Tag: teachers

Expressing Gratitude Daily

Kim Armstrong provides a meditation on the theme of Cultivating Gratitude Daily.  In the 12-Minute Meditation podcast on 21 March 2024, she takes us through a process of reviewing our day (or the previous day) at micro-points to reflect on instances, interactions or events that brought us joy, happiness or contentment.  She encourages us to reflect on these moments to express appreciation for them.  They don’t have to be big happenings, but by reflecting on the small positive moments in our life, we can cultivate gratitude on a daily basis.

Kim is co-founder and facilitator of Space Between, a not-for-profit organisation dedicated to bringing the benefits of mindfulness to teachers and school-aged youth.  She has a Master’s Degree in Child and Adolescent Psychology and is a certified meditation and yoga teacher.  Fun-loving Kim is a strong advocate and practitioner of deep listening and draws inspiration from Thich Nhat Hanh’s quote, “Live the actual moment. Only this actual moment is life”.   

Space Between draws its name from Viktor Frankl’s book, Man’s Search for Meaning, and his observation that:

Between stimulus and response, there is a space.  In that space lives our freedom and our power to choose our response.  In our response lies our greatest happiness.

Guided meditation process

In her guided meditation, Kim helps us to explore the minutia of daily life and to learn to savour each moment that has enriched our lives in small and significant ways.  Her process begins with encouraging us to take two deep breaths, inhaling through our nose and exhaling through our mouth, as a way to become grounded for the meditation practice.  This initial breathing process could be accentuated by vagal toning.  She then leads us to reflect on different stages in our day.  The reflections below are my own recollections of moments I appreciated as I progressed through her “Cultivating Gratitude Daily” practice:

  • Waking up –  the warm morning hug from my partner; the sound of birds greeting the morning light (especially the Kookaburras and their raucous “laughter”); the red and yellow glow of the sunrise spreading across the horizon and being reflected in the waters of Moreton Bay; the view of Green Island and its sandy beach from my lounge room and deck; the sand dunes of Moreton island providing a very white backdrop; the early morning silence punctuated by the calls of birds and the sea breeze.
  • Moving from the bedroom – appreciating having the water and toothpaste to brush my teeth; the opportunity to shower and freshen up for the day in a bathroom (instead of in a lake or river); observing the sunlight spreading throughout the rooms of the house I share with my partner and one of my sons; having a house to live in that is spacious and open to views of the Bay.
  • Beginning the day – being able to make a cup of coffee on our Expresso machine; having access to Almond Milk (to avoid dairy milk intolerance);  savouring the foam and taste of the cappuccino I made; providing a coffee for my partner; having distilled water and vitamins to energise my day; enjoying gluten-free toast and avocado for breakfast; watching the birds feeding off the nectar from our native Bottlebrush trees; enjoying the colour and shape of the Bottlebrushes.
  • Transition to work, play, or  exercise – having a focus and a purposeful task such as my blog and book; being able to write well; having a talent for integrating ideas, concepts and practices from multiple sources; having focus and clarity (not encumbered by “brain fog”); being able to form an intention and pursue it; being able to create poems to reflect my thoughts and emotions.
  • Transition to home life – being able to walk on the Esplanade beside the Moreton Bay;  seeing pelicans gliding gracefully across the water at the creek’s edge and resting contentedly on rocks beside the seagulls as they survey the surrounding Bay waters glistening with sunlight; having access to shops to buy a wide assortment of foods; having food to prepare for dinner; preparing the dinner meal for my partner and son;  the pleasure of eating and sharing; the taste of food and drink (peppermint herb tea).
  • After dinner – sharing a favourite TV show with my partner; being able to watch the Olympics and European soccer (having the resources to fund streaming services such as Stan and Kayo).
  • Sleeping – being able to sleep (not suffering from insomnia); having a comfortable and warm  bed to sleep in (not sleeping in the street on our Winter nights); the stillness of the night.

Kim points out that the “cultivating gratitude practice” has many benefits.  She maintains that it offsets the negative bias of our brains and the tendency to focus on what is unpleasant or dissatisfying.  Kim argues that gratitude builds resilience, displaces envy and resentment and builds a positive mindset. In her mindfulness training with teachers and school-aged youth, she aims to help them to achieve “integration and wholeness”.  Cultivating gratitude helps us to get in touch with ourselves.

Kim and her colleagues at Space Between employ trauma-informed mindfulness training to help members of the school community to use the space between stimulus and response to make better choices for the benefit of themselves and their community.   Research supports the organisation’s observation that undertaking mindfulness practices intentionally provides “systemic support for the mental health and well-being of students, teachers and families”.

Reflection

The “Cultivating Gratitude Daily” practice helps us to grow in mindfulness and experience the benefits of heightened creativity, greater calm and clarity, and improved focus and productivity.   It assists us to see more clearly what we have in life – the things that bring us happiness and joy and builds positivity that contributes to increased resilience.

It also helps me to appreciate the opportunity to pursue a purpose, the creation of this blog, that is helpful for other people as I contribute to awareness of what resources are available to develop mindfulness and the multiple benefits that can accrue from pursuing mindfulness intentionally.

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Image by John Hain from Pixabay

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

Disclosure: If you purchase a product through this site, I may earn a commission which will help to pay for the site, the associated Meetup group and the resources to support the blog.

Mindfulness and Training in Compassion

The Science and Wisdom of Emotions Summit conducted online from 2-5 May 2021 provided access to 30 of the world’s experts in the areas of compassion, mental health, well-being, wisdom, neuroscience, emotional intelligence and trauma counselling.  Access to the full recordings and transcripts are thoughtfully provided on a sliding scale, generosity-based pricing structure – with all levels of purchase receiving the full package together with the gift of free access for a friend, colleague, or family member.

There was so much covered in the Summit that is relevant to mindfulness.  However, in this post I want to look at compassion from the perspective offered by a one of the presenters.

Research into developing compassion

I have mentioned earlier in this blog the work of Richard Richardson and Daniel Goleman, authors of Altered Traits: Science Reveals How Meditation Changes Your Mind, Brain, and Body, whose review of research studies confirmed that compassion meditation developed the traits of kindness and compassion.  In the Summit, Dr. Sona Dimidjian, Professor of Psychology and Neuroscience, shared her own research work on the development of compassion. 

Sona had been concerned about the lack of research into the transfer of compassion training to the practice of compassion in daily life and set about establishing a participative research project to find out what works and for whom.  She was particularly interested, especially in our current environment of racialism and inequity, to establish what are the “barriers and facilitators” of bringing compassion into everyday life.

Fundamental to Sona’s approach, was engaging participants in her research in every phase of the research process – formulating questions, deciding the methodology and collaboratively undertaking the research.  She involved educators, young people and those experiencing mental health issues.  One such collaborative study led to the conclusion that brief compassion training (20 minutes a day compassion meditation practice) increased participants compassion while daily exposure to images of people suffering actually led to a decline in compassion.

One unexpected result from the study was that teachers, one of the core groups that Sona sought to help, became particularly concerned about the impact of their daily exposure to the suffering of their students and their parents.  The teachers indicated that they lacked training in self-care and care for their student children and yet they aspired to be kind and compassionate.   

This concern of the teachers led to another collaborative research project with educators to co-design a course in compassion that would lead to compassionate action on the part of the teachers.  The resultant program, Masters in Teacher Leadership, is available through Colorado University and incorporates a Certificate level component on Cultivating Compassion and Dignity in Ourselves and Our Schools.  Sona’s hope is that teachers become true models of compassion while teaching their students to be compassionate.

Compassion and dignity

While the abovementioned course incorporates self-compassion, fundamental to the content and approach is the recognition that compassion involves “honouring dignity within each other” – recognising the dignity of each person, irrespective of their race, religion, skin colour, gender (or identification as non-binary or non-gendered), sexual preference, culture or country of origin.  Compassion is inclusive and non-discriminatory.  It actively works against the prevailing ethos, created through “systematic conditioning”, that fails to see our common humanity and connectedness.

Compassion involves deep listening and the capacity to hear the perspective of another while seeking to understand and value the learning and diverse experiences of other people.  It involves curiosity blended with tenderness and caring.  Compassion training through mindfulness incorporates “mental training’ (involving both thinking and emotional elements) and serves to preclude reactive responses to those who are suffering (which Sona points out sometimes aggravates the suffering of others through a lack of understanding).  The mindfulness training involved in compassion training, on the other hand, enables the participant to “act more skilfully” and take compassionate action in their day-to-day interactions.

Compassion involves “seeing one another in our fullness”, in all our diversity and complexity.  Surprisingly, Sona found that the digital world, accessed through programs like Zoom, enables participants to have greater access to each other’s life – you get to see the bookshelves, dogs coming in and out of a room, children demanding attention or partners moving about undertaking their daily activities, the room layout and house surrounds (in some cases).  Sona points out that this is a much richer perspective than the perception of a person created by the role that they occupy – you get to see and engage differently through a more complete perception of a person in their natural environment.

Reflection

Reading something of Sona’s clinical research history and work on the ground with educators, new mothers and expectant mothers and youth experiencing mental health issues, you begin to appreciate that her life and work epitomises compassion-in-action.  In fact, one of her personal goals is to strengthen her own mindfulness practices to enable her to pursue compassion in her own life by avoiding the interference of her own biases and living with integrity and congruity with the compassionate values that she promotes.  Sona generously shares her research and insights through her Mind & Life Podcast.

Sona’s life and dedication pursued in a spirit of humility, openness and curiosity provides an exemplar for how we could pursue compassion through our own life and work and daily interactions with others.  As we grow in mindfulness, we can develop the insight and commitment to enhance our deep listening skills and build the courage to take compassionate action in a skilful way.

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Image by Juanita Foucault from Pixabay

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

Disclosure: If you purchase a product through this site, I may earn a commission which will help to pay for the site, the associated Meetup group and the resources to support the blog.

Working from Home and Staying Mentally Healthy

Many people have been thrust into the situation of working from home because of the Coronavirus and related Government restrictions on movement and contact.  As a result, numerous people are ill-prepared for the challenges and opportunities involved.  However, there is plenty of advice available through blog posts, videos and podcasts to help us acquire the necessary information to work effectively from home.  There are also specific suggestions for particular groups of people, e.g. teachers working from home and working from home with kids. Many of these sources of information stress the need to stay mentally healthy as well as look after your physical welfare.  Here are some strategies to achieve both effectiveness and sound mental health.

Strategies for working from home healthily for mind and body

The pattern you create needs to meet your personal preferences (e.g. a morning person vs. night person), your lifestyle, family situation and location.  Here are some suggestions that may help you to make choices that are relevant to your needs and those around you:

  • Negotiate arrangements – this entails reaching at least a tentative agreement at the outset with other affected parties such as your boss, you partner and your colleagues – having some clear understandings and groundrules at the outset can pave the way for a relatively smooth transition to working from home and avoiding unnecessary conflict at a time when everyone is feeling stressed.  If you have a partner living at home with you, it pays to negotiate arrangements about working space, quiet time, coffee buying or making and eating arrangements (e.g. getting your own breakfast and lunch but sharing dinner preparation and eating).  It is often the little things that can bring daily angst if they are not sorted out early.  If you have had an extended marriage or living together arrangement, groundrules get established unconsciously and it pays to explore how these might change with one or both of you working from home.
  • Establish a routine: this gives you a sense of agency, the feeling that some aspects of your life are under control when everything else is changing constantly and creating uncertainty and anxiety.  It is strongly suggested by many authors that you maintain your daily routine of getting ready for work (e.g. showering, getting dressed well, and beginning work at a set time).  I think some flexibility here can be healthy without jeopardising your ability to work effectively and not waste time.  You might, for example, wear more comfortable clothes, introduce a morning exercise routine (to take advantage of the time saved in not having to travel to work), occasionally sleep in when you feel tired from the extra stress created by the Coronavirus) and take time for conscious reflection (e.g. writing a journal about what you are experiencing and how you are responding). Sleep is particularly important at this time to enable your body and mind to recuperate from the stresses that you will be experiencing.
  • Develop an exercise program: physical exercise reduces stress and builds positive mental health.  It is wonderful to see so many people making the most of their additional time at home to walk, run or ride in the open (particularly along the bayside where I live).   Yoga and Tai Chi, offer physical, mental and emotional benefits in these times of stress and anxiety. Getting some fresh air is important – there can be a tendency with social isolation and safe distancing to become stuck in your home and not take in the benefits of time spent mindfully in nature.  Activity is a great antidote to anxiety and depression.
  • Don’t sweat the news: in times of uncertainty, there is a strong tendency to become obsessive about news reports (via newspapers, emails, social media or podcasts).  This not only dissipates your focus but also exacerbates difficult feelings of anxiety, depression and loneliness.  Obviously, some information is important to know (e.g. available relief packages for individuals or businesses and Government advice/directives/legislation relevant to the Coronavirus).  Experts in the area of mental health suggest that establishing a set time or times during the day for catching up on the news can be a useful way to proceed (do you really have to be the first to know?).   It also pays to take note of the positive news, e.g. the many random acts of kindness that are occurring everywhere in the world as people struggle to cope with the present crisis.
  • Stay connected: with your work colleagues and boss – establish a routine for checking-in (preferably daily) as well as strategies to effectively employ electronic communication for planning, sharing and product/service development.  There is a need here to maintain the balance between work and task – not oversharing social information but not being overly focused on work alone.  Some work-from-home groups institute a set time each week to share recipes, a virtual lunch experience or happy hour, a sing-along or coping strategies. 
  • Undertake special projects: there are often work-related, home-based projects that have been put off because of lack of time or prioritising.  These projects can improve your work-from-home situation and enhance your productivity.  They could involve, for instance, clearing up the clutter in your “office”, strengthening the security of your computer system, improving recycling in the home (including disposal of sensitive work information) or establishing a home-based coffee-making machine or a filtered water system such as the Zanzen Alkaline Water System.

Elizabeth Gilbert, author of Big Magic: Creative Living Beyond Fear, recently participated in a Ted Connects© interview and provided deep insight and very sound advice about dealing with the overwhelm of the current Coronavirus crisis.  She advices strongly against substituting the busyness of the workplace environment with a new form of busyness in the working from home environment.  Elizabeth argues that we spend so much time running away from ourselves, not fronting up to ourselves including our fear and anxiety.  She argues that the present situation of enforced or voluntary working from home creates a wonderful opportunity for developing self-awareness and self-regulation through meditation, mindfulness practices and reflection.  Often our greatest, unconscious fear is being-alone-with-our-self.  We seek distractions and fill up our time with multiple tasks only to find that we have no time to truly find ourselves. 

Reflection

The current working from home situation that many of us face has inherent challenges and opportunities compounded by the requirements around social distancing, safe distancing and avoidance of unnecessary travel (local and international).  Clarifying working arrangements, establishing a routine, developing an exercise program, avoiding obsessing over the news, staying connected and undertaking special projects that enhance a sense of control over your environment, are all important for a healthy mind and body. 

However, the real challenge and opportunity lies in developing self-awareness and self-management through meditation, mindfulness practices and reflection.  As we grow in mindfulness, we enhance our focus (at a time of intensified distraction), our resilience (at a time of extreme mental and emotional stress), our creativity (when we appear lost for personal and community solutions) and our compassion (when so many people worldwide are suffering and grieving).  In all of this turmoil and uncertainty, there lies the opportunity to truly find ourselves.

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Image by Igor Ovsyannykov from Pixabay

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

Disclosure: If you purchase a product through this site, I may earn a commission which will help to pay for the site, the associated Meetup group and the resources to support the blog.

Developing Mindfulness in Schools

Increasingly mindfulness is being introduced into schools for the benefit of teachers and students.   I previously discussed the work of Goldie Hawn and the MindUP program introduced extensively in schools across America.  Goldie explained the motivation for her work with schools and the reasons why children need mindfulness in an interview with Tami Simon.  The Australia and New Zealand Mental Health Association highlights the need to raise mental health awareness in schools because of the increasing level of mental illness amongst school age children and the adverse effects of social media together with study pressures and performance expectations (of others and themselves).  Research strongly supports the benefit of mindfulness for mental health.

Benefits of mindfulness in schools

Research into mindfulness practice in schools demonstrates that both students and teachers benefit.  Students develop greater capacity for attention and focus, increased self-awareness and better emotional self-regulation.  These outcomes in turn build their self-esteem and reduce stress and the incidence of anxiety and depression.  Teachers too experience similar outcomes and develop resilience to deal with setbacks and disappointments.  Patricia Jennings, author of Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom, identifies seven ways mindfulness can help teachers along with practices to support these outcomes.  These benefits include the capacity to slow down, build better relationships with students and handle difficult students more effectively.

Guidelines for the implementation of mindfulness in schools

The Smiling Mind organisation has developed guidelines based on research into successful implementation of their mindfulness programs in schools.  These evidence-based guidelines provide recommendations for the training of teachers and students in mindfulness as well as suggestions re the ideal duration and timing of daily mindfulness practices.  They strongly encourage the involvement of teachers in mindfulness practices so that they can act as models and a resource for students.  The guidelines recommend a whole-of-school approach to the development of mindfulness in schools, including the active involvement of school leaders and parents (where possible).  This wider level of involvement serves as positive reinforcement for the practice of mindfulness by students. 

Resources for mindfulness in schools

There is a growing mindfulness resource base for teachers, students and parents.  Here is a small sample of what is available:

  • Free mindfulness app: Smiling Mind offers a free mindfulness app that incorporates meditations and other mindfulness practices for use by teachers, students and parents.
  • Mindfulness videos and books: Grow Mindfully provides videos and a reading list for teachers and parents. 
  • Mindfulness training programs for teachers and students: Grow Mindfully and Smiling Mind offer these program.
  • Weekly meditation podcast: The weekly meditation podcast provided by the Mindfulness Awareness Research Center (MARC) covers a wide range of possible meditation topics that can be incorporated in school-based meditations.

Reflection

Developing mindfulness in schools can help both students and teachers deal with the stresses of modern life and help them to enrich their relationships at school, work and home.  Modelling by teachers (and ideally by parents) will help to reinforce positive changes in self-awareness and self-regulation achieved by students through mindfulness practices.  As students and teachers grow in mindfulness through regular practice, they can experience life more fully and with a greater level of contentment.

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Image by Sasin Tipchai from Pixabay

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

Disclosure: If you purchase a product through this site, I may earn a commission which will help to pay for the site, the associated Meetup group and the resources to support the blog.

Developing Mindful Cities

The Search Inside Yourself Leadership Institute (SIYLI) conducts 2 day mindful leadership courses around the world based on the three pillars of mindfulness, neuroscience and emotional intelligence. Participants in these courses tend to be motivated to practice mindfulness and spread the learning and ideas to various local arenas such as schools, organisations and community settings. There are now movements underway to integrate these initiatives on a local level by developing “mindful cities”.

The Mindful City Project

One of the initiatives designed to aggregate local mindfulness activities is the Mindful City Project established by co-founders Deb Smolensky (CEO), Michelle Spehr and Ellen Rogin. Their approach is based on the three pillars of awareness, compassion (including self-compassion) and generosity. These pillars are underpinned by the knowledge, practices and insights emerging from neuroscience and emotional intelligence research.

In an interview with Jen Arnold, Deb and Michelle discussed their own background and experience with mindfulness and the motivation and purpose for the Mindful City Project. Deb mentioned that she had been introduced to mindfulness at age 10 by her drama teacher who taught his class to use body scan to overcome nervousness. In her twenties, she resorted to meditation to deal with her anxiety attacks.

Deb, Michelle and Ellen each have experience in the wellness arena, with Ellen’s experience focused on financial wellness. They saw the need to help communities to become more connected, collaborative and compassionate – to adopt a holistic approach to enable the whole community to thrive. The Mindful City Project initiative sets out to develop a framework that will enable both a common language and a set of practices (encapsulated in checklists). The aim is to provide education, resources and funding to enable leaders in city communities to progressively develop their own mindful city and to share their relevant knowledge and experience with leaders in other cities.

A beta mindful city project

Deb and Michelle discussed a pilot project in the city of Highland Park Illinois where they are working with three community groups – schools, businesses and public services such as hospitals and the military. A key intervention strategy is the development of a “layered form of education and practices” for each type of participant group.

For example, different seminars are conducted for students, teachers and parents – enabling reinforcement in all directions and exponential growth in the use of mindfulness practices. Schools are provided with a checklist of practice options that they can adopt – the practices covering each of the three pillars. A school, for example, could inculcate the practice of taking a mindful breath when the bell rings and/or instituting mindful pauses in classrooms.

A key pillar of the mindful city project is generosity. Schools can choose the level and breadth of their generosity endeavours, e.g. supporting a charity or adopting a pay it forward program. Deb and Michelle gave the example of a school that raised USD160,000 for childhood cancer.

In developing awareness in businesses, Deb and Michelle stated that they found the foundations for mindfulness already present in organisations in a number of forms:

  • emotional intelligence incorporated in leadership training
  • a focus on “unconscious bias” within diversity and inclusion training

Unfortunately, these mindfulness initiatives are often segregated and lose the opportunity for mutual reinforcement and the synergy that comes from a holistic approach. In the Mindful City Project approach, mindfulness training covers both internal and external elements:

  • internal – emotional intelligence and inner awareness
  • external – compassion and generosity

As people grow in mindfulness through education and mindfulness practices in schools, businesses and homes, the potential exists for leaders to build mindful cities that thrive on connection, collaboration and compassion. The Mindful City Project provides the resources and funding to enable cities to create their desired future.

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Image by Marion Wellmann from Pixabay

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

Disclosure: If you purchase a product through this site, I may earn a commission which will help to pay for the site, the associated Meetup group and the resources to support the blog.