mindfulness practice with children

MindfulnessPracticewithChildren

HeartsandMindsThinkTank:TheSterlingInstituteNovember1,2011

SaraMarlowe,MSW,RSW

[email protected]

MindfulnessPracticewithChildrenCopyright2011SaraMarloweMSW,RSW,www.mindfulfamilies.ca

2 TheAttitudinalFoundationsofMindfulnessPracticeBypracticingmindfulawarenessthroughsittingmeditationwelearntocultivatethefollowingattitudestowardsourlifeexperience.Nonjudging:Impartialwitnessingofthoughtsandfeelings;withkindnessandintentionality,resistingtheinclinationtojudgeandcriticizeourexperience.Patience:Restinginthewisdomthatthingsneedtounfoldintheirowntimeandallowingforthisprocesstohappen.Beginnersmind:Theabilitytoseethingsasifforthefirsttimewithasenseofcuriosityandgenuineinterest.Allowingforpreconceivedideastonotinfluenceourdirectexperienceofthepresentmoment.Trust:Recognizingourowninnerwisdomandabilitytoguideourselvesinthepracticeofknowingourminds.Nonstriving:Allowingoneselftobeonthepathwithdirectionbutalsobeinginthepresentmomenteachstepoftheway.Acceptance:Permittingthatwhateverarisesinyourexperiencetobefullypresent,nomatterwhatyourreactionmaybe,includingresistance.Lettinggo:Recognizingtheinclinationtoholdontoexperiences,whetherpositiveornegative,andallowingoneselftoletgoofwhatisnotneededorhelpful.Connectedtoeachoftheseattitudinalfoundationsis:COMPASSIONSuggestionforReflection:Howmighttheapplicationoftheseattitudinalfoundationsbebeneficialinyourroleasaneducator?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


3 SomeConsiderationsforPracticingMindfulnesswithChildren

Plantingseeds(theywillabsorbitintheirownway) Embodiedteachingonlyaskchildrentodosomethingyouhaveexperiencedyourself Followchildrenslead Teachersroleisofcolearner&guide Invitationvs.behaviourmanagementtool Ageconsiderations1minuteofmeditationperyearofage Collaborativeratherthancompetitiveactivities Parentalengagement Usemovementlotsofmovement Becreativeandhavefun

MindfulnesswithChildrenintheClassroomWhatcanitlooklike?

Dailyroutine 8or10weekmindfulnesscourse Integratedintothecurriculum Teacherpracticeandcreatearoutineofusingitforparticularsituations(i.e.priortotests,presentations,etc.) Peacecorner/BreathingRoom Otherideasthatmayworkforyourclassrooms

TeachingMindfulnesstoChildrenHowtogetstarted

Cultivate/continueyourownmindfulnesspractice Attendworkshopstrainingsspecificallyonhowtoteachmindfulnesstochildren Experienceandpracticeanymindfulnessactivitiesbeforebringingthemtochildren Practiceleadingexerciseswithothermindfulnesspractitionersandgetfeedback Readlearnfrompeoplewhohavebeendoingthisforalongtime Beopentofeedbackfromthechildren Againcontinueyourownmindfulnesspracticeattendretreatswhenyouareable

Curricula&OngoingTraining MindfulSchoolsSeeAdulttrainingonwebsite InnerKidsSusanKaiserGreenland TheInnerResilienceintheProjectLindaLantierri Mindfulness&YogaforChildrenTeacherTrainingwithDaniealRechtschaffen&JenniferCohen,OmegaCentre StillQuietPlace(onlinetrainingavailable)AmySaltzman MBSRTGinaBiegel Yoga4KidsSheriLeBlanc InterprofessionalcertificateinAppliedMindfulnessMeditation(UniversityofTorontoCon.Ed)MindfulnesswithCaregivers&ChildrenSaraMarlowe&RachaelFrankford


4 SamplePracticesforChildrenMindfulElements(AdaptedfromDanielRechtschaffen&JenniferCohen)Sittingtallandproudwhilelettingyourbodycomeintoacomfortableposition.Lettinganytensionjustfloataway.Gentlyclosingeyescloseorsofteningtheirgazedownwardtoaspotonthefloor.Bringingawarenesstoyourbreath,noticingeveryinbreathandoutbreath.Bringingtomindtheimageofamountainandfeelingwhatitisliketobeamountain.Perhapsfeelingasifyouwerestrongandsolidlikeamountain.Witheverybreathyoucanfeelmoreandmoresolidontheearth,feelingtheearthelementsinyourbody.Then,bringingtomindtheimageofastilllakeandfeelingasifyouwerecalmandflowinglikealake.Witheverybreath,imaginingyourselfcalmandserenelikethewaterelement.Thenbringingtomindanimageofthesunandfeelingasifyourbodywasshininginalldirections.Witheverybreath,feelingasifyourbodywasshimmeringliketheelementoffire.Thenbringingtomindtheimageofleavesshakinginthewindandnoticingallthedifferentsensationsmovingaroundyourbody.Witheverybreath,noticingtheconstantlyshiftingsensationsofthewindelement.Finally,imagineyouwerefloatinginouterspaceandfeelingthattherewasnothingaroundyou,totallyspacious.Witheverybreath,feelingasifyouwerefloatingandfeelingtheelementofspace.Then,withthesoundofthebell,slowlyopeningyoureyesorraisingyourgazeandbringingyourawarenessbackintotheroom.Reflectingonthepractice:Whatdidyounoticewhenyouwerefeelingtheseelements?Weresomeelementseasierorhardertofeel?Homeassignment:Findaquietplaceinnature,orevennexttoaplant,andsitsilently.Openyoursensesandinteresttowhatthenaturalworldhastosay.AwarenessofThoughtsForyoungerchildren: 1. Writeanunhelpfulorunkindthoughtyouhavehadonaballoonandthenonthecountofthree,letthemgotogether.2. Blowunhelpfulorunkindthoughtsintobubblesandwatchthemdriftaway.3. PeacefulPiggyMeditationbyKerryMaclean4. MakemindinajarinstructionsinPeacefulPiggyMeditationbook


5 Forteens:Trainofthoughts(AdaptedfromtheStressreductionworkbookforteensbyGinaBiegel)Peoplespendalotoftimeintheirheads,thinking.Whenyouspendsomuchtimethinking,howmuchtimearelivingyourliferightnow?WhenBaileywenttobedatnight,shehadaveryhadtimefallingasleep.Hertodolistwouldpopup,anditwouldtakeheralongtimetogetittogoaway.Whenshegotupinthemorning,shewasoftenreallytired.Learningtoobserveyourthoughtsastheyarisewithoutaddingtothemortryingtopushthemawaycanreduceyourstress.Thisactivitycanhelp;youcanalsousethistechniqueanytimeyoufindyourselfdistractedbyyourthoughts.Seatedinacomfortableposition,imagineyourselfsittingontopofahill.Onceyouhavethisimageinyourmind,lookdownatthebottomofthehillandseeatraintrack.Pictureatrainstartingtopass.Asyouseeeachcargoby,thinkofitasoneofyourthoughts.Ifyoufindthatonethoughtkeepspoppingbackup,justnoticeit.Youcansay,Oh,thisiswhatIamthinkingaboutrightnowheresanotherthought,thinkingandmoveon.Whenyounoticeyouhavejumpedonthetrainandarecaughtupinthecontentofthethought,gentlygetbacktothetopeofthehill.Baileytriedthisexercise.Shefoundthatwhenshejustnoticedherthoughtswithouttellingherself,IneedtostopthinkingaboutthisorIllbetiredtomorrow,andsaidokay,Imnotthinkingaboutthis,andjustnoticedit,ithelpedherfallasleepwithoutgettingstuckintheacycleofthinkingonandon.Youcouldinviteteenstocreateavisualimagewheretheycreativelylistparticularlystickythoughtsthattheywouldliketoobservepassingbythemonthetrain.

WorkingwithdifficultemotionsforkidsSamplelessonplan(Scaffolding):

Session6(outofan8weekgroup) Feelingscheckintogivevocabulary Feelingscharades Mindfulnessawarenessofemotionsmeditationpractice(adaptedfromAmySaltzman,StillQuietPlace) SillyBillybyAnthonyBrowne WorryDollsartactivity Timefordiscussionoverasnack


6 GratitudePracticeforChildrenEachday,thinkaboutandevenrecordthreethingsthatyoufeelgratefulforthingsthatmakeyouhappy.Theycouldbehappyeventsthathappenedthatdaylikefungameatschool,orspecialpeopleinyourlife,somethingyoudidthatyouareproudof,apet,whateverbringsyouafeelingofgratitude.Youmightevenconsiderstartingyourowngratitudejournalandaddtoiteachday.Notetoeducatorsand/oraboutgratitudepractice.Childrencanbenefitfrombeingencouragedtotakeamomenttopauseandreflectonwhatwentwellthatdayandsomethingsthatmakethemhappy.Thispracticeisawaytonourishwellbeing,contentmentandinnerpeace(Hanson,2009).Whatarethreethingsthatyoufeelgratefulfortoday?1. ___________________________________________________2. ___________________________________________________3. ___________________________________________________

Witholderchildrenandteens,youcouldalsoaskthemtoreflectonwhytheymighthavehappened.

LovingkindnessPracticeforCaregivers/EducatorsLovingkindessisapracticeofcultivatingcompassion,bothforourselvesandothers.Itcanbeeasytofeelloveandcompassionwhenpeoplearedoingthingswelikeoractinginwaysthatwewantthemto.Butthiscanbechallengingduringthosetimeswhenpeoplearentnecessarilyactinghowwewouldlikethemtoorwhenwearefacedwithaspectsofourselvesthatwefindhardtoaccept.Justlikewepracticethecultivationofmindfulness,/presentmomentawareness,wecanalsoengageinpracticetocultivatecompassion,patienceandacceptanceforourselvesandothers.ThispracticeisknownasMetta,orlovingkindnesspractice.Itinvolvestherepetitionofphrases,andtappingintotheintentionbehindthem.Withthispractice,itisalsoimportanttonoticeifanattachmenttoanoutcomearises;tonoticethatandletitbe.Thepurposeofthepracticeistosupportusindevelopingcompassionforourselvesandforothers,ratherthanexpectingotherstochangeasaresultofourpractice.Belowisasampleoflovingkindessphrasesthatyoumightuse.Itisnottheactualwordsorphrasesthataremostimportant,butrathertheintentionbehindthem,sopleasefeelfreetousephrasesthatresonatemostwithyou.Youcandotheentirepracticeinonesittingorperhapschoosetofocusonaspecificsectionifthatfeelsmostrelevant.MayI/you/webehappyandlivewithjoyMayI/you/webehealthyandstrongMayI/you/webesafeandprotectedMayI/you/webeatpeaceandlivewithease


7 Forthefirstpartofthispractice,bringingintoyourmindseye,theimageofyourchildorastudentduringatimeinwhichyoufeltveryconnectedtothem.Perhapsitwasapleasantexperiencethatyoushared,ormaybeamomentwhenyoufeltveryproudofthematimewhenyoufeltalotoflovepositivefeelingstowardsyourchild.Whileholdingthisimageofyourchildinyourmind,repeatsilentlythephrasesoflovingkindness.MayyoubehappyandlivewithjoyMayyoubehealthyandstrongMayyoubesafeandprotectedMayyoubeatpeaceandlivewitheaseWhenyouareready,inviteanimageofthesamechildduringadifficulttime.Perhapsyouarefeelingangryordisappointedorfrightenedwithsomethingthattheyhavesaidordoneorsaddenedbyachoicetheyhavemade.Perhapsitwasatimeofconflictbetweenthetwoofyou.Whileholdingthisimageofyourchildinyourmind,againrepeatthesamephrasesoflovingkindness.Seeifyoucaninviteyourselftogenerateasenseofcompassion,eveninthemidstofachallengingtime.Noticeifanystrugglesariseinthemind,orinthebody,whensayingthesephrases.Perhapsfeelingsofrighteousnessorareluctancetoletgo.Seeifyoumightinviteyourselfbacktothephrases.Practicingholdingontocompassion,amidstthedifficulttimes,whichareboundtohappen.Now,bringinganimageofyourself,asaparentorcaregiverintoyourmindseyeduringatimewhenyoufeltverypositiveaboutyourselfasaparentorcaregiver.Perhapsatatimewhenyouwerefeelingconnected,responsive,attunedtoyourchildpleasedwithyourselfinyourroleasparent/caregiver.Whileholdingthisimageofyourselfinyourmind,repeatthephrasesoflovingkindness.MayIbehappyandlivewithjoyMayIbehealthyandstrongMayIbesafeandprotectedMayIbeatpeaceandlivewitheaseIfyoudontremembertheexactwords,thatisokay,again,itistheintentionbehindtherepetitionofthephrasesthatisthegoal.Now,bringingintoyourmindseyeanimageofyourselfasaparent/educatorduringatimewhenyouwerenotsopleasedwithyourselfinasituation.Perhapsthisisatimethatyouflippedyourlid,whenyourespondedtoyourchildinawaythatyouwishyouhadnt.Wecanoftenbeveryhardonourselvesinsuchmoments,veryjudgmental,andforgetthatinthesesituations,wearedoingthebestthatwecan.Wemayseeanotherparentinachallengingsituation,andourheartgoesouttothem.Yet,whenwefindourselvesinasimilarsituation,wemaybeveryhardonourselves.Seeingwhatitmightbeliketobringcompassiontoourselvesevenduringthosetimeswhenwemaybestressed,maxedout,notnecessarilyatourbest.Notonlyreservingkindnessandcompassionforthosetimeswhenweareon,beingkindandgentleandforgivingwithourselveswhenwemaybehavingahardtime.Repeatingthesamelovingkindnessphraseswhileholdingontothisimageofourselves.Ifyoufindthisverychallenging,andnoticejudgementcreepingin,perhapsbringintoyourmindseyeisslightlylessdifficultorloadedsituationandseeifthatmightsupportthecultivationofcompassiontowardsyourself.


8 Now,bringinginimageofyourentirefamily/class/schooltogether.Repeatingthelovingkindnessphrases,sendingloveandcompassiontoyourselfandyourfamily/class/schooltogether.MaywebehappyandlivewithjoyMaywebehealthyandstrongMaywebesafeandprotectedMaywebeatpeaceandlivewitheaseResourcesMindfulParentingBooks:(lotsofgreatideas&activitiesapplicabletoeducators) EverydayBlessings:TheInnerWorkofMindfulParentingbyJonKabatZinn&MylaKabatZinn. TheWholeBrainChild:12RevolutionaryStrategiestoNurtureYourChildsDevelopingMindbyDanSiegel ParentingYourAnxiousChildwithMindfulnessandAcceptancebyChristopherMcCurry. ParentingfromtheInsideOut:HowaDeeperSelfUnderstandingcanHelpyouRaiseChildrenWho

ThrivebyDanielSiegel&MaryHartzell. TheJoyofParenting:AcceptanceandCommitmentTherapyGuidetoEffectiveParentinginthe

EarlyYearsbyKellyWilson,LisaCoyne&AmyMurrel.RelatedParentingBooks: BabyHearts:AGuidetogivingyourchildanemotionalheadstartintheearlyyearsbyLindaAcredol&SusanGoodwyn BrightfromtheStart:TheSimple,ScienceBackedWaytoNurtureYourChild'sDevelopingMind

fromBirthtoAge3byJillStammMindfulnessforChildren/TeensBooks TheMindfulChildbySusanKaiserGreenland PlantingSeeds:MindfulnessPracticewithChildrenbyThichNhatHanhandthePlumVillageCommunity StressReductionWorkbookforTeens:MindfulnessSkillstoHelpYouDealWithStressbyGinaBiegel ChildsMind:mindfulnesspracticestohelpourchildrenbemorefocused,calm,andrelaxedbyChristopherWillard TheRelaxation&StressReductionWorkbookforKidsbyLawrenceShapiro&RobinSprague Acceptanceandmindfulnesstreatmentsforchildrenandadolescents:ApractitionersguidebyThomasH.Ollendick,StevenHayesandLaurieGreco 101RelaxationGamesforChildrenbyAllisonBartl TheYogaAdventureforChildrenbyHelenPurperhartMindfulnessBooksforEducators: BuildingEmotionalIntelligence:TechniquestoCultivateInnerStrengthinChildrenbyLinaLantieri MindfulTeaching&TeachingMindfulness:AGuideforAnyonewhoTeachesAnythingbyDeborahSchoeberlain TheMindfulTeacherbyElizabethMacDonald HowtoTalksoKidsCanLearnbyAdeleFaber&ElaineMazlish(notmindfulnessperse,butgreat!)


9 MindfulnessBooks: ComingtoOurSensesbyJonKabatZinn FullCatastropheLivingbyJonKabatZinn Mindsight:TheNewScienceofPersonalTransformationbyDanielSiegelChildrensStorybooks: AQuietPlacebyDouglasWoodandDanAndreasen NoOrdinaryApplebySaraMarlowe(AvailableSpring2013) ABoy&aBearbyLoriLite TheThreeQuestions&ZenShortsbyJonJMuth TaketheTime:MindfulnessforKidsbyMaudRoegiers TheListeningWalkbyPaulShowers WestlandiabyPaulFleischman TheKidsYogaBookofFeelingsbyMaryHumphrey OhthePlacesYoullGobyDr.Seuss Oh,TheThinksyoucanthinkbyDr.Seuss MyManyColoureddaysbyDr.Seuss SillyBillybyAnthonyBrowne PeacefulPiggyMeditation,MoodyCowMeditates&PeacefulPiggyYogabyKerryLeeMacLean IsThereReallyaHumanRacebyJamieLeeCurtis&LauraCornellPracticeCDs: StillQuietPlace:mindfulnessforyoungchildrenbyAmySaltzman StillQuietPlace:mindfulnessforteensbyAmySaltzman MindfulnessforTeens:MeditationPracticestoReduceStressandPromoteWellBeingbyGinaBiegel PracticeCDincludedwiththebookBuildingEmotionalIntelligencebyLinaLantieri PracticeCDincludedwiththebookPlantingSeeds:byThichNhatHanhWebSites:(Hereareafew.ButtherearenowMany!)www.mindfuled.orgwww.mindfulschools.orgwww.innerresiliencetidescenter.orgwww.plantingseedsbook.orgwww.susankaisergreenland.comwww.seedsofcompassion.orgwww.mindfulparentscommunity.com

www.mindfulfamilies.cawww.stressfreekids.comwww.stillquietplace.comwww.springrainsangha.comwww.dharma.orgwww.eomega.orgwww.garrisoninstitute.orgKEYTakeHomeMessages: 1. Teachwhatyouknowfromdirectexperience2. TeachingMindfulnesstochildrencanbePLAYFUL

ThemostpreciousgiftwecanofferisourpresenceThichNhatHanh

mindfulness practice with children

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