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