WHAT IS MINDFULNESS? Show
In this resource, mindfulness is thought of as intentional and non-judgmental present-moment awareness. This kind of awareness means we are purposefully paying attention to what is happening around us, what is happening inside us, what we are doing, and how we are doing and feeling without judging or analyzing. This ability to focus attention on the present and to maintain that focus is a foundational skill that underlies many other important capacities that we need for health, well-being, and connection with children, families, and others. When adults engage in focusing practices like mindfulness in early childhood settings, it helps to build important mental, social, and emotional skills that they need to be responsive supports and effective models. DOWNLOAD TOOLKIT Mindfulness in the Early Childhood EnvironmentWe often hear about the important role that a calm and responsive adult, and secure adult-child relationship, plays in helping young children learn and grow. We know that these relationships develop through attuned and sensitive care and interactions. What can early education professionals do to offer children consistent, nurturing care and responsiveness? How can we build our capacity to stay focused and attentive to all children and families in our care? What helps us notice and respond sensitively to a child’s needs and emotions (while we are experiencing strong feelings too)? These are common challenges that arise in caring for children. Similar challenges arise when providing support to parents and professionals working with children. Through the work of scientists, psychologists, and child development specialists, we are discovering some answers to these questions and how practicing mindfulness in early childhood settings might help. Different Definitions: Mindfulness is… “Paying attention here and now with kindness and curiosity.” (Association for Mindfulness in Education) “The act of being intensely aware of what you’re sensing and feeling at every moment – without interpretation or judgment.” (Mayo Clinic) “Waking up from a life on automatic and being sensitive to novelty in our everyday experiences. With mindful awareness the flow of energy and information that is our mind enters our conscious attention and we can both appreciate its contents and come to regulate its flow in a new way.” (Dan Siegel) “Maintaining a moment-by-moment awareness of our thoughts, feelings, bodily sensations, and surrounding environment.” (Greater Good Science Center at UC Berkeley) “The basic human ability to be fully present, aware of where we are and what we’re doing, and not overly reactive or overwhelmed by what’s going on around us.” (mindful.org) “The psychological process of bringing one’s attention to the internal and external experiences occurring in the present moment, which can be developed through the practice of meditation and other training.” (Wikipedia) “The awareness that arises through paying attention in a particular way, on purpose, in the present moment, nonjudgmentally.” (Jon Kabat-Zinn) “Simply being aware of what is happening right now without wishing it were different; enjoying the pleasant without holding on when it changes (which it will); being with the unpleasant without fearing it will always be this way (which it won’t).” (James Baraz). Four
Capacities Enhanced by Mindfulness
Attentional Awareness: Mindfulness Can Improve Focus A recent study by Norris et al (2018) using female undergraduates who had never been exposed to mindfulness meditation found that one brief 10-minute, audio-guided mindfulness meditation instruction period improved attention. Another recent study demonstrated that a two-week mindfulness training with undergraduate students was associated with improved reading comprehension scores on the Graduate Record Exam (Mrazek et al 2013). The ability to remain focused for sustained periods is also linked to positive emotions—satisfaction and happiness—and to improvements in creativity, problem solving, and psychological flexibility; (Killingsworth, Matthews & Gilbert 2010; Mrazek et al 2013). EMOTIONAL
REGULATION IS ENHANCED THROUGH MINDFULNESS Early care providers need to focus on developing social and emotional skills in the children they care for. They must scaffold children’s development and co-regulate with children until children have the skills to manage challenges on their own. Ideally, this transition proceeds through everyday caregiver-child interactions, which provide children with age-appropriate strategies for emotion regulation. At the most basic level, providers help children understand their feelings and become sensitive to the causes and consequences of their emotions. The next level involves adults demonstrating and modeling specific skills, such as soothing, to calm the body. At the third level, adult providers cue the child verbally to initiate emotional self-regulation. Each level builds on the previous one. Children need competent models to show them how to notice, name, and respond to their emotional states. Developing these skills comprise social-emotional competence. At each level, caregivers match their response to what is happening in the moment to reflect their understanding of what the child needs. This contingent responsiveness is an essential aspect of a secure relationship. As providers develop sensitivity for understanding and working with their own emotions through mindfulness, they can extend this sensitivity and competence to support children and families. In a randomized control trial by Geschwind et al (2011), Mindfulness Based Cognitive Therapy was associated with increased experience of momentary positive emotions as well as greater appreciation of, and enhanced responsiveness to, pleasant daily-life activities. This study highlights the idea that increased access to positive emotional experiences may be one way to strengthen self-regulation and offset chronic stress early childhood professionals may face. In ZERO TO THREE’s 2018 Mindfulness in Early Childhood Member Survey, respondents practicing mindfulness reported that it helps with their self-regulation, promotes calm and patience, and improves their ability to be present with children and families. “We ‘download our calm’ into the children and families we serve. When I am well, I can give my best to them and provide an environment conducive to mindfulness, self-care, and care for others.” MINDFULNESS IN EARLY CHILDHOOD SUPPORTS NEW INSIGHT AND
PERSPECTIVE TAKING SELF-COMPASSION IS A CRITICAL COMPONENT OF WELL-BEING AND IS SUPPORTED BY MINDFULNESS Increasingly, mindful self-compassion practices for health providers has become a focus of research. In a longitudinal study at a health care facility by Barsade (2014), a culture of compassionate love was associated with reduced employee emotional exhaustion and absenteeism, and with increased work engagement (i.e., teamwork and satisfaction). Recent research by Raab (2015) on the impact of Mindfulness Based Stress Reduction (MBSR) for health care providers suggests that mindfulness interventions, particularly those with an added mindful self-compassion component, have the potential to increase self-compassion among health care workers. These studies as well as others (Frost 2003) suggest that cultivating compassion offers potential health and well-being benefits at the individual level, stronger interpersonal relationships, and greater collective responsiveness overall to the unavoidable suffering that unfolds in complex ways at work. Dutton et al (2007) suggest that by elevating individual acts of compassion organizations can spread compassion as a normal response to suffering and ultimately build cooperation. BACK TO TOP Potential Benefits of Mindfulness in the Early Childhood WorkforceWe now turn to an examination of the ways that mindfulness and self-compassion can benefit your workforce as a whole. There is a rapidly developing base of scientific evidence that supports the inclusion of mindfulness in the workplace. This qualitative research indicates that mindfulness training at work can lead to important shifts in organizational culture, including:
WORKFORCE WELL-BEING Secondary or vicarious trauma is a real concern for early childhood professionals. Vicarious trauma is characterized by extreme symptoms with persistent heightened arousal at one end and emotional numbing and withdrawal at the other. Making sure that staff have time and space to prioritize self-care, develop strategies to maintain healthy boundaries, and detect early symptoms are all ways to minimize the occurrence of vicarious trauma in this workforce. Supporting mindful and reflective practices within the work environment can promote the deepening of self-awareness and stress-reducing benefits, which are well-established and are particularly suited to prevent burnout and vicarious trauma. Mindfulness Based Interventions are now being applied as a prevention approach for service providing organizations. In a recent analysis (Gilmartin et al 2017) of brief mindfulness-based interventions in health-care settings, nine of 14 studies reported positive changes in levels of stress, anxiety, mindfulness, resiliency, and burnout symptoms. Positive results like these provide encouragement for early childhood organizations to follow suit. Respondents to ZERO TO THREE’s 2018 Mindfulness in Early Childhood Member Survey indicated they have used mindfulness or other contemplative practices within their work setting in many different ways, which are described in Chart 1. WORKPLACE CLIMATE Let’s consider the benefits of practicing mindfulness across a whole system to share a positive emotional climate characterized by compassion and healthy social interactions. Workplace climate reflects the degree to which employees feel supported, motivated, and valued. Warning signs of a negative climate include unhealthy communication patterns, a hyper-competitive culture, hyper-critical evaluations, social isolation, unclear or poorly implemented practices and policies, and reluctant or inconsistent leadership. Overall, a positive climate is associated with organizational effectiveness (Cameron et al 2011). Mindfulness training programs and team-based reflective practices offer a reliable and systematic method for improving workplace climate. Mindfulness training programs can be used to incorporate regular interaction with employees using clear and direct communication in a group. Training programs that use mindfulness practices offer an opportunity to identify existing team values and generate new shared values. The group training provides a chance to establish and maintain healthy social norms for everyone participating and to openly reflect together. When mindfulness is practiced in the workplace, teams can achieve more cohesion leading to:
Mindfulness training programs can be used to offer staff, children, and families a sense of psychological safety, which captures the extent to which a person believes others will give them the “benefit of the doubt” when taking risks (Edmondson 2004). It can take time and care to develop a sense of psychological safety among team members; individuals need to see that when they take healthy risks of self-expression, the group or team responds with support. Mindfulness can help us to be more intentional in our self-expression, be effective communicators, and increase our ability to consider others’ ideas and points of view with openness and acceptance. Mindfulness may broaden our capacity to remain in the learning zone and enhance workplace performance. In one study, individuals who rated themselves as naturally possessing dispositional mindfulness were more likely to demonstrate greater flexibility in their responses to others and an enhanced capacity to pause and consider options/ consequences before acting (Kaplan 2018). MINDFULNESS IN EARLY CHILDHOOD AS A PROMISING BUSINESS MODEL
BACK TO TOP ApplicationLike the practice of mindfulness itself, integrating mindfulness in the workplace should be intentional, focused, kind, and open. It will take curiosity, patience, and practice. In this section, we present steps to bring mindfulness into the work environment. We offer a basic road map and some ideas to get you started. There are many opportunities to customize activities and approaches that will best suit your specific context. Selecting an approach and activities that meet the needs and interests of your organization will help ensure the success of your effort. ROADMAP FOR BRINGING MINDFULNESS TO WORK 1. Start with yourself 2. Assess interest 3. Internal champions 4. Create collective intentions 5. Implement your action plan 6. Adapt your plan! STEP 1: START WITH YOURSELF
Before starting any major initiative with staff or colleagues, it is important to assess interest and motivation. Be curious! Start a conversation, share your story. You can learn about what others in your workplace know about mindfulness and increase interest and motivation for integrating mindfulness into your workplace by starting with these questions.
There are many different perceptions about what mindfulness is, and some perceptions can be barriers to integration. Take time to consider the best language to use when talking about mindfulness with people in your organization. [Examples: creating healthy mental habits, being present and connected, brain training, skills to build self-awareness and emotion regulation, reflective practice, practices to support stress reduction and well-being] It will also be important to determine the administration or leadership position around integrating mindfulness. Share this toolkit or other information about mindfulness to help leaders understand why this effort is important to you and how it can benefit the organization. As you begin this outreach—think about why mindfulness might be important in your specific context. Is workforce wellness or staff retention a concern? Are there desires or needs for improving team communication and cohesion? Is there an interest in sharing mindfulness and contemplative practice with families or children you are serving? There may be more than one reason that leadership and staff are interested. Understanding the current landscape in your workplace will give you helpful insights into making this effort successful. Make sure to include a diversity of voices in your exploration. Consider using the Tree of Contemplative Practices from the Center for Mind in Society to start the conversation or choose one of the other resources listed below. To assess interest and motivation, you can:
After gathering information from staff, use the results from this effort to help guide your next steps and, be sure to report back what you have learned. STEP 3: IDENTIFY INTERNAL CHAMPIONS, CULTIVATE BUY-IN Finding a champion within organizational leadership is important. Not only are leaders positioned to be influencers across the organization, they can also make important links between organizational efforts and priorities. Leaders often hold the authority to create the time and space needed to make integration successful. So, plan special outreach if leadership is not part of your group working to integrate mindfulness. Share the first sections of this toolkit to help you make the case. Discuss the findings of your assessment. Align your message to leadership with any specific interests or needs of your organization. For example, if employee absenteeism or turnover is a concern, include research demonstrating how mindfulness increases workplace satisfaction and employee well-being. To further develop interest and cultivate champions:
Case Example: An interview with Dr. Holly Hatton-Bowers, Assistant Professor and Early Childhood Extension Specialist at University of Nebraska–Lincoln captured the insights and wisdom from her team offering the Cultivating Healthy Intentional Mindful Educators (CHIME) program to early childhood educators in Nebraska. CHIME provides education and guidance on incorporating mindfulness, compassion, and reflective practice into daily routines, teaching, and caregiving to promote the psychological health, well-being, and social-emotional learning of both educators and young children. The CHIME program consists of a two-hour overview followed by seven sessions for learning and reflection. Holly has been implementing this program with her coleader, Nebraska Extension Educator Jaci Foged, for family home and center-based early childhood educators since 2017. Almost two years into this work, Holly is excited to share her team’s learning to inspire other organizations and programs. Holly advocates starting with the adults, using compassion and mindfulness as an explicit relational tool, and cautions against a sole focus on sharing compassion and mindfulness activities with children. Many early care organizations have a clear commitment to reflective practice and supervision, so mindfulness can broaden the application of these practices throughout the organizational culture. Holly recommends seeding compassion, mindfulness, and reflective practice into the culture of the organization. Once embedded, the culture can maintain the commitment to mindfulness and reflective practices without dependence on specific individuals. For example, when mindful moments have been modeled in meetings, leadership and staff feel more comfortable taking time for both group and self-reflection. When there are opportunities for institutional support such as ongoing professional training and reflective supervision, staff embrace these practices as part of their regular work approach. Additionally, taking an organizational approach ensures that we are not sending the message that educator well-being is the individual’s responsibility. To ensure early childhood educators are thriving, not merely surviving, a systems approach is essential. Holly shared a story of how compassion and mindfulness can increase staff capacity to be present and respond to children’s needs. One infant teacher in the CHIME program expressed their anxiety and lack of confidence in caring for a refugee infant who was suffering from failure to thrive. The infant teacher was feeling frustrated and felt that the mother did not seem to treat this as an important issue. Through reflection and practicing compassion for self and the family, as well as mindfulness, the infant teacher identified ways to be more responsive instead of reactive. A mindful breathing technique helped the infant teacher relax during the bottle feeding. The infant teacher subsequently reported feeling calmer and more confident in supporting this child, which promoted effective feeding and weight gain for the child. After completing CHIME, educators commented that they learned how to better manage their emotions, listen more, and communicate with co-workers more effectively. They also feel they have a calmer classroom and are finding more joy in their day-to-day work. As one educator wrote, “CHIME helped me find different ways to help regulate my emotions during frustrating situations. CHIME has also helped my classroom become a calmer atmosphere.” After completing CHIME, another educator wrote, “The class has been a huge source of information for taking care of myself in many ways. All the practices to learn to live in the moment and practice gratitude each day have been beneficial. The listening practices with classmates each week helped me develop better listening skills. I have more awareness of thinking before speaking.“ Through her experiences, and the preliminary data of delivering CHIME to 93 early childhood educators, Holly has identified effective strategies for implementing mindfulness-training at the organizational level:
Holly adds, “People liked it when we linked mindfulness to compassion. This connection was helpful because the idea of mindfulness didn’t initially resonate with everyone. Compassion resonated with people who felt hesitant to focus just on themselves and their emotional experience.” Holly offers these reflective questions to consider before implementing a mindfulness training program:
STEP 4: CREATE COLLECTIVE INTENTIONS AND DEVELOP AN ACTION PLAN Create an action plan. Your action plan should include small meaningful steps that bring your larger vision to life. Describe where and how you will begin integrating mindfulness into your workplace activities. Bringing mindfulness into your workplace does not need to be time-consuming or expensive. Mindfulness practices can be brief, informal, and used at any time and with any activity during the day. Take time to identify opportunities within your current workplace structure and practice where mindfulness activities can easily be integrated. Make it easy and accessible for staff. Anticipate barriers and have a plan for addressing them as they arise. Information from your assessment may be helpful in identifying potential obstacles. You may want to pilot the plan with willing volunteers, a small group, or for a limited time period—then integrate feedback from participants before introducing activities to the larger community. As part of your plan, describe what success looks like—and how you will know if you’ve achieved it. Continue or extend the activities you initiated to gain buy-in and cultivate champions. More ideas to consider are listed below:
Case Example: Simone Van Reeuwyk, an Infant Development Specialist at the Developmental Disabilities Association in Vancouver, British Columbia, highlights the importance of collaboration around efforts to integrate mindfulness within an organization. In 2018, Simone initiated a mindfulness-based reflective practice group in her organization. The voluntary group meets monthly to practice together and discuss their work through a mindfulness lens. Simone shares, “Discussing what you want the mindfulness space to be like is important. Coming together to create a shared vision and inviting people to express what they are hoping for, helps create a space where people feel more comfortable being open and vulnerable in the group.” For Simone and her colleagues, this meant developing ground rules, which are reviewed at each meeting and edited as needed. Simone found starting the group this way helped make the environment safer and more inviting for collaboration. Simone adds that taking an inclusive and collaborative approach from the very beginning also helps others see a place for themselves in the group. Her recommendation: start with staff feedback to make sure your approach is a fit for your setting.
SPECIAL FOCUS: MINDFULNESS IN REFLECTIVE PRACTICE One way that early childhood settings are creating opportunities for providers to strengthen emotional regulation and reflective practice is through reflective supervision. Mindfulness in reflective supervision expands self-awareness and strengthens providers’ emotional regulation. Your organization may already be committed to reflective supervision as a distinct form of competency-based professional development. Emerging from a multitude of fields such as pediatrics, developmental psychology, neuroscience, and infant mental health, reflective supervision acknowledges that all early learning occurs in the context of relationships. In reflective supervision, the goal is to support the unique needs of the young child through relationships with competent adults. Attention is placed on all the relationships (supervisor and provider, provider and parent, and parent and child) that form a web of support around the child. Parallel process is a foundational concept in reflective supervision and it recognizes that providers are growing alongside of the families they serve. Reflective supervision creates a supportive space, a holding environment, for understanding the simultaneous impact and influence of professional and personal experiences. On a practical level, reflective supervision means providers are given time to reflect on and consider conscious feelings, thoughts, and associations in the presence of a competent supervisor. It takes time to uncover and process unconscious material. Ongoing reflective supervision is well-suited for this task. Mindfulness is a powerful tool that allows thoughts, feelings, and interpretations to emerge in a non-judgmental context so they can be accepted and integrated. Supervisors can use mindfulness in the context of reflective supervision to help providers become skillful as they process and attend to the emotional material they naturally experience through caring for children and working with families. When mindfulness practices are incorporated into reflective supervision, organizations lay a foundation for creating and sustaining nurturing environments, which gives children the warmth and security they need to feel safe. Nurturing environments allow children to discover themselves and their unique contributions to the collective. Nurturing environments support children as well as their families, care providers, and teachers. Promoting mindful, flexible, pro-social values is one of the four key principles of nurturing environments, according to researcher Biglan (2015). When organizations take the time and allocate the space adults need to explore and practice mindfulness and build their emotional regulation skills, these organizations are investing in children. Resources and Tools to help bring mindfulness into Reflective Supervision with staff:
Case Example: The Division of Community and Family Support within the Colorado Office of Early Childhood (DCFS) offers an inspiring example of integrating mindfulness in a comprehensive way in a public institution. DCFS is demonstrating that relationship-based reflective practice can be embraced in a government setting. The DCFS journey to integrate mindfulness and reflective practice started with reflection and strong leadership. Almost all of the programs supported by this division have model fidelity requirements that reflective supervision be practiced. “The first thing that caught my attention,” reflects Mary Martin former Director of DCFS, “was the understanding of parallel process.” Mary adds, “if this is what we are requiring of supervisors and managers in the field as a best practice–why are we not doing it for each other here in this office?” The second piece Mary noted was mindfulness. As an Infant Mental Health Practitioner, Mary found mindfulness a sensible option for workforce well-being. Findings from an annual employee satisfaction survey showed a high degree of satisfaction at DCFS, but also evidence of work-related frustration and stress. Leaders in DCFS sought ways to improve. Jordana Ash, Director of Early Childhood Mental Health noticed a missing piece–ways of being present and reflective with each other. Jordana agreed with Mary, “reflective practice–was something we were promoting in the field, but we also wanted to use mindfulness and reflection to encourage and promote employee well-being internally in the office.” DCFS approached the innovation from a staff well-being perspective. In an administrative and governmental context, mindfulness and reflective practice concepts required a lot of translation for staff whose responsibilities do not include direct practice. DCFS used their continuous quality improvement process to get everyone on board. Heather Craiglow, Director of Colorado’s Head Start Collaboration Office, offered, “Data was a critical component. We strongly believe in data and assessment of process, so using our data made sense and helped motivate staff.” The National Academies of Sciences, Engineering, and Medicine publication, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation, also helped make their case around the importance of staff well-being. Leaders within DCFS did a lot of work ahead of a pilot period to introduce foundational concepts of mindfulness and reflective practice. The staff who were providing reflective practice met weekly to learn about the topics through readings and discussions. During the one-year pilot period staff were asked to schedule dedicated time for reflective practice along with their regular twice-monthly 30 minutes of supervision time. Jordana added, “We did a lot of education, then let go. We truly believed that everyone has the capacity to do this. We believed in the potential for human growth and development–that staff would come along. We embraced a mindful approach to the process, allowing response flexibility, time, and space.” DCFS staff shared aspects they believe have been critical to the success of their project:
To roll out the pilot project, all staff received an introductory presentation lasting a few hours conducted by Mary, Jordana, and Heather, all of whom have experience providing reflective supervision. A breakout session at a staff retreat furthered staff understanding. Mary reflects, “[staff] hearts were in the right place, but some struggled with the process. One unit lead couldn’t get past some resistance to reflective practice. I just decided it was going to be OK–that we wouldn’t make a big deal about it and the slowing down and reflection emerged at a different pace.” The biggest barriers for DCFS were time and space. Effective practice requires privacy. For example, in one coaching group (for supervisors supervising other supervisors) confidentiality was hard to manage. This group shifted to using external scenarios, videos, and readings. instead of internal cases. One-on-one sessions with leadership were made available to retain confidentiality while continuing to reinforce the practice. DCFS leadership continues to be reflective of the process. Because the employee satisfaction survey started with such a high baseline, staff are working through how to best measure and capture changes. They continue to explore questions about the utility of this approach. Ultimately, DCFS leaders agree, the project has helped everyone dig deeper into resilience and their own team relationships. Ways this project is in action at DCFS today:
What does it look like when mindfulness and reflective practice are part of a culture? Mary offered, “I began to hear managers incorporating a reflective stance within their regular check-ins. Across staff, the language of slowing down is heard and mindfulness is modeled. Some Unit Directors have written in their own self-assessments how useful practicing mindfulness and reflection has been for them. DCFS leaders also see the appetite for these kinds of practices growing.” STEP 5: IMPLEMENT YOUR PLAN As you try different ways to integrate mindfulness into your workplace environment, consider the following checklist of tips and traps for bringing mindfulness to your organization: Tip: Celebrate
the diversity of ways and the diversity of the people who practice and experience mindfulness. Tip: Create a physical space that is safe, secure and free from external distraction for staff to practice meditation or another silent contemplative practice. Tip: Make time for mindfulness and reflection in supervision or reflective groups, and in meetings or other shared work activities. Take moments to pause, notice, acknowledge, and reflect together. Tip: Offer
space for mindful lunch or break time, including access to time in nature or getting outside of the building. Tip: Be clear in framing concepts within the context of your existing organizational values. Tip: Start your meetings with an opening activity to fully arrive, focus attention on a shared intention or value to become present to the current environment, and set the tone for a productive meeting. Tip: Start small and make it simple. Bringing mindful
practices to the workplace does not have to be a special, separate activity from what is already happening. Tip: Use mindfulness as a tool to explore challenging emotions with curiosity and compassion, and without judgment about ourselves or others. Tip: Mindfulness practices have been shown to support healing from trauma and reduce stress. However, some mindfulness practices can be triggering. Emphasize safety and be trauma-sensitive. Tip: Consider mindfulness as a tool for transformation of people and systems as we engage, teach, learn, and make ethical decisions together. Trauma-Sensitive Mindfulness
To make mindfulness a sustainable part of your organizational or team practice and culture, make sure that you acknowledge progress along the way. This goes beyond merely accepting all levels of progress. It involves the understanding that cultural differences in the pace and ways we embrace mindful practices will exist because we live in a multicultural world. Periodically assess results and share what you learn. Celebrate success and honor any obstacles as teaching moments. Revisit your plan and make adaptations as needed. Information about a variety of mindfulness scales and measurement tools can be found here. Consider expanding your organizational commitment to mindfulness, connecting to a larger network or professional organization, or presenting at a conference to share what you have accomplished. Once mindfulness is being practiced consistently by staff, consider ways to expand the reach by sharing practices with families and children. One of the champions, Debbie Reno-Smith, LMFT, IFECMH-SP/RPM, Executive Director, was initially introduced to mindfulness through a colleague at Victor. After attending a Mindfulness Based Stress Reduction (MBSR) program, Debbie developed a personal mindfulness practice and experienced many benefits, such as stress reduction. Debbie continued to develop her mindfulness practice and training skills by attending additional MBSR programming as well as a course in Mindful Self Compassion. During this journey and with the support of leadership, Debbie began to plant the seeds of mindfulness within her workplace by sharing information, including the science behind these practices. Debbie began to talk about her experience with mindfulness to other staff. She shared information or a brief video during all staff meetings or opened the meeting with a few moments of mindfulness. This gradual introduction of concepts began to pique the interest of others. Debbie then created a program for staff, Work Life Integration, that was adapted from the MBSR curriculum. During the eight-week program, staff meet as a group for 90 minutes each week to learn about mindfulness as a tool for stress reduction in the workplace. Debbie explained, “Our staff are exposed to the many trauma stories of our families and I feel strongly about responding to the impact of this trauma exposure on staff. I find, time and time again, that support for the providers is what makes it possible for them to keep doing their jobs in the face of stress.” Since its inception about six years ago, the Work Life Integration Program has been implemented five times across different Victor sites. The program fits well with the organization’s strong focus on health, wellness, and continuous learning, and it’s well-received by staff. Some have taken the program multiple times and others report continuing the mindful practices at work and in their personal life. Dawn Fisher, LCSW, Executive Director of Victor Community Support Services – Victorville, explains that she was initially skeptical about mindfulness and wasn’t sure it was a good fit for her. But, after hearing about Debbie’s experience, she agreed to try it. “Once I took MBSR, mindfulness became valuable to me on a personal level.” Dawn believes that others really need to experience the practice to understand the benefits. Several staff who completed the Work Life Integration Program have gone on to be trained in the Mindful Schools curriculum and deliver that program in groups or during one-on-one work. Dawn reflects on the results for children who have participated in the Mindful Schools curriculum: “Their ability to settle, participate, and even lead is remarkably improved. Kids talk about using the practices at home to help with sleep, in moments when they feel anxious, or teaching [practices] to parents and siblings.” Debbie and Dawn offered tips for others interested in integrating mindfulness in their own organization:
BACK TO TOP ConclusionWhether you are just thinking about bringing mindfulness to your early childhood organization, or you have an already established program, we hope this toolkit offers helpful information and resources to support your efforts. We know that workplaces thrive when the health and well-being of staff is prioritized. And, that staff well-being is crucial to delivering effective services that support child and family well-being. The integration of mindfulness and compassion into the workplace is a powerful tool for creating and supporting healthy, high-performing teams and an organizational culture infused with awareness, intention, and success. BACK TO TOP Glossary of TermsBurnout: Co-regulation: Contingent Responsiveness: Common Humanity: Contemplative Practice: Emotional Attunement: Emotional Climate: Mindful Self-compassion (MSC): Parallel Process: Psychological Safety: Psychological Flexibility: Response Flexibility: Reflective Functioning: Reflective Practice: Scaffolding: Self-regulation: Team Cohesion: Toxic Stress: Vicarious Trauma: BACK TO TOP AcknowledgementsWE ARE GRATEFUL TO THE MANY INDIVIDUALS WHO CONTRIBUTED TO THIS TOOLKIT For their thoughtful insights:
For sharing their experiences with us:
And to the Maritz Family Foundation whose generous support made development of the toolkit possible. BACK TO TOP ResourcesThere are different types of resources within this section. There are some resources to support reflection and inquiry. There are also mindfulness practice resources. Some are internal awareness practices while others are exercises meant to be done with a partner or group. There are also practices that can be done with children. The internal awareness practices can be tried a variety of ways:
The practices and exercises have approximate time frames which can be adapted to your own needs. Prior to starting, it’s helpful to let participants know approximately how long each practice will take, particularly when guiding internal awareness practices. Becoming still and focusing inward can feel unfamiliar so also remember to go slowly, be gentle and give options:
After a practice, check in with participants and ask if anyone feels comfortable sharing how the practice felt. This is an opportunity to model open, non-judgmental acceptance of the experience. Looking for more information and support?ZERO TO THREE provides a range of consultation services, professional development experiences, and technical assistance designed to support organizations’ use of mindfulness practices with staff and families. Our services can be customized based on your professional discipline or setting, and delivered via a range of formats including:
Contact us to learn more about mindfulness-related content offerings including topics such as:
BACK TO TOP Which type of psychotherapy is most effective?The most robustly studied, best-understood, and most-used is cognitive behavioral therapy. Other effective therapies include light therapy, hypnosis, and mindfulness-based treatments, among others.
What is the most common form of psychotherapy?Cognitive behavioral therapy, or CBT, is the “most common type of therapy, no doubt,” says Johnsen.
What therapy is the most effective treatment for most psychological disorders?Psychotherapy. Psychotherapy is the therapeutic treatment of mental illness provided by a trained mental health professional. Psychotherapy explores thoughts, feelings, and behaviors, and seeks to improve an individual's well-being. Psychotherapy paired with medication is the most effective way to promote recovery.
Which approach to therapy emphasizes the challenging of irrational?Rational emotive therapy has been considered the first of the cognitive interventions to appear; it introduced a novel, directive approach to challenging patients' irrational beliefs.
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