The course concludes with a guided intention setting experience that will help you solidify your intention for your teaching practice and daily life. Then, we explore self-compassion with learning, practice, and reflection activities. We revisit the topic of mindful teaching and reflect upon what that feels like in our personal teaching practice. In this course we explore the field of positive neuroscience and examine mental strategies that can help reduce stress. Part 2 of MindUP for Educators: The Science and Practice of Self-Care and Mindful Teaching is designed to promote well-being and build resilience. It offers opportunities to learn, reflect, and develop strategies to help manage stress and support mental well-being. Part 1 of MindUP for Educators: The Science and Practice of Self-Care and Mindful Teaching is a prerequisite to part 2 and introduces the research and science on well-being and mindful teaching through the lens of MindUP’s four pillars-neuroscience, mindful awareness, positive psychology, and social and emotional learning (SEL). In partnership with the Government of British Columbia, Ministry of Education and Child Care, we have developed a two-part series to support adult well-being in the K-12 education system. Mindfulness, 1, 137-151.MindUP for Educators: Well-being and Mindful Teaching The effects of a mindfulness-based education program on pre- and early adolescents well-being and social and emotional competence. Actor Goldie Hawn, fierce advocate for children’s mental health, is Women of the Year honoree Goldie Hawn is helping kids manage stress and understand emotions through MindUP for Life, a program that teaches kids the science behind their brains. In 2014, we will begin a longitudinal follow up study with students who took part in a study on MindUP in 2008 when they were in 4th and 5th grade.įindings: Schonert-Reichl, K. Follow-up data was conducted a year later. Both teachers and students who participated in MindUP completed consumer satisfaction surveys outlining their perceptions and experiences with the program. Teachers filled out implementation calendars to keep track of program fidelity. Additionally, students completed computer tasks to measure executive functioning, and provided cortisol samples as biological measures of stress. We employed a battery of self-report, teacher-report, and peer-report measures of students’ social-emotional competencies, self-compassion, and mindful awareness. It evaluated the single and joint effectiveness of two mindfulness-based intervention programs: one for teachers (SMART-in-Education), and one for elementary school students administered in the classroom by their teachers ( MindUp). Our latest study was a randomized controlled trial conducted at three time points over the 2011-12 school year. Location: Coquitlam School District and Vancouver School Districtĭescription: Over the last decade, the SEL lab has conducted several studies examining the implementation, acceptability, and outcomes of MindUP – a mindfulness-based SEL program. Participants: Children Ages 9 -12 (Grades 4 to 7) and their teachers Scientific research shows that a more positive mindset leads to more. Research Team: Kimberly Schonert-Reichl, Robert Roeser, Adele Diamond, Tim Oberlander, Molly Lawlor, Eva Oberle, Jenna Whitehead, Jennifer Kitil, and Jacqueline Maloney Your mindset plays a very important role in what you can achieve and realize in life.
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