The integration of mindfulness and psychology,gods confidence in us,8 minute meditation youtube - Step 3

17.03.2016
When you have had whiplash, concussion, trauma or head injury, the brain and nervous system may adapt in ways that make it hard to resume normal life.
Ortho-Bionomy is a gentle approach to bodywork, a system of somatic education and a natural avenue for whole health.
One time, I was hauling a heavily loaded cart at an elder facility where I worked as the Organic Gardening Coordinator. I first heard of Post Traumatic Growth through researching issues for people in the Returning Veterans Project, where I am a volunteer massage therapy provider for vets and their families. DirectionsAmple parking, professional building near Multnomah Village, a half mile from Barbur Blvd.
John Ray developed Body Electronics and his teachings spread to Portland in the early 1980’s.
When you have habitual responses, or old stuck places of grief, shame, fear, anger, or avoidance, I encourage you to identify where they are in your body, and go into your feelings, lovingly and willingly. Arthur Lincoln Pauls, Ortho-Bionomy® blends cornerstones from ancient as well as modern health care systems. Although great strides have been made in medical research in the last hundred years, most well-funded medical research is about treatments that can be done to a person, rather than what we can do to heal ourselves. Participants held physical point holding sessions, taking turns being on the table or being the point holders.
That little blue booklet had a chart of the beliefs people use to create bodily and mental distress or dis-ease, along with affirmations of new beliefs to create health. We used facilitated dialogue and conscious breath work to embrace the pain, get free of old patterns, and move through crystallized memories locked in the body. It’s been said time and time again, but taking a deep breath helps us slow down so we can be present with what is actually happening as opposed to what we wish were happening. We can use this pause to consider that there’s something admirable and beautiful about students showing their color, so to speak, when the world around them is demanding they move into a new phase.
Maybe they are still digesting something from a previous lesson, or maybe they want to express their individuality. Their mindfulness education continued as he taught them how to lead mindfulness using the Modmind teacher training videos . This starts the class with a short practice of relaxation and focus and gives the students an opportunity to put their practice into action. Invite them to share it with family members or friends and have a discussion about what it was like to lead. Two weeks before the school year started, the principal told me I was going to teach science. I was excited, made all kinds of elaborate plans and developed grand visions for what my classroom was going to look like.
And then school started, and the next couple of months was a lot of flopping on my face and getting up again.
I became homesick and felt very lonely, but every morning I showed up and was willing to learn.
By watching my students closely and learning what interested them, I became more creative, and the lessons started to create themselves. I was inspired to do the best I could because I loved my students.As teachers, our greatest strength is the love we have for our students. This school year, practice directing that natural care and attention towards yourself.Teaching is one of hardest jobs in the world. You can’t always change what is happening outside your classroom or your mind, but you can change what is happening inside. How?One practice that helps when I get frustrated, down on myself, or just can’t relax, is to imagine the people I care about being happy.
You can practice using the natural compassion you have for your students, friends, family and pets to develop that same care and attitude for yourself. February 4, 2015 by Denise Casey UncategorizedLiz Mariani, a Burlington teacher, shares her mindfulness story about celebrating small gains with kindergarteners. After undergoing two levels of training at the Center for Mindful Learning for implementing mindfulness into the school curriculum, I embarked on a journey of unknowns.
Smith Elementary School in Burlington, Vermont as the Lead After School Kindergarten teacher afforded a distinct opportunity to work repeatedly with the same group of children five days a week. These mindfulness activities were powered by the enormity of wonder and curiosity churning in each child’s eye. Mindfulness activities for these amazing Kindergarteners fit perfectly into other circle time activities.


Activities sandwiching circle time activities included options for individual storytelling and exercises in gratitude.I knew the very chances of teaching mindfulness based on a foreseen goal was simply, myopic.
Seriously, could I get a Kindergartener to sit for minutes at a time or even one minute straight?
I just wanted to lead the way, to clear a space, so that they, these bright children, could teach us and themselves their own way to be present. Time was never goal.With each mindfulness activity, I stressed the importance of posture and breath. Sometimes we’d work on our breath separately before and after the sitting portion by encouraging children to stand and lift their arms to a T inhaling and drop their arms to their sides slowly exhaling. I found that showing them the power they had to control the pace of their individual breaths worked. In addition, to loosen up their bodies, we’d practice a modified Uttanasana pose by pretending we were actually weeping willow trees blowing in the wind. This is great news when teaching mindfulness.I encourage all after school programs to provide opportunities for mindfulness exercises.
I found these activities to be especially useful in providing alternatives to the restless energy fueling cabin fever during the winter months. My children keep telling me that the drivers can’t hear me; perhaps this is my cue to breathe…At the end of the week, Suzy and I did a webinar to complete our Level 1 training forModern Mindfulness Teacher Training. It fosters leadership in the classroom because students lead the exercise and chose the messages.
The more you can turn these experiences over to students, the more likely they are to take this important work into their own lives.
At least that was what Denise said in the webinar.We have follow-up training with Lindsay next week, because the online program is verbose. And even the doing has lots of complicated language around it–complicated for our level of English Language Proficiency, anyway.The program itself looks great. You get access for one year with level 1 training, and perpetual access with level 2, which they recommend doing after 6 weeks. I might choose to do it during the summer, since I won’t really be using this in this form. We are beginning to realize the power of the present moment to bring us greater clarity and insight, greater emotional stability, and wisdom. Such disruption in executive function is associated with behavioral characteristics of several childhood onset behavioral disorders including attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, as well as other behavioral problems such as bullying and delinquency (Flook, 2010).Children from disadvantaged backgrounds have demonstrated particular neurocognitive difficulties in the area of executive functioning (Welsh, 2013). Additional factors that point to the prevalence of poor EF among students at therapeutic schools: Working memory deficits have been seen in individuals with PTSD as well and are thought to be strongly related to prefrontal dysfunction(Welsh,  2013). In addition, there is a strong correlation between substance abuse and executive functioning, especially cognitive flexibility and attention (Al-Zahrani & Elsayed, 2009).
So, rather than simply report on the research that shows how MAPs improve EF, this paper will explore the complex relationship between EF,  MAPs and traditional cognitive therapies in the therapeutic school milieu. In addition, this paper strives to provide the research necessary to develop a compelling argument for MAPs in therapeutic and alternative schools that recognizes the additional complexities and challenges presented by students with psychiatric disorders and trauma, and pays special attention to how these conditions affect and are affected by  EF, how MAPs can work to strengthen EF and in turn, support cognitive therapies.IntroductionMindful Awareness Practices (MAP) have hit the mainstream.
The Mindfulness Based Stress Reduction (MBSR) program developed by Jon Kabat-Zinn in 1979 has nearly 1,000 certified instructors teaching mindfulness techniques in nearly every state and more than 30 countries (Pickert, 2014).
Even three- and four-time NBA champions, the Los Angeles Lakers and Chicago Bulls have trained in Mindfulness to improve their performance (Kabat-Zinn, 2005). Mindfulness teacher and founder of the Center for Mindful Learning, Soryu Forall points out in his class, “Mindful Teaching”:  “It would be very hard to argue against the idea that students learn best when they are “focused and relaxed. How many times do teachers remind students throughout the day to ‘settle down’ and ‘pay attention?’ Aren’t they are essentially asking them to relax and focus? It’s a skill to be learned.” But if you were to record what teachers at alternative and therapeutic schools say during the course of the day, you would hear something very different. A teacher might ask, “Why are you so quiet?” and that question might catalyze behaviors that lead to the next question: “I am concerned for your safety.
While the frontal lobe of the prefrontal cortex has a central role in EF, neurobiologist have discovered that many parts of the brain are involved related to both emotional and cognitive activity,  and no clear architecture has emerged (Flook, 2010).
Working memory, mental set-shifting, and response inhibition are examples of core executive functions that map onto dimensions of behavioral self-regulation. Executive functions play a role in children’s emerging academic abilities, above and beyond levels of general intelligence.Read any admission case review for a student at an alternative or therapeutic school and you will find factors that have been proven to in inhibit healthy development of EF.
However as the research below suggests, the quandary present in many therapeutic environments is that the absence of healthy EF skills can undermine the success of traditional cognitive therapies and thereby sidetrack growth in the development of EF, creating a negative feedback loop.


The author proposes that without EF skills such as meta-cognition and impulse inhibition, students can’t process events and emotions related to events in order to change future behaviors (the goal of traditional therapies).Mainstream cognitive behavioral therapy assumes that changing maladaptive thinking leads to change in affect and behavior (Hassett, 2009). This is often called ‘cognitive reappraisal’,  which means “to manipulate the input to the emotion-generative system by actively reinterpreting emotional stimuli in a way that modifies their emotional impact (Gross, 1998b)”  This kind of emotion regulation has been found to involve a “top–down” regulation of prefrontal brain regions on emotion-generative brain regions, such as the amygdala (Chiesa, et al.,2013).
This is also called “reframing.” This process requires recruitment of “higher” brain regions.
Indeed, psychotherapy frequently relies upon top–down mechanisms, such as cognitive reappraisal, to regulate unpleasant emotions.
However, the possibility to reappraise one’s own emotions is often impaired in psychological disorders.
As a consequence, the effects of MBIs might be superior to the effects of traditional psychotherapies for patients with an impairment of their ability to reappraise unpleasant emotions (Chiesa, et al., 2013)In addition, poor EF contributes to a student’s failure to inhibit information associated with re-experiencing symptoms or a failure to inhibit unsolicited emotional memories (Welsh, 2013).
Related, is the negative relationship between EF and rumination (Howlas and Jankowski, 2013).
Dealing with unsolicited emotional memories and rumination both inhibit therapeutic progress.What Can Be Done?Students with poor EF need an approach that will develop their EF skills while regulating the behaviors that create the negative feedback loop. In their paper, “Meditation, mindfulness and executive control: the importance of emotional and brain-based performance monitoring,” Teper and Inzlicht present compelling evidence that confirms meditation practice is related to better executive control.
MAPs have also been shown to increases cognitive flexibility and the ability to shift attention away from challenging emotions or thoughts (Temper and Inzlicht, 2013) that might interfere with therapeutic progress. Based on the key markers used in this study they were able to conclude “that enhanced acceptance of emotional states may be a key reason that meditation improves executive functioning.” This is a notable discovery, as it contradicts the basic goal of cognitive reappraisal which is to change emotional response not accept them.
It follows that If students are able to achieve “enhanced acceptance of different emotional states” they are less likely to worry and ruminate over one particular feeling or thought (Davis & Hayes, 2012). Rather, “a capacity to simply allow these mental events to come and go is systematically developed” (Chambers et al.,2009, pp.
Stress reduces a student’s EF, which means the student has less impulse control, less ability to see cause and effect, less ability to make reasonable decisions. Unlike anywhere else in the brain, even mild stress can flood the prefrontal cortex with the neurotransmitter dopamine, which causes executive functioning to shut down (Margolis, 2011).” Often, students in a therapeutic environment experience innocuous stimuli as a significant threat triggering the amygdala hijack. Over-simplified, this “amygdala hijack”, a term coined by Daniel Goleman, is a primitive neurological response to a perceived threat that causes us to think less rationally and act more rashly (McKeever, 2011). It is helpful if a person needs to escape a burning building, but not so helpful when the perceived threat is a simple question from a teacher. Research has shown that even short term implementation of MAPs increases a student’s ability to mobilize the necessary regulatory resources (Chiesa, et al., 2013), at the first “pang” of affect, minimizing the negative consequences associated with full-blown emotional reactions (Teper and Inzlicht, 2013) and decreasing emotional reactivity to challenging events (Temper, 2012) Although emotions have been caricatured as artifacts of our ancient animal pasts, it is becoming increasingly clear that some of the most positive outcomes of mindfulness, such as improved executive control and emotion regulation, rely on an ability to attune to and accept one’s emotional states.
Their research reflects the complexity of interactions between EF and emotions and how MAPs creates a way to more effectively regulate behavior while developing EF skills, specifically the ability to inhibit one’s impulses (Nauman, 2014). This is very important to supporting students who do not have the cognitive resources, in the moment or ongoing, to process their emotions and monitor their behaviors. Furthermore, research shows that even short sessions of MAPs over the short-term can lead to enduring structural changes in the brain involved with attentional and emotion-generative processes (Chiesa, et al., 2013).
The author identifies this as a profound benefit of MAPs for at-risk students who lack the cognitive capacity to engage in traditional therapies because it implies that MAPs actually works on the neurobiological level to strengthen the executive control system of the brain structurally.Interestingly, MAPs have been shown to increase the effectiveness of Cognitive Therapy approaches.
This research points to the need for the integration of MAPs and EF strengthening therapies.This integration is already happening.
Traditional cognitive therapy models have evolved to incorporate the aspect of non-judgemental acceptance. Dialectical Behavioral Therapy (DBT) emphasizes acceptance of emotional states versus reappraisal strategies. Also,  Mindfulness Based Cognitive Therapy (MBCT), based on the model of MBSR, was developed to prevent the relapse of depression by remediating the negative feedback loop associated with client’s negative associations with depressive emotions (Williams & Kuyken, 2012). Further to the deficits represented by poor EF— severely limited self-awareness, behavior inhibition, and emotional regulation—this author believes the delivery of MAPs needs to be woven holistically into the student’s overall treatment plan.
In other words, it may not be effective to ask a student with very low EF skills, who may not have the biological capacity, to sit down and practice mindfulness for even five minutes. What the author recommends is a careful design of mindfulness activities that matches the student’s neurobiological development. It is not within the scope of this article to develop a working model of mindfulness practice inclusion using the NMT approach, but given the role that neurobiology plays in NMT, EF development and MAPs, it is clear why NMT should be considered when designing treatment for severely impaired students.A second recommendation from the author regarding the implementation of MAPs in a therapeutic environment is the intentional creation and cultivation of a culture of acceptance and awareness where teachers model self-awareness themselves and in their interactions with students.



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