Programmes on Contemplative and Mindfulness Based Education

Below you will find a list in alphabetical order of programmes that to our knowledge are currently running which teach contemplative and mindfulness based education, or which have a strong element of this, to children, young people and adults who work in educational settings such as schools and universities.

We include details such as who provides the programme, its scope, theory it is based on, the target audience, what you need to do to attend a course, the cost, and the state of their evaluation. We have done our best to ensure quality by including only substantial programmes that are fairly well established, driven by a sound theory, have been or are being subjected to scientific evaluation, or are explicitly based on an evidence base of a robust kind.

However do note that we are acting as an information hub only, and we have not evaluated these programmes and are not claiming to be able to endorse or recommend them. You will need to make your own enquiries and see if they are right for your context.

If you have or know of programmes we have missed please let us know via email to office(at)mindandlife-europe.org.

 

Overview of Programmes

Click on the provider's name to learn more about its programme/s.

  • CARE for Teachers and Administrators. Developing resilience following a mindfulness-based intervention. Originated in US, programme taught across world.
  • Hand in Hand. EU-Erasmus +Project that has been running in Croatia, Germany, Slovenia, Sweden and partly in Denmark. Mindfulness as part of a social, emotional and inter(trans)cultural learning program. Versions for school staff (teachers, leaders and counsellors) and for 8th grade pupils.
  • Healthy Learning MindFinnish wellbeing programme developing and cultivating mindfulness and SEL skills among nursery and school personnel, leaders in education and students.
  • Achtsame Acht Wochen (Mindfulness practice for teachers). German programme for teachers, combining mindfulness, psycho-education, coping strategies. It trains teachers to teach AISCHU – Achtsamkeit in der Schule (Mindfulness practice in schools) curriculum for ages 10-18.
  • Jigsaw. UK programme, 5-13 year olds, mindfulness as part of a social and emotional curriculum.
  • Mind with Heart.UK/French programmes. Connected teachers, teachers’ programme, combining mindfulness and SEL, tools for own well-being and emotional health and Connected with Myself, teachers programme to teach the Connected with Myself curriculum to 11-18 year olds.
  • Mindfulness in Schools Project. Suite of 5 connected courses focusing on mindfulness, (Paws B; .b; . begin; Learn to teach .b Foundations; School Mindfulness Lead training) between them covering: primary (5-11), secondary (11-18), teachers, parents, school leaders. Originated in UK, taught across Europe.
  • MindUp.  US programme taught across Europe. Uses a whole school framework, training and curriculum combining mindfulness, SEL and neuroscience education for teachers of 5-14 year olds.
  • SEE Learning TM.  US based programme taught all over the world. For all levels. Framework for educational context organized on three dimensions: (1) Awareness, (2) Compassion, (3) Engagement, each can be taught across three domains: (1) Personal, (2) Social, and (3) Systems.
  • The Present. UK teachers’ course to deliver a curriculum for 3-14, combining mindfulness and SEL, across the curriculum with ideas for ongoing implementation.
  • Youth Mindfulness. Offering Mindfulness for Life, a mindfulness course for adults; the SOMA programme, a mindfulness-based wellbeing programme for teens/young adults; and The Kids Programme, a mindfulness curriculum for schools, combining MBSR and Plum Village/ Wake Up schools approach.
  • Wake Up Schools by Plum Village.  Offers two levels of teacher education in the Plum Village/Thich Nhat Hanh approach to mindfulness in schools.
  • Compassion in Schools (currently under development). UK and Portuguese teacher education programme. Mindfulness as part of developing compassion and compassionate practices, also includes evolutionary basis of emotions, tricky brain, stress, self-blame and developing compasionate flow/school ethos.
  • Compassion in the Classroom  (currently under development). UK and Portuguese pupil education programme aimed at pupils transitioning schools (e.g. 10-12) in the UK and elementary aged pupils (Portugal). Mindfulness as part of emotion regulation, also includes ‘what is compassion?’ and balancing the three systems of the mind (threat, drive & soothing) via mindful and compassionate imagery practices.
  • Compassion Mind Training Program for Parents (currently under development). Portuguese ‘parent curriculum’. 

Programmes in Europe

CREATE

CARE for Teachers and Administrators

Provider

CREATE - https://createforeducation.org

Website and contact

Delivered in the Netherlands and Belgium by Patries Dekkers
Website: https://careforteachers.nl/
e-Mail: patries.dekkers(at)careforteachers.nl

Delivered in English speaking countries by Amy Burke and Kevin Hawkins
Website: https://www.mindwell-education.com/about-us
e-Mail: amy(at)mindwell-education.com / kevin(at)mindwell-education.com

Programme name, style, components

CARE for Teachers and Administrators
Developing resilience following a mindfulness-based intervention: Cultivating Awareness and Resilience in Education (CARE). CARE is a professional development program that helps teachers handle the stresses and rediscover the joys of teaching. CARE offers teachers and administrators tools and resources for reducing stress, preventing burnout, enlivening teaching and helping students thrive socially, emotionally and academically.

Materials and form of delivery3 Days of face-to-face learning or equivalent divided into regular shorter meetings over months with workbook
Target groupEducators and Administrators teaching 5 – 16 years
Training providedUpon request.
Teacher prerequisitesNone.
Cost

695 Euros per participant, discount for more than one participant per school or organisation.
2250 Euros per day for a school team, bespoke costing for smaller & larger schools/settings.

Research and evaluation, key findings, weblink

The results provide solid evidence that CARE has significant positive impacts on teachers’ well-being. CARE reduces personal distress and the stress associated with time pressure and improves emotion regulation and self-reported mindfulness.  In addition, CARE demonstrates significant effects on improving teaching. Teachers who received CARE are rated as more emotionally supportive and as more productive compared to those in the control group. CARE not only improves the well-being of teachers, but that it also has ‘downstream’ effects on the classroom environment.

  • Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28, 374-390. 
  • Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., . . . Greenberg, M. T. (2017). Impacts of the CARE for teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010-1028.
  • Schussler, D. L., DeWeese, A. R., Rasheed, D., DeMauro, A., Brown, J. L., Greenberg, M. T. & Jennings, P. A. (2018) Stress and release: Case studies of teacher resilience following a mindfulness-based intervention. American Journal of Education, published online.

More references to CARE research can be found at: https://createforeducation.org/care/care-research/

Country

Originated in the US. Taught across the world. In Europe it is delivered in the Netherlands, Belgium, and the UK (UK is forthcoming).

Language

Dutch and English, and is run in other languages through translators.

Educational Research Institute - SI / Society for Promotion of Life Wisdom - DK / Institute for Social Science Research - HR / Mid Sweden University - SE

HAND IN HAND (teachers, school staff and leaders)

Provider

Educational Research Institute (Slovenia) / Society for Promotion of Life Wisdom (Denmark) / Institute for Social Science Research (Croatia) / Mid Sweden University (Sweden) 

Website and contact

Website: www.handinhand.si

e-Mail: info(at)handinhand.si 

Programme name, style, components

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).

Materials and form of delivery

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

Target group

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

Training providedUpon request.
Teacher prerequisitesTraining with trainers.
Cost

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

Research and evaluation, key findings, weblink

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

CountrySlovenia, Croatia,  Sweden, Denmark, Germany.
LanguageSlovene, Croatian, Swedish, Danish, German.

HAND IN HAND (students)

Provider

Educational Research Institute (Slovenia) / Society for Promotion of Life Wisdom (Denmark) / Institute for Social Science Research (Croatia) / Mid Sweden University (Sweden) 

Website and contact

Website: www.handinhand.si

e-Mail: info(at)handinhand.si 

Programme name, style, components

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).

Materials and form of delivery

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

Target group

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

Training providedUpon request.
Teacher prerequisitesTraining with trainers.
Cost

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

Research and evaluation, key findings, weblink

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

CountrySlovenia, Croatia,  Sweden, Denmark, Germany.
LanguageSlovene, Croatian, Swedish, Danish, German.
Emory University - Center for Contemplative Science and Compassion-based Ethics (CCSCBE)

Social, Emotional and Ethical Learning SEEL™

Provider

Emory University - Center for Contemplative Science and Compassion-based Ethics CCSCBE

Website and contact

USA
Website & contact CCSCBE: https://seelearning.emory.edu

Germany/Austria
Website: https://www.see-learning.de/
e-mail: Dr. Corina Aguilar-Raab

Italy
Associazione per l’Educazione Etica, Emotiva e Sociale
e-mail: segreteria(at)educazioneees.org

Spain
Website: Instituto para la Educación Emocional, Ética y Social - IE3S
e-mail: hola(at)ie3s.org

Switzerland
Website: https://www.see-learning.ch/
e-mail: Silvia Wiesmann, MA

Ukraine
Website: EdCamp Ukraine
e-mail: Oleksandr Elkin

Programme name, style, components

SEE learning is a SEL programme for 5 -18 year olds, enhanced by components on mindfulness/attention training, the cultivation of compassion for self and others, resiliency skills based on trauma-informed care, systems thinking, and ethical discernment. It contains age-specific curricula comprised of thirty 40-minute long learning experiences (lessons) divided into eight chapters (units) covering the Personal, Social, and Systems domains. The curriculum also incorporates feedback from educators in the U.S., Europe, and India who have piloted it in their classrooms since 2017. It is supported by educator preparation, facilitator certification, and on-going professional development.

Materials and form of delivery

SEE Learning 101 Online Orientation Course can be accessed for free at https://seelearning.emory.edu/user/register
SEE Learning Early Elementary Curriculum (Ages 5-8)
SEE Learning Late Elementary Curriculum (Ages 8-11)
SEE Learning Middle School Curriculum (Ages 11-14)
SEE Learning High School Curriculum (Ages 14-18) (Currently being developed)
SEE Learning Companion (available in English, Spanish, Portuguese and French)

The first two chapters of the age specific curricula, the companion (manual) and other resources can be downloaded for free on https://seelearning.emory.edu/recursos-investigación

Upon completing the SEE Learning 101 Online Orientation Course (free) access is granted to the full curriculum.

Educator workshop: 3-4 days or equivalent delivered face-to-face. Online version is currently being piloted.

Facilitator training: 3-4 days face-to-face + 9 months online.

Target group

Children age 5-18 and educators teaching in K-12 educational settings.

Training provided

By Emory University and affiliated organizations (see contacts).

Teacher prerequisites

Teachers: No pre-requisites are required

Facilitators: Only facilitators linked to affiliated organizations can be enrolled in the facilitator training program.

Cost

All materials can be downloaded for free. Trainings are free or offered at minimal costs.

Research and evaluation, key findings, weblink

- The programme creators take the view that there is no single “right” way to bring SEE Learning to a community and have a keen interest in what works best for different sites and communities while maintaining effectiveness. SEE Learning is therefore partnering with schools, regions, and educational communities in various parts of the world to create and study the effectiveness of diverse research, evaluation and implementation strategies. This is currently work in progress.

- Research and evaluation at Emory University where the programme originated is being carried out in schools in Atlanta.  The programme is currently developing standardized measures for fidelity and other implementation measures, to be followed in due course by outcome measures.

- SEE Learning continues to attempt to deepen the conceptual understanding of compassion within the context of education, human development, and cultural variation at the personal, interpersonal, and systems levels of experiences. There are ongoing conceptual development projects around topics including social justice, equity, ethical intelligence, and resilience.

Countries

Training for teachers is delivered currently in the US, Germany, Switzerland, Austria, Spain, Ukraine, Romania, Czech Republic, Italy, India, Chile, Mexico, Brazil, Columbia, Indonesia, Singapore, South Korea, Mongolia, and Canada. SEE Learning continues to establish and seek out collaborations with schools and organizations throughout the world.

Language

Manual is currently available in English, French, Korean, Spanish, Tibetan, Mongolian and Portuguese. Translation of other materials and into other languages is ongoing.

Healthy Learning Mind - Terve Oppiva Mieli

Healthy Learning Mind – wellbeing program for nursery and school personnel and leaders in education

ProviderHealthy Learning Mind - team
Website and contact

Website: http://www.terveoppivamieli.fi/en/
Contact: info(at)terveoppivamieli.fi

Programme name, style, components

Healthy Learning Mind
Wellbeing program for nursery and school personnel consists of two modules:
Module I is an 8-week online course that offers tools for developing and cultivating mindfulness skills, body awareness, emotion regulation, self-compassion, compassion, social interaction skills, wellbeing in general and happiness. The goal is to present theoretical background of mindfulness as well as offer tools for individual mindfulness practice routine before implementing mindfulness practices in nurseries and schools.

Module II is a 6-week online course that offers practical tools for implementing mindfulness and SEL tools in nurseries and schools. In the course material it is presented e.g. how to introduce mindfulness and SEL skills to students in different age groups and how to implement mindfulness practices and SEL tools into daily routines at nurseries and schools. Eventually, the goal of the module is to promote the learning and wellbeing among young learners.

Wellbeing program for leaders in education
Wellbeing program for leaders in education is an 8-week online course. The focus is on developing and improving self-management and leadership skills by cultivating key elements of mindfulness, such as body awareness, mind, emotion regulation, self-compassion, compassion and social interaction. The course offers tools for applying mindfulness in leading the organization and supporting personnel in implementation of mindfulness practices in the curriculum.

Materials and form of delivery

Both wellbeing programs are delivered as online courses. During the courses participants get access to theory videos, guided mindfulness audios, attached literature and online webinars that are instructed by mindfulness teachers. Support for individual mindfulness practice is available by mindfulness teachers during the course. Teaching material is available for participants who enroll in the course.

Participants get access to Teachers’ Guide that includes information regarding the implementation of mindfulness and guided mindfulness audios and videos for students in different age groups.

Target group:School leaders, early childhood educators, teachers, school counsellors and students.
Training provided

Wellbeing program for nursery and school personnel
8-week online course, module I:
8x theory video (0,5-1h/video) // 4x online webinar (1h/webinar) in small groups with a mindfulness teacher // Daily independent mindfulness practice (guided mindfulness audios provided) // Literature // Learning diary

6-week online course, module II:
6x theory video (0,5-1h/video) // 2x online webinar (1h/webinar) in small groups with a mindfulness teacher // Daily independent mindfulness practice (guided mindfulness audios provided) // Guiding mindfulness practices to students // Literature // Learning diary

Wellbeing program for leaders in education
8-week online course
8x theory video (0,5-1h/video) // 4x online webinar (1h/webinar) in small groups with a mindfulness teacher // Daily independent mindfulness practice (guided mindfulness audios provided) // Literature // Learning diary

Teacher prerequisitesNo previous experience of mindfulness needed.
CostEuros 150-200
Research and evaluation, key findings, weblink

Healthy Learning Mind – intervention study on effectiveness of mindfulness practices on wellbeing, mental health and learning among 12-15 year old Finnish students (N=3519):
Research findings show that MF-intervention is slightly more effective in promoting mental health and wellbeing among 12 -15 year old students compared to a regular relaxation program.

Research article: Volanen S – M., Lassander M., Hankonen N., Santalahti P., Hintsanen M., Simonsen N., Raevuori A., Mullola S., Vahlberg T., But A. & Suominen S. (2019). Healthy Learning Mind - Effectiveness of a mindfulness program on mental health compared to a relaxation program and teaching as usual in schools: a cluster-randomised controlled trial. Journal of Affective Disorders, 260: 660-669. https://doi.org/10.1016/j.jad.2019.08.087

Healthy Learning Mind – feasibility study on effectiveness of mindfulness practices among Finnish school personnel and implementation of mindfulness practices into schools:
Results of the feasibility study shows that online wellbeing course is a feasible and effective way to promote desired benefits among school personnel. Participants (N=54) would recommend the course to their colleagues and they reported the course to be useful for their wellbeing, M=5.8 (scale 1=not at all useful-7=extremely useful). They reported following benefits; better mindfulness skills, better sleeping, better emotion regulation and better readiness to pay attention in the present moment after participating in the course. Additionally, school personnel’s improved mindfulness and self-compassion skills and emotion regulation enhanced social interaction with students, increased calmness in the classroom and promoted learning among students.

CountryFinland.
LanguageFinnish.
Hessische Lehrkräfteakademie/ Staatliches Schulamt Frankfurt Main / Vera Kaltwasser / OStR / AkiJu Berlin

Achtsame Acht Wochen – Mindfulness Practice for Teachers

Provider

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

Website and contact

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

Programme name, style, components

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).

Materials and form of delivery

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

Target group

Teachers.

Training providedUpon request.
Teacher prerequisites

MBSR-course AND at least 2 years practice.

Cost

Depends.

Research and evaluation, key findings, weblink

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.

CountryGermany.
LanguageGerman.

AISCHU – Achtsamkeit in der Schule

Provider

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

Website and contact

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

Programme name, style, components

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).

Materials and form of delivery

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

Target group

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

Training providedUpon request.
Teacher prerequisites

MBSR-course AND at least 2 years practice.

Cost

Depends.

Research and evaluation, key findings, weblink

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.

CountryGermany.
LanguageGerman.
Jigsaw - the mindful approach to PSHE

Jigsaw Teaching and Learning Programme

ProviderJigsaw - the mindful approach to PSHE
Website and contact

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

e-Mail: office(at)janlevergroup.com

Programme name, style, components

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.

Materials and form of deliveryTeaching Programmes can be bought the Jigsaw website.
Target groupTeachers of 3-11 and 11-16 year olds.
Training providedSchools buy the curriculum materials and receive free on-going mentor and online support with free updates. Additional training and support at additional cost.
Teacher prerequisitesNone.
Cost

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

Research and evaluation, key findings, weblink

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/

CountryUnited Kingdom.
LanguageEnglish.
Mind With Heart

Connected teachers

ProviderMind With Heart
Website and contact

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

e-Mail: info(at)mindwithheart.org

Programme name, style, components

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 and form of delivery

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

Target groupTeachers and educator.
Training provided

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

Teacher prerequisitesInterest in mindfulness expected.
Cost18 hours: £360 / Online: £150
Research and evaluation, key findings, weblink

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

CountryUnited Kingdom.
LanguageEnglish.

Connected with Myself

ProviderMind With Heart
Website and contact

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

e-Mail: info(at)mindwithheart.org

Programme name, style, components

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 and form of delivery

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

Target groupTeachers of 11-18 year olds.
Training provided

3 day training course (18 hours).

Teacher prerequisitesFamiliarity with mindfulness.
Cost£360
Research and evaluation, key findings, weblinkQualitative study undertaken by researcher at Montpellier University, publication forthcoming.
CountryUnited Kingdom.
LanguageEnglish.

Connected with Others

ProviderMind With Heart
Website and contact

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

e-Mail: info(at)mindwithheart.org

Programme name, style, components

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 and form of delivery

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

Target groupTeachers of 11-18 year olds.
Training provided

3 day training course (18 hours).

Teacher prerequisitesFamiliarity expected with SEL.
Cost£360
Research and evaluation, key findings, weblinkQualitative study undertaken by MA student at the Institute of Education, UCL.
CountryUnited Kingdom.
LanguageEnglish.
Mindfulness in School Project

.b

ProviderMindfulness in Schools Project (MiSP)
Website and contact

Website: https://mindfulnessinschools.org/

e-Mail: enquiries(at)mindfulnessinschools.org

Programme name, style, components

.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.

Materials and form of delivery

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.

Target group11-18 years.
Training provided

Teach .b 4-day training course

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

Teacher prerequisitesCompleted an 8-week mindfulness course (MBSR/MBCT or equivalent) and have been practising mindfulness for at least 2-3 months.
Cost

£760 + VAT (supported places available)

Research and evaluation, key findings, weblink

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

CountryUnited Kingdom.
LanguageEnglish.

.begin

ProviderMindfulness in Schools Project (MiSP)
Website and contact

Website: https://mindfulnessinschools.org/

e-Mail: enquiries(at)mindfulnessinschools.org

Programme name, style, components

.begin
Introduction to mindfulness for adults in the school community. Based on .b Foundations and MBCT/MBSR approach.

Materials and form of deliveryOn line materials.
Target group

Teachers, school staff, educators, parents, volunteers and others in schools.

Training provided8 x 90 minute sessions, face to face instructor-led, on line, connecting with a group.
Teacher prerequisitesNo experience of mindfulness needed. Employed or volunteer in an educational setting or parent/ carer of a child.
Cost

£150 + VAT for those in maintained schools. £195 + VAT otherwise.

Research and evaluation, key findings, weblink 
CountryUnited Kingdom.
LanguageEnglish.

.breathe

ProviderMindfulness in Schools Project (MiSP)
Website and contact

Website: https://mindfulnessinschools.org/

e-Mail: enquiries(at)mindfulnessinschools.org

Programme name, style, components

.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.

Materials and form of delivery

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.

Target group9-14 years.
Training providedOne day training
Teacher prerequisites

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.

Cost

£195 + VAT

Research and evaluation, key findings, weblink

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

CountryUnited Kingdom.
LanguageEnglish.

Learn to teach .b foundations

ProviderMindfulness in Schools Project (MiSP)
Website and contact

Website: https://mindfulnessinschools.org/

e-Mail: enquiries(at)mindfulnessinschools.org

Programme name, style, components

Learn to teach .b foundations

Materials and form of delivery

8 x 90-minute sessions and an Introductory session

Target groupTeachers qualified to teach adult mindfulness course with a view to working in school settings.
Training provided

3-day training

Teacher prerequisites

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

Cost

£515 + VAT

Research and evaluation, key findings, weblink

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

CountryUnited Kingdom.
LanguageEnglish.

Paws B

ProviderMindfulness in Schools Project (MiSP)
Website and contact

Website: https://mindfulnessinschools.org/

e-Mail: enquiries(at)mindfulnessinschools.org

Programme name, style, components

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.

Materials and form of delivery

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.

Target group7-10 years.
Training provided

Teach Paws B: 3-day training course

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

Teacher prerequisitesCompleted an 8-week mindfulness course (MBSR/MBCT or equivalent) and have been practising mindfulness for at least 2-3 months.
Cost

£565 + VAT (supported places available)

Research and evaluation, key findings, weblink

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

CountryUnited Kingdom.
LanguageEnglish.

School mindfulness lead training

ProviderMindfulness in Schools Project (MiSP)
Website and contact

Website: https://mindfulnessinschools.org/

e-Mail: enquiries(at)mindfulnessinschools.org

Programme name, style, components

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

Materials and form of delivery

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

Note: this information still needs to be checked.

Target group

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.

Training provided6.5 days residential training
Teacher prerequisites.b and Paws b teachers.
Cost

£1,265 + VAT

Research and evaluation, key findings, weblinkEvaluation of the .b Foundations programme, see above.
CountryUnited Kingdom.
LanguageEnglish.
The Goldie Hawn Foundation

MindUP

ProviderThe Goldie Hawn Foundation
Website and contact

Website: https://mindup.org/

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

Programme name, style, components

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/

Materials and form of delivery

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/

Target group4-13 years; teachers; parents.
Training provided

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/

Teacher prerequisitesNone. Dedicated MindUP consultant works with school as a whole to embed the programme,
Cost

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

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

Research and evaluation, key findings, weblink

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.

CountryUnited States and United Kingdom.
LanguageEnglish.
The Present Courses CIC

The Present Courses

ProviderThe Present Courses CIC
Website and contact

Website: https://thepresentcourses.org/

e-Mail: info(at)thepresentcourses.org

Programme name, style, components

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.

Materials and form of deliveryTeaching manual for those who have done the course.
Target group3-14 year olds.
Training provided

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.

Teacher prerequisites

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

Cost£385– £495 depending on group size.
Research and evaluation, key findings, weblink

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

CountryUnited Kingdom.
LanguageEnglish.
Youth Mindfulness

One year teacher training for mindfulness for life

ProviderYouth Mindfulness
Website and contact

Website: https://youthmindfulness.org/

e-Mail: info(at)youthmindfulness.org

Programme name, style, components

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

Materials and form of delivery

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.

Target groupAdults who want to teach mindfulness.
Training provided

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

Teacher prerequisitesNo pre-requisites other than a demonstrated intent to engage deeply with the programme learning and content.
Cost£2,195 if paid in full in advance.
Research and evaluation, key findings, weblink

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

CountryUnited Kingdom.
LanguageEnglish.

SOMA programme

ProviderYouth Mindfulness
Website and contact

Website: https://youthmindfulness.org/

e-Mail: info(at)youthmindfulness.org

Programme name, style, components

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 and form of delivery

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.

Target group

12-21 years.

Training provided5-day training course.
Teacher prerequisites

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

Cost£595
Research and evaluation, key findings, weblink

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

CountryUnited Kingdom.
LanguageEnglish.

The Kids Programme

ProviderYouth Mindfulness
Website and contact

Website: https://youthmindfulness.org/

e-Mail: info(at)youthmindfulness.org

Programme name, style, components

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. 

Materials and form of delivery

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

Target group

7-11 years.

Training provided5-day training course.
Teacher prerequisites

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

Cost£595
Research and evaluation, key findings, weblink 
CountryUnited Kingdom.
LanguageEnglish.
Wake Up Schools by Plum Village

Wake Up Schools

Provider

Wake Up Schools by Plum Village, France

Website and contact

Website: https://wakeupschools.org/

e-Mail: info(at)wakeupschools.org

Programme name, style, components

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.

Materials and form of delivery

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

Target groupTeachers and other educators. Books and materials for young people.
Training providedTeacher training
Level I: Taking Care of the Teacher- retreat based. Run in many countries including the UK.
Level 2: Teaching Mindfulness and Applied Ethics to Students a year long mentorship relationship with an experienced Plum Village Mindfulness Teacher.
Teacher prerequisitesTT level 1 for anyone. TT level 2 attended a Plum Village retreat or Wake Up Schools Level I Training, and regular practice with mindfulness community.
CostRetreat prices vary according to individual accommodation choices. €350 is average for a week’s retreat, food, accommodation and teachings.
Research and evaluation, key findings, weblink

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.

CountryUnited Kingdom.
LanguageEnglish.

Wake Up Schools (India)

Provider

Wake Up Schools India together with Ahimsa Trust

Website and contact

Website: http://www.ahimsatrust.org/

e-Mail: ahimsa.trust(at)gmail.com

Programme name, style, components

Cultivating Mindfulness (Online Course)
As part of the Wake Up Schools global movement, Ahimsa Trust would like to invite you to attend a specially curated online course on Cultivating Mindfulness that equips educators with the skills to take care of their mind and heart, especially relevant to these difficult times.

Materials and form of delivery

Eight weekly sessions of two hours each, with two additional complimentary sessions.

Target groupEducators.
Training provided

The course will include talks, guided meditations, exercises in stress reduction and relaxation, mindful consumption, practices to restore and maintain good communication, group discussions, assignments, feedback/review, classroom activities for educators, songs as well as questions and answers.

Dates: June 6 - August 8, 2020 (every Saturday - 3:30pm - 5.30pm, India Standard Time)

The course will be conducted by the community of practitioners in India and led by Zen Teacher, Shantum Seth. Certificates of Participation will be sent to those who complete the course.

Teacher prerequisitesn/a
CostSuggested Donation Rupees 6,400/- per person
Research and evaluation, key findings, weblink

Wake Up Schools in India: https://vimeo.com/98830096

CountryOnline (from India).
LanguageEnglish.

Programmes currently under development

Compassion in Schools

Compassionate Mind Training Staff Continued Professional Development Curriculum / Compassionate Schools – Compassion Mind Training Program for Teachers | Escolas Compassivas: Programa de treino da mente compassiva para professores (PEC - P)

Provider

University of Derby / Compassionate Mind Foundation / University of Coimbra, Portugal

Website and contact

United Kingdom
Website: www.cmtschools.org
e-mail: Dr Frances Maratos

Portugal
Website: https://escolascompassivas.wixsite.com/cmtescolas
e-mail: Dr Marcela Matos

Programme name, style, components

Compassionate mind training (CMT) via 6 modules covering:

1. Definition of compassion stressing courage and wisdom, and nature of human mind. // 2. Exploration of emotions and the stress response, using the body to support the mind. // 3. Building the compassionate mind. // 4. Using the compassionate mind to address stress and emotional difficulties. // 5. Using the compassionate mind to address problems of self-criticism. // 6. Compassion & compassionate flows: a whole school ethos/use in everyday life.

Materials and form of delivery

The staff continuing professional development (CPD) course is ran over 1 school term, with 1.5 hour modules bi-weekly to fit into staff twilight CPD allocation; and in Portugal comprising 2 hour weekly sessions delivered in after-classroom hours.
The 6 modules are delivered with a combination of teaching, videos and live contemplative/ experiential practices. These include core compassion mind training practices, to cultivate compassion qualities and competencies, and to promote the development of affiliative-focused physiological systems to foster adaptive emotion regulation; and also core mindfulness practices to enable observation of the contents of the mind as they arise and to allow improved emotional and behavioural regulation.

Target group

Teachers, educators and those working in education, non-teaching staff (i.e. whole school ethos) in the first instance.

Training provided

3-day training course

Teacher prerequisites

Essential: Recognized prior qualification or training in compassion mind training/compassion focused therapy.
Useful: Recognized prior qualification or training in counselling (e.g. UK: British Association for Counselling and Psychotherapy accredited; Portugal: Member of the Portuguese Psychologists Association (Ordem dos Psicólogos Portuguese) and/or Trainer accredited by Conselho Científico-Pedagógico de Formação Contínua.

Cost

Cost of training in curriculum delivery to be confirmed. UK: Available from Spring 2021 / Portugal: Available from Spring 2021

Research and evaluation, key findings, weblink

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

Maratos, Matos et al. (accepted) Paper demonstrating international utility to be published in Psychology of Education Review in Fall 2020.

Several further papers are in preparation and will be added in due course.

CountryUnited Kingdom and Portugal.
Language

English, Portuguese.

Compassion in the Classroom – Pupil Personal, social, health and economic (PSHE) Curriculum / Compassionate Schools – Compassion Mind Training Program for Pupils | Escolas Compassivas - Programa de treino da mente compassiva para alunos (PEC - A)

Provider

University of Derby/Compassionate Mind Foundation/University of Coimbra, Portugal

Website and contact

United Kingdom
Website: www.cmtschools.org
e-mail: Dr Frances Maratos

Portugal
Website: https://escolascompassivas.wixsite.com/cmtescolas
e-mail: Dr Marcela Matos; Dr Isabel Albuquerque

Programme name, style, components

Compassion in the Classroom Well-being Curriculum delivered via 6 modules covering:

1. Talking openly and the three (emotion) systems of the mind. // 2. The drive system – what triggers drive (brain and body) and how can we cope. Introducing Soothing rhythm breathing and calm/contented place. // 3. The threat system – what triggers threat (brain and body) and how can we cope. Using Soothing rhythm breathing and calm/contented place. // 4. What is compassion? Developing a Compassionate Other (via words and pictures) & compassionate imagery. // 5. Balancing the three systems of the mind – and how to use compassionate self to help. // 6. Developing the flow of compassion flow – strategies and compassionate compliments activity.

Materials and form of delivery

UK: The 6 modules are delivered over 1 school ½ term or term, and of 50 minutes in duration (i.e. designed to fit in standard personal, social, health and economic lesson time). The emphasis is on pupil engagement via games, free drawing and writing, acting, sharing and experiential practices. The latter experiential practices include simple controlled breathing, being mindful of emotions and calming/compassionate imagery practices to allow improved emotional and behavioural regulation.

Portugal: 8 weekly modules with (50 minutes per week), after the school activities. The emphasis in on adapted experiential practices of compassion and mindfulness and include awareness of mind and body, controlled breathing, being mindful of emotions and calming/compassionate imagery practices, gratitude, reflection and discussion to improve emotional and behavioural regulation that allows to psychological well-being and pro social behaviors. The approach to concepts evoked in training is based in specific methods and materials for children.

Target group

UK: Currently pupils in key transition phases e.g. Year 6 and Year 7 pupils aged 10-12.
Portugal: Currently pupils in elementary school (aged 9-10).

Training provided

2-day training course needed to deliver pupil curriculum and access all materials

Teacher prerequisites

UK: Recognized teacher training qualification in one of the following: well-being/social and emotional learning/compassion mind training/compassion focused therapy/counselling.
Portugal: Recognized teacher training qualification in one of the following: well-being/social and emotional learning/compassion mind training/compassion focused therapy focused/counseling.

Cost

Cost of training in curriculum delivery to be confirmed. UK: Available from Summer 2021 / Portugal: Available from September 2021

Research and evaluation, key findings, weblink

Several papers are in preparation, but in the first instance please see: https://thepsychologist.bps.org.uk/volume-32/december-2019/schooling-compassion

CountryUnited Kingdom and Portugal.
LanguageEnglish, Portuguese.

Compassionate Schools – Compassion Mind Training Program for Parents I Escolas Compassivas - Programa de treino da mente compassiva para pais e mães (PEC - PM)

Provider

University of Derby/Compassionate Mind Foundation/University of Coimbra, Portugal

Website and contact

Portugal
Website: https://escolascompassivas.wixsite.com/cmtescolas
e-mail: Dr Marcela Matos; Dr Isabel Albuquerque

UK: Programme still in development

Programme name, style, components

The Compassionate Mind Training for parents is delivered via 2 Compassionate mind training (CMT) workshops of 8 hours that cover:

1. Definition of compassion stressing courage and wisdom, and nature of human mind. // 2. Exploration of emotions and the stress response, using the body to support the mind. // 3. Building the compassionate mind. // 4. Using the compassionate mind to address parenting challenges, stress and emotional difficulties, and problems within the parent-child relationship // 5. Using the compassionate mind to address problems of self-criticism. // 6. Compassion & compassionate flows: Embodiment of compassion in parenting and in everyday life.

Materials and form of deliveryTwo workshops days of 8 hours, taking place in two weekends. The emphasis in in experiential practices of compassion and mindfulness and include awareness of mind and body, controlled breathing, being mindful of emotions and calming/compassionate imagery practices, gratitude, reflection and discussion to improve emotional and behavioral regulation that allows to psychological well-being and pro social behaviors. The approach to concepts evoked in training is based in specific methods and materials for adapted for parents.
Target groupParents of children with ages between 3 and 12 years old.
Training provided

2-day training course needed to deliver pupil curriculum and access all materials

Teacher prerequisitesRecognized teacher training qualification in one of the following: well-being/social and emotional learning/compassion mind training/compassion focused therapy focused/counseling.
Cost

Cost of training in curriculum delivery to be confirmed. Portugal: Available from September 2021 / UK: TBC

Research and evaluation, key findings, weblink

Several papers are in preparation.

CountryPortugal (and at a later time the UK).
LanguagePortuguese (and at a later time English).