Third Mindfulness Training

In chapter 4 it talks about how we can practice being mindfulness with connecting mind and body together. To able to take in every moment in life one needs to enjoy every moment without our mind wandering off when we are doing an action. The body is great to practice being able to be mindfulness because it is something that will not go away. The author explains in the chapter that sometimes a way to came back to the mindfulness state is by breathing in and out, which leads to concentrate again. Another point made is that mindful attention to sensation requires you to take the time to actually experience the sensation. An example is when cooking you can practice mindful attention by smelling the different faces the food you are cooking goes

In terms of stress reduction, mindfulness refers to the development of skills “characterized by a nonjudgmental awareness, openness, curiosity and acceptance of internal and external present experiences” (Chiesa & Serrety, 2009. p. 593). The constant practice of mindfulness exercises accounts for the reduction of stress. In their review of ten articles relevant to the effectiveness of mindfulness practices on stress reduction (MBSR), Chiessa and Serretti, (2009) found a significant positive effect of mindfulness practices compared to no treatment, in reducing stress levels in healthy people. MBSR is a psychoeducational group intervention (Cadwell et al, 2010), where participants receive formal training in various

Goal #1. Physically I will create more time to work on staying in shape allowing me to remain able to be available and able to perform daily at work and at life.

The hypothesis is projected that mindfulness interventions will alter and improve the way the teachers score the students and perceive their behaviors as well as the students’ ability to improve academically and behaviorally when extended interventions take place. It is suggested that mindfulness training serves as a benefit to the students as well as the teachers in that it will train the teachers to conduct their classes in a certain manner as well as train students to practice a mindset that is conducive to formulating what is a non-disruptive learning environment to both teacher and student.

One study asked if and how mediation helps chronic pain (The Effects of Brief Mindfulness Meditation Training on Experimentally Induced Pain, Zeidan, http://www.psych.uncc.edu/pagoolka/seminar/jofpain2009.pdf). The study had just 15 participants and each underwent an MRI while pain was induced. Each participant was then taught mindfulness meditation and given another MRI. One group meditated during the MRI and pain induction and the other group did not. The meditating group experienced a 40% reduction in the intensity of the pain.

Mindfulness puts all attention and efforts on the present time regarding one’s feelings, ideas, and awareness. Being mindful requires one to watch and observe how people act and react, without intervening or casting any judgment upon them. This has been used for many years as a therapy method that helps one become more aware of others feelings, thoughts, and actions. Mindfulness studies the ranges of treatment that results from allowing mindfulness as a way of theoretical occurrences of observing one’s character. Mindfulness is related to being open to suggestions in training sessions and can be used as in addition to therapy for any patient or psychotherapist.

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.

In the journal article, The Influence of a Brief Mindfulness Exercise on Encoding of Novel Words in Female College Students, published in Mindfulness, Bonamo, Legerski, & Thomas (2015) designed a study to see if the cognitive benefits associated with mindfulness training found by previous research would lead to increased performance on a learning task. To support the purpose of the study, the researchers used the existing literature on mindfulness that shows converging evidence for mindfulness training’s capacity to improve attention, working memory, and self-regulation (Beauchemin, Hutchins, Patterson, 2008; Chan & Woollacott, 2007; Hölzel et al. 2011). However, most previous research has evaluated the effects of extensive mindfulness

I have a problem, actually I have many problems that prevent me from living a meaningful life. Most people who interact with me think that I am extremely shy or rude, but the truth is that I am just living with anxiety and depression. Most of my stress in life comes from trying to handle the devastating consequences of anxiety and depression. When I am anxious, sometimes I have panic attacks, have a really fast heartbeat, I don’t sleep, feel nauseas and I cope by hiding from my fears. When I am depressed, I don’t care about anything, but I get a lot of physical pain, sleep too much, cry, eat only one meal a day and think that nobody cares about me. It seems that for me, anxiety and depression never happen at the same time, but they are both quite distressing. Pills for me do not work, they hardly relieve my symptoms, and so this summer I

A parent might walk into a classroom in the middle of mindfulness moments and weep for joy. An entire classroom filled with silent, still, and reflecting teenagers might seem like a miracle, but that is far from how the students perceive it.

I have chosen “10-Minute Mindfulness: 71 simple habits for living in the present moment” by S.J. Scott & Barrie Davenport for this book review. The reason behind choosing this book is that we often feel stressed and overwhelmed by the fast-passed environment we live in. Furthermore, we often find ourselves surrounded by negativity and hatred. As individuals, we are often unaware of the lifestyle choices we make, our habits and life priorities. Most often, the problem is brought upon by our own doing, often making bad decisions. The tittle of this book caught my attention and made me think about strategies to approach the stressful environment in which we live.

For my first mindfulness activity extended reflection I selected Activity 41 from How to Train A Wild Elephant – Be On Time. As described in the book I set the intention for one whole week to do my best to be on time for all events / classes / appointments that I had to attend. While I am most often present by the designated time for the many things I do, I frequently find myself leaving little to no wiggle room to be on time and end up racing down to the wire to not be late for things. As someone who took 3 entire years off from education between high school and college I had a lengthy period of my life where I essentially made my own schedule and seldom needed to be somewhere on time. There has certainly been a learning curve to having a

I am my theory and what my theory says about me is mindfulness. I am at peace with myself. While mindfulness most commonly practiced and cultivate through meditation, being mindful does not necessarily require a meditation practice. Simply put, (which isn’t easy), paying attention in a sustained and particular way such as on purpose, in the present moment, and nonjudgmentally. Why I chose mindfulness techniques?? Throughout these years, I learned that multitasking is the enemy of focus. I always thought that multitasking is a reflection of one’s talent, wrong, rather keeps us from truly living the present.

This study explores the relationship between mindfulness and experiential learning to develop a concept termed mindful experiential learning. Although significant research on mindfulness and experiential learning has been conducted, no efforts have been made to study how the two concepts relate to one another. The authors, Bauback Yeganeh and David Kolb feature two types of mindfulness research streams that include the Mindfulness Attention Awareness Scale (MAAS) and the Langer Mindfulness Scale (LMS) that measure the two approaches respectively as they relate to experiential learning measured by Kolb’s Learning Style Inventory (LSI) and compliance of learning style as measured by Adaptive Styles Inventory (ASI). A combination of the two mindfulness

The two specific practices I worked with were seated mindful meditation and the writing compassion practice “How would you treat a friend”. I chose the seated mindful meditation because it was the shortest one and I was performing the exercise relatively late in the evening. I chose the writing practice because I have an easier time putting my feelings down on paper. As we did in the last experimental practice, I participated in these exercises before I went to sleep. Typically, they were performed around midnight, when my house calmed down from activity. I performed each in my room. The written activity was done seated at my desk. The seated meditation was performed first on the ground itself in my room, and then later I introduced a cushion. With the written activity, I noticed I was able to write