use what I learned in life?In life when someone says something I really do not like, I use mindfulness to think about it and give a response instead of a reaction, where the consequences may be negative.*

I learned how to control my mind through stressful and horrible times. Before when I approached a problem and it made me angry, I would be physically violent. Now, I use these mindful skills and think before I react to any sort of problem. Also, I have learned how to relieve the stress and get it all out by doing mindful yoga. This course helped me a lot and made me a better person.

Summary:Sit in a comfortable position with a straight back, eyes closed or with a soft gaze.Allowing your body to become still, as best you can.Allowing your mind to settle, as best you can.Following the feeling of the breath as you inhale and exhale.Breathing inBreathing outIf your attention wanders, as it will, gently return your attention to the feeling of breathing in and breathing out.

Taking three mindful breaths can help calm your body, which can relax your mind, and help you respond with awareness in challenging situations.

20The Mindful MinuteGive your brain a breakMindful Minutes3-minute sitting meditation or brain break school-wideMusic and narration by students with help from The Mindful EdgeTeacher trainingParent CouncilGrade 8 Transition

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Looking at Stress: A Presentation on Mindfulness for Studentswww.mindfulnesseveryday.org21

Stress-reducing ExerciseMore Contributors to Wellness22

Audioclips for MeditationAudioclips for MeditationStress-reducing ExerciseSMARTinEDUCATION23Stress Management and Relaxation Trainingfor Educators Evidence-based program Addresses skill gaps of educators (K-12) Helps professional support staff Fosters calmness needed by students.

Develops ability to recognize, tolerate, and transform responses to challenging emotions through exercises and discussions connected to the experience in the classroom.

OUTCOME: TEACHERS OBTAIN a SMART Tool Box to: Develop greater emotional awareness Create more effective strategies for relating to difficult situations Apply mindfulness training to interactions with othersImprove health and well-being.

The Mindful Edge at R.H. King AcademyLois Lorimer-NunnTeacher - Librarian

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