Minchin, Carolyn (Nan Tien Institute, Australia)
Mindfulness in education
Mindfulness in education is a rapidly expanding and innovative field, and it is crucial to find new ways to introduce mindfulness practice in the school context in ways that are safe, age appropriate and evidence-based. Using an ethical framework of non-harm, I will examine the application of Acceptance and Commitment Therapy (ACT) as a framework for introducing mindfulness to teachers in a structured and consistent manner, keeping psychological flexibility at the centre of the practice (Greco & Hayes 2008). I argue that it is critical for teachers to be aware of their duty of care towards students who could be vulnerable when practising mindfulness.
Working with young people requires a deep respect for the emerging sense of self, and mindfulness training in schools requires a commitment to balance, or the middle path of the Buddha. The core process of “Self-as-Context” in Acceptance and Commitment Therapy (ACT) provides a structured means of containing and creating a safe space for identity development in a flexible manner, a crucial task for students in their formative years. I will explore ACT skills as the basis for mindfulness-based programme development in education (Nikolic 2014).
Mindfulness in education
Mindfulness in education is a rapidly expanding and innovative field, and it is crucial to find new ways to introduce mindfulness practice in the school context in ways that are safe, age appropriate and evidence-based. Using an ethical framework of non-harm, I will examine the application of Acceptance and Commitment Therapy (ACT) as a framework for introducing mindfulness to teachers in a structured and consistent manner, keeping psychological flexibility at the centre of the practice (Greco & Hayes 2008). I argue that it is critical for teachers to be aware of their duty of care towards students who could be vulnerable when practising mindfulness.
Working with young people requires a deep respect for the emerging sense of self, and mindfulness training in schools requires a commitment to balance, or the middle path of the Buddha. The core process of “Self-as-Context” in Acceptance and Commitment Therapy (ACT) provides a structured means of containing and creating a safe space for identity development in a flexible manner, a crucial task for students in their formative years. I will explore ACT skills as the basis for mindfulness-based programme development in education (Nikolic 2014).