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Mindful Teaching and Learning: Transforming our Educational Environments for Good Mindful Life Conference May 1, 2016 Patricia (Tish) Jennings, M.Ed., Ph.D.

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Page 1: ul Teaching and Learning:  Transforming our Educational Environments for Good

MindfulTeachingandLearning:TransformingourEducationalEnvironmentsforGood

MindfulLifeConferenceMay1,2016

Patricia(Tish)Jennings,M.Ed.,Ph.D.

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Roadmap

• Stress,Emotions,Learning&theBrain

• WhatisMindfulness?• MindfulnessResearch• LunchBreak• ApplyingMindfulnessinEducationalSettings

• TransformingourEducationalSystem

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Stress,Learning,Emotions&theBrain

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TheStressResponse

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Realvs PsychologicalTreat

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StressandLearning• Mayimpairthedevelopmentofself-regulation

• Interfereswithlearning• Overtimemaycauselearningandbehaviorproblems

• EspeciallyforthoseexposedtoriskfactorsSocialsupportmaybeprotective

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Emotions &theBrain

• Emotionsareadaptivefunctionsthatengagebiological,cognitiveandbehavioral processesdesignedtopromotesurvival

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NegativityBiasandSurvival

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FunctionofEmotions

• “Negative,”unpleasantoruncomfortable– Triggerstressresponse– Narrowfocus– Reinforcenegativeperceptionwiththoughts– Limited,conditionedreactivity

• “Positive,”pleasantorcomfortable– Buildresources(relationships,resilience)– Broadenfocus– Openness,awarenessofothers’perspectivesandcontext

– Creativeresponses

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Social&EmotionalLearning

CASEL.org

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SavoringPositivity

• Positiveemotions“undo”theeffectsofnegativeemotions

• Bysavoringmomentsoflove,joy,inspiration,gratitude,awe,andotherpositiveemotionalstateswebuildresilience.

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Whatmakesyouhappy?

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WhatisMindfulness?

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What does it mean to be mindful?

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WhatisMindlessness?

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What is Mindfulness?• A state/trait, and practice• “Paying attention, in a particular

way, on purpose, in the present moment, non-judgmentally”(Kabat-Zinn,1990)

• Self-regulation of attention & orientation to experience (Bishop, 2004)

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Jon Kabat Zinn - Founder of the Stress Reduction Clinic and the Center for Mindfulness in Medicine, Health Care, and Society at the University of Massachusetts Medical School

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Breath Awareness Practice21

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ReflectionQuestions

• Howwasthat?• Wereyouabletorecognizewhenyourmindhadwandered?

• Whatthoughts,feelings,orsensationsseemedtotakeyourattentionawayfromthepresent?

• Didtheexperiencechangeovertime?• Ifso,howdiditchange?

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WhatareMindfulAwarenessorContemplativePractices?

• Formalorinformal• Mindfulness

– Focusedattention– Openawareness

• CaringPractices– Focusoncaringthoughtsforothers

• Mindfulwalking• Bodyscan• Yoga– mindfulmovement• Taichiandothermartialarts• Thearts

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MindfulnessResearch

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PeerReviewedPublications

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Source:Schonert-Reichl, K.A.,&Roeser,R.W.(Eds.).(inpress).Mindfulness ineducation: Emergingtheory, research,andprograms.NY:Springer.

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MindfulnessResearch

• Researchwithadults• Researchwithteachers• Researchwithchildren

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ResearchwithAdults

• Agrowingbodyofresearchisdemonstratingresults:– Enhancedmemory– Increasedabilitytoconcentrate– Increasedabilitytouseattentiontoregulateemotion

– Increasedability forempathyandcompassion– Reduceddistressandincreasedpositiveaffect– BrainchangesthatsupportemotionregulationDavidsonetal.,2003;Frederickson etal.,2008;Hölzel etal.2008;Jha,Krompinger,&Baime,2007;Luders etal.,2009;Lutzetal.,2008;Shapiro,Schwartz,&Bonner,1998,Slagter,etal.,2007)

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Increaseddensity inthehippocampus after8weeksofMBSRcompared tocontrols.Hölzel etal.2008

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School-basedResearch• Whatisanevidence-basedprogram?

– Levelsofevidence• Anecdotal• Pre-post• Quasi-experimental• Randomizedcontrolledtrial• Clusterrandomizedcontrolledtrial(Proveneffective)

– PublishedinPeer-ReviewedJournal

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• LargeRCTtoexamineteacher,classroom&studentoutcomes– 36elementaryschoolsinNYC(Bronx&Harlem)

– 226teachersrandomlyassignedwithinschoolstoCAREorwaitlist

– 5036students

ResearchwithTeachers:CARENYC

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FOR TEACHERSCARECARE

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Cultivating Awareness and Resilience in Education

CARE

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• 5Sessions–2days–1day(2-3weekslater)–1day(2-3weekslater)–1daybooster

• Phonecoaching

ProgramModel

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ProgramElements• SelfCare• EmotionAwareness

• Didacticlessonsonnatureofemotion• Emotionsinrelationtoteaching&learning• Experientialexercisestopromoteemotionalawareness

• Mindfulness• Mindfulawarenesspractices• Mindfulwalking

• Empathy&Compassionforselfandother• Caringpractice(metta)• Mindfullisteningexercises

• Applicationsofthesetoteachingthroughdiscussionandroleplays

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Hypothesis#1:TeacherOutcomes

• DoesparticipatingintheCAREprogramresultinimproved:– Emotionregulation– Efficacy– Mindfulness

• Andreduced:– Distress– Timeurgency

• Comparedtoteachersrandomlyassignedtowaitlistcontrolgroup

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Hypothesis#2:ClassroomOutcomes• DoesparticipatingintheCAREprogramresultinimproved

classroom:– Emotionalsupport

• Positiveclimate• Reducednegativeclimate• Teacher sensitivity• Respectforstudents’perspectives

– Organization(management)• Behaviormanagement• Productivity• Instructionallearningformats

• Andreduced:– Distress– Timeurgency

• Comparedtoteachers’classroomsrandomlyassignedtowaitlistcontrolgroup

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ImpactonTeacherSelf-ReportedOutcomesinEffectSizes

p =0.047* p =0.020* p =0.005** NS p =0.007**

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ImpactonTeacherSelf-ReportedOutcomesinEffectSizes

p =0.047* p =0.020* p =0.005** NS p =0.007**

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ImpactonEmotionalSupportinEffectSizes

p =0.051* p =0.031* NS p =0.046* NS

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ImpactonEmotionalSupportinEffectSizes

p =0.051* p =0.031* NS p =0.046* NS

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ImpactonClassroomOrganization inEffectSizes

p =0.093 NS p =0.052* NS

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ImpactonClassroomOrganization inEffectSizes

p =0.093 NS p =0.052* NS

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Awareness“I’mbeingmoreawareofthekids,moreopportunitiestotalkwiththem,justmoreawareingeneral,ofmyself,whatI’mfeeling,whatI’meating,whatI’mdoing,whereI’mgoing…myawarenesshasjustbeenheightened.AndifIcanjustkeepremindingmyselfofthat,justtobeaware,awareofotherpeople,awareofmyown‘stuff’,that’sahugethingformeinlife.”

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Self-Regulation/De-centering“I’mmuchcalmer.EvenwhenI’mdrinkingcoffee,mymind’snotracinginathousanddifferentplaces,I’mjustlikingmycoffee.I’velearnedhowtojusttakethingsforwhattheyareandnotkeepeverythingonmyshouldersallthetime.AndbecauseI’mnotdoingthatanymore,thatallowsmetotreatmykidsbetterandaddresstheirneedsbetterandtryandteachthemtobethatwaythroughmyexample.”

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ResearchonSchool-basedProgramsforStudents

• Evidence-based programs– Holistic Life Foundation Yoga Programs for Youth – Inner-Kids– Inner Resilience Program– Learning to BREATHE– Transformative Life Skills (Niroga Institute)– .b Program– MindUp

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TheMindUP Curriculum

How Our Brains Work

Mindful Action in Our Community

Understanding Mindfulness

Focused Attention

Mindful SeeingMindful Listening Mindful Smelling

Acting with Gratitude

Mindful Tasting

Acts of Kindness

Perspective Taking

Choosing Optimism

Savoring Happy Experiences

Mindful Moving(Part 2)

Mindful Moving

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Research

• RandomizedControlledTrial(RCT)• Participants• 994th&5thgradechildrendrawnfrom4classrooms(98%participationrate)

• 2MindUp Classrooms(12weekprogramimplementation)

• 2ComparisonClassrooms(focusonSocialResponsibility)

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Hypotheses

• DoesparticipatinginMindUp resultinimproved:– Executivefunctioning– Generalwell-being– Prosocialbehavior

• Andreduced:– Stress– Aggression

• ComparedtostudentsrandomlyassignedtoSELasusual?

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Flanker Fish:Block1

When the fish are BLUE, you feed the MIDDLE fish bypressing where it‘s facing

Requires some inhibitory controll/ selective attention & working memory.

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FlankerFish:Block2

When the fish are PINK, you feed the OUSTIDE fish by pressingwhere they are facing

Requires inhibitory control & working memory.

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ExecutiveFunction

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WhatisYourCortisolRhythm?

How cortisol changes throughout your day

8:00 am 12:00 pm 4:00 pm

6:00 pm

Highest levels early in the morning when about 30 mins after awakening

Lower levels in the evening

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DiurnalCortisol:SlopeatPre-test

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DiurnalCortisol:SlopeatPost-test

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ChildSelf-Report:ChangeScores

ES=.42 ES=.40 ES=.48

ES=.59ES=.50

ES=-.45

ES=.55

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PeerBehavioralAssessments:Change Scores

ES=.44ES=.76

ES=.72

ES=.87

ES=.36

ES=.42ES=.55 ES=-.71

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%Improvement

• Cohen’sU3 “improvement” indextoreflecttheaveragedifferencebetweenthepercentilerankoftheinterventionandcontrolgroups.

• 24%gaininpositivesocialbehaviorsfromparticipationintheMindUp program

• 15%gaininmathachievement(grades)• 20%gaininself-reportedsocial-emotionalcompetenciesandskills,

• 24%reductioninaggressivebehaviors.

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Summary:ResearchonSchool-basedPrograms

• Research is preliminary• Promising evidence that mindfulness-based

programs– Improve self-regulation– Promote prosocial behavior– Reduce distress– May improve academic outcomes

Broderick&Frank,2014;Frank,Bose& Schrobenhauser-Clonan, 2014;Kuykenetal.,2013;Schonert-Reichl etal.,2015

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WhatMoreDoWeNeedtoKnow?

• Alot!• Specificactivities– specificoutcomes?• What’sdevelopmentalappropriate?Culturallyappropriateforeducationalsettings?

• Generalizability?• Braindevelopment?• Longtermacademicandbehavioraloutcomes?

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Questions?

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BodyScan

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ApplyingMindfulnesstoEducationalSettings

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MindfulnessforTeachers

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Cognitive&EmotionalDemands

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EmotionalExhaustion

De-personalization

ReducedEfficacy

TheBurnoutCascade

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• Increasingdemandsofteachingrequirenewskills

• Mind/bodyaretrainable• Knowledge,practicesandskillscanhelpusmanagethesedemands

HowMindfulnessHelpsTeachers

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• Developingawarenessofourinner&outerexperience

• Resultsinimprovedsocial,emotional&cognitivefunctioning

• Helpsusrespondratherthanunconsciouslyreacttosituations

• Helpsusprovidesocial,emotional&academicsupporttoourstudents,especially at-riskchildrenandyouth

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HowMindfulnessHelpsTeachers

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• Caringforourselvesandbeingmoreawareofthoughtsandfeelings

• Helpsusmanagethedemandsofteaching• Enhancingtheeffectivenessofclassroommanagementandinstruction

• Enhancingourenjoymentofteaching• Promotingresilience• Preventingburn-out

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HowMindfulnessHelpsTeachers

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SettingAnIntention

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CaringPractice

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MindfulnesswithStudents

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ImportantConsiderations

• Whatistheaim?Towhatend?• Developmentalappropriateness• Invitational• Modeling iscritical• Secular• Transitions• Bepatient!

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Wheel of Awareness

Five Senses(see, hear, touch, smell,

taste)Outer World

Sixth SenseInternal Bodily

Sensations

Seventh SenseThe Mind

Eighth SenseRelationships

Attention

Adapted from: Siegel (2007)

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Re-inventingHealthandPE

https://www.youtube.com/watch?v=o6y-47cA5hU

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BasicPractices

• Calming&focusing• Mindjar• Bodyawarenesspractices(yoga,etc.)• Focusingattentiononnature,arts• Mindfulwalking• Bellactivity

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Books

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Calming&Focusing

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Bellactivity

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TransformingOurEducationalSystem

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TheoryU:LearningfromtheEmergingFuture

http://www.ottoscharmer.com/

“What makes profound change possible?‘Presencing,’ a blend of the words ‘presence’ and ‘sensing’, refers to the ability to sense and bring into the present one's highest future potential—as an individual and as a group.”- Otto Scharmer

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IlluminatingtheBlindSpot

Successful leadership depends onthequalityofattention andintention thattheleaderbrings toanysituation.Twoleadersinthesamecircumstancesdoing thesamething canbring aboutcompletely differentoutcomes, depending on theinnerplacefromwhicheachoperates.

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https://www.presencing.com/sites/default/files/page-files/Theory_U_Exec_Summary.pdf

OpenMind

OpenHeart

OpenWill

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ContactInfo:Patricia (Tish)Jennings,M.Ed.,Ph.D.AssociateProfessorCurrySchoolofEducationUniversityofVirginiatishjennings@virginia.eduwww.TishJennings.comhttps://www.facebook.com/mindfulnessforteachers/Twitter@TishJennings