1. A Taste of Mindfulness for the CCOE
How can mindfulness positively
impact you?

2. What is mindfulness? Paying attention in a particular way: On purpose,
In the present moment, and
Non-judgmentally
- Jon Kabat-Zinn

3. How can mindfulness be practiced?
With focus on:
Breath
Whole body/body scan
Body movement
Feelings
Senses
Thoughts
Intentions
Observations

4. Mindful Listening

5. Why cultivate mindful listening?
Others may feel invalidated, ignored, or disrespected when we do not give them our full attention.
Failure to engage fully in a discussion limits clear, quality communication.
Source:

6. How do we mindfully listen?
By attending to the moment with awareness, with a spirit of receptivity, and without judgment.
Use positive body language
Limit distractions
Avoid interrupting
Show you are listening by what you say
Cultivate a sense of empathy or compassion
Avoid judgment

7. What are some outcomes we see?
Mindful listening can improve (often, when part of a more comprehensive program):
Teacher burnout (Jennings, 2011)
Anxiety (Shapiro et al., 1998)
Depression (Shapiro et al., 1998)
Empathy & Compassion (Moll et al., 2015; Shapiro et al., 1998)
Tolerance (Moll et al., 2015)
Emotional reactivity (Moll et al., 2015)
Conflict resolution (Moll et al., 2015)

8. Reflection: Brainstorm:
In your [future] profession, how might you personally use some of what you learned today about mindful listening?
How might you use some of what you learned today with those you serve (students, clients, athletes, employees)? Or would you?

9. Sources
Jennings, P. A. (2011). Promoting teachers’ social and emotional competencies to support performance and reduce burnout. In A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of preservice and inservice teacher education: Innovative and successful practices for the 21st century. New York: R & L Education. Moll, S., Frolic, A., & Key, B. (2015). Investing in compassion: exploring mindfulness as a strategy to enhance interpersonal relationships in healthcare practice. Journal of Hospital Administration, 4(6), Shapiro, S. L., Schwartz, G. E., & Bonner, G. (1998). Effects of mindfulness-based stress reduction on medical and premedical students. Journal of Behavioral Medicine, 21, 581–599.