Hygiene Spring 2015 PDF Newsletter

Hygiene Elementary
Spring 2015
COUNSELOR’S CORNER
“What if schools taught kids
mindfulness and empathy along
with traditional academic
skills?”
This was the first line of an article I recently read
called, “US Schools Encouraged to Teach the
ABC's of Emotions” in Mindful Magazine’s
recent newsletter. In fact, Congressman Tim
Ryan (D-Ohio)—author of “A Mindful Nation”
and colleagues introduced the Academic, Social
and Emotional Learning Act. Ryan commented,
“These programs are scientifically proven to help
students increase skills in problem-solving,
conflict resolution, responsible decision-making
and relationship building—these are the skills
that will build the foundation for students to
better perform academically and throughout their
lives." And studies are beginning to show that
SEL programming can boost academic potential.
"Self-awareness—turning our attention to our
inner world of thoughts and feelings—allows us
to manage ourselves well," says Daniel
Goleman. "An inner focus lets us understand
and handle our inner world, even when rocked
by disturbing feelings. This is a life skill that
keeps us on track throughout the years, and helps
children become better learners." Here at
Hygiene the counseling curriculum is all about
SEL and as a part of that, mindfulness.
Mindfulness can be defined as “noticing; paying
attention to the here and now.” Or as one of our
students said, “being aware.” Jon Kabat-Zinn
founder of Mindfulness Based Stress Reduction
has said, “Mindfulness is about being fully
awake in our lives.” There are many ways we
can and do practice being mindful! We can
listen mindfully, move mindfully, taste
mindfully, see mindfully, speak mindfully, and
practice mindful breathing. In fact, it can be said
TWISTS, SUCH AS THESE, HELP TO
UNWIND AND ACTIVATE BOTH SIDES
OF THE BRAIN. FORWARD FOLDS HELP
WITH CALMING AND BALANCING
ENERGY AND RELAXATION.
that mindfulness is the foundation of other
SEL skills. We practice paying attention
and noticing, so that we can be thoughtful
about the choices we make-- we can choose
to act, rather than automatic reacting.
Mindfulness helps us to insert the pause.
These skills are important for emotional
regulation as well as academic
achievement! Mindfulness is incorporated
into our lessons in many ways. For
example when dealing with put downs,
students have learned to try various
techniques, not only “I messages,” but
agreement, humor, and neutral responses
(i.e. “oh well, sorry you feel that way.”) so
as not to “get hooked” and react by giving
more put downs. We are, also, hoping our
students are learning to use movement and
mindful calming breaths (balloon breath,
“buddy” breathing, or simply noticing the
breath) to calm down when stressed,
nervous, overstimulated or angry. Body
awareness, learning to identify the physical
signs and sensations of emotions is an
important first step. So when we do the
THIS “SPINDERMAN” MINDFUL
EATING RAISIN ACTIVITY ISOLATED
EACH OF THE 5 SENSES FOR KEEN
OBSERVATION.
“Emotions in Action” lesson, students
identify how their breath is (shallow?
fast?), what physical sensations arise (tight
jaw? tummy butterflies?) and their self talk
(thoughts that go through their mind) in
association with various emotions. With
this awareness, students can choose to
insert a pause-- deep full mindful breathing
and/or movement to calm the nervous
system before choosing an action. Other
benefits shown by studies include that
mindfulness spurs the growth of gray
matter in various brain regions, improving
learning, memory, and emotional
regulation. It is exciting to hear students
tell stories of times they practiced their
mindful breathing when it was needed.
Mindful Meetings incorporate mindful
breathing, connection through sharing in a
brief manner, and mindful movement
including mid-line crossing movement,
balances, and inversions, all which help
with focus and attention.
ONE LEG BALANCES SUCH AS THESE
HELP WITH FOCUS AND
CONCENTRATION.