Mindfulness, Social Emotional Learning & Resilience Groups

Girls group: ages 10-12

Beginning Mondays or Fridays in 2019. Groups will commence when 4-6 participants have signed up.

Girls group: ages 13-15

Beginning Mondays or Fridays in 2019. Groups will commence when 4-6 participants have signed up.

Girls group: ages 16-18

Beginning Mondays or Fridays in 2019. Groups will commence when 4-6 participants have signed up.


Boys groups will be considered if there is interest.

Group Focus

Metacognition/Self Regulation

  • Students will learn to manage their inner voice, generate positive visualizations, and regulate emotions.
  • Students will engage in self advocacy and role play scenarios to increase resilience and grit.   
  • Students will learn how to self regulate when taking tests.

Physical Literacy

  • Students will learn how to calm their nervous systems and focus their attention in the present moment. 
  • Students will also learn to recognize and manage negative emotions and triggers, so they can handle situations and sidestep fight, flight or freeze reactions.

Social Literacy

  • Students will learn how to increase their capacity for empathy, open-mindedness, and communication skills.
  • Students will learn how to trust others and to also be trustworthy.

Emotional Literacy

  • Students will learn the vocabulary and principles behind living a benevolent, self compassionate, and confident life. 
  • Students will learn stress reduction techniques. 

More details

Commitment

  • Group sessions will last one hour.
  • Groups will consist of 4-6 participants.
  • Participants will be asked to make a 12 week commitment to the group.  
  • Payment for the group is due before the first session.  
  • If a student misses a single session, they will receive the content of the missed group for their binders.  They may be assigned some activities to do at home.
  • The cost for the 12 mindfulness groups is $900.

The Mindfulness Binder

  • Students will create and maintain a mindfulness binder of resources and practices that they can take home with them when they graduate from the group. 

What Research Suggests

  • Mindfulness has been  shown to address the social, emotional, and cognitive needs of students and improve their overall wellbeing.  More specifically, it can reduce worries, anxiety, distress, reactivity,  and self destructive  behavior.  It also can improve  sleep,  self esteem, and bring about  greater calmness, relaxation,  self‐regulation,  and awareness.  Mindfulness correlates positively with positive emotions, popularity,  and improved friendships, and  negatively  with negative  emotions and  anxiety.
  • Mindfulness  has  also  been  shown  to  contribute  directly  to  the  development  of  cognitive   and  performance  skills as well as executive functioning  in  youth.    When  children  and  young  students  learn  to  be   more  ‘present’ and  less  anxious,  they  often  find  they  can  pay  attention  better  and  improve   the  quality  of  their  performance in  the  classroom,  on  the  sports  field,  and when participating in the  performing   arts.  They  often  become  more  focused, and more  able  to  approach  situations  from   a  fresh  perspective.
  • Cognitive research suggests the benefits of a mindfulness for executive functioning, working memory, attention control, and overall learning.

References

  • Baer, R.A. (2003) Mindfulness training as a clinical intervention. A conceptual and empirical review. Clinical Psychology: Science and Practice. 10 (2), 125‐43. 
  • Beauchemin,  J.,  Hutchins,  T.L.  &  Patterson,  F.  (2008)  Mindfulness  meditation  may  lessen  anxiety,  promote  social  skills  and   improve  academic  performance  amongst  adolescents  with  learning  difficulties. Complementary  Health  Practice  Review,  13, 34‐45. 
  • Biegel,  G.M.,  Brown,  K.W. Shapiro,  S.L.,  &  Schubert,  C.M. (2009)  Mindfulness‐based  Stress  Reduction  for  the  treatment  of   adolescent  psychiatric  outpatients:  a  randomized  clinical  trial.  Journal  of  Consulting  and  Clinical  Psychology ,  77(5), 855‐ 866. 
  • Bogels, S.,  Hoogstaf,  B.,  Van  Dun,  L.,  De  Schutter,  S. &  Restifo,  K. (2008)  Mindfulness  training  for  adolescents  with   externalizing  disorders  and  their  parents.  Behavioral  and  Cognitive  Psychotherapy  36(2), 193‐209. 
  • Bootzin,  R.R.,  &  Stevens,  S.J.  (2005).  Adolescents,  substance  abuse,  and  the  treatment  of  insomnia  and  daytime  sleepiness.   Clinical  Psychology  Review,  25,  629–644. 
  • Broderick,  P.C.,    & Metz,  S.  (2009)  Learning  to  BREATHE:  A  pilot  trial  of  a  mindfulness  curriculum  for  adolescents.  Advances   in  School  Mental  Health  Promotion,  2(1), 35-­‐ 45.  
  • Burke,  C.A.  (2009)  Mindfulness-­‐based  approaches  with  children  and  adolescents:  a  preliminary  review  of  current  research   in  an  emergent  field,  Retrieved  23  December  2009  from  Journal  of  Child  and  Family  Studies,   http://www.springerlink.com/content/e1638088141n327m/ 
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  • Jha,  A.P.,  Krompinger,  J.,  &  Baime,  M.J.   (2007)  Mindfulness  training  modifies  subsystems  of  attention.  Cognitive  Affective   and  Behavioral  Neuroscience,  7, 109-­‐119. 
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