# data[].attributes.body
Crisis Nursery creates an "Island of Safety" dedicated to the prevention of child abuse and neglect by providing 24-hour emergency care for children and support to strengthen families in crisis. Located in Champaign, IL.

# data[].attributes.attachment_link.title
Crisis Nursery - Urbana, IL | Island of Safety

# data[].attributes.attachment_link.description
Crisis Nursery (Urbana, Illinois) creates an "Island of Safety" dedicated to the prevention of child abuse and neglect by providing 24-hour emergency care for children and support to strengthen families in crisis. Services include crisis counseling, home visits, parent child interaction groups, support groups, referrals for resources and follow-ups.

# data[].attributes.body
Hand in Hand offers resources and support for parents to help their children process and heal from traumatic events.

# data[].attributes.attachment_link.readable_text
With recent events, everyone at Hand in Hand Parenting wanted to support you and your family in any way we can with the childhood trauma resources for parents and caregivers listed below.

Hand in Hand Parenting offers a set of trauma-informed parenting practices that have been used effectively by parents and caregivers for the last 29 years. They do this through a set of accessible tools that can be incorporated into families, school communities, and a range of therapeutic settings.

Articles for Parents
Helping Children Exposed to Shocking Events Talking to Your Child About Disasters Childhood Trauma Resources for Parents A 7 Step Guide to Building Safety and Connection at Home An Open Letter (of Hope) to Parents Around the World
Audio & Video Resources for Parents
One Basic Secret of Reducing Parenting Stress (video) Helping Children Face an Uncertain World (audio)
Resources for Professionals
Helping Families After ACEs Replay NAEYC Presentation "Helping Families with Stress" Helping Families with Traumatic Events Presentation A Therapist Asks, Can Hand in Hand Heal Complex Trauma?
More Childhood Trauma Resources for Parents
Coping With Traumatic Events (SAMHSA) Trauma Resources (Child Mind Institute)

# data[].attributes.attachment_link.title
Childhood Trauma Resources for Parents and Caregivers

# data[].attributes.attachment_link.description
With recent events, everyone at Hand in Hand Parenting wanted to support you and your family in any way we can with the childhood trauma resources for parents and caregivers listed below. Hand in Hand Parenting offers a set of trauma-informed parenting practices that have been used effectively by parents and caregivers for the last 29 years.

# data[].attributes.body
For parents wanting to understand their child who has experienced an adverse childhood experience.

# data[].attributes.attachment_link.readable_text
Children with ACEs find "resiliency" because an adult provides a safe environment - in which they feel known, validated.

So that means that the most important thing adults can do is to manage their own stuff.

Self-regulation by adults is a first step to help kids self-regulate themselves. Kids do best when the adults around them have strong stress management skills.

If we are caught in our own story of intergenerational trauma, we can't see the kids we hope to help for who they are. They can't be seen or known. They can't be secure. We can't soothe them because we are caught in trying to soothe ourselves.

So again, the best thing we can do for the children we care for is to manage our own stuff. Adults who've resolved their own trauma help kids feel safe.

In my book, Childhood Disrupted, I lay out a number of steps we can take with children.I have devoted a whole section of the book to it. It's so important!

These include ways to help make sure kids feel seen, known and validated, and scripts to help communicate with kids so that they feel safe, seen and known - while still imposing limits -- when we ourselves are feeling really stress- reactive.

One of these is to make sure that when we make a mistake, we make a repair. The sooner you make a repair, the less likely it is that an unhappy memory will "stick."
When you are wrong, and admit it, child's fear center of the brain - amygdala - stops lighting up! It calms down, promoting resiliency.

For example, if you over-react you might say, "I raised my voice and that might have scared you; I wish I hadn't done that."
Apologize.

If you lose your cool, or say or do the wrong thing, make a repair!

"I lost it and I wish I hadn't said that; I'm sorry."

You can apologize - and still impose limits!

"I am sorry that you are upset. It's hard not to get your way. Our rule, as you know, is _________, and there are consequences for that."

Again, I give entire lectures on ways in which we can help our children, based on my book - you can find much more in the book, in which I have an entire chapter devoted to raising resilient children and helping kids thrive.

I'm on a mission to help every individual who experienced childhood adversity have everything they need at their fingertips to help heal from the past, and for every home to befree, and every kid grow upfree.

For more information:

# data[].attributes.attachment_link.description
Children with ACEs find "resiliency" because an adult provides a safe environment - in which they feel known, validated. So that means that the most important thing adults can do is to manage their own stuff. Self-regulation by adults is a first step to help kids self-regulate themselves.

# data[].attributes.body
This website defines trauma and provides additional resources for parents and other professionals seeking information about different types of traumatic experiences.

# data[].attributes.attachment_link.description
Trauma is an emotional response to a terrible event like an accident, rape or natural disaster. Reactions such as shock and denial are typical. Longer term reactions include unpredictable emotions, flashbacks, strained relationships and even physical symptoms.

# data[].attributes.headline
The Center on the Developing Child at Harvard University

# data[].attributes.subject
The Center on the Developing Child at Harvard University

# data[].attributes.body
This website defines toxic stress and outlines the types of stress that individuals encounter. This website also provides additional resources to aide in the application of stress management strategies.

# data[].attributes.attachment_link.provider_name
Center on the Developing Child at Harvard University

# data[].attributes.attachment_link.description
Learn about toxic stress response; how it differs from two other stress responses, positive and tolerable; and how it can be prevented or even reversed.

# data[].attributes.body
Understanding Adverse Childhood Experiences (ACEs)

# data[].attributes.body
Dr. Nadine Burke Harris's book The Deepest Well addresses ways to heal trauma.

# data[].attributes.attachment_link.readable_text
A pioneering physician reveals just how deeply our bodies can be imprinted for life by childhood adversity-and what we can do to break the cycle

Dr. Nadine Burke Harris was already known as a crusading physician delivering targeted care to vulnerable children. But it was Diego-a boy who had stopped growing after a sexual assault-who galvanized her to dig deeper into the connections between toxic stress and the lifelong illnesses she was tracking among so many of her patients and their families.

A study by healthcare giant Kaiser Permanente and the ​Center for Disease Control of more than 17,000 adult patients ​ha s led to our understanding that "Adverse Childhood Experiences"-like abuse, neglect, parental addiction or mental illness, and even divorce-can have lasting effects on human health. But the stunning news of Dr. Nadine Burke Harris' research is just , and how deeply, our bodies can be imprinted for life by these ACEs. Childhood adversity changes our biological systems, and lasts a lifetime. From stress responses to growth rates to diabetes, asthma, heart disease, and more, we are all a product of our childhood environments.

Through ​powerful storytelling ​and fascinating scientific ​insight, Burke Harris illuminates her journey of discovery, from research labs nationwide to her own pediatric practice in San Francisco's Bayview Hunters Point. For anyone who has faced a difficult childhood, or who cares about the millions of children who do, the innovative and acclaimed health interventions outlined in The Deepest Well will represent vitally important hope for​ preventing lifelong illness for those we love and for generations to come​.

# data[].attributes.attachment_link.title
The Deepest Well | Center for Youth Wellness

# data[].attributes.attachment_link.description
Dr. Nadine Burke Harris was already known as a crusading physician delivering targeted care to vulnerable children. But it was Diego-a boy who had stopped growing after a sexual assault-who galvanized her to dig deeper into the connections between toxic stress and the lifelong illnesses she was tracking among so many of her patients and their families.

# data[].attributes.body
As seen in the film "Resilience", ALIVE, The Foundation for Arts and Trauma’s innovative and transformational trauma program helps students ranging from elementary school to college tackle trauma in their everyday lives.

# data[].attributes.attachment_link.readable_text
Miss Kendra's List is at the core of the ALIVE program. In simple but direct language it reminds us of the basics of child safety. Posters of Miss Kendra's List are placed in every classroom, and introduced and explained to the students. The Legend of Miss Kendra is told by our staff that describes Miss Kendra's coping with loss and how the list was generated. In Classroom Activities, the students are guided in reading the list out loud, discussing one item on the list, reading letters from Miss Kendra, and then writing letters to Miss Kendra.

From kindergarten to the 12th grade, Miss Kendra's List serves as a solid reference point for students, teachers, and parents, and deviations from it must be openly discussed and rapidly attended to. This is a minimum component of any trauma-informed school.
Miss Kendra's List (For Elementary) BECAUSE

No child should be punched or kicked.

No child should be left alone for a long time.

No child should be hungry for a long time.

No child should be bullied or told they are no good.

No child should be touched in their private parts.

No child should be scared by gun violence at home or in school.

No child should have to see other people hurt each other.

This Is What Miss Kendra Says..."What Do You Say?"

It makes a child not care about school.

It makes a child feel sad or scared or lonely.

It makes a child feel angry and want to fight too much.

It makes a child feel like not trying hard or giving up.

It makes a child worry a lot about their family.

# data[].attributes.attachment_link.title
Miss Kendra's List and "Child Safety" Classroom Activities

# data[].attributes.attachment_link.description
Miss Kendra's List is at the core of the ALIVE program. In simple but direct language it reminds us of the basics of child safety. Posters of Miss Kendra's List are placed in every classroom, and introduced and explained to the students.

# data[].attributes.headline
The National Child Traumatic Stress Network

# data[].attributes.subject
The National Child Traumatic Stress Network

# data[].attributes.body
A resource for parents and families of children who have been affected by trauma. Includes resources related to trauma & disability, Psychological First Aid (PFA), trauma informed care strategies, screenings and assessments.

# data[].attributes.attachment_link.provider_name
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.title
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.description
CFTSI is a brief (5‐8 session), evidence‐based early intervention for children 7 to 18 years old that reduces traumatic stress reactions and the onset of PTSD. CFTSI is implemented within 30-45 days following a traumatic event or the disclosure of physical or sexual abuse.

# data[].attributes.headline
The Sexual Assault Epidemic No One Talks About

# data[].attributes.subject
The Sexual Assault Epidemic No One Talks About

# data[].attributes.body
An account of trauma from the viewpoint of a now adult with and intellectual disability and how it has impacted her life and the lives of others, including her family.

# data[].attributes.attachment_link.title
The Sexual Assault Epidemic No One Talks About

# data[].attributes.attachment_link.description
People with intellectual disabilities are the victims of sexual assault at a rate seven times higher than those without disabilities. But this epidemic receives little attention.

# data[].attributes.body
This film documents a school's approach to working with students who experience trauma. The school creates supports to implement for students and provides practical examples for other school districts to implement.

# data[].attributes.attachment_link.description
This is "Paper Tigers Trailer - KPJR Films" by KPJR FILMS LLC on Vimeo, the home for high quality videos and the people who love them.

# data[].attributes.body
This 60 minute film defines trauma, toxic stress, and how it affects the body, and the research that is being done to combat and heal trauma.

# data[].attributes.attachment_link.description
This is "Resilience Trailer - KPJR Films" by on Vimeo, the home for high quality videos and the people who love them.

# data[].attributes.body
This video defines trauma therapy and illustrates how individuals can implement practices into daily routines.

# data[].attributes.attachment_link.title
What is TRAUMA THERAPY?  Psychology & mental health treatment with Kati Morton licensed therapist

# data[].attributes.headline
Restorative Approach to Discipline in Schools

# data[].attributes.subject
Restorative Approach to Discipline in Schools

# data[].attributes.body
This video clip provides a model of restorative circles that other school districts can implement into their classrooms.

# data[].attributes.body
The website defines restorative practices defined by the Restorative Justice Council that educators can use as a reference.

# data[].attributes.attachment_link.title
Restorative practice in schools | Restorative Justice Council

# data[].attributes.attachment_link.description
A restorative school is one which takes a restorative approach to resolving conflict and preventing harm. Restorative approaches enable those who have been harmed to convey the impact of the harm to those responsible, and for those responsible to acknowledge this impact and take steps to put it right.

# data[].attributes.headline
Restorative Practices: A Guide for Educators

# data[].attributes.subject
Restorative Practices: A Guide for Educators

# data[].attributes.body
This website for teachers that provides practical examples of how to foster a positive school classroom.

# data[].attributes.body
This local foundation provides training on mindfulness practices for educators and helps teachers develop strategies to incorporate these practices into their K-12 classrooms.

# data[].attributes.body
This website defines mindfulness techniques and practices that can be used by individuals in order to reduce daily stress.

# data[].attributes.attachment_link.description
Mindfulness-Based Cognitive Therapy (MBCT) is designed to help people who suffer repeated bouts of depression and chronic unhappiness. It combines the ideas of cognitive therapy with meditative practices and attitudes based on the cultivation of mindfulness.

# data[].attributes.body
The University of Illinois at Urbana-Champaign provides the community with mindfulness training opportunities for local community members.

# data[].attributes.attachment_link.readable_text
Use the Mindfulness Training Notification of Classes Email Group form to sign up to receive notifications of when classes will occur.

On this page:

What is Mindfulness

Mindfulness meditation is a practice which starts by developing an ability to focus on the breath and the sensations associated with breathing. It soon becomes noticeable that maintaining a steady awareness on the breath for any length of time is difficult to do. Often our attention will wander away from the breath and move to various thoughts, emotions or body sensations. So part of mindfulness practice is to simply cultivate patience and generosity towards this tendency of the mind.

With practice, the mind settles and develops a balanced awareness which allows us to notice the transitory nature of thoughts and emotions. We can investigate with friendly curiosity whatever is encountered during practice whether it is body sensations, thoughts or emotions with a sense of equanimity. This increases calmness through steady concentration, and insight, through reflection. We become less driven by our reactions to the contents of the various modes of mind, less caught up. By developing this ability for self-observation we improve our chances of responding to experience less impulsively and more effectively.

It s not easy to notice what is going on in the mind because it brings us into direct contact with our anxieties, our judgments, and our vulnerabilities. We come to see the often automatic nature of thinking which can take us into worrying about the future or reliving the past. But as we adopt this hospitable and compassionate present moment directed noticing we come to see what approaches are helpful and which cause problems. This does not imply passive resignation, but on the contrary the skill to act wisely and effectively when required.

Grounded more and more in mindfulness the mind is free to respond skillfully to any given situation. When we can rest calmly with our vast array of feelings and thoughts, we are able to live fully and openly, caring for ourselves, and caring for others.

Contemporary mindfulness training originated in 1979 with Jon Kabat-Zinn's Mindfulness-Based Stress Reduction (MBSR) program and was further refined in the 1990's with Mindfulness Based Cognitive Therapy (MBCT) by Zindel Segal, Mark Williams, and John Teasdale. MBSR and MBCT have both undergone extensive research to assess effectiveness with many life issues (e.g., stress, chronic pain, anxiety, and numerous other medical issues). MBCT is recommended in England by the national health services as a front line treatment for preventing depression. Multiple randomized controlled trials have shown that MBCT is as effective as antidepressant medication in preventing relapses of major depression.

MBSR and MBCT are the foundation of the Mindfulness Training offered by our instructors. A MBCT workbook serves as the guide for the daily home practices completed throughout the 8-week Mindfulness Training.

The practice of mindfulness meditation trains you to pay attention to the present moment, noting thoughts, feelings and body sensations with an attitude of interest and kindness. This non-reactive stance toward experience creates the possibility of being in life as it is and allows for working more wisely with the challenging aspects of human experience (e.g., emotional difficulties, relational difficulties, impulses, aversion, confusion, rumination, worry...). Learning to calm the mind and work with these challenges is central to acting with wisdom and compassion in the world.

Mindfulness Training: What You Need to Know

THE MINDFULNESS TRAINING PROGRAM

Chris Menard, PsyD, and Heidemarie Laurent, PhD direct and supervise the 8-week (20-hour) introductory Mindfulness Training (MT) program as well as the year-long Mindfulness Instructor Training (Psy-546) program for the University of Illinois Psychology Department. MBSR and MBCT are the foundation of the MT course offered by our instructors. The Mindful Way Workbook serves as the guide for participants throughout the 8-week training.

In this 20-hour training, participants meet together as a class (with an instructor) for eight weekly 2-hour classes and a 4-hour Saturday Practice Session (this is typcially held between class #6 and #8. ). The main 'work' of the program is done between classes, using MP3s with guided audio meditations that support participants developing practice outside of class. Daily practice with audios ranges from 30 - 50 minutes. In each class, you have an opportunity to discuss the obstacles that inevitably arise as well as the many different experiences that arise while being guided on how to deal with these obstacles and experiences skillfully. Each class is organized around a theme that is further explored in each chapter of the workbook.

THE IMPORTANCE OF PRACTICING BETWEEN CLASSES

Regardless of each person's motivations for learning mindfulness, one can only expect to see results if they put the time and effort into practice. Practice can sometimes seem boring. Sometimes we become frustrated with our minds busyness. Sometimes we feel too tired. Sometiems we think that we don't know how to practice mindfulness. Facing these and other obstacles is essential when embarking on a jouney to cultivate mindfulness.

This training approach depends entirely on your willingness to do home practice between class meetings. This home practice will typically include 30 - 40 minutes of daily formal mindfulness practice (e.g., the first two weeks of the course asks participants to lay down daily at a set time for about 35 minutes and listen to a Guided Mindfulness Body Scan Audio that leads them through the practice) and two to ten minutes of informal mindfulness practice (e.g., being attentive to the sensations of brushing teeth, washing dishes, showering, or some other routine daily activity) each day, 6 days a week, for 8 weeks. This includes some brief written exercises. We appreciate how it is often very difficult to carve out that amount of time for something new in lives that are already very busy and crowded. However, the commitment to spend time on home practice is an essential part of the class; if you do not feel able to make that commitment, it would be best not to start the classes and wait till you are able to set 8-weeks aside with some time each day for practice.

FACING DIFFICULTIES

The classes and the home practice assignments can teach you how to be more fully aware and present in each moment of life. On one hand, this makes life more interesting, vivid, and fullfilling. On the other hand, this means facing what is present, even when it is unpleasant and difficult. In practice, you will find that turning to face and acknowledge difficulties is the most effective way, in the long run, to reduce unhappiness, to increase one's capacity to work skillfully with stressful situations, and to prevent depression. Seeing unpleasant feelings, thoughts, or experiences clearly, as they arise, means that you will be in much better shape to "nip them in the bud," before they progress to more intense or persistent low moods.

PATIENCE AND PERSISTENCE

Because we will be working to change well-established habits of mind, you will be putting in a lot of time and effort. The effects of this effort may become apparent only later. In many ways, it is much like gardening - we have to prepare the ground, plant the seeds, ensure that they are adequately watered and nourished, and then wait patiently for results. Building a mindfulness practice can also be equated with an exercise regimen, in that only after regular daily work-outs are the health benefits realized.

We ask you to approach the classes and home practice with a spirit of patience and persistence, committing yourself to put time and effort into the practice, while accepting, with patience, that the fruits of your efforts may not show straight away.

Over the eight weeks of the program, the practices help you:

To become more present in your physical body as opposed to being lost in thought, stuck in rumination about some past event, day dreaming/fantasizing about some imagened future, or actively avoiding aspects of life.

To become familiar with the workings of your mind.

To notice the times when you are at risk of getting caught in old habits of mind that re-activate downward mood spirals.

To explore ways of releasing yourself from those old habits and, if you choose, enter a different way of being.

To put you in touch with a different way of knowing yourself and the world.

To notice small beauties and pleasures in the world around you instead of living in your head.

To be kind to yourself instead of wishing things (and you) were different all the time.

To be kind to yourself as oppossed to being lost in striving and driving yourself to meet impossible goals.

To accept yourself as you are, rather than judging yourself.

Sign Up

*Be sure to read the What You Need to Know section above before enrolling in a class.

Mindfulness Training (MT) Classes are offered throughout the year to C-U community members and the U of I staff/faculty/grad student Community.

Day/Time: Saturdays 9 - 11am beginning May 19th through July 21, 2018

Saturday Practice Session 8am - noon on July 14, 2018

No class on June 23rd

Location: Quaker Meetinghouse (1904 E. Main St. Urbana)

Instructors: Ash Rajesh & Megan Finnegan

Day/Time: Mid October, 2018

Day/time: TBD

Location: Quaker Meetinghouse (1904 E. Main St. Urbana)

Instructors: TBD

Send questions to: CMenard@illinois.edu

**Click here to sign up and pay. Once payment is processed, you will receive a confirmation email.
If the options above don't work for you or if the classes are full, you can sign up to receive emails for future class dates/times by clicking on this link to enter your email address. In addition, while you wait for a class, do consider purchasing Finding Peace in a Frantic World by Mark Williams to begin reading about and practicing with the mindfulness audios provided in this book.
-----------------------

Note: The Saturday Practice Session is an invitation to step out of the doing-mode of mind and into the being-mode of mind for an extended period. Chairs and cushions will be available. The Practice Session is typically offered for 4 or 8 hours at the Quaker Meetinghouse on a Saturday between class #6 and #7 or between class #7 & #8. While participants are asked to engage in a functional silence for much of the time to facilitate a deepening of their practice, instructors will verbally guide the sitting, walking, and stretching mindfulness exercises. Tea and snacks are provided.

Graduates of the 8-week training are invited to attend Booster classes and Saturday Practice Sessions. Emails will be sent to the graduate email group when these classes are offered.

Email Chris with questions: cmenard@illinois.edu

Fees

Fees for 8-week introductory training:

Fee is $225 for the 8-week series of classes.

UIUC graduate students receive a 50% discount and only pay $112.50

No refunds will be given after the first class. Refunds prior to the first class will be assessed a 3% fee on cancelled registrations.

If a participant needs to withdraw from the class for any reason, they are welcome to repeat the entire class series within the next two years.

If you have any questions, please contact Chris Menard cmenard@illinois.edu.

Instructors

Directors of Mindfulness Training:

Chris Menard, Psy.D., is a clinical psychologist and the Associate Director of the Psychology Department's Psychological Services Center (PSC). He has been teaching Mindfulness Training classes since 2011. He has attended mindfulness instructor training in Mindfulness Based Stress Reduction (MBSR) with Jon Kabat-Zinn & Saki Santorelli. He has also attended instructor training in MBCT with Zindel Segal, advanced MBSR/MBCT instructor training with Susan Woods, Mindfulness Based Relapse Prevention (MBRP) with Sarah Bowen, and Interpersonal Mindfulness instructor training with Phyllis Hicks. Dr. Menard has also attended Vipassana and Insight Dialogue trainings. Dr. Menard was a board member of the local Mindfulness Teacher Foundation (MTF) from 2013 - 2017, helped develop the training curriculum for the Mindful Teacher Mindful Kids program, and currently supervises MTF instructors. He also teaches Mindfulness Instructor Training courses for the U of I. He has led Mindfulness Training classes since 2011 for UIUC Staff/Faculty/Graduate Students, Champaign-Urbana k - 12 school teachers, University High Laboratory High School students, and for Prairie Center/Rosecrance addiction recovery clients.

Heidemarie Laurent, PhD - See Psychology Department web page at: http://www.psychology.illinois.edu/people/hlaurent

Instructors:
Ellen Ritter, MS, is an advanced Mindfulness Instructor. She has completed the 5-day MBCT Professional Instructor Training with Zindel Segal and Susan Woods and a one year mindfulness training under the supervision of Dr. Chris Menard.She has been teaching mindfulness courses since the winter of 2014 by partnering with local organizations, university studies, and local community groups. Partnerships include volunteering for the Education Justice Project Mindfulness Discussion Group at the Danville Correctional Center, teaching Mindfulness Based Relapse Prevention at the Prairie Center, teaching mindfulness classes at the University of Illinois Disability Resources and Educational Services, teaching mindfulness classes for K-12 teachers through the Mindful Teacher Foundation ( www.mindfulteacher.org), and teaching mindfulness classes for veteran caregivers through a University of Illinois grant funded study called VetCareReST. Additionally, she is a co-founder ofthe UIUC Meditation Student Organization that offers University of Illinois students, staff, and faculty access to meditation on campus ( msouiuc.weebly.com).

Ryan Santens, MSW, MPH,is an advanced Mindfulness Instructor. He and Dr. Menard co-taught the Clinical Psychology Mindfulness Instructor Training Course in 2013-2014. He has completed the 5-day MBCT Instructor Training with Zindel Segal and Susan Woods, 5-day Advanced MBSR & MBCT Instructor Training with Susan Woods and Patricia Rockman, and Individual MBCT Instructor Training with Mark Lau. He has taught mindfulness courses to a variety of populations across multiple practice settings partnering with university research studies, leadership development organizations and other community based organizations. In addition to teaching mindfulness courses through the PSC, partnerships include teaching mindfulness courses to caregivers of wounded veterans as part of VetCareReST, a grant funded research study through University of Illinois, and Joyful U, a community based non-profit organization.

Ash Balasubramaniya

Alice Huang
Annie Weldon
Allie Letkiewicz
Camarin Meno
Faaiza Kahn
Megan Davis
Megan Finnegan
Nate Eckland
Paul Sharp
Tina Schweizer
Suzanne Loechi
Mia Donovan
Ann Petry
Brooke Hyden

Resources

Local Meditation Groups:
Prairie Zen Center Center for Taiji Studies
Books and guided meditation CDs by Jon Kabat-Zinn can be found at Amazon.com

The Mindful Way through Depressionby Williams, Teasdale, & Segal
Mindfulness: A Practical Guide to Finding Peace in a Frenetic World by Williams & Penman The Mindful Way through Anxiety by Orsillo & Roemer The Mindful Path to Self-Compassion by Germer & Salzburg Mindful Magazine UCLA Mindfulness 6-week online class Spirit Rock
Teachers & Children
Mindfulness Teacher Foundation
PDF Article on mindfulness in schools

Research
Monthly Mindfulness Research Newsletter Free Mindfulness Training Options for Distress and Trauma (posted 6/18/18)
If you have struggled with depression, anxiety, or distress, and/or have had a traumatic or challenging experience in the past, you may be able to receive free mindfulness training in exchange for participating in a research study. Participating in the study will include diagnostic interviews, surveys, and cognitive testing.

Potential participants must be age 18 and older, and be new to meditation practice.

Participants can earn up to $95 for completing all study components, and many will receive free mindfulness training during study involvement (a $225 value).

For more information, please email sati-psc@illinois.edu

Mindfulness Instructor Training

Learn to guide the core mindfulness practices found in secular mindfulness training with a focus on the Finding Peace in a Frantic World (by Mark Williams) curriculum.

Learn the essentials of asking questions to investigate meditation experiences.

Develop and refine your own practice of embodied mindfulness.

Enhance your capacity for applying mindfulness in your personal and professional life.

Understand the historical context of contemporary mindfulness approaches.

Contribute to bringing mindfulness-skills into emerging 21st century culture.

Integrate mindfulness exercises into professional endeavors such as yoga classes, psychotherapy, ministry, and university work.

Target audience
Individuals interested in teaching mindfulness such as healthcare professionals, therapists, yoga instructors, clergy, executive/corporate coaches, educators, and university faculty/staff/grad students interested in bringing mindfulness into the classroom.
Entry Requirements
Applicants should have:

Completed an 8-week U of I Mindfulness Training Class or equivalent

A minimum of 1-year of regular mindfulness meditation practice

Exceptions concerning these requirements are at the discretion of Christopher Menard. Application

Email the following to Cmenard@illinois.edu

Vitae/resume

A brief essay of no more than 500 words addressing the following question: How has meditation impacted your life and why do you want to take the course? Also include when you completed the 8-week U of I Mindfulness Training Class and your experience of this class and any other relevant mindfulness classes/trainings.

Logistics

Day/Time: Scheduled based on participant availability

Classes in 2018 will begin in early August and run through November

15 classes meet for two hours each

Cost: $1000

Location: Quaker Meetinghouse (1904 E. Main St. Urbana)

Instructor: Christopher Menard, PsyD

CEU's will be available

Expectations

Participants will complete weekly readings.

Participants will prepare for each week's class by practicing leading a meditation at home and then leading the meditation in class to receive feedback.

Participants will be open to feedback.

Participants will be expected to complete two self-reflection papers that explore your experience & understanding of mindfulness practices, the practice of teaching mindfulness, and class readings.

Participants are strongly encouraged to attend a weekend or longer mindfulness retreat to deepen their personal practice. For example, Bhante Sujatha will lead a retreat Friday, October 19, 7:00 p.m - Sunday, October 21, 3:30 p.m. in Wheaton, IL at the Theosophical Society. The cost for this retreat is not included in the course fee.

Note: For those actively involved in teaching mindfulness during or after this course, an optional supervision group is also available.

Note: This course is not the two semester U of I Psy-546 doctoral student mindfulness practicum class.
Email questions to Chris at: Cmenard@illinois.edu ---
In addition, other training options are below:

UCSD Center for Mindfulness
MBCT Training

Mindfulness and Addiction Relapse Prevention

While our current Mindfulness and Addiction Relapse Prevention classes occur at Rosecrance Addiction Outpatient and Inpatient settings, we may offer classes at the PSC in the future. If you are interested, email Dr. Menard at CMenard@illinois.edu and he will add you to a wait-list.

Mindfulness and Depression Prevention

When we have sufficient interest from individuals that have suffered from multiple episodes of depression, we do offer Mindfulness Based Cognitive Therapy groups to support individuals in preventing future relapse of major depressive episodes. If you are an individual with a history of depression and you are interested in developing a mindfulness practice to prevent future episodes, email Dr. Menard at CMenard@illinois.edu to be added to a wait-list.

Mindfulness for Childbirth and Parenting

Mindfulness-Based Childbirth and Parenting (MBCP) is a unique childbirth education program that teaches expectant parents the life skills of mindfulness for meeting the stress, pain, and fear that are often a normal part of the journey through pregnancy and childbirth. Learning mindfulness skills can benefit both parents and baby by supporting a healthy pregnancy and building the capacity to birth and parent with greater awareness, wisdom, compassion, and joy.

Go to the following web site for information on this class offered by the University of Illinois Psychology Department Mindfulness Instructors in partnership with Carle Hospital midwives: http://mindfulbirthcu.com/

Questions: hlaurent@illinois.edu

# data[].attributes.attachment_link.description
Use the Mindfulness Training Notification of Classes Email Group form to sign up to receive notifications of when classes will occur. On this page: Mindfulness meditation is a practice which starts by developing an ability to focus on the breath and the sensations associated with breathing.

# data[].attributes.body
These mindfulness support groups in Central Illinois are available to local community members.

# data[].attributes.attachment_link.title
Illinois Mindfulness-based (MBCT) Support Groups - Mindfulness-based (MBCT) Group Therapy Illinois - Mindfulness-based (MBCT) Counseling Groups Illinois

# data[].attributes.attachment_link.description
Find Mindfulness-based (MBCT) Support Groups in Illinois, get help from an Illinois Mindfulness-based (MBCT) Group, or Mindfulness-based (MBCT) Counseling Groups.

# data[].attributes.body
These mindfulness-based therapists located in Central Illinois provide support for the local community.

# data[].attributes.attachment_link.title
Illinois Mindfulness-based (MBCT) Therapist - Mindfulness-based (MBCT) Therapist Illinois - Mindfulness-based (MBCT) Counseling Illinois

# data[].attributes.attachment_link.description
Find Mindfulness-based (MBCT) Therapists, Psychologists and Mindfulness-based (MBCT) Counseling in Illinois, get help for Mindfulness-based (MBCT) in Illinois.

# data[].attributes.body
This website defines art therapy, demonstrates exercises, and provides research to support additional practices.

# data[].attributes.attachment_link.provider_name
The Palmeira Practice | Brighton & Hove Counselling

# data[].attributes.attachment_link.readable_text
The word trauma is used so often in our culture that much of its meaning has been lost. From a psychological perspective, trauma is the result of an overwhelming threat to our person that ignites our fight/flight/freeze stress response. If a person is overwhelmed by threat, they may develop Post-traumatic Stress Disorder (PTSD), where their body is stuck in the stress response and continues to behave as if it is fighting the enemy.

What can cause trauma?

Trauma can be caused by neglect and abuse; emotional, physical or sexual. The witnessing of domestic violence or traumatic events, such as accidents, injury or war are also known causes. Evidence suggests that those with adverse childhood experience are more likely to experience PTSD than those with secure attachments to caregivers in childhood.

What does trauma look like?

Trauma symptoms include reliving the event(s) in flashbacks or nightmares, avoiding situations that may trigger traumatic memories, depression, anxiety, zoning out (dissociation) and low self-esteem.

Trauma can manifest as disturbed sleep, panic attacks, a fast heartbeat, breathlessness, 'jumpiness', having highly expressed emotions or being withdrawn. Some people express their distress through physical illness or pain (known as somatisation). Traumatised people may display an inability to regulate their emotions, being very quick to anger or upset.

Trauma in children

In children, trauma may manifest in repetitive play scenarios or paintings of the traumatic incident, being anxiously attached to a caregiver or having slow development. They may appear cut off, lose their ability for creative play, or be unable to play with others.

Associations and triggers

Traumatic memories can arise seemingly out of nowhere because they are not fully processed. This is often in response to unconscious triggers, for example in cases of sexual abuse, survivors may fear an aspect of physical appearance that their abuser had. Or, for those who have experienced a tragic car accident, hearing the screech of car brakes can set their nervous system reeling.

Why is art therapy used to treat trauma?

When we experience a traumatic event the part of our brain that is responsible for language (the Brocas area) shuts down. At the same time our brain's danger recognition centre (the amygdala) is on high alert and records the traumatic memory visually and in the form of bodily sensation (Rausch et al, 1996).

Using art to express emotion accesses both visually stored memory and body memory, as not only does it enable people to create images, but the use of art materials such as clay and paint can reconnect them to physical sensation. They may be cut off from their bodily senses, particularly in cases of physical and sexual abuse. Some researchers have suggested that the senses of touch and sight connect directly to our brain's fear centre (Lusebrink, 2004), which is why art therapy is ideally placed to work with traumatic memory.

# data[].attributes.attachment_link.title
How does Art Therapy work with trauma? - The Palmeira Practice | Brighton & Hove Counselling

# data[].attributes.attachment_link.description
How art therapy can help treat trauma. Survivors of trauma can sometimes struggle to express issues and suffer from dissociation. Here's how art can help.

# data[].attributes.body
The Institute for Therapy through the Arts provides training and workshops for the community in Illinois.

# data[].attributes.attachment_link.readable_text
Dr. Rubenstein believed strongly in the importance of educating other professionals about Creative Arts Therapy. He strived to make the creative arts a part of educational and clinical settings wherever possible in order to optimize these environments for individuals who needed a more non-traditional approach. ITA's Creative Arts Therapists provide presentations, in-services, and seminars throughout the year on a variety of topics for Creative Arts Therapists, mental health professionals, clients, family members or caregivers, and students locally and throughout the nation.

ITA's presentation and educational offerings are inspired by Dr. Rubenstein and designed to meet the educational needs and interests of the participants. ITA offers training, classes and workshops for:

Creative Arts Therapists

Mental Health Professionals

Arts Educators

Clients, Families, and Caregivers

Graduate Students

To schedule a presentation, Marni Rosen, Practice Director, at (847) 425-9708, ext. 173.

Quarterly Networking for Clinical Professionals

Networking and Breakfast Annual Calendar

2018: July 19th from 8:30 to 10am
October 25th, 2018

2019: January 17th, 2019
April 25th, 2019
July 11th, 2019
Cost: $10
REGISTER HERE
You're invited to an informational meal experience. Enjoy an arts-based ice-breaker over breakfast and coffee while you partake in professional exchange with other colleagues in the field!

HIPAA Training through Art

Date: August 17th from 11am to 12pm
Cost: $10 for General Attendance; $20 for Attendance with 1 CEU
REGISTER HERE
HIPAA Training through art? Is that legal? Complete your HIPAA training with ITA!

Why do your HIPAA review through a tedious webinar? Join the ITA staff for a fun, art-based HIPAA refresher that will cover the HIPAA basics and new updates for your clinical practice. We believe in learning that is engaging!

UPDATE: We are CEU providers through the Illinois Department of Financial and Professional Regulation. CEUs are currently available for Psychologists, Social Workers, and Counselors. When you purchase, complete, and submit the evaluation for one of our webinars, you will receive a certificate with your name that states your attendance or participation as well as the number of continuing education units you have received.

An Introduction to Creative Arts Therapy
for Non-Creative Arts Therapists

Using the arts in therapy can be valuable for building rapport and gathering information. The following webinars are specifically designed for creative arts therapists and mental health professionals who wish to learn more about incorporating elements of art, drama, music, or dance / movement therapy into their clinical practice.
INTRODUCTION TO ART THERAPY
Learn the differentiation between the use of art in treatment and art therapy. Gain a basic knowledge of art therapy principles, and explore art making through an art therapy lens.

Supplies recommended for this webinar: Pencil (regular and colored), Pen, Markers, and Oil Pastels

Recording NOW AVAILABLE for purchase
Presented by Marni Rosen, Psy.D, ATR-BC INTRODUCTION TO DRAMA THERAPY
Explore the basic tools of drama therapy and identify ways in which clinicians, who are not drama therapists, can apply tools responsibly. Participants will also discuss how to apply this knowledge to populations of interest through an interactive dialogue with the presenter.

Recording NOW AVAILABLE for purchase
Presented by Keith Whipple, MA, RDT INTRODUCTION TO MUSIC THERAPY
Learn the basics of music therapy through case examples and how to apply music in clinical practice. Participants will also identify when and how to refer clients for music therapy.

Recording NOW AVAILABLE for purchase

Presented by Rebecca West, MM, MT-BC

# data[].attributes.attachment_link.title
Presentations & Workshops | Creative Arts Therapies | Evanston, IL 60201

# data[].attributes.attachment_link.description
Dr. Rubenstein believed strongly in the importance of educating other professionals about Creative Arts Therapy. He strived to make the creative arts a part of educational and clinical settings wherever possible in order to optimize these environments for individuals who needed a more non-traditional approach.

# data[].attributes.body
These local Art Therapists around Central Illinois provide needed support for individuals who require provided services.

# data[].attributes.attachment_link.title
Springfield Art Therapy - Art Therapy Springfield, Sangamon County, Illinois - Art Therapy Counseling Springfield, Sangamon County, Illinois

# data[].attributes.attachment_link.description
Find Art Therapy, Psychologists and Art Therapy Counseling in Springfield, Sangamon County, Illinois, get help for Art Therapy in Springfield.

# data[].attributes.body
This poster resource for educators defines classroom expectations that foster positive interactions.

# data[].attributes.body
This poster resource for educators demonstrates how to reframe negatives into positives in the classroom.