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Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness using age-appropriate language and activities?

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Page 1: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

Mindfulness for Children and Adolescents

1.What is mindfulness?2.How can we create relevancy? 3.What is the evidence base?4.How can we share mindfulness using age-appropriate language and activities?

Page 2: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

Translate the scientific research into practical activities which overtime

will build a toolbox of life skills.

Page 3: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

TOOLBOXof component skills

learned cumulatively and customised

•Year 7: Nuts and Bolts of Attention•Year 8: Character Foundation•Year 9: Emotional Framework•Year 10: Cognitive Windows•Years 11-12: Building for Beyond

Page 4: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

1.Understandthe role ofemotions

2.Increase

awareness of your emotions

3.Acceptyour

emotions

4.Recogniseresistance

5.Cultivatepositive emotions

Term 1: Awareness

1.Managedifficult

emotions

2.Explore

self-regulationstrategies

3.Control

unhelpfulimpulses

4.Cultivatepositive

emotions

5.Be

your own good friend

Term 2: Autonomy

1.Understandresilienceas a skill

2.Explore

external and internal factors

3.Recognisememory

is recreated

4.Activateagency

5.Cultivateself-care

Term 3: Resilience

YEAR 9: EMOTIONAL FRAMEWORK

Page 5: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

PEDAGOGY: Small moments of awareness repeated Often

Page 6: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

Page 7: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

Mindful Punctuation Marks:A brief of moment of pause.

Like a breath between words, mindfulness can be a breath between activities.

Page 8: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

www.headspace.com

www.smilingmind.com.au

Page 9: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

“Attention is the . . . purest form of generosity.” Simone Weil

Page 10: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

Attachment: The Four “S’s”Daniel J. Siegel, M.D.

Seen

Soothed Safe

Secure

Page 11: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

Page 12: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

Fostering children’s natural mindfulness . . .

Page 13: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

Understanding the teenage brain . . .

Page 14: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

PREFRONTAL CORTEX

High level functions: Including intention to pay attention, emotional regulation, body regulation, fear modulation, decision making etc.

Does not fully mature until approximately 25yo.

Page 15: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

MINDFUL LEARNINGTwo dimensions:

Attention and self-regulation

Page 16: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

MENTAL GYM Training the ‘muscle’ of attention

Distraction -> Notice -> Let go ->

Focus -> Refocus

Page 17: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

Page 18: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

TEST

•Take a moment to pause.

•Exhale slowly a few times.

•Soften your face, mouth, jaw.

•Tell yourself quietly and kindly: Right now, I’m doing the best I can.

Page 19: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

WELL-BEINGA skill that can be learned

Page 20: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

“Well-being can be learned. It is very analogous to skills training: it is through repeated practice that connections get established in the brain that support the new skill or habit.”

Professor Richard Davidson

Page 21: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

MINDFUL WELL-BEINGDual dynamic:

(Emotions and Thoughts)Accept and manage the difficult

Cultivate the positive

Page 22: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

“Neurons that fire together, wire together.”Dr Donald Hebb

What you pay attention to, gets stronger.

Page 23: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

‘Take in the Good’Developed by Rick Hanson, Ph.D.

See Hardwiring Happiness, 2014

Page 24: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

All the flowers of all the tomorrows are in the seeds of today.

Indian proverb

Page 25: Mindfulness for Children and Adolescents 1.What is mindfulness? 2.How can we create relevancy? 3.What is the evidence base? 4.How can we share mindfulness

Thank you

Fiona Gauntlett www.mindfulness-seed.com.au

0412 020 687

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