It has not been due to a lack of effort, but I have never been able to get into yoga. Hearing about all the positives that are associated with it, both of mind and body, I was eager to try it. After a 10-week session a number of years ago, I enjoyed the physical aspect of yoga, but was never able to connect effectively with the mindfulness piece.
Over the last 5-7 years, the efforts to improve wellness programs and include mindfulness exercises has been a national trend in schools. At Brimmer, we continue to evaluate our programming, tweak existing options, and provide new opportunities. This has included inviting Will Slotnick from the Wellness Collaborative to talk with students about managing stress and anxiety and the risks involved in using alcohol, drugs, and, more recently, e-cigarettes. Slotnick addresses the subject from the perspective of managing stress and incorporates meditation and mindfulness into the program. After sessions, students report feeling more connected to their thoughts and feeling more relaxed. In addition to being armed with important information, they can physically be seen carrying their shoulders lower as much of the stress has melted away during the sessions.
In a 2011 article (full publication can be found here)from the American Psychological Association journal, Psychotherapy, Dr. Daphne Davis and Dr. Jeffrey Hayes share “empirically supported benefits of mindfulness.” The list of benefits is one that we would all want for our students and children: stress reduction, boosts to working memory, improved focus, and more flexibility in challenging situations. In 2013, in an article published by the National Institute of Health in Social Cognative and Affective Neuroscience, research on the use of meditation was reported to improve emotional stability, supporting and building upon the documented research of its benefits. This was further supported by neuroscience research that showed increased serotonin levels in those that practiced meditation. So, while incorporating mindfulness as skill has been a trend, it is also very much supported by nationally recognized research.
Knowing this, I have continued to listen and research what experts are saying, often trying out techniques to improve my own mindfulness. Slotnick has recommended phone apps like Meditation Studio to our students. Dr. Helen Riess, who spoke recently at Brimmer about her book, The Empathy Effect, suggested HeadSpace, and those with an Apple Watch or Fitbit are likely familiar with the built in mindfulness activities focused on controlled breathing and reducing one’s heartrate. I know that I have found these to be useful from time to time, but more importantly, many students have incorporated them into their daily routines to help manage stress.
I fear that when we talk about meditation and mindfulness we often lose people once we use those terms. For some people, meditation and breathing exercises do not work. What do we tell those who cannot connect in this way? During Thanksgiving preparation last week, while I was preparing my apple pie, peeling apples, slicing them, and rolling out the dough, I found myself experiencing a heightened awareness of my own senses. During that process, I recognized that I was experiencing what I was missing during those yoga exercises. It turns out that baking, and also sports activity, that requires intense focus and mimics the effects of meditation.
Pyschology Today writes that mindfulness is “a state of active, open attention on the present. When we are mindful we carefully observe our thoughts and feelings without judging them as good or bad.” As we continue to venture into a world that moves quickly and we encounter incredible amounts of information at unprecedented speeds, we are going to find mindfulness activities will grow in importance. Whether it be through meditation, breathing exercises, baking, or shooting free throws on the basketball court, it is important that we help our students and children develop these skills.