for 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


understanding what the Self is…

replacing high and low self-esteem


the stable core concept of

Self acceptance…


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


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


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…

  1. made me feel happy more of the time
  2. helped me through tough times, like when someone says something nasty
  3. made me more confident in everyday life – meeting people has been a lot easier
  4. made me not so nervous and scared about doing something or going somewhere
  5. had a good impact, I don’t worry about as many things now
  6. helped me a lot out in the yard, gained me more friends
  7. 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


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:


the role of emotions in survival

the role of knowing in living


the cognitive shift from the emotional brain to the knowing brain

for functional living

2. Classroom strategies:

talking with children

the shift in language


self-esteeming through external validation


reinforcing the internally validated Self separate from external experiences