Positively Transforming Minds within Educational Systems电子书

Dedication

A Note of Gratitude

1. How to Use this Book

The Intention

The Problem

Curriculum Organization

Alignment with Social and Emotional Learning (with Key Contributions from Tonya Lea Eberhart)

Defining SEL (with Key Contributions from Tonya Lea Eberhart)

Connecting SEL to Cognitive Neuroscience (with Key Contributions from Tonya Lea Eberhart)

What is Global Citizenship (GCED) and Education for Sustainable Development (ESD)?

Methodology to Intentionally Cultivate SEL (with Key Contributions from Tonya Lea Eberhart)

In Summary

2. Curriculum Design Theory

The Process of Inner Directed Inquiry

What makes Inner-Guided Inquiry an Integrated Experiential Learning Experience?

Theory of Learning and Development: Defining Executive Functions

The Adolescent Brain

The How

Introducing Empathy and Compassion

Defining and Cultivating Empathy and Compassion

The Relationship to SEL (with key contributions from Tonya Lea Eberhart)

Summary

3. Necessary Professional Development Investments for Sustainability

Professional Development Opportunities

Adaptations Needed as you Teach the Curriculum

Practicing Socially Just Mindfulness with White American Privilege

Modifications for those who Have Experienced Significant Trauma

Additional Considerations as You Teach

4. The Curriculum: Mini Lessons and Practices

Week 1 Orientation

Day 1. Creating the Reason to Engage in the Curriculum

Day 2. Explaining the Training and its Benefits

Day 3. Explaining More about the Curriculum

Day 4. Grounding Practice

Day 5. You are the Researcher and the Experiment

Week 2 Focused Breathing is the Foundational Practice for Training Attention

Day 1. Sensing the Breath in the Body

Day 2. More Experiences of Focused Breathing

Day 3. Additional Experiences of Focused Breathing

Day 4. You can Practice Focusing your attention on Anything Anytime, even Movement

Day 5. Setting Intentions

Week 3: Training Attention to Listening

Day 1. We can be Mindful of Anything

Day 2. Attention and Mindful Eating

Day 3. Mindful Test Taking

Day 4. Task Switching with Kindness

Day 5. Attention and Communication

Week 4: Training Attention to Listening and Speaking

Day 1. Mindful listening with another Person

Day 2. Mindful Conversation

Day 3. Emotions are a Part of Communication, Part 1

Day 4. Emotions are a Part of Communication, Part 2

Day 5. Three Parts to a Conversation

Week 5: Emotion Regulation

Day 1. More about Remaining in Inquiry about Emotions

Day 2. Letting Be

Day 3. The Amygdala and Emotional Reactivity

Day 4. What Emotion Regulation is Not

Day 5. What is True for Me?

Week 6: Emotion Regulation

Day 1. Like/Dislike and Pleasant/Not Pleasant

Day 2. The Possibilities to Alleviate Pain and Suffering

Day 3. The Guest House

Day 4. Open Awareness/Attention

Day 5. Connection to Others

Week 7: Cognitive Flexibility or Cognitive Regulation

Day 1. Introducing SBNRR

Day 2. Emotion Regulation using SBNRR

Day 3. Accessing Cognitive Flexibility

Day 4. We can Not Have Choice when we are Not Aware

Day 5. Being Human is Hard

Week 8: Empathy and Compassion

Day 1. Neurology of Empathy

Day 2. Combatting Emotional Contagion: Loving Kindness for Others

Day 3. The Neuroscience of Compassion

Day 4. What do I Deserve?

Day 5. Loving Kindness for Self

Week 9: Compassion

Day 1. Compassion Integration

Day 2. Using I Language

Day 3. More on Non-Violent Communication

Day 4. More on Three Parts to Conversations

Day 5. The Steps in a Difficult Conversation

Week 10: Resilience

Day 1. The Negative Bias of the Brain

Day 2. Cultivating Gratitude

Day 3. The First Part of Training Resilience

Day 4. The Second Part of Training Resilience

Day 5. The Third Part of Training Resilience

Notes

Appendices

Appendix A: Pre-assessment Packet

Appendix B: Post-assessment Packet

Appendix C: Additional Internal Inquiry Guided Questions

Appendix D: Teacher Support Materials

D. 1. PARTICIPANT COMPLETION CERTIFICATE

D. 2. EXAMPLE

D. 3. Home Practice Record Form for Week # ________

D. 4. Mid-Way Check-In Form

D. 5. Participant Information Sheet

D. 6. Grounding Practices

Appendix E: Creating the Container

Appendix F: A Framework to Prevent Violence and Aggression

Leveraging Neuroscience and Education to Prevent Youth Aggression and Violence

Introduction

Understanding the Brain Development of Youth

Risky Behavior Choices in Adolescence

Development of Brain Matter in Adolescents

Defining Violence

What We Know About Education in Relationship to Specific Brain Development

Working With the Stress Response Physiology

Working With Emotional Activity and Regulation

Working With Attentional Control

Summary and Conclusion

References

Notes

References

About Marilee Bresciani Ludvik, Ph. D.

About Tonya Lea Eberhart, Ph. D.