Rienits, Suzanne (University of Western Sydney, Australia)
Mindfulness, tea and kids: teaching mindfulness through Asian tea ritual to improve children's well-being, sensory awareness, and ability to focus attention
Introduction: Studies of mindfulness education for children have found a range of positive effects including improved self-acceptance and regulation, social skills, attention, social and emotional development, executive function, and reduced stress and anxiety.The tea ceremony as practiced in Japan and China is a type of mindfulness practice which produces tranquil moments, a relaxed yet alert mind, and a deeper connection with self, others and nature.
Methods: A pilot programme to teach the Asian tea ritual to a group of Year 6 boys in Canberra was conducted weekly in term 2, 2014. Commencing and ending the term with the programme developer attending, the rest of the programme was delivered by video-conferencing with a class supervisor overseeing classroom logistics. Evaluated by the programme developer to complete a Masters of Education (Social Ecology), a mixed methods approach was used to test the effectiveness of the programme and delivery on participants’ well-being, sensory awareness, and ability to focus attention. A validated pre and post adolescent and child mindfulness measure was used, along with a post programme photo-elicitation with free writing process to assist participants to recall and reflect on their experiences.
Findings: Preliminary findings from the programme evaluation will be presented at the conference.
Discussion: Findings and lessons learnt from the pilot programme evaluation will be discussed regarding conducting the programme in multiple schools, age groups and curriculum areas. Other potential uses for the programme such as therapeutic and welfare approaches and teacher training will also be covered.
Mindfulness, tea and kids: teaching mindfulness through Asian tea ritual to improve children's well-being, sensory awareness, and ability to focus attention
Introduction: Studies of mindfulness education for children have found a range of positive effects including improved self-acceptance and regulation, social skills, attention, social and emotional development, executive function, and reduced stress and anxiety.The tea ceremony as practiced in Japan and China is a type of mindfulness practice which produces tranquil moments, a relaxed yet alert mind, and a deeper connection with self, others and nature.
Methods: A pilot programme to teach the Asian tea ritual to a group of Year 6 boys in Canberra was conducted weekly in term 2, 2014. Commencing and ending the term with the programme developer attending, the rest of the programme was delivered by video-conferencing with a class supervisor overseeing classroom logistics. Evaluated by the programme developer to complete a Masters of Education (Social Ecology), a mixed methods approach was used to test the effectiveness of the programme and delivery on participants’ well-being, sensory awareness, and ability to focus attention. A validated pre and post adolescent and child mindfulness measure was used, along with a post programme photo-elicitation with free writing process to assist participants to recall and reflect on their experiences.
Findings: Preliminary findings from the programme evaluation will be presented at the conference.
Discussion: Findings and lessons learnt from the pilot programme evaluation will be discussed regarding conducting the programme in multiple schools, age groups and curriculum areas. Other potential uses for the programme such as therapeutic and welfare approaches and teacher training will also be covered.