Programmes on Contemplative and Mindfulness Based Education

Website: www.handinhand.si

e-Mail: info(at)handinhand.si 

HAND IN HAND social, emotional and inter(trans)cultural learning program for school staff (version for teachers and version for school leaders and counsellors).

4 modules delivered in 6 full days for teachers and in 2 full days for school leaders and counsellors with aim of supporting social, emotional and inter(trans) cultural competencies and relational competence. 

The programme is based on CASEL model (Collaborative for Academic, Social and Emotional Learning, 2013), complemented by approaches targeting intercultural/transcultural competences. Even though the social and emotional competencies are often included in the core of intercultural/transcultural competencies (e.g. Stier, 2003), those two areas of competence are usually treated separately within various research traditions. In HAND in HAND, we placed a strong focus on the constructs that are important for both areas (e.g. openness, respect, relationship competence) while also focusing on aspects that are more specific to each (e.g. self-management in the area of social and emotional competences and moving beyond the self–other binary in the area of intercultural/transcultural competences).

Open access manuals and materials available at www.handinhand.si.
2 trainers per group.

Teachers, school leaders, school counsellors, students (8th grade).

Manuals and materials are open access available, training upon request.

The programmes have been evaluated in experimental design with control groups in three countries: Slovenia, Croatia, Sweden and on a smaller scale in Denmark (materials are available also in Danish and German).

The findings are available in open access monograph https://www.verlagdrkovac.de/978-3-339-11406-8.htm
and in more detail in the Evaluation report 
https://drive.google.com/file/d/1hUxklLA5n1gAAqIcz5kN5qPjgm3sBI_s/view

Website: www.handinhand.si

e-Mail: info(at)handinhand.si 

HAND IN HAND social, emotional and inter(trans)cultural learning program for students.

5 modules delivered once a week in 90 minutes sessions with aim of supporting social, emotional and inter(trans) cultural competencies.

The programmes are based on CASEL model (Collaborative for Academic, Social and Emotional Learning, 2013), complemented by approaches targeting intercultural/transcultural competences. Even though the social and emotional competencies are often included in the core of intercultural/transcultural competencies (e.g. Stier, 2003), those two areas of competence are usually treated separately within various research traditions. In HAND in HAND, we placed a strong focus on the constructs that are important for both areas (e.g. openness, respect, relationship competence) while also focusing on aspects that are more specific to each (e.g. self-management in the area of social and emotional competences and moving beyond the self–other binary in the area of intercultural/transcultural competences).

Open access manuals and materials available at www.handinhand.si.
2 trainers per group.

Teachers, school leaders, school counsellors, students (8th grade).

Manuals and materials are open access available, training upon request.

The programmes have been evaluated in experimental design with control groups in three countries: Slovenia, Croatia, Sweden and on a smaller scale in Denmark (materials are available also in Danish and German).

The findings are available in open access monograph https://www.verlagdrkovac.de/978-3-339-11406-8.htm
and in more detail in the Evaluation report
https://drive.google.com/file/d/1hUxklLA5n1gAAqIcz5kN5qPjgm3sBI_s/view

Hessische Lehrkräfteakademie / Staatliches Schulamt Frankfurt Main / Vera Kaltwasser / OStR / AKiJu Berlin

Website and contact: www.aischu.de, www.akiju.de, www.vera-kaltwasser.de

Achtsame Acht Wochen – Mindfulness Practice for Teachers - Curriculum starting in der first class of „Gymnasium“ up to Abitur.

Motivational phase, //Psychoeducation (stress-physiology, information about body-mind-relationship), Embodiment,  Positive Psychology// Sitting Meditation// Standing Meditation// Mindful Movements, Guided Meditations, Mindful Dialogue, Self-Compassion// Compassion// Inquiry// Group work// Mindful Journaling // Coping Strategies regarding addiction (cf. digital media).

“Praxisbuch Achtsamkeit in der Schule”, Beltz, Weinheim 2016
„Persönlichkeit und Präsenz“ Achtsame Acht Wochen, Weinheim 2018
Educational Cards, Beltz , 2020

Teachers.

MBSR-course AND at least 2 years practice.

Depends.

Vera Kaltwasser, Sebastian Sauer, Niko Kohls, Mindfulness in German Schools: [MISCHO]– A specifically Tailored Training Program: Concept, Implementation and Empirical Results in: Schmidt, S. (2014):  Meditation, Neuroscientific Approaches and Philosophical Implications. Heidelberg: Springer, S. 381-404:

Weber, A ,. Kretschmer, M., Uhlemayr, M. (2016): „Achtsamkeit in der Schule (AISCHU): EinKonzept zur Integration von Achtsamkeit in den Schulalltag“, . In G. E. Dlugosch, J. Fluck & C. Marquardt (Hrsg.), Gesundheit und Bildung: Schülergesundheit (Empirische Pädagogik, 30 (2), Themenheft). Landau: Verlag Empirische Pädagogik.

Hessische Lehrkräfteakademie / Staatliches Schulamt Frankfurt Main / Vera Kaltwasser / OStR / AKiJu Berlin

Website and contact: www.aischu.de, www.akiju.de, www.vera-kaltwasser.de

AISCHU – Achtsamkeit in der Schule – Curriculum

Motivational phase, //Psychoeducation (stress-physiology, information about body-mind-relationship), Embodiment,  Positive Psychology// Sitting Meditation// Standing Meditation// Mindful Movements, Guided Meditations, Mindful Dialogue, Self-Compassion// Compassion// Inquiry// Group work// Mindful Journaling // Coping Strategies regarding addiction (cf. digital media).

“Praxisbuch Achtsamkeit in der Schule”, Beltz, Weinheim 2016
„Persönlichkeit und Präsenz“ Achtsame Acht Wochen, Weinheim 2018
Educational Cards, Beltz , 2020

Pupils - Age 10 to 18; German System: first class of „Gymnasium“ up to Abitur.

MBSR-course AND at least 2 years practice.

Depends.

Vera Kaltwasser, Sebastian Sauer, Niko Kohls, Mindfulness in German Schools: [MISCHO]– A specifically Tailored Training Program: Concept, Implementation and Empirical Results in: Schmidt, S. (2014):  Meditation, Neuroscientific Approaches and Philosophical Implications. Heidelberg: Springer, S. 381-404:

Weber, A ,. Kretschmer, M., Uhlemayr, M. (2016): „Achtsamkeit in der Schule (AISCHU): EinKonzept zur Integration von Achtsamkeit in den Schulalltag“, . In G. E. Dlugosch, J. Fluck & C. Marquardt (Hrsg.), Gesundheit und Bildung: Schülergesundheit (Empirische Pädagogik, 30 (2), Themenheft). Landau: Verlag Empirische Pädagogik.

Website: https://www.jigsawpshe.com/

e-Mail: office(at)janlevergroup.com

Jigsaw Teaching and Learning Programme includes elements of mindfulness within is a PSHE/RSE programme in a spiral, progressive scheme of work. Elements of mindfulness include awareness of thoughts and emotions, concentration, focus and visualisation.

Primary whole school set of materials £1995 + VAT (& delivery). Secondary whole school set of materials £1450 + VAT

Qualitative study published by the programme, undertaken by Sheffield Hallam Uni, suggested acceptability and perceived usefulness of the programme by 195 teachers in 101 schools, and measured the impact on 812 children’s emotional literacy using a standardised emotional literacy assessment tool.

https://www.jigsawpshe.com/does-jigsaw-work/

Website: https://www.mindwithheart.org/

e-Mail: info(at)mindwithheart.org

Connected teachers mindfulness and SEL tools for teachers own well-being and emotional health.
Care for ourselves - Relax and find calm - Develop self-awareness - Build emotional intelligence - Nourish healthy relationships

Materials available to those who take the course. These include participant booklet, access to video clips, slides, guided audios.

18 hours (9 x 2-hour sessions). Also online course 12 hours (8 x 1.5 hours).

Hwang et al (2019) Cluster RCT (N=185) educators in 20 schools received intervention to improve own wellbeing. Impacts in teachers on reduced perceived stress and sleep difficulty, increases in mindfulness, self-compassion, and cognitive reappraisal in emotion regulation. Medium to large effect sizes, post intervention and 6-weeks later. Improved educator wellbeing impacted on students’ sense of connectedness to teachers, without any interventions for students.
https://link.springer.com/article/10.1007/s12671-019-01147-1

Website: https://www.mindwithheart.org/

e-Mail: info(at)mindwithheart.org

Connected with Myself
Explores tools for teaching teens to have more attention, resilience, metacognition, self-care and emotional health. Includes neuroscience, empathy and compassion exercises, debates, games, perspective taking, and understanding the mind.

Materials available to those who take the course. These include participant booklet, access to video clips, slides, guided audios.

3 day training course (18 hours).

Website: https://www.mindwithheart.org/

e-Mail: info(at)mindwithheart.org

Connected with Others
Explores tools for mindfulness, compassion and SEL and how these can be presented to teenagers to enhance self-care, motivation and pro-social behaviour.

Materials available to those who take the course. These include participant booklet, access to video clips, slides, guided audios.

3 day training course (18 hours).

Website: https://mindfulnessinschools.org/

e-Mail: enquiries(at)mindfulnessinschools.org

.b Classroom/ curriculum based, stand alone mindfulness lessons. “expertly crafted to teach a distinct mindfulness skill”. Based on content and principles of MBCT/MBSR adapted for children.

Scripts and materials for 10 lessons taught by classroom teachers or those working in youth-based contexts: slides, animations, exercises, worksheets and supporting materials. Materials only available to those who have done the training.

Teach .b 4-day training course

https://mindfulnessinschools.org/teach-dot-b/

£760 + VAT (supported places available)

Kuyken et al (2013)
Controlled study of 12 – 16-year olds (N = 522) in 12 secondary schools.  Fewer depressive symptoms post-treatment and at follow-up and lower stress and greater well-being (P = 0.05) at follow-up relative to controls. More home practice associated with better outcomes.

https://doi.org/10.1192/bjp.bp.113.126649

Website: https://mindfulnessinschools.org/

e-Mail: enquiries(at)mindfulnessinschools.org

.breathe Combines SEL, mindfulness, neuroscience to introduce mindfulness as part of PSHE lessons and to support pre and post school transition. Taster of mindfulness for novice staff.

4 scripted lessons, 30-60 mins taught once a week by classroom teachers. Classroom based, taught in PSHE/RSE curriculum or stand alone. Slides, animations, exercises, worksheets and supporting materials.

None - unlike the other MISP programmes it’s a taster. However, a commitment to engage in mindfulness practice during the course and ideally beyond is part of the Terms and Conditions for this course.

£195 + VAT

No specific research on this programme. Originally part of ‘Healthy Minds’ PSHE curriculum programme for 11-14. Bounce Forward/ LSE partnership, funded by EEF. Small positive impacts on self-reported health measures, smaller impacts on behavioural and emotional well-being measures. NB small increase in anxiety levels.

http://eprints.lse.ac.uk/101236/1/Lordan_healthy_minds_the_positive_impact.pdf

Website: https://mindfulnessinschools.org/

e-Mail: enquiries(at)mindfulnessinschools.org

Learn to teach .b foundations

8 x 90-minute sessions and an Introductory session

3-day training

Recognised teacher training qualification mindfulness for adults. Taught 2 x 8 week courses (e.g. MBCT), Personal MFM practice.

£515 + VAT

Beshai et al (2015)
CT of 89 secondary school staff, significant and large impacts on all outcome measures – increases in wellbeing, mindfulness and self-compassion, and decreases in stress.
https://link.springer.com/article/10.1007%2Fs12671-015-0436-1

Website: https://mindfulnessinschools.org/

e-Mail: enquiries(at)mindfulnessinschools.org

Paws B. Classroom/ curriculum based, stand-alone mindfulness lessons. “expertly crafted to teach a distinct mindfulness skill”. Based on content and principles of MBCT/MBSR adapted for children.

Scripts and materials for 12-lessons taught as by classroom teachers or those working in youth-based contexts: slides, animations, exercises, worksheets and supporting materials.

Teach Paws B: 3-day training course

https://mindfulnessinschools.org/teach-paws-b/

£565 + VAT (supported places available)

Vickery and Dorjee (2016). Controlled study of 9-year-olds (N= 71) from 3 UK primary school. Showed significant decreases in negative affect at follow-up, with a large effect size and small positive improvements in meta-cognition relative to controls.

https://www.frontiersin.org/articles/10.3389/fpsyg.2015.02025/full

Website: https://mindfulnessinschools.org/

e-Mail: enquiries(at)mindfulnessinschools.org

School mindfulness lead training
To develop sustainable mindfulness in school, prep for leading .b foundations, become a ‘mindfulness lead’ within their organisation. 

8 x 90-minute sessions and an Introductory session ?? is that correct is an RESIDENTIAL TRAINING

Note: this information still needs to be checked.

Must have trained to teach .b or Paws b curriculum and taught these courses at least twice. Must be employed by, or in long term relationship with, the school community in which .b Foundations will be taught to adults.

£1,265 + VAT

Website: https://mindup.org/

e-Mail UK: info(at)mindup.org.uk / e-Mail US: Hello(at)MindUP.org

MindUP Whole school framework, training and curriculum “to create a positive school wide culture and climate... knowledge and understanding of neuroscience, mindful awareness, positive psychology and daily practices to affect positive change both within the classroom and at home”.
https://mindup.org.uk/circiculum-overview/

15 lesson curriculum for students published as 3 age related manuals. Can be bought on the web.
For those who train: Materials for teachers associated with the training. Impact evaluation tools.
Workshop for parents: https://mindup.org.uk/mindup-at-home/

Three days of school training are provided (1 per term) involving school-based training, parent workshops and impact evaluation tools. This takes place over 3 terms.
https://mindup.org.uk/whole-school-training/

£2,000 (1 form entry) Bespoke costing for smaller & larger schools/settings.

All training & trainer and parent resources. 3 term whole school training.

Summary and links to the papers at https://uk.mindup.org/research/ de Carvalho et al, (2017). Quasi-experimental study (N = 454) 8-9 year olds and 20 teachers. Significant increases in regulation of emotions, positive affect, and self-compassion, and decreased negative emotions. Improvements to teachers’ wellbeing. 

Schonert-Reichl and Lawlor (2010) Control group design, 9-12-year olds (N= 246) Significant improvements on a wide range of (teacher-rated) aspects of social and emotional learning, such as aggression, behavioural dysregulation, and social competence, greater self-reported optimism and mindful attention.

Schonert-Reichl et al, (2015) RCT (N=99) 9-10 year olds. Significant increases in wide range of social and emotional skills, executive function, mindful attention, decreased depressive symptoms, enjoyment of school and gains in maths scores.

Website: https://thepresentcourses.org/

e-Mail: info(at)thepresentcourses.org

The Present Course is an approach delivered by school staff weaving learning through everyday activities in school combining mindfulness and SEL, supporting learning across the curriculum, introduced over 14 weeks and offers an on-going structure to continue implementation.

3-day training course plus implementation support for 12 months via Zoom meetings. Training is offered in a locality wherever possible to create a local team. Two free places in exchange for venue for training.

Completed an 8-week mindfulness course (MBSR/MBCT, The Present for Adults or equivalent) and have an established mindfulness practice.

Small-scale interview-based study (N=8) with Key Stage 1 (3-7 year olds). Parents reported improvements in the children’s emotional well-being.
RCT with older primary school children currently under way in Vietnam. Data being collected before, after and 3 months follow up, will report Summer 2020.
Included as an element of schools implementation in Iceland, currently being studied.
Both described at: http://thepresentcourses.org/?page_id=23

Website: https://youthmindfulness.org/

e-Mail: info(at)youthmindfulness.org

One year teacher training for mindfulness for life
Cultivating key elements of mindfulness: embodiment, ease, joy and non-judgment.

Training centres on two retreats and 4 non-residential weekends. Self-study includes personal practice, reading, online content, meet in person or virtually with a peer group from within the training group. Practice one ‘day of mindfulness’ every two months alone or in local group.

2 x 5 day retreat plus 4 x 2 day non-residential

Simpson et al (2019)
Soma evaluated in prison setting. 25 qualitative interviews of incarcerated young men. Improvements in impulsivity, mental wellbeing, inner resilience, mindfulness. better sleep, less stress, feeling more in control, and improved relationships.
https://link.springer.com/article/10.1007/s12671-018-1076-z

Website: https://youthmindfulness.org/

e-Mail: info(at)youthmindfulness.org

SOMA programme - a flexible, responsive and trauma-informed mindfulness-based wellbeing programme for teens and young adults taking a discursive and group-learning approach to explore themes of mindfulness, character strengths, gratitude, kindness, agency and meaning and purpose.

Materials available to those who have done the course. Uses communication practices, team building games, the exploration of character strengths and values. Powerpoints, audio clips, videos, mini lectures.

12-21 years.

Participants must have completed an 8-week mindfulness course (MBSR/MBCT or equivalent) and have been practising mindfulness for at least 6 months.

Simpson et al (2019)
Soma evaluated in prison setting. 25 qualitative interviews of incarcerated young men. Improvements in impulsivity, mental wellbeing, inner resilience, mindfulness. better sleep, less stress, feeling more in control, and improved relationships.
https://link.springer.com/article/10.1007/s12671-018-1076-z

Website: https://youthmindfulness.org/

e-Mail: info(at)youthmindfulness.org

The Kids Programme an in-depth introduction to mindfulness delivered by educators and classroom teachers. Drawing on positive psychology, MBSR and Plum Village/ Wake Up schools approach, the programme explores the cultivation of mindfulness, gratitude and kindness. 

16 one-hour lessons over 8 weeks. Teaching materials only available to those who have done the training.

7-11 years.

Participants must have completed an 8-week mindfulness course (MBSR/MBCT or equivalent) and have been practising for at least 6 months.

Wake Up Schools by Plum Village, France

Website: https://wakeupschools.org/

e-Mail: info(at)wakeupschools.org

Wake Up Schools
Two levels of training through weeklong Educators’ Retreats and mentoring. Supported by weekends and days of mindfulness for educators and other resources e.g. guidebook, film and materials for young people, generic retreats.

Two levels of teacher training. Guidebook and books for young people can be bought on the web.

Qualitative case studies and testimonies in the guidebook ‘Happy Teachers Change the World: a guide to cultivating mindfulness through education’ and film ‘Happy teachers will change the world’ – see website.

Compassion in Schools - University of Derby/Compassionate Mind Foundation/University of Coimbra, Portugal

Website and contact: www.cmtschools.org

Compassionate mind training (CMT) via 6 modules covering: Definition of compassion - Exploration of emotions and the stress response - Building the compassionate mind - Using the compassionate mind to address stress - Using the compassionate mind to address problems of self-criticism - Compassion & compassionate flows: a whole school ethos/use in everyday life.

Maratos et al., (2019).
Feasibility study with >70 educators revealed many benefits of CMT to counteract the current competition-based nature of education, especially the stresses contributing to negative changes in well-being.
link.springer.com/article/10.1007/s12671-019-01185-9

Several further papers are in preparation and the number of educators who have received the programme now exceeds 500.

For more information see:
www.cmtschools.org
www.compassionatemind.co.uk

Compassion in Schools - University of Derby/Compassionate Mind Foundation/University of Coimbra, Portugal

Website and contact: www.cmtschools.org

Compassionate mind training (CMT) via 6 modules covering: Definition of compassion - Exploration of emotions and the stress response - Building the compassionate mind - Using the compassionate mind to address stress - Using the compassionate mind to address problems of self-criticism - Compassion & compassionate flows: a whole school ethos/use in everyday life.

Maratos et al., (2019).
Feasibility study with >70 educators revealed many benefits of CMT to counteract the current competition-based nature of education, especially the stresses contributing to negative changes in well-being.
link.springer.com/article/10.1007/s12671-019-01185-9

Several further papers are in preparation and the number of educators who have received the programme now exceeds 500.

For more information see:
www.cmtschools.org
www.compassionatemind.co.uk