MINDFULNESS IN SCHOOLS WORKS WONDERS---AND EVEN IMPROVES MATH SCORES

I was never that good at mathematics at school, nor for that matter were my wife and three children. Well, listen up, ye parents who have children at school who are struggling with math---the children that is, but most likely the parents as well. (Yes, genetics has more than a little to do with all this, as it does most other things as well.)

A social and emotional learning program started by actress and mindfulness ‘guru’ Goldie Hawn to help school children improve their learning abilities, be more caring, and become less stressed is now backed by new scientific evidence. Of course, that will not come as a surprise to anyone who is familiar with even a few of the more than 1,600 scholarly refereed medical and scientific journal articles attesting to the health and other benefits of the practice of mindfulness.

In a study from the University of British Columbia (UBC) researchers from across multiple disciplines---specifically, a neuroscientist, a developmental pediatrician, developmental psychologists, and education experts---examined the effectiveness of the program MindUP™ which teaches a number of mindfulness practices, including breathing, tasting and movement exercises.

They found fourth and fifth graders who participated in the program were better at regulating stress, were more optimistic and helpful. They were also better liked by their peers than children in a program that taught caring for others but without a mindfulness component. They also found the children in the mindfulness-based program performed better at math.

‘Our findings suggest that children who are taught mindfulness – to pay attention to the present intentionally and without judgment – are better positioned to succeed both in school and in life,’ said lead author Dr Kimberly A Schonert-Reichl, who is a professor in UBC’s Department of Educational and Counselling Psychology, and Special Education, as well as interim director of the Human Early Learning Partnership, a collaborative interdisciplinary research network who helped conduct the study.

Dr Schonert-Reichl said this study is one of the first of its kind to investigate the value of a social and emotional learning program that incorporates mindfulness techniques for children’s wellbeing using a variety of scientific measures including both biological and neurological tests. Other studies have focused mostly on adults, showing positive results.

To measure the MindUP™ program’s effectiveness on stress physiology, the researchers collected saliva from the children to analyze their cortisol levels, a stress indicator. They also relied on peer and self-reporting and also measured the children’s cognitive abilities, testing skills like memory, concentration and focus.

Dr Schonert-Reichl said there are multiple explanations as to why a mindfulness program could improve a child’s math scores. ‘One explanation is that learning occurs in social interaction, so if you are less stressed and more attentive, you will able to share and help others, and then be able to achieve more, including excelling in school.’

Study: Schonert-Reich K A, Oberle E, Lawlor M S; Abbott D, Thomson, K, Oberlander, T F, Diamond, A. ‘Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial.’ Developmental Psychology, Vol 51(1), Jan 2015, 52-66. http://dx.doi.org/10.1037/a0038454 Special Section: Mindfulness and Compassion in Human Development.

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IMPORTANT NOTICE: See the Terms of Use and Disclaimer. The information provided on this blogspot is not a substitute for professional medical advice, diagnosis or treatment. Never delay or disregard seeking professional medical advice from your medical practitioner or other qualified health provider because of something you have read on this blogspot. For immediate advice or support call Lifeline on 13 1 1 14 or Kids Helpline on 1800 55 1800. For information, advice and referral on mental illness contact the SANE Helpline on 1800 18 SANE (7263) go online via sane.org

MINDFULNESS IN SCHOOLS WORKS WONDERS

It has been well-known for many years that mindfulness-based approaches for adults are effective at enhancing mental health, but few controlled trials have evaluated their effectiveness among young people.

The aim of a recent British study, reported in the August 2013 edition of the British Journal of Psychiatry, was to assess the acceptability and efficacy of a schools-based universal mindfulness intervention---known as the Mindfulness in Schools Programme (MiSP)---to enhance mental health and well-being.

The MiSP curriculum’s primary aim is to teach young people skills to work with mental states, everyday life and stressors so as to cultivate well-being and promote mental health. One of the strengths of the study was the choice of a follow-up period in the most stressful part of the school year to test whether the MiSP curriculum conferred protection as evidenced through less self- reported stress and greater well-being.

A total of 522 young people aged 12-16 in 12 secondary schools either participated in the MiSP (intervention), which has been operating in the United Kingdom for some time now, or took part in the usual school curriculum (control).

The results of the study were more than acceptable, even allowing for the fact that the study had several limitations noted in the report. Rates of acceptability were high. Relative to the controls, and after adjusting for baseline imbalances, children who participated in the intervention reported fewer depressive symptoms post-treatment (P = 0.004) and at follow-up (P = 0.005) and lower stress (P = 0.05) and greater well-being (P = 0.05) at follow-up. The degree to which students in the intervention group practised the mindfulness skills was associated with better well-being (P<0.001) and less stress (P = 0.03) at 3-month follow-up.

The findings provide promising evidence of the programme’s acceptability and efficacy, with the authors concluding:

'In summary, although schools-based interventions can sometimes be implemented as a result of short-term policy drivers or charismatic innovators, interventions that demonstrate acceptability, efficacy, cost-effectiveness and potential for implementation are most likely to be sustainable. This feasibility study is the first step towards evaluating the MiSP curriculum and provides preliminary evidence of acceptability and efficacy.'

Resource: Kuyken W, Weare K, Ukoumunne O C, Vicary R, Motton N, Burnett R, Cullen C, Hennelly S, and Huppert, F. ‘Effectiveness of the Mindfulness in SchoolsProgramme: non-randomised controlled feasibility study,’ British Journal of Psychiatry (2013) vol 203, issue 2 (August), 126–131. doi: 10.1192/bjp.bp.113.126649

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The thought of asking a classroom full of second-graders to sit still, breathe deeply and be aware of their feelings may sound like a near impossible feat---I find it's hard enough to get so-called 'adults' to do that---but at Miami Country Day School children are doing just that. Great stuff!

Read more in this recent article from The Miami Herald.

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IMPORTANT NOTICE: See the Terms of Use and Disclaimer. The information provided on this blogspot is not a substitute for professional medical advice, diagnosis or treatment. Never delay or disregard seeking professional medical advice from your medical practitioner or other qualified health provider because of something you have read on this blogspot. For immediate advice or support call Lifeline on 13 1 1 14 or Kids Helpline on 1800 55 1800. For information, advice and referral on mental illness contact the SANE Helpline on 1800 18 SANE (7263) go online via sane.org



GOLDIE HAWN’S LOTUS GROWS IN THE MUD

The celebrated actor, producer, director and author Goldie Hawn (pictured left), whose autobiography A Lotus Grows in the Mud is one of the most inspiring books I’ve ever read, created The Hawn Foundation in 2005, whose mission is to ‘equip children with the social and emotional skills they need to navigate the challenges of the contemporary world in order to lead smarter, healthier, and happier lives.’ Wonderful!

Working with leading neuroscientists, educators and researchers, The Hawn Foundation has developed the MindUP program, a curriculum that has already been implemented in classrooms in more than 1,000 schools in the United States, Canada and the United Kingdom.

The MindUP program is now on its way to a number of other countries including Australia, New Zealand and South Africa. (The program is expected to start in Australia before the end of this year.)

Here’s a short Hawn Foundation video on the MindUP program:

The exciting, cutting-edge curriculum (now available through Scholastic Books) – which goes beyond mere academics – features some 15 very practical but evidence-based ‘lessons’ designed to help children:

·         reduce stress and anxiety,

·         improve concentration and academic performance,

·         understand the brain science linking thoughts, emotions and behaviour,

·         manage their emotions and behaviour more effectively,

·         develop greater empathy for others and the world, and

·         learn to be optimistic and happy.

Ms Hawn’s curriculum dramatically transforms the way we view education, using methods that are backed up by the latest research about the brain, but does it work? Yes. Already research shows impressive results in children who are learning in the MindUp classroom. For example, a University of British Columbia study reveals that children in Vancouver schools who participated in the program reported not only increased optimism but also decreased aggression in both the classroom and the playground.

Says Hawn, ‘We’ve had children who have lived through genocide, people trafficking and parental drug addiction, and experts have come in to test their cortisol (stress) levels after they slow down and focus on their breathing, and their stress levels are lower.’

Research from Germany on the efficacy of the MindUP program has produced similar results. Once again, the children participating in the MindUp were more able to manage their cortisol levels than the control group. Hawn states that aggression went down in the playground by about 30 per cent. In addition, the children were found to be much more focused and attentive in school ... and also much happier.

For those who are interested, Ms Hawn has written a book 10 Mindful Minutes: Giving Our Children--and Ourselves--the Social and Emotional Skills to Reduce Stress and Anxiety for Healthier, Happy Lives as a guide for parents to teach the MindUP program at home to children aged 5 to 12.

Here, by way of example, is some advice from Goldie on teaching young ones 'mindful breathing' ...

Sit with your children for 10 minutes a day (two sittings of five minutes recommended). Focus on your breathing, then ask your children to sit comfortably with their hands in their lap and to close their eyes. Expect young children to be able to do only a few seconds at first, then build up. Get them to put their hands on their bellies to feel the rise and fall of their breath. Be prepared for distractions and fidgeting ...

and 'mindful listening' ...

Gather together household items such as pencils, paper, coins or a pot. Place them in a box, so children can’t see what they are. Ask them to close their eyes, then to focus on the sound you make with them.

Get the book. There's much more in it. Way to go!

(NOTE. This blog sets out a simple form of mindfulness sitting meditation.)

The book 10 Mindful Minutes by Goldie Hawn with Wendy Holden

is published by Piatkus [Hachette Australia] (RRP AUS$29.99)

For information regarding the book 10 Mindful Minutes contact Jaki Arthur
at Little, Brown publicity on jaki.arthur@hachette.com.au or 02-8248 0864

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Here’s an uplifting story from MinnPost about famed Zen priest and drummer Marc Anderson (pictured opposite) who teaches mindfulness, and presents workshops on meditation, to aid and improve communication, compassion, teamwork and mindfulness among corporate executives, management teams, NPOs, health professionals and others. He's been doing those things for at least 30 years.

Anderson, who is also an adjunct professor in the Anthropology department at Hamline University in St Paul, Minnesota, now wants to teach meditation in public schools across the ‘Twin Cities’ of Minneapolis and St Paul. (That reminds me of a story Groucho Marx once told an audience whilst on a bond tour during World War II. Groucho said, 'I knew a girl in Minneapolis. She was also known in St Paul. She used to come over to visit me. She was known as "The Tail of Two Cities".' Forgive me, I digress.)

Yes, teaching mindfulness in public and private schools is a great idea, and I am pleased that more and more of that is taking place in Australian schools. My only fear – and it is a real one – is that Christian fundamentalists in the so-called ‘Land of the Free and Home of the Brave’ will exclaim, if they haven't done so already, ‘You are teaching Buddhism and atheism in our schools – that is religion. You can’t do that!’ They’ve done it before with evolution and just about everything else that is progressive and sensible.

To them, I say, ‘Get a life ... and get real. We are not talking about religion here, but people being awake and attentive, and becoming better communicators, listeners and negotiators ... among other things.’

In any event, a strong case can be made that Buddhism, especially in its more traditional forms, is not a 'religion'. Come to think of it, neither is Christian fundamentalism, which, unlike Buddhism, is an ideology. No, I shouldn't say that, not because it isn't true, but because the Christian fundamentalists will then retort, 'Well, if it is an ideology, and not a religion, we should be able to teach it in public schools.' As the already-quoted Groucho Marx once quipped, ‘Believe me, you have to get up early if you want to get out of bed.’

Life is a battle at the best of times, and we are all living in a new Dark Age of crass materialiam on the one hand and silly but dangerous fundamentalism on the other. That's why we all need to live ... mindfully. Bless you all ... even the fundies.

NOTE. This blog sets out a simple form of mindfulness sitting meditation.

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