Train to facilitate MBCT programs with guidance from Zindel Segal, one of its co-developers.Current treatments for depression provide relief for many people, yet they face significant challenges maintaining the benefits of treatment. This workshop and meditation retreat will lead you through an innovative 5-day intensive training program designed to prevent depressive relapse among people with a history of depression. Facilitators: Zindel Segal PhD C Psych, Patricia Rockman MD CCFP FCFP & Evan Collins MD FRCPC Location: Ecology Retreat Centre
One of the largest historical statues in the world, China’s Lèshān Grand Buddha has overlooked the Dàdù river for 1200 years. Carved from the side of a mountain, this serene titan is a testament to human artistry and the Anthropocene Epoch. Join Robert and Joe for a discussion of the Buddha’s history, meaning and the overarching theme of humanity’s remaking of the natural world.
About the FellowshipsThis program was sponsored by the Center for Contemplative Mind in Society and made possible by funding from the Fetzer Institute. The fellowships seek to restore and renew the critical contribution that contemplative practices can make to the life of teaching, learning, and scholarship. At the heart of the program is the belief that pedagogical and intellectual benefits can be discovered by bringing contemplative practice into the academy, and that contemplative awareness can help to create a more just, compassionate, and reflective society.
<p>This article draws on research in neuroscience, cognitive science, developmental psychology, and education, as well as scholarship from contemplative traditions concerning the cultivation of positive development, to highlight a set of mental skills and socioemotional dispositions that are central to the aims of education in the 21st century. These include self-regulatory skills associated with emotion and attention, self-representations, and prosocial dispositions such as empathy and compassion. It should be possible to strengthen these positive qualities and dispositions through systematic contemplative practices, which induce plastic changes in brain function and structure, supporting prosocial behavior and academic success in young people. These putative beneficial consequences call for focused programmatic research to better characterize which forms and frequencies of practice are most effective for which types of children and adolescents. Results from such research may help refine training programs to maximize their effectiveness at different ages and to document the changes in neural function and structure that might be induced.</p>
Deep Listening is a way of hearing in which we are fully present with what is happening in the moment without trying to control it or judge it. We let go of our inner clamoring and our usual assumptions and listen with respect for precisely what is being said.For listening to be effective, we require a contemplative mind: open, fresh, alert, attentive, calm, and receptive. We often do not have a clear concept of listening as an active process; we often see listening as a passive, static activity. In fact, listening and a contemplative mind is open and vibrant yet spacious, and it can be cultivated through instruction and practice. As a classroom practice, deep listening requires that students witness their thoughts and emotions while maintaining focused attention on what they are hearing. It trains them to pay full attention to the sound of the words, while abandoning such habits as planning their next statement or interrupting the speaker. It is attentive rather than reactive listening. Such listening not only increases retention of material but encourages insight and the making of meaning.
John Powell, Director of the Haas Institute for a Fair and Inclusive Society at UC Berkeley, discusses the essence of contemplative training in every day. He speaks of the heart of contemplative practice as understanding its relationship to the larger society, and as a consequence, the healing that can occur through supporting each other.
During adolescence, young people are traversing exciting and also challenging stages in their development. Mindfulness, if taught in a developmentally appropriate way, has the potential to be an asset in adolescents' lives. Developmentally appropriate approaches of mindfulness intervention during adolescence need to consider adolescents' social contexts (for example, school setting, peer group, family), their cognitive and emotional stages in development, and age-specific strength and vulnerabilities. This chapter puts mindfulness education into a developmental perspective, and presents the Learning to BREATHE program as a school-based universal intervention for adolescents. The authors describe developmental dimensions and themes of the program, and discuss common challenges of program implementation in schools. A case example of bringing the Learning to BREATHE program into the school context is provided.
Body Scan (Long): Mindfulness Meditation Practice, MBCT Body ScanDr Hagen Rampes http://www.mindfulness-healing.co.uk The Body Scan is a classic mindfulness practice (with acknowledgement to Jon Kabat-Zin) which is taught in mindfulness courses. The practice is best done lying down. The intention of the practice is to train one's attention to observe body sensations systematically in different parts of the body. It's best to approach the practice without any expectations. http://www.hagenrampes.com
Long Sitting Meditation 30 min: MBCT Mindfulness Sitting MeditationDr Hagen Rampes
Mindfulness of Breath: Mindfulness Meditation Practice, MBCT Mindfulness of BreathDr Hagen Rampes
Mindful Stretching Lying Down Postures -Short (20 minutes)Dr Hagen Rampes
Mindful Stretching Standing Postures -Short (20 minutes)Dr Hagen Rampes
15 Minute Mindfulness Practice: Sitting Meditation of Breath, Body & Working with difficult body sensations.
A short and simple meditation on how our bodies are like nature.
A Workplace Table of InspirationA Table of Inspiration is a wonderful addition to life in organizations. The Table of Inspiration creates and develops what might be called a “center of gravity” for your workplace: a place where the community finds its center and communal grounding.
Study from the Center for Healthy Minds shows mindfulness training can help reduce teacher stress and burnout.Mindfulness, a notion that stems from centuries-old meditative traditions and is now taught in a secular way, is a technique to heighten attention, empathy and other pro-social emotions through an awareness of thoughts, external stimuli, or bodily sensations such as breath. While teachers play a critical role in nurturing children's well-being, progress in addressing teacher stress has been elusive. Stress and burnout among teachers is a major concern for school districts nationwide, affecting the quality of education and incurring increased costs in recruiting and sustaining teachers.
Learn more about the themes, differences, similarities and structure of MBCT and MBSR:http://www.mindfulnessstudies.com/mbc...
Veta Goler discusses how contemplative practices can be used as tools to recognize the intrinsic beauty within each individual and strengthen self-compassion. She proposes a contemplative framework where individual and cultural healing can occur through storytelling; and places emphasis on how multiple stories can coexist at the same time.
Sarah Housser talks about MBCT.