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Students will be able to differentiate the outside present and the inside present. Students will be able to describe mindfulness in their own words.

Introduce or review mindfulness as a word that means paying attention to what is happening right now or in the present.

Tell students that they will practice noticing the present moment in a few different ways today.

Ask students to share ways to pay attention to the present. Some prompts could be: "How do you notice the world around you? What tools do you have to observe what is happening right now?"

Encourage students to focus on the five senses, if prompting is needed. (For example, "We look around. We use our eyes. We listen. We use our ears.")

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Mindfulness: The Outside and Inside Present | Lesson Plan | Education.com | Lesson plan | Education.com

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Students will be able to differentiate the outside present and the inside present. Students will be able to describe mindfulness in their own words. Introduce or review mindfulness as a word that means paying attention to what is happening right now or in the present.

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The theory and practice of mindfulness as a way for children to calm their busy minds, self regulate, become more hopeful and happy has been an area of increasing interest. The potential impact on our culture is great as it affects future generations.

It's my pleasure to bring you this interview with Amy Saltzman, M.D., a holistic physician in Northern California who has been integrating mindfulness with children and teens for many years. Her current research has found significant impacts on children in the areas of attention, anxiety, and compassion. I'll be watching Amy speak at Bridging the Hearts and Minds of Youth Conference in San Diego in February.

Today, Amy talks to us about what the still quiet place is for children and teenagers, the impact of her research with children, and a little practice and advice to help us parents, caregivers and teachers along the way.

Elisha: What is the "Still Quiet Place" within for children and teenagers?

Amy: The Still Quiet Place is a way for children and teens to experience pure awareness. Awareness is a concept that may not make sense to young children. However, with guidance most children can discover that stillness and quietness (a.k.a awareness) is alive inside of them. When I introduce mindfulness to children I begin by inviting them to attend to the breath-the feeling of the expansion of the in-breath, the stillness between the in-breath and the out-breath, the release of the out-breath, and the stillness between the out-breath and the in-breath.

They are encouraged to rest in the stillness, and to realize that this stillness and quietness is always with them-when they are breathing in, when the breath is still, when they are breathing out, when the breath is still, when they are frustrated with a math problem, or angry with someone, when they are doing sports, playing an instrument, or hanging out with friends. This stillness and quietness is always with them. They can rest in this stillness and quietness whenever they want. And when they rest in their Still Quiet Place they can observe their thoughts and feelings and then choose their behavior.

Elisha: Give us an overview of your research that originally started with Philippe Goldin, Ph.D., at Stanford and now with renowned neuroscientist, Amishi Jha, Ph.D., in working with young children and mindfulness.

Amy: This research, which will be published soon, looked at the benefits of offering mindfulness to children in 4th-6th grade and their parents. The children and parents participated in the Still Quiet Place course, an 8-week age-adapted mindfulness training. After becoming familiar with the Still Quiet Place they are supported in learning to rest in the stillness and quietness and observe their thoughts, feelings, physical sensations, and impulses. Through home practice and group discussion we explore how these observations allow us to choose our behavior, especially in difficult circumstances.

For example, say a student is really struggling with math. When he becomes aware of his struggle he could take a few deep breaths, settle into his Still Quiet Place, and observe his experience-a feeling of frustration, showing up in his body as a headache, and tight shoulders, and showing up in his thinking as what I call Unkind Mind -"I am stupid. I can't do this. I am never going to get this...." Resting in his Still Quiet Place he can remember that "thoughts are just thoughts, and I don't have believe them or take them personally" and then he can choose what he wants to do next. Take a quick break and get a snack, go for a run, call a classmate, check-in with his teacher in the morning, etc...

As for the results of our research, we showed that after 8 weeks of learning these skills the children had documented decreases in anxiety, and improvements in attention on an objective, computerized attention assessment called the Attention Network Task (ANT). In their own words the students reported decreased emotional reactivity, and increased ability to deal with day-to-day life challenges. Interestingly, the parents demonstrated similar improvements even though the "dose" of mindfulness was lower than that of a typical adult course. And most importantly for parents they experienced increased parenting self-efficacy; this means they felt they were more effective parents.

Elisha: What is an example you have that can show us how mindfulness has helped a child you've worked with to handle unhealthy stress?

Amy: This story demonstrates that mindfulness is a practice lived moment by moment. When we met, Malia was a lovely, very bright 4th grader and a competitive gymnast. She felt pressure, mostly self-induced, to perform well both in school, and in the gym. Her stress was so severe that she was suffering from migraines. After 4-6 sessions of learning to rest in her Still Quiet Place, attend to her breath, her thoughts, her feelings and her physical sensations she was able to happily participate in both school and gymnastics for about a year.

A year later, as she approached the state meet, her stress and headaches returned; she wanted to quit gymnastics. She let her family know and they called me. As we explored this it became clear that she was afraid of letting herself, her parents, and her coach down. She thought they would be angry if she didn't perform well. Interestingly, given her level of distress, I initially considered that her assessment of her parents' and her coach's expectations was correct, and my basis was that if she were simply competing to fulfill others expectations, it would be healthier for her to quit.

However in discussing it with her parents they felt strongly that they wanted her to see the season through, not to perform at a certain level, rather to learn that she could move forward in the face of fear and distress. With my support her parents were able to hear her distress, minimize mixed messages, clarify why they wanted her to finish the season, and most importantly clearly express that that they loved her no matter what.

That reassurance, along with a funny tailored ritual, allowed to her compete in the state meet with both joy and success. The ritual developed out of my asking what pre-meet routine would help her remember that her parents loved her regardless of her performance. She said she wanted her dad to make her bacon before the meet. So their code word was "bacon". As she approached each event she would look at her parents and they would mouth "bacon" to her. This of course made her smile and relax, and reminded her that they did love her not matter what.

When I wrote Malia to ask if I could use her story she wrote back:

Dr. Amy,

Yes, you can use my Bacon Story and you can also use my name or I like the name Molly instead of Lilly.

By the way, I have quit gymnastics. I think I might like to try 'excel' gymnastics which is less hours a week and a more fun and relaxed competitive program. But right now I'm not doing anything so I can rest my foot and do physical therapy. I miss gymnastics but I don't miss the practices. I miss bouncing on the trampoline and doing cartwheels.

Malia

This is a beautiful example of family mindfulness. Malia was aware of and expressed her feelings. Her parents heard her, and expressed their values, and their love. They created a joyful, humorous mindfulness ritual which will serve them well for a long time to come. Together they are practicing choosing freshly in each new moment.

Elisha: What is the message you give to parents who seem to be struggling with managing the children and stress?

Amy: As parents we need to recognize that our children's lives are stressful, and that we contribute significantly to that stress. In fact research from Dr. Georgia Witkin at Mt. Sinai hospital in New York showed that the greatest source of childhood and adolescent stress is not school work, extracurricular activities, or peer pressure, but parental stress. So as parents one of the best things we can do to decrease our children's stress is to decrease our stress. And of course one the best ways to do that is to take a mindfulness based stress reduction course, or perhaps use the excellent Mindfulness-Based Stress Reduction Workbook you co-wrote with Bob Stahl.

When we as adults learn mindfulness-paying attention here and now with kindness and curiosity and then choosing our behavior-we can support our children and teenagers in bringing these skills into their lives. If we are in the present, we aren't worrying about our third grader getting into college and we aren't passing this stress onto them in our day-to-day interactions. If we learn to witness our anger, fear, and sadness with kindness and compassion we show our children that this way of working with intense emotion is possible. If we slow down and choose how to respond to a difficult situation in daily life, and especially if we do it during challenges with our children and "out loud," "Honey I am really frustrated, that you did X again, I am going to take a few minutes and then we can discuss this." Then they see that they can do the same with various difficulties. Children learn what they live; the best way to support them in practicing mindfulness is to practice ourselves.

Adapted from Mindfulness and Psychotherapy.

This web extra provides additional information related to an article titled, "Kids in Mind," which appeared in the February 2014 issue of Mindful magazine.

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The theory and practice of mindfulness as a way for children to calm their busy minds, self regulate, become more hopeful and happy has been an area of increasing interest. The potential impact on our culture is great as it affects future generations.

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One minute practices

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Teaching Resources | Guardian Teacher Network | guardian.co.uk

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From Maths to PE, explore a wide range of resources and lesson plans to brighten up your subject teaching on the Guardian Teacher Network.

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by Catharine Hannay, founder of MindfulTeachers.org

Here are a variety of useful activities and resources for practicing and teaching:

mindfulness and meditation,

kindness and compassion,

generosity and gratitude,

social responsibility, and

social-emotional skills.

I've gotten a lot of requests to use the activities in various contexts, and I've found some of this content copied onto other sites without permission. Please link to these resources; please do not copy them to your own site.

If you're looking for different types of mindfulness activities and complementary practices:

If you're looking for particular types of teaching resources for mindfulness and values-based teaching:

If you're interested in best practices in teaching mindfulness:

If you're looking for a variety of different perspectives on mindfulness:

If you found these resources useful, you might also be interested in theSelf-Care Resources for educators and other helping professionals.

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Resources for Practicing and Teaching Mindfulness - Mindful Teachers

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by Catharine Hannay, founder of MindfulTeachers.org Here are a variety of useful activities and resources for practicing and teaching: mindfulness and meditation, kindness and compassion, generosity and gratitude, social responsibility, and social-emotional skills. I've gotten a lot of requests to use the activities in various contexts, and I've found some of this content copied onto other sites without permission.

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Listen to Mindful Schools | SoundCloud is an audio platform that lets you listen to what you love and share the sounds you create.. 12 Tracks. 91 Followers. Stream Tracks and Playlists from Mindful Schools on your desktop or mobile device.

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Frequently, when we implore our children to "Calm down!" {yes, the exclamation point is ironic} or "Breathe!", those are the responses we get. A fun way to teach kids how to calm down when they're upset or overwhelmed is to make a MIND JAR. (You can learn more about this "Mind in a Jar" exercise in both Thich Nhat Hanh's Planting Seeds and Kerry Lee MacLean's Moody Cow Meditates.)

How to Make a Mind Jar

"Mind in a Jar"

Purpose:
To teach children that they can calm their bodies and minds with deep breathing

Supplies needed:

Jars (I used Ball canning jars)

Water

Glitter
(Hint: Glitter is with the bracelet-making kits at Target. I searched forever to find it!)

My children (ages 3 and 6) were very excited about the project. To make the project more fun, this control-freak mama let them do all of the work {including pouring the water and dumping in the glitter. Allowing glitter in my house has been a huge step forward for me in my parenting... but that's another post!}.

Procedure

Using the Mind Jars

"Think about a time when you were really really mad or upset, " I told them. It took about 3 nanoseconds for them to come up with examples.

"What did you feel like?" I asked.

"I feel like I want to hit someone," my daughter said.

"I want to say 'stupid stupid stupid' to someone," was my son's response.

"Okay, let's shake up our jars really fast!" They loved shaking the jars and watching the glitter swirl around. "That's what your mind is like when you're really mad. Those thoughts about being mean or saying mean words are all over!"

"But we can calm down those angry thoughts and calm our bodies, instead of acting or talking in a way that would hurt people's feelings," I told them. I instructed them to breathe deeply {which we've done together before}. As we breathed, we watched what happened to the swirling glitter.

I reinforced the message to my children that it's okay to get mad ~ that's just part of life, and there will always be things and people that upset us. What is important, I tell them, is how we respond. We can take some deep breaths, and then instead of hitting someone, or calling them stupid, we can calmly talk to them about what has frustrated us.

Making it a Practice

When we did this project, the kids were naturally more interested in just shaking the jars and watching the glitter swirl around than listening to mom's lecture on mindfulness. But this exercise was really helpful in a number of ways. Here's how we continue to use the Mind Jars:

We practice our deep, calming breathing at times when the kids are already calm ~ we shake the jars, and then breathe calmly while we watch the glitter settle.

We keep the jars in the kitchen, or at our Quiet Place {in the Study} where the kids can reach them, and they can get them if they need to use them to calm down.

When they get upset, we encourage them to remember this exercise {or go get their jar} ~ and this part only works if we continually use the jars at times when they are NOT mad. {I smiled when, as my son threw a tantrum yesterday morning, his big sister grabbed his mind jar to help him calm down.}

I found this activity to be a great art project, a fun way to spend mindful time with my children, and a great age-appropriate way to teach them about mindfulness!

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"Mind in a Jar": Teach Mindfulness to Your Kids - Left Brain Buddha

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Frequently, when we implore our children to "Calm down!" {yes, the exclamation point is ironic} or "Breathe!", those are the responses we get. A fun way to teach kids how to calm down when they're upset or overwhelmed is to make a MIND JAR.

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Here's a Spider-Man Script for you to try out with your children or students to practice mindfulness and increase focus.

Materials Needed: Bell, Flower, Small Food Item (such as a berry, piece of cereal, or raisin)

One of Spider-‐Man's super powers was the ability to tune into his senses. Like a spider, he could hear very tiny noises. He was able to pay very close attention to the noises. When you pay very close attention, you are able to calm your mind and let go of all the noisy thoughts in your head that can be distracting. With practice, you can improve our focus and relax right now, right where you are.

Right now we are going to learn to activate your super powers to tune into your senses, just like Spider-‐Man. These are your Spider-‐Man Super Senses. What it takes is a little practice. Let's start with your sense of hearing. First let's sit down. Close your eyes and place your hands on your knees. I am going to ring a bell. When you hear the bell, pay attention to the ring until you can no longer hear the ringing sound, clasp your hands together in your lap. (Repeat 3 times). Like Spiderman, we have activated your super power of ultra hearing! Excellent work!

Next we are going to activate your super powers of ultra seeing, touching and smelling. I'm going to give each of you a flower. Hold your flower gently in your hand. When I ring the bell, I want you to gently touch the petals. Feel what each petal is like beneath your fingers. Pay attention to if the petal is soft, rough, wet, furry, smooth, or prickly. See what you can feel. Imagine, like Spiderman, your hands have the power to sense very carefully what the flower feels like. As I ring the bell next, I want you to smell the flower. Breathe in deeply with the flower under your nose. See what the flower's scent is. Is it sweet? Maybe it has very little smell at all? What do you smell? Now, finally, as I ring the bell, I want you to look very closely at the flower. Pay attention to the lines on the petals. What does the center of the flower look like? Is it bumpy? Smooth? Soft looking? Wet looking? Is there powdery pollen in the center? See what details you can notice in the flower, what little shapes, what lines, what circles, if any. (Ring the bell a final time to signal the end of the activity).

The final activation of your Spiderman super power of ultra senses, is to practice your sense of taste. We are going to practice by tasting, paying very close attention to what a berry tastes like. (Please feel free to use whatever small food you like such as a piece of cereal, a sunflower seed, a raisin, etc. . . ). Start by looking at the berry and noticing, using your super power sight, what the berry looks like. Turn the berry gently between your fingers, feeling what the berry feels like. Next, place the berry in your mouth. Allow the berry to be slowly in your mouth, paying attention to how if feels on your tongue, how the juices in your mouth start to flow. Now slowly begin to chew the berry. See how slowly you can chew it. How does it taste? Sweet? Tart? Sour? Gently swallow the berry, paying attention to the taste that remains in your mouth after you swallow it.

Now you have activated all of your Spider-Man Super Senses! Remember that when you get very quiet and focus, your body and mind are able to relax and take a break from the day's busy activities. You have the power to activate your Spider-‐Man Super Senses whenever you want to calm down and focus for a moment.

Filed under All Relaxation Activities, Educator Resources, Family Relaxation, Mindfulness Practice, Uncategorized

Tags: attention, focus, mindfulness activity, mindfulness for kids, mindfulness practice, spider-man relaxation

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Spider-Man: Practicing Mindfulness and Increasing Focus

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Here's a Spider-Man Script for you to try out with your children or students to practice mindfulness and increase focus. Materials Needed: Bell, Flower, Small Food Item (such as a berry, piece of cereal, or raisin) One of Spider-­‐Man's super powers was the ability to tune into his senses.

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We know mindfulness is good for us. Mindfulness allows us to be present in our parenting, choosing the skillful response instead of succumbing to our visceral reactions.

Mindfulness is also good for our kids. There is an emerging body of research that indicates that mindfulness can help our children improve their abilities to pay attention, to calm down when they are upset, and to make better decisions. In short, it helps with emotional regulation and cognitive focus. Do I even need to ask if you want that for your kids? 🙂

So where do we start? How can we teach mindfulness to kids?

Establish your own practice. You would have trouble teaching your children ballet if you had never danced. To authentically teach mindfulness to your children, you need to practice it yourself. You can read my guide to establishing a meditation practice here, or my popular post 40 Ways to Bring Mindfulness to Your Days here for some ideas to get started. Don't let this step intimidate you - you're probably practicing a lot of mindful habits already!

Check your expectations. A core principle of mindfulness is letting go of expectations, and this certainly applies to teaching mindfulness to kids. Are you expecting mindfulness to eliminate tantrums? to make your active child calm? to make your house quiet? If so, you are likely to be disappointed. While feeling calm or being quiet are nice side-effects of mindfulness, they are not the ultimate purpose.

The purpose of teaching mindfulness to our children is to give them skills to develop their awareness of their inner and outer experiences, to recognize their thoughts as "just thoughts," to understand how emotions manifest in their bodies, to recognize when their attention has wandered, and to provide tools for impulse control. It is not a panacea, and it will not completely get rid of what is, frankly, normal kid behavior, like tantrums and loudness and whining and exuberance and arguing...

Don't force it. If your kids aren't interested in your lesson or activity, drop it. This is a good time for you to practice non-attachment to outcomes!

Don't make mindfulness a punishment. This shouldn't be, "You hit your sister! Go sit in the mindful corner!" 'nuff said.

Now that we've got the preliminaries out of the way, here are my suggestions for how you can begin to introduce mindfulness to your children.

10 Ways to Teach Mindfulness to Kids

1. Keep it simple. With older kids, you can share the widely-used definition from Jon Kabat-Zinn in the image above. But those are a lot of big words for little kids. I prefer to use the words awareness or noticing with my children {ages 5 and 7, for reference}. Mindfulness is noticing our thoughts, what our body feels like, what our ears are hearing, and anything else that is around us and happening right now.

2. Listen to the bell. An easy way for children to practice mindfulness is to focus on paying attention to what they can hear. I've used a singing bowl, like the one on the right, for this exercise, but you could use a bell, a set of chimes, or a phone app that has sounds on it. Tell your children that you will make the sound, and they should listen carefully until they can no longer hear the sound (which is usually 30 seconds to a minute). I find that this exercise does have a calming effect on my children, and it's a fun way to teach them to pay attention to their surroundings.

3. Create a mindful bedtime ritual. Bedtime is a great time to introduce mindfulness to kids. My daughter loves to do a short body-scan meditation before bed - she closes her eyes, and I tell her to bring her attention to her toes, to her feet, to her legs, etc. It is a calming way to return to the body at the end of the day. You can find several downloadable meditation scripts (including body scans) here, and you can read about the bedtime ritual my daughter and I created here.

4. Practice with a breathing buddy. For young children, an instruction to simply "pay attention to the breath" can be hard to follow. In this Edutopia video, Daniel Goleman describes a 2nd-grade classroom that does a "breathing buddy" exercise: each student grabs a stuffed animal, and then lies down on their back with their buddy on their belly. They focus their attention on the rise and fall of the stuffed animal as they breathe in and out. {You should definitely check out the video - it's less than 2 minutes and explains the exercise and all the good stuff that it teaches kids!}

5. Make your walks mindful. One of my children's favorite things to do in the summer is a "noticing walk." We stroll through our neighborhood and notice things we haven't seen before. We'll designate one minute of the walk where we are completely silent and simply pay attention to all the sounds we can hear - frogs, woodpeckers, a lawnmower. We don't even call it "mindfulness," but that's what it is.

6. Establish a gratitude practice. I believe gratitude is a fundamental component of mindfulness, teaching our children to appreciate the abundance in their lives, as opposed to focusing on all the toys and goodies that they crave. This post describes my family's nightly gratitude practice - each night at dinner we each share one thing we are thankful for. It is one of my favorite parts of the day.

7. Try the SpiderMan meditation! My five-year-old son is in to all things superheroes, and this SpiderMan meditation is right up his alley. This meditation from Kids Relaxation teaches children to activate their "spidey-senses" and their ability to focus on all they can smell, taste, and hear in the present moment. Such a clever idea!

8. Meditate with your children. I cannot even tell you how many times my meditation sessions have been interrupted by my children. They know by now what mommy is doing when she meditates, so I will try to continue with my meditation even as they play around me. Sometimes, my daughter will sit down and join me for a few minutes. It's beautiful.

9. Check your personal weather report. In Sitting Still Like a Frog, Eline Snel encourages children to "summon the weather report that best describes [their] feelings at the moment." Sunny, rainy, stormy, calm, windy, tsunami? This activity allows children to observe their present state without overly identifying with their emotions. They can't change the weather outside, and we can't change our emotions or feelings either. All we can change is how we relate to them. As Snel describes it, children can recognize, "I am not the downpour, but I notice that it is raining; I am not a scaredy-cat, but I realize that sometimes I have this big scared feeling somewhere near my throat."

10. Practice mindful eating. The exercise of mindfully eating a raisin or a piece of chocolate is a staple of mindfulness education, and is a great activity for kids. You can find a script for a 7-minute mindful eating exercise for children here. This is a fun way to teach children to pay attention to and savor their food, and by extension, the present moment.

*****

Above all, remember to have fun and keep it simple. You can provide your children with many opportunities to add helpful practices to their toolkit - some of them will work for them and some won't. But it's fun to experiment!

Teach mindfulness to your kids - it can help them develop emotional regulation and cognitive focus. Tweet

Want more resources? You may find the following posts helpful:

Mindful Mantras for Kids {with coloring sheet downloads}

Learn to make a Mind Jar {this is the all-time most-read post on my blog!}
Teaching Mindfulness to Teens: 5 Ways to Get Buy-In 5 Strategies for Teaching Mindfulness t The Totally Obvious Thing a Mindful Mama Overlooked

o Children

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10 Ways to Teach Mindfulness to Kids - Left Brain Buddha

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We know mindfulness is good for us. Mindfulness allows us to be present in our parenting, choosing the skillful response instead of succumbing to our visceral reactions. Mindfulness is also good for our kids.

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Why Mindfulness Is a Superpower: An Animation

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Feel free to download the following meditations for your personal use. They are intended to guide you through the first phase of mindful self-compassion training. The meditations are primarily instructional in nature and briefer than most meditation sessions. Please use the downloads until you understand the practices and can practice on your own.

Please visit the CMSC website for additional meditations and resources.

MSC Core Meditations

Other MSC Meditations

Informal MSC Practices

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When posting these handout materials online or when distributing printed materials, please be sure to cite the source in the following way: © Christopher Germer & Kristin Neff. Mindful Self-Compassion. June 2017. All rights reserved. If you would like permission to reproduce, distribute, publish, display, or modify these materials, please contact www.CenterForMSC.org.

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Feel free to download the following meditations for your personal use. They are intended to guide you through the first phase of mindful self-compassion training. The meditations are primarily instructional in nature and briefer than most meditation sessions. Please use the downloads until you understand the practices and can practice on your own.

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Save

Many traditions speak of the opposing forces within us, vying for our attention. Native American stories speak of two wolves, the angry wolf and the loving wolf, who both live inside of us.

Our life experiences grow out of the wolf we feed. Too often it seems the easiest path is to engage in hate and fear, rather than be compassionate, loving, truthful, and generous. We need to bring mindfulness to our daily life, paying attention to the angry wolf and catching our emotions and thoughts as they arise, if we want to live a peaceful, successful, and happy life.

In this video narrated by Sharon Salzberg, discover how mindfulness allows us to see our thoughts and feelings as they really are, freeing us from old ways of thinking.

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Save Many traditions speak of the opposing forces within us, vying for our attention. Native American stories speak of two wolves, the angry wolf and the loving wolf, who both live inside of us. Our life experiences grow out of the wolf we feed.

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This is the set of guided meditations to accompany 'The Little Mindfulness Workbook' written by Gary Hennessey, Co-founder, Breathworks. The meditations are led by Gary Hennessey as well as three Breathworks associate senior trainers: Dr Colette Power, Andrea Cygler and MJ Stephens. The book includes everyday techniques to help you combat stress and enhance your life by helping you put mindfulness strategies in place from an expert teacher with over 35 years experience. With these meditations and practices, it will help you to: Combat Stress, anxiety, and depression Learn the Value of acceptance Choose how to respond to unwanted experiences Improve your happiness and wellbeing You can purchase the book from the Breathworks Mindfulness website at: http://www.breathworks-mindfulness.org.uk/the-little-mindfulness-workbook

Genre

Mindfulness and Meditation

Contains tracks

License: all-rights-reserved

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The Little Mindfulness Workbook by Breathworks-Mindfulness

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This is the set of guided meditations to accompany 'The Little Mindfulness Workbook' written by Gary Hennessey, Co-founder, Breathworks. The meditations are led by Gary Hennessey as well as three Breathworks associate senior trainers: Dr Colette Power, Andrea Cygler and MJ Stephens.

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Contemporary culture has a way of making everything seem daunting, even something as simple as meditation. This 2-minute video presents a very straightforward way to start meditating: sit up straight and concentrate on

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The UC San Diego Center for Mindfulness has prepared a number of practices that are now available on SoundCloud.

These videos produced by Dr. Lynn Rossy are in the style and intention of the original MBSR yoga postures. There are several different views and modifications for floor, standing, and chair postures.

Video 1 with camera emphasis on chair poses (36:33)

Video 1 with camera emphasis on floor positions (37:14)

Video 2 with camera emphasis on chair poses (36:33)

Video 2 with camera emphasis on floor positions (36:32)

These videos produced by Dr. Lynn Rossy are in the style and intention of the original MBSR yoga postures. There are several different views and modifications for floor, standing, and chair postures.

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The UC San Diego Center for Mindfulness has prepared a number of practices that are now available on SoundCloud. These videos produced by Dr. Lynn Rossy are in the style and intention of the original MBSR yoga postures. There are several different views and modifications for floor, standing, and chair postures.

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CMRP Audio downloads | Centre for Mindfulness Research and Practice | Bangor University

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Bangor University is a Registered Charity: No. 1141565