3.5 How the pedagogy of mindfulness enhances the pedagogy of specialist one-to-one learning support

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How the pedagogy of mindfulness enhances the pedagogy of one-to-one specialist learning supportSadhbh “Saive” O’Dwyer SpLD SpecialistSadhbh.odwyer@solent.ac.uk

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Overview1. What is mindfulness?2. What is specialist one-

to-one support?3. How the pedagogy of

mindfulness impacts on the pedagogy of one-to-one support

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Definition of mindfulnesss mindfulness?“Paying attention in a particular way on purpose, in the present moment and non judgementally.” (Jon Kabat-Zinn) Focus is on your current state: body, breath

Used to help with mental health conditionssuch as anxiety and depressionMindfulness-based Stress Reduction (MBSR)Mindfulness-based Cognitive Therapy (MBCT)

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Specific Learning Differences (SpLDs) = Neurodiversity

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ADSHE principles guiding SpLD support •Metacognition•Relevance•Overlearning•Modelling•Multi-sensory•Motivation•Little and Often

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Students with mental health needs 1 in 4 of us experiences difficulties with our mental health

Increase in the numbers of students with a declared mental health need in HE

8,000 in 2008/2009 Approx. 18,000 in 2013/2014 Source HEFCE 2015

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Research project on Mindfulness and SpLD study skills •Created a 4-week course on mindfulness and study skills for learners with SpLDs in the University of Southampton

•Small-scale qualitative research project

•Participants with SpLDs (Dyslexia and ASC). Half the participants had experiences of anxiety and depression

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Four principles of the pedagogy of mindfulness1. StewardshipOld English for “guardian of the hall” (McCown, 2013, p.106). Welcoming space2. HomileticsGreek for friendly conversation. You act as a guide, a facilitator.3. GuidanceNot commanding. Suggestions not orders. Emphasis is on co-creation. “When you are ready, breathing in” (McCown, 2013, p. 109).4. InquiryDevoting part of each mindfulness session to exploring your experience.

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Impact on my approach to pedagogy•Shut up! Mindful approaches gives the learner more space to talk.

•Inverts teacher/learner hierarchy.

•Freire’s liberatory learning approaches

•Co-creation•Stay present with your learner

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Three minute breathing space

http://franticworld.com/free-meditations-from-mindfulness/

Frantic World MBCT courseUniversity of Oxford

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References•Freire, P. (1972) Pedagogy of the Oppressed. Translated by Myra Bergman Ramos. New York: Herder and Herder.

•Institute for Employment Studies (2015) Understanding provision for students with mental health problems and intensive support needs. Report to HEFCE by the Institute for Employment Studies (IES) and Researching Equity, Access and Partnership (REAP) Available at: http://www.hefce.ac.uk/pubs/rereports/Year/2015/mh/Title,104768,en.html

•Kabat-Zinn, J. (2013) Full Catastrophe Living How to Cope with Stress, Pain and Illness using mindfulness meditation. Piatkus: London.

•McCown, D. and Gergen, K. (2013) The Ethical Space of Mindfulness in Clinical Practice: An Exploratory Essay, United Kingdom: Jessica Kingsley Publishers.

•Williams, M. and Penman, D. (2011) Mindfulness: A Practical Guide to Finding Peace in a Frantic World, United Kingdom: Little, Brown Book Group.

•Williams, M., Teasdale, J., Segal, Z. and Kabat-Zinn, J. (2007) The Mindful Way through Depression Freeing yourself from Chronic Unhappiness. Guildford Press: London.