Mindfulness In School

There is increased interest toward mindfulness meditation, particularly in education. A number of school programs have emerged claiming improvements in the following areas: executive functions, prosociality, emotional regulation, and overall wellbeing (Broderick and Frank, 2014; Flook et al. 2010; Schonert-Reichl and Lawlor, 2010). Oddly, very few risks were reported in the studies. In a systematic review of twenty-four mindfulness-based school interventions, overall results show students either benefited from the interventions or gained no effect. Negligible negative effects were reported (Zenner, Herrnleben-Kurz and Walach, 2014). It is important to consider the identification and detection of undesirable outcomes, as well

Mindfulness practice has received immense attention in recent years. Specifically, mindfulness practice has been explored by professional athletes, from organizations attempting to improve productivity, and even politicians for stress reduction. Nevertheless, educators have begun to explore mindfulness practice effectiveness for enhancing educational, emotional, and behavioral outcomes for students. Fundamentally, mindfulness practice is established on spirituality principles that teach attention focusing. Moreover, the technique facilitates open communication regarding emotions and feelings. Thus, mindfulness practice aims to silence distractions of the mind while enhancing awareness. As a relatively new practice, it is

In the area of health care professionals and college level students, there is evidence supporting increased stress in these populations. While these are very busy lifestyles, it is important for these individuals to engage in self-care techniques to reduce stress, which in turn could increase emotional health, physical health and life satisfaction. Research supports mindfulness practices used with students and healthcare professionals decreases perceived stress, anxiety and increases life satisfaction (Hedberg et al., 2006; Astin et al., 2005; Goodman et al., 2014; Chowdhury et al., 2016; Biegel et al., 2007). In these very stressful roles, it is important for the individual to be mindful of self-care practices and how this impact their mental health. Mindfulness techniques can be an option for individuals looking to improve mental health and physical well being at a low cost and little time needed. In these roles, self-care can be close to impossible due to time constraints. This literature review will aim to discuss positives effects of mindfulness interventions with students and healthcare professionals and importance in the field.

I also have a limitation pitfall at work. I work as an instructional aide and when they have me covering the front desk, there is a lot of people coming and going (children, teachers, and parents). When I get a phone call (usually to report an absence), I just get the four things that I need to fill the absence paper, and not really pay attention to anything else that was told to me. However, I did try to be more mindful of the last week and mostly fail, but on those instances that I was successful, I too comprehended more and as more questions, which in turn allow me to save parents a phone call and my co-workers time. Mindfulness does seem to work, but it will be difficult to do all the

Mindfulness, in particular, is associated with perspective taking and empathetic responding, relatedness and interpersonal closeness, and emotional communication, and anger management. Therefore, mindfulness may help a teacher be more responsive to individual students. Teaching is an extremely emotionally-demanding profession. Fortunately, studies show that mindfulness-based interventions may promote resilience and reduce the emotional exhaustion that precedes burnout. This can help teachers promote their own sense of well being and self care, in turn maintaining their care and compassion for their students.

Children and adolescents in the United States face different psychological challenges, such as anxiety disorders, depression, attention deficit disorder, as well as many other psychiatric diagnoses (Bloom, Dey, & Freeman, 2006). The prevalence rate of children diagnosed with a mental disorder is alarming. According to Merikangas et al. (2010), 22.2% of American children and adolescents get diagnosed with a psychiatric disorder that is severe enough to impair their ability to attend school and learn (Bucci, Marques, Oh, & Harris, 2016). Kids that are plagued by various psychological illnesses may experience a difficult time concentrating and staying focused in school. Additionally, the over-accumulation of toxic stress, either due to the pressures of schools or environmental (i.e., difficult exams, poverty, household dysfunction, etc.), can have negative and detrimental effects during childhood, as well as adulthood (Bucci et al., 2016).

QP provided Jayla with a CBT activity geared toward mindfulness skills. QP explained to Jayla that the activity will examine how thought, feelings and behavior can affect her during difficult times in her life. QP asked Jayla to list some things she is having difficult time with in her life. QP brainstormed with Jayla some difficult emotions people have a difficult time expressing. QP asked Jayla to list some emotions she has difficulty expressing. QP encouraged Jayla in discuss why she find the emotions she listed difficult to express. QP examined with Jayla different ways to express difficult feelings. QP explained to Jayla the benefits of mindfulness skills. QP discussed with Jayla, how the thoughts, feelings and behavior works with mindfulness

One of the core skills emphasized in DBT is mindfulness. Originated in ancient Buddhism principles, mindfulness and related practices have been integrated into several psychological interventions such as Acceptance and Commitment therapy (ACT) and Mindfulness based cognitive therapy (MBCT)(Hayes, Strosahl, & Wilson, 1999; Segal, Williams, & Teasdale, 2003). Mindfulness in the context of modern psychology is generally defined as open, nonjudgmental awareness towards current experiences (Chambers, Gullone, & Allen, 2009; Jon Kabat-Zinn, 2003).

Mindfulness is the human ability of awareness, to be present in where we are and what we are doing and not overreacting to surrounding situations. Mindfulness is naturally possessed, but readily available if we practice it daily. As a continual practice, mindfulness can help transform suffering to bring happiness to ourselves and others alike. Growing research shows that when you train your brain to be mindful, you’re actually remodeling the physical structure of the brain. Mindfulness can put space between ourselves and our reactions, conditioning the way we respond throughout the day. Some basics of mindfulness are; setting aside some “quiet time,” observing the present moment as it is, let all judgments roll by, returning the present moment,

As we discussed in class, a few people had difficulty understanding mindfulness based on the definition. I experienced that same difficult as well. Based on my understanding from class, “Mindfulness” is being fully present wherever you are. Basically, being aware of your surroundings, such as the dog being aware of the trees in the illustration photo. Often times, we are like the human in the photo. We have a mind full of different thoughts not mindful. We think about everything that has happen to us or what we are going to eat tonight for dinner, which takes our minds of the things we should be mindful of. In addition, mindfulness is also about knowing yourself through having a deep understanding of yourself based on past experiences. I would

Mindfulness, to me, is being present in my daily life. It’s not just being at my daughter’s cheer games, but truly being there and participating in watching her and the other girls. Mindfulness is sitting with my grandpa and not just listening to stories from long ago, but actually hearing the stories. It’s me blocking out making my to-do list in my head while I take a shower. For me to incorporate more mindfulness into my life, the very first thing I need to do is to try and cut back on distractions that tend to pull me away – namely my cell phone. As a parent, I want to capture every picture I can of my kids, but after this reading and some soul searching I can remember plenty of times I was stuck behind my phone trying to get a perfect

Mindfulness practices as a treatment for depression and anxiety in adults is a popular field that has showed promising results, while research into mindfulness as a treatment and/or preventative measure in adolescents is a newer, and still developing field of study (Ames, Richardson, Payne, Smith, & Leigh, 2013; Biegel, Brown, Shapiro, & Schubert, 2009; Bluth & Blanton, 2013; Britton et al., 2014). The research that is currently available generally provides support for a connection between a reduction in mental health issues including depression and anxiety in youth who practice mindfulness; although researchers note that more studies are needed in this field before implementing

Controlling attention, in an attempt to connect inner thoughts and feelings to external reality, is central to the enhancement of experiences that frame one’s perspective of the world. The emerging and continually developing idea of mindfulness is an area of interest to researchers, as it exemplifies the importance of awareness to the psyche of humans. Mindfulness is a multifaceted idea that asks for a demanding definition, as it is challenging to define the full scope of the concept precisely. There are two key components of mindfulness to consider: the identification of mindfulness practices as contributors to individual growth, as well as the direct involvement in these practices (Shennan, Payne, & Fenlon, 2011). There are varying perspectives

Mindfulness is the energy to be presently aware of your surroundings, yourself, and others in every moment of your daily life. To be mindful is more than just knowing that you’re hearing something, seeing something, or feeling something. In other words, it’s more than just knowing “what’s going on.” To be mindful is to be insightful. For example, when an individual realizes that they are angry they only allow themselves to feel anger and fail to realize that sadness, fear, and pain are all tied in with being angry. When one finally acknowledges that many emotions can tie in with one emotion, then they are insightful. They become mindful.

In this paper, I will describe my initial thoughts about the practice of mindfulness and my development regarding practicing it. Furthermore, I will explore the idea of being a mindful therapist and how I am hoping to apply this with patients in the future.