Program Critique
Self-awareness is a critical component of social and emotional competence, and teaching children to be aware of and understand their own mental processes through an introduction to the brain is an intriguing approach. We believe that many children will be fascinated to learn how their brains work and the way that their brains and bodies can help them to recognize and process feelings and events. This is a promising new field of exploration, with research offering support for the role of mindfulness in well-being and self-regulation (Brown & Ryan, 2003). Zack, Saekow, Kelly, and Radke (2014) note that mindful-based interventions are well-documented for improving mental health and well-being in adults, and findings are promising for youth. However, there is a lack of standardized measures for assessing mindfulness treatments, and research relating to youth is even less developed (Zack et al., 2014). These findings echo those of Burke (2010), who suggests that while mindfulness-based approaches are “feasible and acceptable” (p. 140) for school aged children, there is a lack of empirical evidence for younger audiences, and that “a more rigorous course of gathering empirically sound evidence” (p. 143) of the useful of mindfulness based interventions is called for. As stated by Zack et al., enthusiasm for the potential of mindfulness-based programs “should not get ahead of the data” (p. 52).
Another important factor to take into consideration is appropriate training of teachers who intend to implement a mindfulness-based program such as MindUP. In order for mindfulness programs to be truly effective, teachers themselves must be mindful, and must believe in the power of mindfulness (Burke, 2010). A number of school districts in BC are currently offering training in mindfulness programs such as MindUP, including the Saanich School District (#63) and the Kamloops-Thompson School District (#73). According to CASEL, initial training typically takes one day, and regional and collaborative workshops take two to two and a half days. In the interest of sustainability, MindUP also offers a "train-the-trainer" system (casel.org). While CASEL notes that training is not required, we believe that in order to most effectively implement the strategies of MindUP, training is advisable.
We also feel that teachers may face uneasiness from parents who are concerned that the mindful awareness exercises of MindUP are too similar to the meditation of some Eastern religion practices. This concern may be alleviated by careful choice of language, as well as educating parents of the cognitive neuroscience underlying mindful approaches.
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As an emerging field of research, it will be important for teachers to act as advocates. Sharing evidence of the potential benefits of programs such as MindUP may help parents to see the importance of facilitating the development of self-awareness and other social and emotional skills, for both school and ‘real’ life.
According to CASEL, MindUP's strengths include explicit instruction of social and emotional skills, as well as opportunities to practice these skills and it's functionality within a classroom context, with strategies provided to integrate the program into academic areas. However, CASEL also notes that MindUP does not extend to school-wide, family, or community contexts. For further information on CASEL's rating scale, please visit: https://casel.squarespace.com/guide/ratings/elementary
Overall, we are enthusiastic about the possibilities of MindUP, and plan to pursue additional training and to incorporate the recommended strategies into our own practice. The Core Practice of mindful breathing and focused attention is appealing to us both as educators working with young children, as well as in our personal lives to help us focus and centre ourselves. We find that the MindUP curriculum, with its curricular, literature, and brain research connections is developmentally appropriate, and that the format of the program makes it easily adaptable to fit in to the structure of the day.
According to CASEL, MindUP's strengths include explicit instruction of social and emotional skills, as well as opportunities to practice these skills and it's functionality within a classroom context, with strategies provided to integrate the program into academic areas. However, CASEL also notes that MindUP does not extend to school-wide, family, or community contexts. For further information on CASEL's rating scale, please visit: https://casel.squarespace.com/guide/ratings/elementary
Overall, we are enthusiastic about the possibilities of MindUP, and plan to pursue additional training and to incorporate the recommended strategies into our own practice. The Core Practice of mindful breathing and focused attention is appealing to us both as educators working with young children, as well as in our personal lives to help us focus and centre ourselves. We find that the MindUP curriculum, with its curricular, literature, and brain research connections is developmentally appropriate, and that the format of the program makes it easily adaptable to fit in to the structure of the day.