1. Learning Now: Mindfulness in Post-Secondary Education
Jessie Paterson and Carolyn Dobbyn
George Brown College

2. Agenda Icebreaker The basics of mindfulness Research overview
Mindfulness experience
Mindfulness at George Brown College
Discussion of best practices

3. What is mindfulness?
According to Jon Kabat-Zinn, mindfulness is “the awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by moment”
John Kabat-Zinn—Professor of Medicine Emeritus and creator of the Stress Reduction Clinic and the Center for Mindfulness in Medicine, Health Care, and Society at the University of Massachusetts Medical School
The practice of mindfulness meditation typically consists of initially directing attention to a specific focus, such as the breath, a sensation, a feeling (e.g., loving-kindness), or other attentional “anchor.” As one practices, it becomes apparent that the mind will repeatedly drift off the chosen “anchor” into spontaneously arising thoughts, memories, feelings, or images. Upon noticing this drift, the practitioner brings his/ her attention back repeatedly to the anchor. The intent is not to get rid of thoughts, feelings, or sensations. Rather, it is to cultivate a clearer awareness of direct moment to moment experience with acceptance and a kindly curiosity which is not obscured by judgments about the experience. Noticing whatever arises with a growing degree of acceptance and non-judgment leads to increased clarity and stability of attention and may lead to reduced reactivity in the body’s physiological stress responses.

4. The how of mindfulness
Formal practice: breathing meditation, body scan, guided meditation, walking, eating, yoga, chanting
Informal practice:
"Mindfulness starts to get really interesting when we can start to integrate it into everyday life. Remember, mindfulness means to be present, in the moment. And if you can do it sitting on a chair, then why not while out shopping, drinking a cup of tea, eating your food, holding the baby, working at the computer or having a chat with a friend? All of these are opportunities to apply mindfulness, to be aware.“ (Huffington Post, 2014)
Mindfulness practice can be formal or informal. Mindfulness meditation, which can be practiced sitting, lying down, standing, or moving, refers to the formal practice of intentionally attending to thoughts, feelings, body sensations, and sensory experiences as they arise moment to moment, with acceptance and without getting caught up or identified with thoughts about the experience. Informal mindfulness practice refers to the weaving of mindful awareness into activities of everyday life, such as showering, walking, eating, and interpersonal interactions. Other examples of informal practice: take a walk, breathe in the grocery line, unitask, create, pay attention to breathing, regulate technology use, they get outside, they seek new experiences, they feel what they’re feeling, eating, laughter, daydream.
Resource:

5. The neuroscience of mindfulness

6. Shifting the Focus

7. Why practice mindfulness?
Mental health
Physical health
Emotional health
Emotional health: reduces anxiety, stress, less focus on regret, better emotional regulation, tolerance
Physical health: help relieve stress, treat heart disease, lower blood pressure, reduce chronic pain, improve sleep, alleviate gastrointestinal difficulties
Mental Health: depression, substance abuse, eating disorders, couples’ conflicts, anxiety disorders, obsessive-compulsive disorder (same site as above)

8. Mindfulness in education
Since 2005, 14 studies of programs that directly train students in mindfulness have collectively demonstrated a range of cognitive, social, and psychological benefits
Increased testing results, boosting memory and reading comprehension at California University (Journal of Psychological Science, March 2013)
George Mason & U of Illinois—meditation and quiz scores (Mindfulness, 2013)
Mindfulness in Schools project (University of Exeter, 2014)
Room to Breathe…movie showcasing impact of mindfulness in a San Francisco middle school
Most research is focused on K-12, but emerging research in post-secondary
Mindfulness in Schools
14 studies
Room To Breathe is a surprising story of transformation as struggling kids in a San Francisco public middle school are introduced to the practice of mindfulness meditation. Topping the district in disciplinary suspensions, and with overcrowded classrooms creating a nearly impossible learning environment, overwhelmed administrators are left with stark choices: repeating the cycle of trying to force tuned-out children to listen, or to experiment with timeless inner practices that may provide them with the social, emotional, and attentional skills that they need to succeed. The first question is whether it’s already too late. Confronted by defiance, contempt for authority figures, poor discipline, and more interest in “social” than learning, can a young mindfulness teacher from Berkeley succeed in opening their minds and hearts?
The Vancouver School District, which includes Renfrew, offers mindfulness training to teachers through the MindUp program, which include classroom “brain breaks” three times daily. The Toronto Catholic District School Board also runs mindfulness sessions for teachers, focusing on those who deal with vulnerable and special needs kids. There are signs the movement is growing further yet. In August, the U.K.-based Mindfulness in Schools Project, which trains teachers across Europe, will offer its first-ever Canadian teacher-training course in Ottawa, with another to follow shortly after in Vancouver. Soon enough, kids across Canada might be practising deep breaths and body scans alongside their math and English homework. June 15/2014
mindfulness for students in the tradition of Thich Nhat Hanh

9. Best Practices Initiatives at George Brown: formal & informal
What have you done…what are you doing at your college?
What mindfulness strategies would you like to initiate at your college?