For Schools and Teachers

imind for Teachers

provides the framework for
separating the child (the Self) from his/her behavior

    focusing on: –

1. what the Self is NOT

AND more importantly
by
understanding what the Self is…

replacing high and low self-esteem
with
the stable core concept of
Self acceptance…

OUTCOMES:
problem solving rather than self repairing
eliminating self criticism and self glory

2. facilitating the capacity of the Self to make good choices –
choosing not to be my mind

to pause, ponder and pick
action to resist the automatic reactivity of my mind

OUTCOMES:
effective long-term solutions rather than
short-term temporary ‘solutions’ to problem solving

simply modeled in
how teachers talk about Self to children

 

 

imind for Schools

 

promoting the core issue of resilience
– a valid stable view of Self –

living through our sanctified right of equality

treating others how we want to be  treated
and
being resilient to how we are treated

 i managing my mind

 

Responses from Grade 4 children
from a Victorian primary school, December 2014

 

Learning that I’m OK all the time has…

5. made me feel happy more of the time
6. helped me through tough times, like when someone says something nasty
7. made me more confident in everyday life – meeting people has been a lot easier
8. made me not so nervous and scared about doing something or going somewhere
9. had a good impact, I don’t worry about as many things now
10. helped me a lot out in the yard, gained me more friends
11. helped me realise that though someone says something bad about me, it won’t effect me.
    It’s like sticks and stones will break your bones but words will never hurt me.

 

imind for Schools Program

 

teacher  training modules

 

1. introduction to the framework:
differentiating our uniquely human capacities…

to derive ideas about our world and our experience in it
and
to use reason to select what idea appears to be most true or real
(given the state of our knowledge)…

Idea 1 … discovering what is ‘I’ – 
mindful awareness differentiated from our survival processes:

exploring
the role of emotions in survival
the role of knowing in living
and
the cognitive shift from the emotional brain to the knowing brain
for functional living

2. Classroom strategies:
talking with children

the shift in language
from
self-esteeming through external validation
to
reinforcing the internally validated Self separate from external experiences