Category Archives: Jon Kabat-Zinn

Why go on retreat?

by Beth Mulligan

Beth Mulligan is a co-founder of Mindful-Way Stress beth mulligan headshopReduction Programs, which offers MBSR and other mindfulness based interventions and retreats through out Southern California, nationally and internationally. Beth has a background in primary care medicine as a Board Certified Physician Assistant and has practiced medicine for over 25 years. She is a long time student of Roshi Charles Tenshin Fletcher at Yokoji Zen Center where she has lived in residence, is a Vipassana Dharma teacher at Insight Community of the Desert, and a certified yoga instructor.

Why go on Retreat?
Great question! As a certified MBSR teacher and teacher trainer – for the UMass Center for Mindfulness and a mentor for the UCSD Mindfulness-Based Professional Training Institute (MBTI), I get asked this question more and more. If you look at the prerequisites for teaching MBSR or other MBI’s all over the world, the recommendation for personal retreat practice is consistent. To answer the question, I may start by quoting the originator of MBSR; Dr. Jon Kabat-Zinn (from his article “Some Reflections on the Origins of MBSR, Skillful Means, and the Trouble with Maps.”
“ I personally consider the sitting of relatively long…teacher led, silent retreats to be an absolute necessity in the developing of one’s own meditation practice, understanding and effectiveness as a teacher… it is a laboratory requirement.” Jon Kabat-Zinn

Regarding information on Mindfulness Meditation retreats, I might also refer them to the UMass CFM website and Spirit Rock Meditation Center.

But really I have to answer this question for myself, just as the heart of Mindfulness Based Interventions are an invitation to access one’s own wisdom, I need to turn within to answer it. In order to ask people to face the difficulties of their lives, chronic pain, sick family members, financial stressors, “The Full Catastrophe”, I need to know and have the confidence that I can do this myself. With the help of a good teachers in a supportive environment. I have found this capacity on the many retreats that I have attended. Mindfulness and the teaching of mindfulness are “inside out” learning and teaching. So while we hold the written curriculum with great integrity, and educate ourselves about the research, and understand the foundations of experiential learning, ultimately we have to know the interior landscape of our own hearts, minds and bodies. This is where the real curriculum lies. If we are asking people to go inside to find their own wisdom, to face pain and loss with openness, curiosity and kindness (a very tall order) then it is important that we do this ourselves. Not just to be good teachers- of what has been described as “Intensive training in meditative practices”, but to really know and live our lives fully. For thousands of years people have found the silent container of retreat, held by strong teachers – who have sat on their own cushions for many hours, to be an effective way to see into the changing nature of things and to build resilience to face whatever comes in our lives with some degree of equanimity. In the age of technology and heightened busyness and distraction, it feels more important than ever, to find this silence and stillness where we can study the real curriculum that lies within.

If this has inspired you, I hope you’ll join us in January 2015 at a 5 night silent retreat designed with you in mind. We’ll meet at the beautiful historic Joshua Tree Retreat Center January 13-18th. Please go to www.mindful-way.com/retreats for more information.

Beth Mulligan, PA-C is a certified MBSR teacher and teacher trainer through UMass Center for Mindfulness. She has been teaching MBSR for over a decade to diverse populations; from the critically ill, to non-profit organizations, the underserved, educators, and corporate leaders. She currently teaches at the Susan Samueli Center for Integrative Medicine at UCI and Insight LA. Beth teaches the 10 week and 9 day practicum for teachers in training nationally and internationally through the UMass CFM. She is also trained in and teaches Mindful Eating and Mindful Self Compassion

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Take This Job and….

By Vicki Zakrzewski, Ph.D.
Education Director, Greater Good Science Center

Wait! Here are some research-based ways teachers and
principals can rejuvenate their passion for their jobs in the new
year.

I’ve always thought that educators are some of the luckiest people in
the world. No really, just hear me out: Yes, the work is harder than
many people understand and so many of them are underpaid, but it’s
also one of the most inherently meaningful jobs a person can do.
And that’s no small thing.

Reflecting_over_the_ocean_1

(Photo Credit Isaac L Koval)

Researchers have found that people who see their work as meaningful, or having some special significance, experience lower levels of job
stress and higher levels of job satisfaction, motivation, and performance. Finding meaning in our work also protects us against burnout—a serious issue for teachers.

Yet, in all the crazy busyness of managing a classroom and leading
schools (this applies to administrators as well!), it’s very easy to forget
why you’re doing this job in the first place; the meaning might have
slowly leaked out over the years. But it’s possible to get it back. As you move forward with your work in the new year, I encourage you to take some time and reflect on the meaningful aspects of your work. To help, I suggest writing down your reflections, as scientists have found that journaling about positive
experiences can improve our health. Revisiting what you’ve written can also help sustain you during times of intense pressure and challenges.

To guide you in this process, I’ve assembled a list of research-based
thought-prompts—ideas to get you thinking about how you derive a
sense of meaning from your important work. You can use them either
on your own or with your colleagues. Administrators might also
consider sending these exercises home with teachers to share collectively at the next staff meeting—a great way to promote a
positive school culture!

1) Remember why you became a teacher in the first place. Was
it to make a difference in children’s lives or society in general? Or
maybe because you wanted the variety, the creative outlet, or the
daily challenges that teaching offers? Perhaps you were greatly
inspired by a teacher and wanted to give other children the same
experience.
For some people, teaching is a calling, which researchers believe
involves a transcendent summons beyond oneself and a desire to
serve humanity. When people feel “called” to do their jobs or if they
see that their work has a definite purpose that reflects who they are,
the work naturally feels deeply meaningful because it connects them
to their personal values.

2) Recall those moments when teaching made you feel ALIVE—
as if you were “running on all cylinders.” Meaning can be derived
from those times when you are personally immersed and intrinsically
motivated by your work. Most likely, this happened because you were
expressing your “authentic self”—the matching of your actions to your
perception of your true self.
When I was teaching, I experienced these moments with project-based
learning. No pedagogical method excited me more than helping
students apply their learning through self-created projects. Here was
an opportunity for students to develop their creativity and innovation
and teamwork skills—things that I highly valued in my work and in
myself. (A childhood spent creating haunted houses and elaborate
plays with friends had to lead somewhere…)

3) Think of a time when you made a difference in a student’s
life. Work becomes meaningful when you believe you have the power
and ability to make a difference. Teachers impact students’ lives all the
time—sometimes to a greater degree then they realize.
I’ll never forget the note I received from the mother of one of my
students who had a serious speech impediment. She thanked me
profusely for helping her son to believe in himself and to once again
love school. I had no idea the difference I had made in her child’s life,
but it deepened my appreciation for the tremendous responsibility that
comes with teaching—and hence, enhanced the meaning of my work.

4) Appreciate your colleagues. Our relationships with others often
create the most meaning in our lives—both at work and at home—
especially if they’re comforting and supportive. Teaching can be very
isolating, so it’s a big deal when teachers come together to share their
knowledge, accomplish a project, or just to ask, “How’s it going?”
As a new educator, I particularly appreciated the teachers who offered
their support and told me that the first year is always the hardest.
When I became an administrator, I worked hard to create caring
relationships among the staff because of the special significance these
relationships held for me as a teacher.

5) Reflect on the contribution you are making to the world.
Work becomes meaningful when we feel connected to something
larger than ourselves. On those days, when it seems like all your
efforts are infinitesimal in their impact, remember that they’re not:
When teachers consider how they can make a profound difference in
each of their students’ lives (see #3 above), it doesn’t take much to
realize how each of these lives adds up to a bigger whole, exerting
tremendous influence over the world in which we live.
In my workshops for teachers and administrators, I like to end with a
quote from Williams James: “Act as if what you do makes a difference.
It does.” If I could post this in every classroom in the world, I would—
just as a gentle reminder to you and everyone around you how
important and meaningful your job is.

Wishing you a very peaceful—and meaningful—new year.

Teachers and administrators who would like to learn more methods for
renewing their passion for their work might be interested in attending
these two upcoming conferences:

bridging2013badgeBridging the Hearts and Minds of Youth: Mindfulness in Clinical
Practice, Education and Research
February 1-3, 2013 Catamaran Hotel, San Diego, CA
Presented by the UCSD School of Medicine and the UCSD Center for
Mindfulness, this conference is for people who want to develop the
skills and competencies to teach mindfulness to today’s youth and
learn what science has to say about this kind of work.

GGSC_Logo-NoText-ForWebsite_99_97Practicing Mindfulness & Compassion
March 8, 2013 Craneway Pavilion Conference Center OR Live Webcast
This day-long conference presented by the Greater Good Science Center at UC Berkeley and featuring a keynote by Jon Kabat-Zinn, will illuminate the connections between mindfulness and compassion, focusing on how mindfulness can deepen relationships, enhance
caregiving, and build compassion.

Seizing the Moment and Supporting the Work: Giving Mindfulness to the Next Generation

Ellyn Wolfe (2)By Ellyn Wolfe, MEd
Co-Director Workplace Initiatives & Giving
UCSD Center for Mindfulness

Within the virtually exploding field of mindfulness, perhaps no facet is growing faster and spreading wider than that of teaching mindfulness to the youth of our society. Imagine the vast potential of transforming this generation of children into a future generation grounded in a practice that promotes stability and composure, wellness and healthy relationships, and enhanced cognitive function.  This movement is on an unprecedented ascendant path within education, clinical practice and research.

bridging2013badgeThe UC San Diego Center for Mindfulness Bridging the Hearts & Minds of Youth Second Annual conference February 1-3, 2013 in San Diego is uniquely positioned to further contribute to the growth and vibrancy of the field by assembling the thought leaders, program developers, researchers and educators in an environment of collaboration, connection and dialogue. From presentations by leaders like Jon & Myla Kabat-Zinn, to the diversity found in innovative school-based programs such as Katherine Weare of the .b The Mindfulness in Schools Project  and the amazing work of bringing mindfulness and yoga to the inner city by Ali & Atman Smith’s Holistic Life Foundation,  it is all represented at the conference. This year the conference opens with first-ever research symposia covering a variety of topics, including interesting work by Lisa Flook of the Center for Investigating Healthy Minds  on “Mindfulness in Early Education to Promote Self-Regulation”and a full symposia session exploring research around clinical interventions using mindfulness to address issues of kids and teens with chronic pain, HIV, and ADHD. This movement is on an unprecedented ascendant path within education, clinical practice and research.

The conference presents an opportunity for those who actively participate and contribute, to make a real and lasting difference in the course of society, and in particular, to the field of bringing mindfulness to the next generation. The Center for Mindfulness is actively seeking the financial support of individuals and corporations who are interested in making an impact on the emergent field of mindfulness as an agent for change.  These contributions are essential to our success in connecting and supporting the hundreds of educators, researchers and experts who will attend the Bridging the Hearts & Minds of Youth conference and then carry the practice and research learned to every corner of the globe.  Every donation as a general conference supporter or as sponsor for the Friday night Dr. Jon Kabat-Zinn public lecture (which benefits the Youth and Family Programs at UCSD CFM) is important.  Every donation makes a difference.

We welcome the support of anyone in a position to give and make a significant difference in the lives of our children through supporting the important work of this conference and its attendees. If you or someone you know is interested in supporting this work, please feel free to contact us at mindfulness@ucsd.edu or by calling 858-334-4636.

One can also donate directly via the Center for Mindfulness Online Giving site.

Author’s Note: Education that motivates the individual to higher levels of being has always been a part of my life.  With a master’s degree from the Harvard Graduate School of Education, a master’s certificate from the Fielding Institute in Evidence Based Coaching, and Clinical Training in Mind/Body Medicine with Dr. Herbert Benson at the Mind/Body Medical Institute in Boston, I train corporate leaders in the art of coaching and coach clients to be the best they can be.  For the past twenty years I have worked in the corporate world teaching mindfulness-based programs for a variety of companies, including Dr. Herbert Benson’s Mind Body Medical Institute, FleetBoston Financial and the San Diego Convention Center.  What a different place the corporate world would be if employees and leaders had grown up understanding and practicing mindfulness.

To that end, I have recently been named as Co-Director of Workplace Initiatives and Giving, a newly launched arm of the UCSD Center for Mindfulness.  I will be working with my co-director, Christy Cassisa, to develop programs that address corporate need and also to elicit support for the UCSD CFM. I look forward to hearing from you through the Center for Mindfulness at mindfulness@ucsd.edu.

The Truly Mindful Workplace: A Reality Whose Moment Is Arriving

Christy Cassisa, J.D.

Christy Cassisa

By Christy Cassisa, J.D.
Co-Director of Workplace Initiatives and Giving
UC San Diego Center for Mindfulness

If you follow workplace mindfulness in the news, you’ve had quite a bit of reading material in the last few months. Businesses of all types have embraced the fact that the wellbeing of their employees improves the health of the company.  One quarter of large US companies have launched stress reduction programs of some sort, and many of those are also incorporating mindfulness and meditation trainings.  Many well-known names such as Google, Aetna, General Mills, AOL Time Warner and Target have brought mindfulness and meditation to their people.  Mindfulness is being hailed as the next great thing in the efforts to improve the performance, health and overall wellbeing of employees and leadership alike.

Mindfulness In Leadership
Both formal studies and informal self-reports show that leaders who practice mindfulness have more mental clarity and flexibility, are able to listen better and as a result, make better decisions.  Enhanced emotional resiliency and self-awareness arise as a natural byproduct of mindfulness practices, and these in turn can lead to more effective and inspirational leaders.

One such program you may have read about in the Financial Times (The Mind Business) was developed at General Mills.  Janice Marturano, deputy general counsel, phrased it this way: “It’s about training our minds to be more focused, to see with clarity, to have spaciousness for creativity and to feel connected. That compassion to ourselves, to everyone around us- our colleagues, customers- that’s what the training of mindfulness is really about.” More than 400 employees and 250 executives have participated in the GM program, and the results are amazing:  83% of participants reported increased personal productivity and of the senior executives who took the course, 80% reported improved decision-making and 89% reported that they had become better listeners.

For executives, learning to do nothing to achieve more is counter-intuitive. But what they often find once they begin to look is that the very drive that has lead them to success thus far blinds them to the next steps to progress further. And this clouded vision is precisely what mindfulness meditation can clear.

Employee Well-Being
When it comes to employees, the benefits are also well-documented. Company-wide stress reduction programs are nothing new, but with the addition of mindfulness and meditation, employees have shown dramatic improvements in stress levels and overall wellbeing.  Meditation programs have shown employee results such as:

  • Reduced anxiety and increased overall sense of calm
  • Enhanced ability to bounce back from emotionally charged situations
  • Enhanced coping abilities related to everyday stress as well as severe or acute stress encounters
  • Increased creativity
  • Improved memory
  • Increased focus (staying on task longer)
  • Improved teamwork, increased respect and support for colleagues
  • Strengthened immune system
  • Lowered blood pressure

And these results are simply the performance and health-related measures. At Google, employees reported improved marriages, reversed decisions to leave the company, and more. The benefits to the employee far exceed those measured by standard health and productivity scores.

Return on Investment
What, you say, is the value of this kind of program?  What does my bottom line expect to get in return for the outlay of time money and effort into a mindfulness meditation program?

According to the Gallup Business Journal, wellbeing is an employer issue. By the numbers, they reported:

  • People who have thriving wellbeing have a 35% lower turnover rate than those who are struggling; in a 10,000-person company, this represents $19.5 million.
  • Employees with high wellbeing have 41% lower health-related costs compared with employees who have lower wellbeing. In a firm that has 10,000 employees, this difference amounts to nearly $30 million​

So incorporating these measures, your ROI of each benefit may be measured as so:

  1. Stress Reduction:  As a result of reducing the stress of your employees, look for a reduction in health care costs and absenteeism rates.
  2. Improved Employee Well-being: As a result of investing in your people, look for increased retention rates, improved employee satisfaction and overall engagement measures.  And as an interesting additional measure, you might look to your customers’ experiences as a result of this investment in your employees’ health and well-being: look for increases in sales and improved customer satisfaction surveys.
  3. Strengthened Leadership: Leadership Development programs have many measures to use to evaluate the effectiveness of executives, ranging from 360 evaluations to overall company performance. When executives are operating more effectively, the entire company benefits in innumerable ways.

In case you have not been immersed in the news of mindfulness in the workplace, I’ve summarized many of the recent articles below.  Please comment on this post to contribute additional articles as you find them so that other readers can have access to all the latest information and resources!

Note: Christy Cassisa is a former attorney, turned coach, who has recently been appointed as the Co-Director of Workplace Initiatives and Giving for the UC San Diego Center for Mindfulness. As she notes, “With all of the excitement surrounding mindfulness in the business community, we feel it is time to opt in. In this effort, we are thrilled to announce the launch of the UCSD Center for Mindfulness Workplace Programs.  Now you can bring the Center’s expertise to your office with a program or workshop tailored for your business or group. If you have an interest in learning more, take a look at Christy’s blog, Mindful Clarity, and/or contact Christy via the Center for Mindfulness at mindfulness@ucsd.edu

Workplace Mindfulness Articles

Developing Mindful Leaders– Harvard Business Review, Dec 2011

Meditation Makes You More Creative– Science Daily, April 2012

OK Google, Take a Deep Breath– New York Times, April 2012

How to be Happier at Work– Inc., May 2012

How to kill a thought in a good way– Forbes, June 2012

Meditation Can Keep you More Focused at Work– USAToday, July 2012

Be more mindful for a better workplace– Chicago Tribune Aug 2012

Mindfulness is not a Cure, it’s Better– HuffPost, Aug 2012

The Mind Business– Financial Times Magazine, Aug 2012

Mindfulness-based stress reduction effects on moral reasoning and decision makingJournal of Positive Psychology, Sept 2012

A Guide to Mindfulness at Work– Forbes Oct, 2012

Mindfulness Helps you become a better leader –Harvard Business Review Oct 2012

Multitasking Loses its Cool: Mindfulness is Now In – Investors.com, Oct 2012

The ROI of Practicing Mindfulness at Work– Under30CEO.com, Nov 2012

Meditation finds an ommmm in the office– Globe & Mail, Nov 2012

Mindful Multitasking– Levy, U Washington

Why Mindful Breathing Works– Huffington Post, Nov 2012

Lead by Achieving Nothing.  Seriously. Forbes, Nov 2012

Advancing & Growing the Work We Hold So Dear

(With this post we welcome the subscribers from our former Bridging the Hearts and Minds of Youth conference blog site.  All future posts regarding the conference will be easily recognized as they will contain the Bridging badge pictured here. We recognize that all the fields our work touches are best served with one unified presence, and this blog is intended to be that place.)

A Message From Allan Goldstein
Associate Director
UCSD Center for Mindfulness

Dear Friends and Colleagues,

When I first read Daniel Goleman’s call in Emotional Intelligence for mindfulness to be taught in schools I could not have imagined that I would be sending a personal message asking for your support for a conference that brings together the wonderful growing community of people now engaged in that work.

For the second year, many of those key people will gather in San Diego, CA at the Bridging the Hearts and Minds of Youth: Mindfulness in Clinical Practice, Education and Research conference to learn, collaborate, and move this work forward. I would like to first invite you to join us in sunny San Diego and secondly, if this is not your field of work, to help us spread the word to the clinicians, educators and researchers that you know in the field.

We are thrilled, humbled, and grateful, that among our exemplary panel of presenters that includes keynote presentations by Linda Lantieri, Margaret Cullen and Tish Jennings, Jon and Myla Kabat-Zinn will be presenting a workshop on “Mindful Parenting: Nurturing our Children, Growing Ourselves.” Jon will also be giving a special public benefit lecture for the UCSD Center for Mindfulness entitled, “Befriending Your Mind, Befriending Your Life:  Mindfulness and the Endless Adventure of Growing into Yourself.” The conference includes several research symposia, a poster session, and numerous breakout sessions. There are also optional pre-and post- conference workshops to choose from. Please view the full conference agenda on our website. Continuing Education credits for physicians, psychologists, therapists and educators will be available.

By all accounts our inaugural conference last February was an inspiring ground-breaking event. Now is the time to become part of our “Bridging” community for the benefit of all youth, now and for future generations. We hope you can join us and help us spread our reach to your colleagues and friends.

Allan

Mindfulness in Schools Initiative: An Interview with Lorraine Hobbs

We are pleased to bring you the first in a series of interviews about our UCSD Center for Mindfulness Youth and Family Mindfulness Programs. Through these interviews we hope that you will get to know our teachers and learn about the important work in which they are engaged.

Lorraine M. Hobbs, M.S., CHom., is a senior MBSR teacher and the Director of the UCSD Center for Mindfulness Youth and Family Programs. Lorraine’s passion for working with teens and families has led to a number of programs including a Mindfulness in Education program, a stress reduction program for teens at the Center, a Mindful Parenting program, and a one-day Mindfulness-Based Stress Reduction Workshop for Educators. She has taught a number of curricula in several schools in San Diego and recently returned from Wales as a trained Mindfulness in Schools (MiSP) teacher.

I recently had the opportunity to talk with Lorraine about .b (the MiSP curriculum) and her work with teens and families.

How would you describe .b?

.b is a uniquely-designed experientially-based curriculum, which utilizes video and media as a teaching tool in the classroom.  The MiSP website offers a description of the program as, “… 8 lessons, each teaching a distinct mindfulness skill, and each designed to do so in a way which entertains young minds as well as helping them to flourish.” Lessons are 35 to 45 minutes each and teach through a variety of culturally relevant images, wording, and formatting specifically designed to catch the interest and attention of teenagers. The presentation catches interest and attention while the exercises throughout the lesson cultivate awareness.  The program excels in the way that it cultivates awareness and purposeful attention through thought and sensation. It engages multiple senses and teaches using a variety of different learning styles. It really utilizes and incorporates sensory experience: visual, auditory, tactile, and kinesthetic.

Can you give an example of how you have seen mindfulness training affect teens?

I have been leading our teen group here at CFM for four years and through that I have seen lots of very rich experiences.  After just a few weeks of learning the practices, teens will begin connecting the dots.  We will do a meditation, or an exercise, and kids will begin to share their experience of how this “mindfulness stuff” is affecting them at school or at home.  They will often say things like, “I notice how I can get out of the “hole” much easier when I pay attention to what I am experiencing. I am less likely to react and get myself into trouble.” In mindfulness, we teach awareness of thoughts, feelings and sensations and their affect on behavior.  When teens can learn to pay attention to their present moment reality, they have a better chance of identifying their reactive patterns and making better choices.  Teenagers can get “caught up” in the moment and without realizing it, jump on a runaway train of high drama, which can intensify and lead to – as Jon-Kabat Zinn says – catastrophic thinking.  For teens this can be more problematic if they have poor impulse control and under moments of high-stress act-out or act-in.  Helping them connect to themselves and not react to their “story”   is a particularly powerful experience for them.  We often see greater self-regulation as they develop greater awareness.  As a result, there is a shift from a stressful, worrisome or tearful place to a place of awareness, mindful presence and a greater freedom to choose.

How has mindfulness affected your life?

Mindfulness helps me discover the joy in my own life every day.  I find a greater appreciation for the more subtle and quieter parts of my life, which had eluded me before I began my practice.  It is from here that I try to teach, especially with teens.  They are so alert and naturally aware and they demand authenticity from their teachers.  If I can embody presence and a sense of joy, through my own practice, then I think it is a way of reaching others.

Why do you want to teach mindfulness to kids and teens?

It’s inspiring, it’s transformational, and it’s real.  I think mindfulness combats pain and suffering.

Helping kids to change their lives has many rewards.  I started this program because I saw the detrimental effects of stress on my own teenage daughter.  As she and other teens have gone through our program, I have had the privilege of witnessing powerful changes that have been truly inspirational to me.

Lastly, what is next? 

The Youth and Family Programs is currently offering a one day Teacher Training Workshop on stress reduction through mindfulness.  We are interested in expanding this workshop into a curriculum for teachers, who are interested in offering a mindfulness program to their students in the classroom.  There is a good deal of research as well as many anecdotes from students to support the benefits of a mindfulness curriculum in the schools.  However, we are here to support teachers and educators as well.  When teachers come to our workshops, we see the impact of stress on their lives, both personally and professionally.  Mindfulness can provide support and relief to the challenges they face each day in the classroom.  It offers a way of attending to the stressors through a momentary shift in awareness, which offers choice…the freedom to choose in each moment.

Join Lorraine Hobbs, MA, CHom; Amy Holte, PhD, MEd; Livia Walsh LMFT, MS, MA, RN for Mindfulness-Based Stress Reduction Workshop for Educators November 3, 2012 • 9am-3pm • Francis Parker High School, San Diego, CA

Also, save the date for our Bridging the Hearts & Minds of Youth: Mindfulness in Clinical Practice Education and Research conference, featuring Jon & Myla Kabat- Zinn, February 1-3 2013,Catamaran Hotel 3999 Mission Boulevard San Diego, CA.

Mindfulness in Schools Initiative: An Interview with Lorraine Hobbs

We are pleased to bring you the first in a series of interviews about our UCSD Center for Mindfulness Youth and Family Mindfulness Programs. Through these interviews we hope that you will get to know our teachers and learn about the important work in which they are engaged.

Lorraine M. Hobbs, M.S., CHom., is a senior MBSR teacher and the Director of the UCSD Center for Mindfulness Youth and Family Programs. Lorraine’s passion for working with teens and families has led to a number of programs including a Mindfulness in Education program, a stress reduction program for teens at the Center, a Mindful Parenting program, and a one-day Mindfulness-Based Stress Reduction Workshop for Educators. She has taught a number of curricula in several schools in San Diego and recently returned from Wales as a trained Mindfulness in Schools (MiSP) teacher.

I recently had the opportunity to talk with Lorraine about .b (the MiSP curriculum) and her work with teens and families.

How would you describe .b?

.b is a uniquely-designed experientially-based curriculum, which utilizes video and media as a teaching tool in the classroom.  The MiSP website offers a description of the program as, “… 8 lessons, each teaching a distinct mindfulness skill, and each designed to do so in a way which entertains young minds as well as helping them to flourish.” Lessons are 35 to 45 minutes each and teach through a variety of culturally relevant images, wording, and formatting specifically designed to catch the interest and attention of teenagers. The presentation catches interest and attention while the exercises throughout the lesson cultivate awareness.  The program excels in the way that it cultivates awareness and purposeful attention through thought and sensation. It engages multiple senses and teaches using a variety of different learning styles. It really utilizes and incorporates sensory experience: visual, auditory, tactile, and kinesthetic.

Can you give an example of how you have seen mindfulness training affect teens?

I have been leading our teen group here at CFM for four years and through that I have seen lots of very rich experiences.  After just a few weeks of learning the practices, teens will begin connecting the dots.  We will do a meditation, or an exercise, and kids will begin to share their experience of how this “mindfulness stuff” is affecting them at school or at home.  They will often say things like, “I notice how I can get out of the “hole” much easier when I pay attention to what I am experiencing. I am less likely to react and get myself into trouble.” In mindfulness, we teach awareness of thoughts, feelings and sensations and their affect on behavior.  When teens can learn to pay attention to their present moment reality, they have a better chance of identifying their reactive patterns and making better choices.  Teenagers can get “caught up” in the moment and without realizing it, jump on a runaway train of high drama, which can intensify and lead to – as Jon-Kabat Zinn says – catastrophic thinking.  For teens this can be more problematic if they have poor impulse control and under moments of high-stress act-out or act-in.  Helping them connect to themselves and not react to their “story”   is a particularly powerful experience for them.  We often see greater self-regulation as they develop greater awareness.  As a result, there is a shift from a stressful, worrisome or tearful place to a place of awareness, mindful presence and a greater freedom to choose.

How has mindfulness affected your life?

Mindfulness helps me discover the joy in my own life every day.  I find a greater appreciation for the more subtle and quieter parts of my life, which had eluded me before I began my practice.  It is from here that I try to teach, especially with teens.  They are so alert and naturally aware and they demand authenticity from their teachers.  If I can embody presence and a sense of joy, through my own practice, then I think it is a way of reaching others.

Why do you want to teach mindfulness to kids and teens?

It’s inspiring, it’s transformational, and it’s real.  I think mindfulness combats pain and suffering.

Helping kids to change their lives has many rewards.  I started this program because I saw the detrimental effects of stress on my own teenage daughter.  As she and other teens have gone through our program, I have had the privilege of witnessing powerful changes that have been truly inspirational to me.

Lastly, what is next? 

The Youth and Family Programs is currently offering a one day Teacher Training Workshop on stress reduction through mindfulness.  We are interested in expanding this workshop into a curriculum for teachers, who are interested in offering a mindfulness program to their students in the classroom.  There is a good deal of research as well as many anecdotes from students to support the benefits of a mindfulness curriculum in the schools.  However, we are here to support teachers and educators as well.  When teachers come to our workshops, we see the impact of stress on their lives, both personally and professionally.  Mindfulness can provide support and relief to the challenges they face each day in the classroom.  It offers a way of attending to the stressors through a momentary shift in awareness, which offers choice…the freedom to choose in each moment.

Join Lorraine Hobbs, MA, CHom; Amy Holte, PhD, MEd; Livia Walsh LMFT, MS, MA, RN for Mindfulness-Based Stress Reduction Workshop for Educators November 3, 2012 • 9am-3pm • Francis Parker High School, San Diego, CA

Also, save the date for our Bridging the Hearts & Minds of Youth: Mindfulness in Clinical Practice Education and Research conference, featuring Jon & Myla Kabat- Zinn, February 1-3 2013,Catamaran Hotel 3999 Mission Boulevard San Diego, CA.

Planting Seeds: The Power of Mindfulness

A film for parents and educators combining comic book animation, documentary footage, and classroom materials.

“Planting Seeds” The Power of Mindfulness, the film’s working title, is based on the book, Planting Seeds: Practicing Mindfulness with Children, by Thich Nhat Hanh and the Plum Village Community
 and draws from Plum Village’s thirty years of mindfulness and compassion work with children, parents and educators. The film offers tried-and-true meaningful, fun, and engaging activities that kids can do in any setting and either self-guided or led by an adult. Key practices
presented include mindful breathing, mindful walking, inviting the bell, pebble meditation, the Two Promises or ethical guidelines for children, eating meditation, and dealing with conflict and strong emotions.

“Planting Seeds” will be shot this July in Plum Village, France, during the month-long Summer Retreat, in which thousands of families from all over the world learn how mindfulness can enrich and heal people of all ages. Throughout the month, parents, teachers, childrens, monks, nuns, and Thich Nhat Hanh let us into their experience and share their stories and practice of mindfulness. The result is that this feature documentary and animated film gives everyone an embodied experience of peace and wellbeing and effective tools for creating peaceful, happy lives long after the film is over.

You can learn more about the project, read updates from the film team, or donate to the project, at http://www.indiegogo.com/plantingseedsfilm.

We invite you to participate in one of our UCSD CFM education-based mindfulness Youth and Family Programs; Stress Reduction Program for Teens or A Course in Mindful Parenting.

If you are an educator please consider joining us for our popular  Mindfulness-Based Stress Reduction Workshop for Educators Saturday, November 3, 2012, 9am-3pm.

We are also  happy to keep you up to date on all the exciting developments taking place around our upcoming  Bridging the Hearts and Minds of Youth Conference February 1-3, 2013, Catamaran Resort Hotel, San Diego, CA. Stay informed about Jon Kabat-Zinn’s benefit lecture and very special 3-hour workshop on Mindful Parenting with his wife Myla Kabat-Zinn on the conference website and through liking the conference Facebook Page.

Jon and Myla Kabat-Zinn to Present at 2013 Mindfulness & Youth Conference in San Diego

Jon & Myla Kabat-Zinn

Jon & Myla Kabat-Zinn

Conference organizers announced today that scientist, author and noted mindfulness teacher Jon Kabat-Zinn will be offering a public lecture in San Diego on Friday, Feb. 1, 2013 as part of the 2nd Annual Bridging the Hearts and Minds of Youth: Mindfulness in Clinical Practice, Education and Research conference. Jon and his wife Myla, co-authors of Everyday Blessings: The Inner Work of Mindful Parenting will also present a 3-hour workshop on Mindful Parenting on Saturday afternoon, Feb. 2 as part of the conference.

“We are so excited to have Jon and Myla with us for the conference to maintain the tremendous momentum we built with last year’s inaugural event,” said Steven Hickman, Director of the UCSD Center for Mindfulness and conference organizer. “And the best news is that this is only the first of several exciting developments in the works for 2013.”

Hickman went on to note that the conference will start a half-day earlier than in 2012, largely to accommodate two research symposia, a poster session and optional pre-conference workshop. The focus will remain on the “three pillars” of clinical practice, education and research, and keynote speakers and sessions will be devoted to each of these areas of interest. “In order to assure a varied and interesting agenda for 2013, the Program Committee has opted to issue a call for submissions to fill much of the conference schedule,” Hickman reported. “We invited the people we knew doing the work we were most familiar with last year, and the result was wonderful. But this year we are casting the net much wider in hopes of involving people and programs from a much broader background and expertise.” Deadline for conference submissions is August 1, 2012, and the final conference agenda will be announced by September 1.

A number of other enhancements to the program are already underway, including a number of mechanisms by which people can be kept abreast of additions to the agenda, the latest work by conference presenters, and other activities planned to coincide with the conference. A separate “Bridging the Hearts and Minds of Youth” blog has been launched, as has a conference Facebook page as well. Those interested in following the unfolding of this groundbreaking conference are urged to subscribe to the blog and/or “Like” the Facebook page to keep in touch and be notified when registration opens.

Jon and Myla Kabat-Zinn to Present at 2013 Mindfulness & Youth Conference in San Diego

Jon & Myla Kabat-Zinn

Jon & Myla Kabat-Zinn

Conference organizers announced today that scientist, author and noted mindfulness teacher Jon Kabat-Zinn will be offering a public lecture in San Diego on Friday, Feb. 1, 2013 as part of the 2nd Annual Bridging the Hearts and Minds of Youth: Mindfulness in Clinical Practice, Education and Research conference. Jon and his wife Myla, co-authors of Everyday Blessings: The Inner Work of Mindful Parenting will also present a 3-hour workshop on Mindful Parenting on Saturday afternoon, Feb. 2 as part of the conference.

“We are so excited to have Jon and Myla with us for the conference to maintain the tremendous momentum we built with last year’s inaugural event,” said Steven Hickman, Director of the UCSD Center for Mindfulness and conference organizer. “And the best news is that this is only the first of several exciting developments in the works for 2013.”

Hickman went on to note that the conference will start a half-day earlier than in 2012, largely to accommodate two research symposia, a poster session and optional pre-conference workshop. The focus will remain on the “three pillars” of clinical practice, education and research, and keynote speakers and sessions will be devoted to each of these areas of interest. “In order to assure a varied and interesting agenda for 2013, the Program Committee has opted to issue a call for submissions to fill much of the conference schedule,” Hickman reported. “We invited the people we knew doing the work we were most familiar with last year, and the result was wonderful. But this year we are casting the net much wider in hopes of involving people and programs from a much broader background and expertise.” Deadline for conference submissions is August 1, 2012, and the final conference agenda will be announced by September 1.

A number of other enhancements to the program are already underway, including a number of mechanisms by which people can be kept abreast of additions to the agenda, the latest work by conference presenters, and other activities planned to coincide with the conference. A separate “Bridging the Hearts and Minds of Youth” blog has been launched, as has a conference Facebook page as well. Those interested in following the unfolding of this groundbreaking conference are urged to subscribe to the blog and/or “Like” the Facebook page to keep in touch and be notified when registration opens.