Learning to Breathe: A Mindfulness Curriculum for Adolescents to Cultivate Emotion Regulation, Attention, and Performance

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9781608827831: Learning to Breathe: A Mindfulness Curriculum for Adolescents to Cultivate Emotion Regulation, Attention, and Performance
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Book by Broderick PhD Patricia C

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As a longtime instructor of mindfulness-based stress reduction, currently teaching instructors in two school districts, Broderick s book, "Learning to Breathe," is a welcome gift. It is filled with clear information about mindfulness, from both the educational and neurological perspectives, and presents an excellent, thorough, and complete curriculum for adolescents. This book will be welcomed, used, and gratefully received by teachers and students. Ferris Buck Urbanowski, MA, mindfulness instructor, South Burlington, Vermont School District, and Washington West School District, Waitsfield, VT " School reform is doomed to failure until it faces the reality of kids as they come: stressed-out, overwrought, and inattentive to school work. This marvelous book fills this gap with a curriculum that helps teenagers reduce stress, handle their emotions, and master their attention. A step-by-step guide for teachers and clinicians, "Learning to Breathe" is clear, inventive, and practical, and it can be implemented starting tomorrow. This inspiring book is also a timely wake-up call for the nation. Jerome Murphy, Dean Emeritus at Harvard Graduate School of Education " I am delighted to provide an unequivocal endorsement of Broderick s "Learning to Breathe." This program for adolescents is beautifully designedand hits all the right notes for teaching mindfulness as a tool to navigate the ups and downs of adolescence.Grounded within a developmental framework and clinical understanding of adolescent issues, Broderick s book is user-friendly and will resonate with clinicians, educators, and parents alike.As a school social worker with experience of successfully implementing [the program] within a very diverse population, it is gratifying tohave a program of this integrity that is compatible with multiple areas of the curriculum. Marjorie James, MSW, RSW, social worker with the Toronto District School Board " I have seen first-hand the transformational potential "Learning to Breathe" has for a wide range of students in the high school setting.Broderick has done an amazing job of creating a mindfulness-based universal prevention program for high school applications.Those looking for a program to use to bring mindfulness to high school students in a curricular way need not look further than "Learning to Breathe." Todd D. Cantrell, house principal at Central Bucks High School West in Doylestown, PA " The unfolding field of mindfulness education for tweens and teens is most fortunate to be gifted with Broderick s theoretically grounded and pragmatically written step-by-step guide. Broderick offers first-hand experiences and clear insights to encourage teachers and therapists teaching mindfulness practices to deepen their own practice while teaching and learning alongside youths. When offered in the spirit with which it is written, the "Learning to Breathe" curriculum opens a conversation around the often overwhelming stressors that are simultaneously unique and universal to preadolescents and adolescents while offering them an array of exercises to meet the stressors with more clarity and care. In doing so, these exercises for youths can introduce a new way of being in the world that frees young people from automatic avoidance and risk-taking behaviors that often compound their stressthereby decreasing experiences of distress and increasing experiences of empowerment. Let the exploration begin! Laura J. Pinger, MS, senior outreach specialist at the Center for Investigating Healthy Minds at the Waisman Center on the University of Wisconsin-Madison " "Learning to Breathe" is an extraordinary curriculum, grounded in a deep understanding of adolescent learning, adolescent growth, and the daily experience of adolescent life. The brilliant design of the BREATHE program provides teachers with ease in implementation and flexibility to adapt for the uniqueness of each class, while at the same time providing the quintessential elements of mindfulness-based well-being in each lesson. Educators and school systems that adopt this creative program will be giving a gift to themselves and to the adolescents in their care for a healthier, more positive and productive future. Irene McHenry, PhD, licensed psychologist, author, international speaker and workshop presenter, and currently executive director of Friends Council on Education " Engaging, varied, and user-friendly lessons make this an essential resource for any educator who wishes to bring mindfulness into the curriculum. From theory to practice, this guide provides teachers with the necessary information to make mindfulness come to life in their classrooms and in the lives of their students.A must-have for all those committed to the social and emotional health of adolescents. Karen Bluth, research fellow at the Program of Integrative Medicine at the School of Medicine at University of North Carolina, NC " "Learning to Breathe" couldn't have come at a better time! Educators are seeking new ways ofmeeting a rising tideof societal challenges. Compelling new research supports the benefits of learning a mindfulness practice. With a focus on adolescents, Broderick has intelligently created a flexible mindfulness curriculum that is user-friendly, evidence-based, and age-appropriate. Through this achievement she offers the opportunity to experience burgeoning self-awareness, self-regulation, and the emotionalbalance that supports fully engaged learning and well-being. Ideally, all schools would teach these practices. Marilyn Webb Neagley, education consultant, coeditor of "Educating from the Heart," and author of "Walking through the Seasons" " "Learning to Breathe" is an invaluable resource for those looking to share mindfulness with adolescents. Broderick has carefully crafted a professionaland wonderfully straightforward mindfulness curriculum that can be used in a variety of settings. Highly recommended! Doug Worthen, mindfulness teacher at the Middlesex School in Concord, MA " I have had an opportunity to use the BREATHE program with a cohort of first semester college undergraduates. The move to college creates unique challenges, and the BREATHE program, which can be adapted for this population, provides powerful tools to help emerging adults manage this transition. Learning the basics of mindfulness, strengthening emotion recognition and emotion management skills, and developing compassion for self and others, are all extremely important skills for college students. . . .As Broderick writes, there is a difference between knowing "about" emotions and knowing your own emotions "as they are experienced. "The BREATHE program allows this distinction to emerge brilliantly. Sandra Kerr, PhD, professor in the department of psychology, West Chester University, PA " "As a longtime instructor of mindfulness-based stress reduction, currently teaching instructors in two school districts, Broderick's book, "Learning to Breathe," is a welcome gift. It is filled with clear information about mindfulness, from both the educational and neurological perspectives, and presents an excellent, thorough, and complete curriculum for adolescents. This book will be welcomed, used, and gratefully received by teachers and students."--Ferris Buck Urbanowski, MA, mindfulness instructor, South Burlington, Vermont School District, and Washington West School District, Waitsfield, VT "School reform is doomed to failure until it faces the reality of kids as they come: stressed-out, overwrought, and inattentive to school work. This marvelous book fills this gap with a curriculum that helps teenagers reduce stress, handle their emotions, and master their attention. A step-by-step guide for teachers and clinicians, "Learning to Breathe" is clear, inventive, and practical, and it can be implemented starting tomorrow. This inspiring book is also a timely wake-up call for the nation."--Jerome Murphy, Dean Emeritus at Harvard Graduate School of Education "I am delighted to provide an unequivocal endorsement of Broderick's "Learning to Breathe." This program for adolescents is beautifully designed and hits all the right notes for teaching mindfulness as a tool to navigate the ups and downs of adolescence. Grounded within a developmental framework and clinical understanding of adolescent issues, Broderick's book is user-friendly and will resonate with clinicians, educators, and parents alike. As a school social worker with experience of successfully implementing [the program] within a very diverse population, it is gratifying to have a program of this integrity that is compatible with multiple areas of the curriculum."--Marjorie James, MSW, RSW, social worker with the Toronto District School Board "I have seen first-hand the transformational potential "Learning to Breathe" has for a wide range of students in the high school setting. Broderick has done an amazing job of creating a mindfulness-based universal prevention program for high school applications. Those looking for a program to use to bring mindfulness to high school students in a curricular way need not look further than "Learning to Breathe.""--Todd D. Cantrell, house principal at Central Bucks High School West in Doylestown, PA "The unfolding field of mindfulness education for tweens and teens is most fortunate to be gifted with Broderick's theoretically grounded and pragmatically written step-by-step guide. Broderick offers first-hand experiences and clear insights to encourage teachers and therapists teaching mindfulness practices to deepen their own practice while teaching and learning alongside youths. When offered in the spirit with which it is written, the "Learning to Breathe" curriculum opens a conversation around the often overwhelming stressors that are simultaneously unique and universal to preadolescents and adolescents while offering them an array of exercises to meet the stressors with more clarity and care. In doing so, these exercises for youths can introduce a new way of being in the world that frees young people from automatic avoidance and risk-taking behaviors that often compound their stress--thereby decreasing experiences of distress and increasing experiences of empowerment. Let the exploration begin!"--Laura J. Pinger, MS, senior outreach specialist at the Center for Investigating Healthy Minds at the Waisman Center on the University of Wisconsin-Madison ""Learning to Breathe" is an extraordinary curriculum, grounded in a deep understanding of adolescent learning, adolescent growth, and the daily experience of adolescent life. The brilliant design of the BREATHE program provides teachers with ease in implementation and flexibility to adapt for the uniqueness of each class, while at the same time providing the quintessential elements of mindfulness-based well-being in each lesson. Educators and school systems that adopt this creative program will be giving a gift to themselves and to the adolescents in their care for a healthier, more positive and productive future.--Irene McHenry, PhD, licensed psychologist, author, international speaker and workshop presenter, and currently executive director of Friends Council on Education "Engaging, varied, and user-friendly lessons make this an essential resource for any educator who wishes to bring mindfulness into the curriculum. From theory to practice, this guide provides teachers with the necessary information to make mindfulness come to life in their classrooms and in the lives of their students. A must-have for all those committed to the social and emotional health of adolescents."--Karen Bluth, research fellow at the Program of Integrative Medicine at the School of Medicine at University of North Carolina, NC ""Learning to Breathe" couldn't have come at a better time! Educators are seeking new ways of meeting a rising tide of societal challenges. Compelling new research supports the benefits of learning a mindfulness practice. With a focus on adolescents, Broderick has intelligently created a flexible mindfulness curriculum that is user-friendly, evidence-based, and age-appropriate. Through this achievement she offers the opportunity to 'experience burgeoning self-awareness, self-regulation, and the emotional balance that supports fully engaged learning and well-being.' Ideally, all schools would teach these practices."--Marilyn Webb Neagley, education consultant, coeditor of "Educating from the Heart," and author of "Walking through the Seasons" ""Learning to Breathe" is an invaluable resource for those looking to share mindfulness with adolescents. Broderick has carefully crafted a professional and wonderfully straightforward mindfulness curriculum that can be used in a variety of settings. Highly recommended!" --Doug Worthen, mindfulness teacher at the Middlesex School in Concord, MA "I have had an opportunity to use the BREATHE program with a cohort of first semester college undergraduates. The move to college creates unique challenges, and the BREATHE program, which can be adapted for this population, provides powerful tools to help emerging adults manage this transition. Learning the basics of mindfulness, strengthening emotion recognition and emotion management skills, and developing compassion for self and others, are all extremely important skills for college students. . . . As Broderick writes, 'there is a difference between knowing "about" emotions and knowing your own emotions "as they are experienced.'" The BREATHE program allows this distinction to emerge brilliantly." --Sandra Kerr, PhD, professor in the department of psychology, West Chester University, PA

Reseña del editor:

The breakthrough book Learning to Breathe presents a research-based curriculum for teachers and clinicians who are seeking ways to help improve behavior and bolster academic performance in adolescents. Drawing on a combination of mindfulness-based therapies, the brief interventions outlined in the book have a strong theoretical basis in both education and psychology, and are proven effective when it comes to dealing with adolescent students who act out in the
classroom.

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