MindfulnessEDU6882 Positive Psychology/Spirituality in SchoolsWednesday March 5th, 2013Guest Speaker: Richard Cleveland, PhD

Outline for Our Time Together

Introduction to Richard

Introduction to Mindfulness

Experiencing Mindfulness

Relationship of Mindfulness & Spirituality

DadMom

DrewRichar

d

Honor

PracticeHumility

Character

Serving Humor

Richard’s Theoretical Orientation

▪ SFBC▪ Brief, GOALS!▪ Strengths-based▪ Looking for exceptions

▪ Existential▪ Meaning in life; finding a “why” to live▪ Reality of evil; almost “anti-Rogerian”▪ Awareness, freedom, responsibility

▪ Systems▪ Brofenbrenner’s ecological systems theory

▪ Positive Psychology▪ Mindfulness▪ More than cognitive flexibility, awareness and novel

distinctions▪ Being intentional about being

Mindfulness

Doris Heritage 14 US Track titles 5 World Cross Country titles Competed in multiple Olympics Coached multiple Olympic

teams

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M a t t e r i n g

R e s i l i e n c y

F l o w

S p i r i t u a l i t y

M i n d f u l n e s s

P o s i t i v e P s y c h o l o g y

Min

dfu

lness

Mindfulness

Definition▪ Purposeful, non-judgmental present-moment

awareness. More than cognitive-flexibility, mindfulness incorporates novelty production.

(Gage, 2003; Gehart & McCollum, 2007; Kabat-Zinn, 2005; Langer, 2009; McCown, Reibel, Micozzi, 2011; Nanda, 2009, 2010)

Mindfulness

▪ “Purposeful”

▪ “Non-Judgmental”

▪ “Present-moment awareness”

▪ “Novelty production”

▪ Intentional; on-purpose; dedicating mental/cognitive energies towards the initiative

Mindfulness

▪ “Purposeful”

▪ “Non-Judgmental”

▪ “Present-moment awareness”

▪ “Novelty production”

▪ Acceptance; not dismissing certain observations/feelings because of pre-constructed parameters or definitions; developing a state of “being with”

Mindfulness

▪ “Purposeful”

▪ “Non-Judgmental”

▪ “Present-moment awareness”

▪ “Novelty production”

▪ Awareness of the present moment and what’s occurring in that moment; starting with the self and working outwards; an ebb & flow of attending, reflecting or processing

Mindfulness

▪ “Purposeful”

▪ “Non-Judgmental”

▪ “Present-moment awareness”

▪ “Novelty production”▪ Building off of acceptance and

intentionally stretching or going beyond pre-constructed parameters, definitions, etc.

Mindfulness

▪ Theory▪ Eastern philosophy roots▪ Western tradition distinct▪ Malleable perspectives▪ Novelty production

Mindfulness

▪ Empirical Findings▪ Mindfulness-Based Cognitive Therapy

(MBCT)▪ Eating disorders, Addiction, Depression,

Anxiety, Suicide▪ Depression

▪ Mindful instruction mitigated gender differences in mathematics performance. Anglin, Pirson, & Langer (2008)

▪ Mindfulness improved students mapping performance (both names of places as well as spatial proximity). Carson, Shih, & Langer (2001)

Mindfulness

▪ Empirical Findings▪ Mindfulness correlates with overall

adolescent well-being. Ciarrochi, Kashdan, Leeson, Heaven, & Jordan (2011)

▪ Mindfulness improved student executive functioning. Flook, Smalley, Kitil, Galla, Kaiser-Greenland, Locke, Ishijima, & Kasari (2010)

▪ Mindfulness improved student productivity. Jennings, Foltz, Snowberg, Sim, & Kemeny (2011)

Mindfulness Reflection Meditation[adapted from McCown et al., 2011]

Processing (4 thoughts)

How might someone feel participating in this meditation?

What might surprise someone participating in this meditation?

How might this connect with someone’s spirituality?

How might this connect with the PK-12 educational environment?

Mindfulness Spirituality

Buddhism

Momentum from Dalai Lama

Continued by Jon Kabat-Zinn (MBSR)

Social-Psychological Construct Mindfulness ≠

Spirituality Mindfulness =

Spirituality

Mindfulness & Spirituality

▪ Mindfulness & Spirituality▪ Thich Nhat Hanh

Kingdom of God & Pure Land of the Buddha

▪ Cognitive Flexibility vs. Novelty Production in Spirituality

▪ Diligence in Spirituality

Being Mindful in Practice/Life

▪ Breathing Techniques▪ Centering on the breath as an illustration of what we do and do not

have control over; generating feelings of empowerment, etc.

▪ Cultivating awareness of and directing focus▪ Individual, small group, even classroom guidance

▪ Vehicle for social/emotional, interpersonal skills▪ Similar to Second Step, STR, etc. an approach for creating self and

other awareness

▪ Don’t just preach mindfulness, live mindfulnessTadlock-Marlo, R. L. (2011). Making minds matter: Infusing mindfulness into

school counseling. Journal of Creativity in Mental Health, 6(3), 220-233.

Being Mindful in Practice/Life

▪ Living Mindfulness▪ Demonstrating intentionality, awareness, etc. and creating

opportunity for students to experience this as well

▪ In-Session Activities or as “Homework” (Ohrt & Young, 2012)▪ Grounded in theoretical and empirical support▪ Used intentionally with clear rationale, purpose/goals, and

expected outcomes▪ Invite rather than force participation and recognize/allow

opportunity to decline while processing apprehension

▪ Mindfulness as “Reflection +”▪ More than what has taken place, what is taking place?

Being Mindful in Practice/Life

▪ Koan▪ Introducing “Being With” paradox

▪ Mindfulness Meditative Attending▪ More than just deep breathing▪ Centering one’s self▪ http://youtu.be/9TyU2ejdnYs

▪ Mindfulness in Schools Project▪ .b curriculum▪ Training/Directing attention▪ TEDtalk re: .b curriculum▪ http://youtu.be/6mlk6xD_xAQ

Being Mindful in Practice/Life

▪ Site CGCP alignment with professional/ethical guidelines (ACES, ACA, ASCA, ASERVIC, CACREP, etc.)

▪ Recognizing your “spiritual” lens

▪ Identity as School Counselor (e.g. theoretical orientation)

▪ Daily Ritual (Wicks, 2007)

▪ Life Map/Spirituality Map (Hodge, 2006)

Thank you!

Richard Cleveland, PhDCounselor ProCert CoordinatorAssessment & Accreditation AssistantSeattle Pacific University

(206)281.2384rclevela@spu.eduhttp://richardcleveland.meTwitter: RichieKinz