Did you know you can also exercise your brain?.
We know that if we exercise our muscles, it makes them stronger.Instructions Class Discussion (10 minutes) Making Classrooms and Schools Trauma-Informed and Healing-Centered.Adapting Practices for Students with Special Needs.Apply their new knowledge of the brain to everyday scenarios.Give a simple definition of the amygdala, the hippocampus and prefrontal cortex.Identify the amygdala, the hippocampus, and prefrontal cortex on a diagram of the brain.To teach students about the brain and how it works so that they can use it for greater success in school as well as interpersonal relationships.To give students a sense of control and empowerment through an understanding of the brain structure and functions.
To provide students with the science behind the benefits of mindfulness practice. In preparation for the MindUP™ program, to introduce students to the concept that they can use their brain in ways that will help them focus their attention when needed, calm themselves in the face of anxiety, and be less reactive and more proactive in creating a more productive experience. Before inviting students to participate in any contemplative (mindfulness) practice. Topic 6 – Supporting SEL through Family and Community Engagement. Topic 5 – Teaching for Social, Emotional, and Academic Development. Topic 4 – Committing to Racial Equity and Cultural Responsiveness. Topic 3 – Addressing Trauma and Adversity: Supporting Student Mental Health. Topic 2 – Safety & Belonging in Classrooms and Schools. Topic 1 – Caring for Ourselves: The Science of Emotional Resilience. Ethical Decision-Making & Social Responsibility. The effects of a mindfulness-based education program on pre- and early adolescents well-being and social and emotional competence. In 2014, we will begin a longitudinal follow up study with students who took part in a study on MindUP in 2008 when they were in 4th and 5th grade.įindings: Schonert-Reichl, K. Follow-up data was conducted a year later. Both teachers and students who participated in MindUP completed consumer satisfaction surveys outlining their perceptions and experiences with the program. Teachers filled out implementation calendars to keep track of program fidelity. Additionally, students completed computer tasks to measure executive functioning, and provided cortisol samples as biological measures of stress. We employed a battery of self-report, teacher-report, and peer-report measures of students’ social-emotional competencies, self-compassion, and mindful awareness. It evaluated the single and joint effectiveness of two mindfulness-based intervention programs: one for teachers (SMART-in-Education), and one for elementary school students administered in the classroom by their teachers ( MindUp). #MINDUP MIDDLE SCHOOL TRIAL#
Our latest study was a randomized controlled trial conducted at three time points over the 2011-12 school year. Location: Coquitlam School District and Vancouver School Districtĭescription: Over the last decade, the SEL lab has conducted several studies examining the implementation, acceptability, and outcomes of MindUP – a mindfulness-based SEL program. Participants: Children Ages 9 -12 (Grades 4 to 7) and their teachers Research Team: Kimberly Schonert-Reichl, Robert Roeser, Adele Diamond, Tim Oberlander, Molly Lawlor, Eva Oberle, Jenna Whitehead, Jennifer Kitil, and Jacqueline Maloney
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