Introduction to Mindfulness Supporting Gifted Learners With Mindfulness-based Stress Reduction Techniques Dr. Vanessa Ewing www.basevillageforgifted.com

Overview KWLD Know, Want to know, Learned, will Do next- What would YOU like to get out of the presentation today? 2. Why ‘Mindfulness’? 3. What are some mindfulness strategies that work for gifted students? 4. How can I implement some of these strategies?

Why? A Recipe For Anxiety (Byrd- byrdseed.com) We know that gifted kids’ brains pick up on details that others miss. [There is] abundant available evidence that gifted children show enhanced sensory activation and awareness. Gifted brains are essentially “hyper-sensitive”… Eide & Eide, Brains on Fire Self reported levels of stress in teens is on the rise (Milligan & Phillips, 2016) and there are currently increases in anxiety related disorders for children and adults. (https://www.psychologytoday.com/blog/liking-the-child-you- love/201601/the-rising-epidemic-anxiety-in-children-and-teens)

Asynchronous Development & Executive Function Stress & Anxiety Gifted kids may dwell on things that may catastrophize things and they also struggle more often with perfectionism Overexciteabilities/Intensities (psychomotor, sensual, intellectual, imaginational, emotional) Intensity and sensitivity may create significant emotional turmoil for gifted kids Asynchronous Development & Executive Function Executive functions of the brain (planning, organizing, self organizing, self-regulation) may lag behind regulation) may lag behind cognitive development. Affective and academic skills can vary widely and be tremendously different from one another. Social Development Existential angst appears earlier in the developmental process for many gifted kids. Lack of educational fit and peers can increase feelings of isolation and ‘not fitting in’ Quick overview - These challenges include:

What is Mindfulness? Turn and talk - What do you already know about Mindfulness? Have you seen it used in your school(s)?

It is all about focusing attention on the here and now, rather than getting caught up thinking about the past or worrying about the future. Mindfulness, when applied appropriately, includes the qualities of awareness (paying attention to one’s experience through the senses and the mind); of non-judgment (not labeling things “good” or “bad” but rather observing with a neutral attitude); and of stillness in heart and mind (though the body may be moving). Focus on past: Rumination/Regrets - Focus on Future: Worry/Anxiety

Benefits of Mindfulness: Increased emotional regulation Increased social skills Increased ability to orient attention Increased working memory and planning and organization Increased self esteem Increased sense of calmness, relaxation, and self acceptance. Increased quality of sleep Decreased test anxiety Decreased ADHD behaviors- specifically hyperactivity and impulsivity Decreased negative affect/ emotions Decreased anxiety Decreased depression Fewer conduct and anger management problems There’s scientific evidence that teaching mindfulness in the classroom reduces behavior problems, aggression, and depression among students, and improves their happiness levels, self-regulation, and ability to pay attention. Teachers trained in mindfulness also show lower blood pressure, less negative emotion and symptoms of depression, less distress and urgency, greater compassion and empathy, and more effective teaching. From: Mindful Schools.org: Research on Mindfulness

One Minute Mindful Practice ACTIVITY: Practice MIndful Listening/Breathing for One MInute A simple lesson is one minute of mindful listening and one minute of mindful breathing. Sample Script: 1. “Please get into your ‘mindful bodies’—still and quiet, sitting upright, eyes closed.” 2. “Now place all your attention on the sound you are about to hear. Listen until the sound is completely gone.” 3. Ring a “mindfulness bell,” or have a student ring the bell. Use a bell with a sustained sound or a rainstick to encourage mindful listening. 4. “Please raise your hand when you can no longer hear the sound.” 5. When most or all have raised their hands, you can say, “Now slowly, mindfully, move your hand to your stomach or chest, and just feel your breathing.” 6. You can help students stay focused during the breathing with reminders like, “Just breathing in … just breathing out …” 7. Ring the bell to end.

Mind Jar Activity ACTIVITY : MAKE A MIND JAR Shake bottle - This is your brain on alert! The settling solution represents the calming mind- eventually bits of information flow in a clear direction helping your brain make thoughtful decisions. Can you think of a time when your brain feels all shaken up and confused? Like the glitter and confetti in this shaken bottle? What helps you calm down so you can think?

Teach the Neuroscience Behind Mindfulness (Wizard Brain vs Teach the Neuroscience Behind Mindfulness (Wizard Brain vs. Lizard Brain) We must use our thinking brain (frontal cortex) to over-ride our primitive brain (amygdala) Teaching students to understand their body’s reaction to stress won’t eliminate the reaction, but it can help them to embrace it and move on. Rather than reassuring, if we teach children how worry works, they can challenge and outsmart the worry themselves. Teaching the Neuroscience behind anxiety and strong emotions also appeals to their intelligence. Example: We all have a “fight or flight” survival response that is designed to keep us alive. We have a tiny ball of neurons called the amygdala (ah-mig-da-la), known as our fear center, that runs our in-body security system. When it senses danger, it sends adrenaline through our bodies to make us run fast and fight with one goal, survival! “I feel nervous, but it’s really just my heart beating faster, pushing adrenaline into my system, because there’s a risk coming. I can take advantage of that adrenaline or maybe I should run around to use it up.”

Cognitive Behavioral Exercises *Acknowledge your belief and calm self (breath work such as ‘4 square breathing’, positive affirmations, and tapping may all be used) ABCDE (Martin Seligman, Positive Psychology) Activating Event Belief Consequence of Belief Disputation of Belief Energization of new belief (and emotional consequences of erroneous belief)

Grounding Exercises: Using our 5 Senses A simple mindfulness exercise is to notice what you are experiencing right now through any or all of your five senses: sound, sight, touch, taste, and smell 1. Sit in a comfortable upright position with your feet planted flat on the ground. Rest your hands on your thighs or on your desk. 2. Notice your breathe. No need to breathe in any particular way. Just bring attention to each part of the breath- the inhale, exhale, and space in between. 3. Bring awareness to each of your 5 senses. One at a time, for about one minute each. The point here is to focus on the present moment and how each sense is being activated in that moment. The order in which you pay attention to each sense does not matter Link to Mindfulness Sense Cards

Calming Stone (‘worry rock’, meditation object) Choose a word, set an intention, carry it for calming effect. Ways to incorporate: office, area for collection, as a small group activity, 1:1

Mindful and Quiet Spaces in the Classroom A corner dedicated to calming and self soothing or a portable box

Additional References & Resources Mindfulness: A Guide for Teachers PDF Association for Mindfulness in Education Learning to Breathe: Mindfulness Curriculum for Adolescents MindUp!: Mindfulness Curriculum for Pre-K through 8th Mindful Schools: Research on Mindfulness Greater Good Institute: The Science of a Meaningful Life Five Senses Mindfulness Exercise CMind:The Center for Contemplative Mind in Society Using Mindfulness-Based Strengths Practices with Gifted Populations Gifted Education Communicator: Implementing Mindfulness in the Classroom Mindfulness in Education Network: Resources Smiling Mind: Mindfulness Meditation Kindness Curriculum (early childhood- free)