The purpose of this website is to provide support and information about bringing mindfulness to youth, in particular, but also to adults. Some topics may be useful to you in general, such as ones about the benefits of mindfulness for emotion regulation and the importance of social-emotional learning. This website also introduces you to a specific mindfulness curriculum called Learning to BREATHE. L2B is a sequenced program that can be used in many settings (e.g. schools, universities, clinical settings, after-school programs, residential facilities, etc.). Please visit the pages linked at left as well as L2B’s Facebook Page for updates and more detailed information.
What’s New at the Moment:
- An Introductory Workshop in Learning to BREATHE in Toronto
Friday, 23 September 2016 at 9:00 AM – Saturday, 24 September 2016 at 4:00 PM (EDT)
National Yacht Club – 1 Stadium Road, Toronto, ON M5V 3H4, Canada
Presented by Marjorie James, MSW, RSW.
Marjorie James, MSW., RSW., BSW., B.A. Hons, has over 25 years of experience working with children and families. She is currently working with the Toronto District School Board and has been training teachers in the delivery of the Learning to Breathe Curriculum as well as implementing the program in schools across the city. In 2014, the program received an award of excellence as a mental health initiative from the TDSB,
Marjorie has been a mindfulness practitioner for over 15 years and within that time has attended numerous workshops and meditation retreats. She is a graduate of the MBSR program, Mindful Schools and an approved trainer for Learning to Breathe.
- New Research Study of L2B with Ethnic Minority Youth
A Pilot Randomized Trial Evaluating a School-Based Mindfulness Intervention of Ethnic Minority Youth
Joey Fung, Sisi Guo, Joel Jin, Laurel Bear, & Anna Lau
This study examined the feasibility and efficacy of a 12-week mindfulness intervention in a wait-list controlled trial of 19 Latino-American and Asian-American middle school students with elevated mood symptoms. ANCOVA analyses indicated that immediate treatment was associated with significant reductions in parent-reported externalizing problems at post-treatment and marginally significant reductions in youth-reported internalizing problems. The pooled pre-to-post treatment analyses revealed that mindfulness led to a reduction in parent-reported externalizing problems, youth-reported internalizing problems, and youth-reported use of expressive suppression. Overall, this pilot study offers feasibility and efficacy data for mindfulness-based program as a potential treatment for behavior problems for ethnic minority with elevated mood symptoms. Implications of the findings, as well as considerations in engaging low-income ethnic minority families are discussed.
Mindfulness DOI 10.1007/s12671-016-0519-7
- Blog by Karen Bluth from the Greater Good Science Center at Berkeley
- New Video: MiEN Conference at Bryn Mawr 2016