Introduction to Mindfulness

Cognitive Appraisals is a mental process where individual interpret and evaluate a situation or event, assigning the meaning to the event. This influences the way an individual will emotionally respond to the situation. The way one interprets the event and situation is based on their personal perspectives and experiences. 

Activities for Mindfulness

Mindfulness Activity 1: Mindful Breathing: Beginners

Mindfulness Activity 2: Body Scan

Tips on Integrating Mindfulness into Daily Life

Morning Routine: Start the day with a few minutes of breath awareness to set a calm tone for the day.

Mindful Eating: Pay full attention to the taste, texture, and aroma of each bite during meals.

Nature Walk: Take a walk in nature, observing the sights, sounds, and smells with full attention.

Mindful Breathing Breaks: Take short breaks throughout the day to focus on the breath and recenter.

Evening Reflection: End the day with a brief mindfulness practice, reflecting on the day’s experiences without judgment.

Guiding Learners for Mindfulness

Step 1: Find a Comfortable Position

Invite learners to sit comfortably with their feet flat on the ground and their hands resting on their lap. They can also choose to lie down if that feels more comfortable.

Step 2: Set the Intention

Begin by setting a clear intention for the practice. For example, “I am taking these five minutes to cultivate calm and clarity.”

Step 3: Focus on the Breath

Guide participants to close their eyes or soften their gaze. Ask them to take a few deep breaths, inhaling through the nose and exhaling through the mouth. Then, allow the breath to return to its natural rhythm.

Step 4: Observe Sensations

Encourage participants to focus on the sensation of the breath entering and leaving the nostrils. If the mind wanders, gently bring the attention back to the breath.

Step 5: Body Scan

Invite participants to briefly scan their body from head to toe, noticing any areas of tension or relaxation. Encourage them to breathe into any areas of discomfort.

Step 6: Non-Judgmental Observation

Remind participants to observe their thoughts and feelings without judgment. If any distractions arise, acknowledge them and gently return to the breath.

Step 7: Closing the Practice

Gradually bring awareness back to the present moment. Guide participants to wiggle their fingers and toes, and when they are ready, open their eyes. Take a moment to reflect on the experience.

Assessing the Effectiveness

Mindfulness can be measured using self-report questionnaires and behavioral tasks. There are various other methods which can be used to measure mindfulness like, Physiological measures, Observer-rated measures and Self Reports.

De Bruin et al. (2013) notes the following tools self-report questionnaires,

• Child and Adolescent Mindfulness Measure (CAMM): This questionnaire assesses present-moment awareness and non-judgmental, non-avoidant responses to thoughts and feelings in children and adolescents. It uses a five-point scale. The CAMM has demonstrated good reliability and validity and is negatively correlated with somatic complaints and internalizing and externalizing symptoms and positively correlated with quality of life.
• Mindful Attention Awareness Scale (MAAS): The MAAS is another self-report measure of mindfulness, and an adapted version of this scale has been validated for use with adolescents.
• Kentucky Inventory of Mindfulness Skills (KIMS): This is a self-report measure of mindfulness developed for adults.

Felver et al. (2014) share about Attention Network Task (ANT): This computerized task assesses subsystems of attention, including alerting, orienting, and conflict monitoring. The conflict monitoring subsystem measures an individual’s ability to self-regulate their attention to a targeted object in the presence of visual distraction.

Conflict monitoring measures an individual’s ability to self-regulate attention to a target despite distractions.

Orienting measures the ability to direct and limit attention to specific stimuli.

Alerting measures the ability to maintain a state of vigilance or preparedness to environmental stimuli.

 Activity specific tools are mentioned along the activities.

Designing and introducing short mindfulness activities can be an excellent way to introduce the practice to learner of any age.

References

• Dunning, D. L., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., & Dalgleish, T. (2018). Research Review: The effects of mindfulness‐based interventions on cognition and mental health in children and adolescents – a meta‐analysis of randomized controlled trials. Journal of Child Psychology and Psychiatry, 60(3), 244–258. https://doi.org/10.1111/jcpp.12980
• Ortiz, R., & Sibinga, E. (2017). The role of mindfulness in reducing the adverse effects of childhood stress and trauma. Children, 4(3), 16. https://doi.org/10.3390/children4030016
• Felver, J. C., Tipsord, J. M., Morris, M. J., Racer, K. H., & Dishion, T. J. (2014b). The Effects of Mindfulness-Based Intervention on Children’s Attention Regulation. Journal of Attention Disorders, 21(10), 872–881. https://doi.org/10.1177/1087054714548032De Bruin, E. I., Zijlstra, B. J. H., & Bögels, S. M. (2013). The Meaning of Mindfulness in Children and Adolescents: Further Validation of the Child and Adolescent Mindfulness Measure (CAMM) in Two Independent Samples from The Netherlands. Mindfulness. https://doi.org/10.1007/s12671-013-0196-8

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