Dan Huston – Communicating Mindfully Textbook

Tim Iverson – Mindfulness in Middle School

Amy Saltzman – Still Quiet Place Outline

Debbie Cohen – Yoga in Schools

Websites:

Richard Brady –high school stress reduction article and other resources – www.mindingyourlife.net

Jess Frey – yoga research article – http://www.kripalu.org/article/407

Sara Lazar – her lab’s Web site – http://www.nmr.mgh.harvard.edu/~lazar/lazar.html – research articles

Irene McHenry – pebble practice and other mindfulness resources – www.friendscouncil.org (click on Faculty/Administration, then Resources, then Mindfulness Resources)

Dennis Shirley – Mindful Teacher Web site www.mindfulteacher.com – the book and other resources

2010 Mindfulness in Education Conference Videos

Sponsored by the Mindfulness in Education Network, Lesley University, the Center for Contemplative Mind in Society, Courage and Renewal Northeast and the Friends Council

Please note that Sara Lazar’s talk will not be published online

Amy Saltzman’s Speech, Introduction by Richard Brady:

Paul Wapner’s Speech, Introduction by Richard Brady:

Question and Answer Session:

Here’s the abstract:

There is growing interest in the integration of meditation into higher education (Bush, 2006). This paper reviews empirical evidence related to the use of meditation to facilitate the achievement of traditional educational goals, to help support student mental health under academic stress, and to enhance education of the “whole person.” Drawing on four decades of research conducted with two primary forms of meditation, we demonstrate how these practices may help to foster important cognitive skills of attention and information processing, as well as help to build stress resilience and adaptive interpersonal capacities. This paper also offers directions for future research, highlighting the importance of theory-based investigations, increased methodological rigor, expansion of the scope of education-related outcomes studied, and the study of best practices for teaching meditation in educational settings.

• Forbes: Finding the Zone
• Half Inner Journey
• Huston: Mindfulness in Teaching Communication
• Peter Kaufman: Giving Voice
• Patterson: Mindful Writing
• Pantelaleno: Is, Is Not
• Pantelaleno: Present
• Pantelaleno: COPE Letter to Parents
• Pantelaleno: Mindfulness Article
• Meyer: IDL Paper 1
• Meyer: Glossary
• Meyer: Appendix A
• Meyer: Appendix B
• Meyer: Appendix C
• Meyer: Appendix D
• Meyer: Appendix E
• McHenry: Mindful Parenting Resources

You can download the Conference Report here (Conference Report.pdf)

Materials and Resources from the Conference

Morning Introduction & Plenary Session.pdf

Connell Stress Management Workbook.pdf

Pichot Handout.pdf

Rouse Story.pdf

Irene McHenry’s Pebble Meditation.pdf

Irene McHenry’s Practicing Goodwill.pdf

Afternoon Session Presenters

Baccala Handout 1.pdf

Baccala Handout 2.mht

Solloway Dissertation.pdf

Solloway Handout.pdf

Solloway Paper 1.pdf

Solloway Paper 2.pdf

Solloway Paper 3.pdf

Solloway Paper 4.pdf

Weierbach Handout.pdf

Presenter Links

Steven Emmanuel: Here is the link to his Web pages on Service-Learning and Community Service. Here is the link to his work in Vietnam (“Making Peace With Vietnam”)

Irene McHenry: Forthcoming is the link to her version of pebble meditation on the Friends Council on Education Web site.

David Levy: Here is the link to the syllabus for his course Information and Contemplation on the Center for Contemplative Mind in Society’s Web site. Here is the link to his faculty Web site where you can find his paper “No Tine to Think.”

Kimberly Post Rowe: Here is a link to the page of downloads from her Five Seeds Web Site:

Richard Brady: His article, “Schooled in the Moment,” about his class on stress reduction can be found on the resources page on his Minding Your Life Web Site. Here is a link to a preliminary version of his article, “Learning to Stop, Stopping to Learn,” about his path as a contemplative educator and his use of contemplative learning in his high school geometry course on the Mindfulness in Education Network’s Web site.

Forthcoming: A link to Irene McHenry’s version of the conference closing lovingkindness (metta) meditation from the Friends Council on Education’s Web site.

Mindful Awareness Practices (MAPs) for Educators — A credit course for pre-K through PhD educators

Combining current research and practical application, this course is designed to provide teachers, administrators, parents, and mental health professionals the tools to develop their own personal mindfulness practice, the science behind it, and an introduction of tools to bring mindful awareness into educational settings. Exercises, activities, and approaches for all age groups are included. When taken for credit, this course combines two classroom-based workshop sessions geared toward educators (one introductory and one at midpoint), with six online sessions to provide a maximum opportunity for both guidance and personal practice. A noncredit option also is available for those interested only in participating in the online sessions for the development of a personal practice (without tools for children provided).

Presenters

Susan L. Smalley, Ph.D., Director, Founder, MARC and Professor, Department of Psychiatry and Biobehavioral Sciences, UCLA Semel Institute
Diana Winston, Director of Mindfulness Education, MARC, UCLA Semel Institute
Susan Kaiser-Greenland, JD, Director, Co-Founder, The InnerKids Foundation

For more details click here.

Two workshops at UCLA:

Sunday, July 13 – 8:30am-4:30pm,
Saturday, August 2 – 8:30am-4:30pm

Six Online sessions:

July 15-August 19

Registration opens April 30th. Call 310-206-7503 or email marcinfo@ucla.edu for more information.

These mindful awareness activities and games train children in what InnerKids believes are the New ABC’s –Attention, Balance and Clarity & Compassion. With appropriate attention to developmental differences, the goal of InnerKids is to provide students with self-directed skills that cultivate these new ABC’s of learning and leading a balanced life. In adults and la te adolescence, practicing mindful awareness (returning to a state of present attention) has shown significant improvement in general well-being, emotional reactivity (e.g. mood, anxiety), and physical health (e.g. immune response). The research on mindful awareness during childhood development is in its infancy, partly because age-appropriate practices for children have not been widely available.

Founded in 2001 and located in Los Angeles, California, InnerKids is a pioneer in teaching mindful awareness to students in pre-kindergarten through middle school. Since its inception, InnerKids has taught hundreds of classes to students in public and private schools, after school programs, and has recently expanded its reach into community-based mental health agencies and hospitals. In the Fall of 2006, InnerKids will begin a training initiative to create mindful awareness specialists by providing in-depth training for therapists, classroom teachers and health care professionals as a next step towards having a broader impact within the community.

In the spring of 2006, InnerKids taught approximately 125 students in 4 separate facilities ages 3 through 12. During that period, InnerKids conducted a thorough internal evaluation of our program (using pre-and-post program student, teacher and parent questionnaires). Analysis of the data collected showed significant benefit to the students and school communities that were served.

Minding Your Life Mission

Introduce educators and students to practices for mindful living
Help educators find means of incorporating mindfulness practices in their lives at work and at home
Help educators develop mindfulness based curricula
Support continuing mindfulness programs for students and educators

Journal of Pediatric Health Care, Volume 19, Issue 4, July-August 2005, Pages 230-237.

Abstract

This article provides a description of a clinical project that used combined Tai Chi and mindfulness-based stress reduction as an educational program. The 5-week program demonstrated that sustained interest in this material in middle school–aged boys and girls is possible. Statements the boys and girls made in the process suggested that they experienced well-being, calmness, relaxation, improved sleep, less reactivity, increased self-care, self-awareness, and a sense of interconnection or interdependence with nature. The curriculum is described in detail for nurses, teachers, and counselors who want to replicate this type of instruction for adolescent children. This project infers that Tai Chi and mindfulness-based stress reduction may be transformational tools that can be used in educational programs appropriate for middle school–aged children. Recommendations are made for further study in schools and other pediatric settings.

References

Ekai (trans. n.d.). The gateless gate. In P. Reps & N. Senzaki, Zen flesh and Zen bones (N. Senzaki, Trans. n.d.). New York: Anchor Books Doubleday.

Link: http://www.sciencedirect.com/science?_ob=GatewayURL&_method=citationSearch&_uoikey=B6WK-4GKFMDSH&_origin=SDEMFRASCII&_version=1&md5=25b44bb807893d71caee47979d026b4e

(might have to cut and paste the whole link, or go to Science Direct and search under keyword “mindfulness-based”)

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Building an Inclusive Community Through Self-Reflection and Practice
Adapted by Nacho Córdova, Assistant Professor, Rhetoric & Media Studies, Willamette University

Willamette is a campus that welcomes, celebrates and promotes respect for all individuals. Our educational mission is enhanced by our appreciation and understanding of diversity in all aspects of human endeavor, and by our commitment to a philosophy of inclusive excellence that stems from the basic principles of respect and nurturing of the diverse gifts we all bring. We take as key elements of our philosophy that every person is entitled to respect, dignity, opportunities for a fulfilling life within our community, and equality under the law. Thus, we foster unity and inclusive excellence through the cultivation of such key elements as central values.

Willamette seeks to facilitate, implement, and where appropriate guide well planned programs as part of a comprehensive approach designed to develop and foster an inclusive excellence community. We are an institution in which intellectual exploration and social growth is accomplished through the building of life long relationships. These relationships are forged through the intimacy of our community, and through our careful reflection of institutional as well as individual practices and values necessary for this task.  Our University motto, Not unto ourselves alone are we born, strengthens our understanding that the way we behave toward one another is the fullest expression of what we believe, and that our actions as members of this University ought to advance the development of a community dedicated to equipping one another for the work of nurturing equity, respect, justice, and dignity for all. 

1.     Aware of the suffering caused by imposing one’s own opinions or cultural beliefs upon another human being, I recognize the need to refrain from forcing others, in any way—through authority, threat, coercion, or financial incentive, to adopt my own belief system. I am committed to respecting every human being’s right to be different, while working towards the elimination of discrimination and oppression.

2.     Aware of the suffering caused by invalidating, dismissing, or denying another person’s experience, I understand the need to refrain from making assumptions, or judging harshly any beliefs and attitudes that are different from my own or not understandable to me. I am committed to cultivating open-mindedness toward other points of view, and to meeting each perceived difference in another person with the willingness to learn more about their worldview and individual circumstances, as well as about my own assumptions about such perceived differences. I understand that expecting others to adapt rapidly to new cultural situations and contexts is to unfairly dismiss individual variation of response to changing life circumstances.

3. Aware of the suffering caused by the violence of treating someone as inferior or superior to one’s own self, I endeavor to not diminish or idealize the worth, integrity, and happiness of any human being. I understand that the legacies of past and continuing racism and discrimination are still with us in visible and not-so-visible forms. I’m cognizant that valuing diversity and inclusivity in community stems from the basic principles of respect and nurturing of the diverse gifts we all bring.

4. Aware that much suffering can be caused by ignorance and lack of information, and by intentional and unintentional acts of rejection, exclusion, stereotyping, avoidance, or indifference towards people who are different in terms of race, sexual orientation, class, disability, religion, ethnicity, gender, educational level, national origin, or age, I will endeavor to expand my knowledge about cultural practices, world views, ethnic traditions, and life experiences outside of my own, and to search out ways to diversify my relationships with people of different backgrounds.

5. Aware of the ill effects caused by the often unseen nature of privilege, and the establishment of a select group as the norm, I recognize the need to carefully examine the ways that I have privilege, in order to determine skillful ways of fostering equity and inclusiveness, and of assuring that others will be treated with the full dignity they deserve. I understand that taking a select group as the norm reinforces collective dispositions that reflect the prevailing attitudes of particular social contexts, and not necessarily of others.  I am committed to practicing generosity and treating others as ends not means, regardless of diverse background.

6. Aware of the ill effects and suffering caused to myself, others, and our communities, by fear, anger, and the language we use, I recognize the importance of not reacting defensively or using harmful words during disagreements or moments of conflict. I recognize that words influence our self-concept, our identity, the way we think, and our feelings of belonging and acceptance, and that words can pre-dispose us toward certain ways of experiencing. Thus, I am committed to genuinely listening to all sides with patience, respect, and compassion so as to nourish the development of authentic relationships across differences.

7. Aware of the damage we cause our communities when we exclude others by disavowing their difference, I understand that respect for difference, and treating others with dignity and equity are primary responsibilities of all members of an inclusive community. I recognize the importance of skillful communication so as not to dismiss the daily experiences of exclusion that individuals and groups often feel. I am committed to enhancing my understanding of the various ways in which individuals and groups often feel excluded.

8. Aware of the suffering caused by the cumulative harm that groups of people can impose on individuals and other groups, I endeavor to refrain from consciously validating or participating in group processes, dynamics, activities, decisions, or actions on a familial, social, institutional, governmental, societal, cultural, or global level, which perpetuate the suffering that these reflections describe. I am committed to exploring, examining, and eliminating the ways that I consciously and unconsciously ally myself with forces that cause harm and suffering, and to working for equity, respect and dignity for all people.