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Mindfulness

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Mindfulness

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  1. Mindfulness EDU6882 Positive Psychology/Spirituality in Schools Wednesday March 5th, 2013 Guest Speaker: Richard Cleveland, PhD

  2. Outline for Our Time Together Introduction to Richard Introduction to Mindfulness Experiencing Mindfulness Relationship of Mindfulness & Spirituality

  3. Mom Dad Richard Drew Honor Character Humility Practice Serving Humor

  4. Richard’s Theoretical Orientation • SFBC • Brief, GOALS! • Strengths-based • Looking for exceptions • Existential • Meaning in life; finding a “why” to live • Reality of evil; almost “anti-Rogerian” • Awareness, freedom, responsibility • Systems • Brofenbrenner’s ecological systems theory • Positive Psychology • Mindfulness • More than cognitive flexibility, awareness and novel distinctions • Being intentional about being

  5. Mindfulness Doris Heritage 14 US Track titles 5 World Cross Country titles Competed in multiple Olympics Coached multiple Olympic teams

  6. Mindfulness Mindfulness Flow Resiliency Positive Psychology Mattering Spirituality

  7. Mindfulness Definition • Purposeful, non-judgmental present-moment awareness. More than cognitive-flexibility, mindfulness incorporates novelty production. (Gage, 2003; Gehart & McCollum, 2007; Kabat-Zinn, 2005; Langer, 2009; McCown, Reibel, Micozzi, 2011; Nanda, 2009, 2010)

  8. Mindfulness • “Purposeful” • “Non-Judgmental” • “Present-moment awareness” • “Novelty production” • Intentional; on-purpose; dedicating mental/cognitive energies towards the initiative

  9. Mindfulness • “Purposeful” • “Non-Judgmental” • “Present-moment awareness” • “Novelty production” • Acceptance; not dismissing certain observations/feelings because of pre-constructed parameters or definitions; developing a state of “being with”

  10. Mindfulness • “Purposeful” • “Non-Judgmental” • “Present-moment awareness” • “Novelty production” • Awareness of the present moment and what’s occurring in that moment; starting with the self and working outwards; an ebb & flow of attending, reflecting or processing

  11. Mindfulness • “Purposeful” • “Non-Judgmental” • “Present-moment awareness” • “Novelty production” • Building off of acceptance and intentionally stretching or going beyond pre-constructed parameters, definitions, etc.

  12. Mindfulness • Theory • Eastern philosophy roots • Western tradition distinct • Malleable perspectives • Novelty production

  13. Mindfulness • Empirical Findings • Mindfulness-Based Cognitive Therapy (MBCT) • Eating disorders, Addiction, Depression, Anxiety, Suicide • Depression • Mindful instruction mitigated gender differences in mathematics performance. Anglin, Pirson, & Langer (2008) • Mindfulness improved students mapping performance (both names of places as well as spatial proximity). Carson, Shih, & Langer (2001)

  14. Mindfulness • Empirical Findings • Mindfulness correlates with overall adolescent well-being. Ciarrochi, Kashdan, Leeson, Heaven, & Jordan (2011) • Mindfulness improved student executive functioning. Flook, Smalley, Kitil, Galla, Kaiser-Greenland, Locke, Ishijima, & Kasari (2010) • Mindfulness improved student productivity. Jennings, Foltz, Snowberg, Sim, & Kemeny (2011)

  15. Processing (4 thoughts) • How might someone feel participating in this meditation? • What might surprise someone participating in this meditation? • How might this connect with someone’s spirituality? • How might this connect with the PK-12 educational environment? Mindfulness Reflection Meditation [adapted from McCown et al., 2011]

  16. Mindfulness  Spirituality Buddhism Momentum from Dalai Lama Continued by Jon Kabat-Zinn (MBSR) Social-Psychological Construct Mindfulness ≠ Spirituality Mindfulness = Spirituality

  17. Mindfulness & Spirituality • Mindfulness & Spirituality • ThichNhatHanh Kingdom of God & Pure Land of the Buddha • Cognitive Flexibility vs. Novelty Production in Spirituality • Diligence in Spirituality

  18. Being Mindful in Practice/Life • Breathing Techniques • Centering on the breath as an illustration of what we do and do not have control over; generating feelings of empowerment, etc. • Cultivating awareness of and directing focus • Individual, small group, even classroom guidance • Vehicle for social/emotional, interpersonal skills • Similar to Second Step, STR, etc. an approach for creating self and other awareness • Don’t just preach mindfulness, live mindfulness Tadlock-Marlo, R. L. (2011). Making minds matter: Infusing mindfulness into school counseling. Journal of Creativity in Mental Health, 6(3), 220-233.

  19. Being Mindful in Practice/Life • Living Mindfulness • Demonstrating intentionality, awareness, etc. and creating opportunity for students to experience this as well • In-Session Activities or as “Homework” (Ohrt & Young, 2012) • Grounded in theoretical and empirical support • Used intentionally with clear rationale, purpose/goals, and expected outcomes • Invite rather than force participation and recognize/allow opportunity to decline while processing apprehension • Mindfulness as “Reflection +” • More than what has taken place, what is taking place?

  20. Being Mindful in Practice/Life • Koan • Introducing “Being With” paradox • Mindfulness Meditative Attending • More than just deep breathing • Centering one’s self • http://youtu.be/9TyU2ejdnYs • Mindfulness in Schools Project • .b curriculum • Training/Directing attention • TEDtalk re: .b curriculum • http://youtu.be/6mlk6xD_xAQ

  21. Being Mindful in Practice/Life • Site CGCP alignment with professional/ethical guidelines (ACES, ACA, ASCA, ASERVIC, CACREP, etc.) • Recognizing your “spiritual” lens • Identity as School Counselor (e.g. theoretical orientation) • Daily Ritual (Wicks, 2007) • Life Map/Spirituality Map (Hodge, 2006)

  22. Thank you! Richard Cleveland, PhD Counselor ProCert Coordinator Assessment & Accreditation Assistant Seattle Pacific University (206)281.2384 rclevela@spu.edu http://richardcleveland.me Twitter: RichieKinz