The what, why and how of

Mindfulness based
Emotional Intelligence
or educating the heart-mind
An introduction for teachers of Lincoln School
Kathmandu, Nepal

In the Karuna dojo

March 10, 2015

By Ravi Pradhan

Outline
Time
Introduction
Share emotional state
Deep breathing 5
Inquiry

Shift mood, focus and relationships

10 min
Engage their mind thinking and
emotions

Mindfulness practice
Meaning of mindfulness, history, future
trend

Direct experience

15

EI self assessment
EI model
Google question

Taste of EI

15

New findings challenge conventional

theories: mind, thinking-emotions,
body-mind, adolescent brain,
embodied cognition

10

Neuroscience and mindfulness/EI

Adolescent brain

Training teachers in mindfulness/EI

CARE, L2B
Daily Practice
Reflection

5
To start, keep journal,

5
5

Deep Breathing
Practice for 1 minute.
If yoga/tai chi, this is a very simple technique.
Breathe deeply for 5 seconds, count to 1001-1005.
Breathe out 5 seconds, controlled breath out.
Breathe in 5, hold 5, breathe out 7.
Vagus nerve and other parts of brain.

Best of
What is the best thing that happened to you
today? Or the best thing you observed? Or
something funny that happened today?

Share in group of 3-4 persons.

How important to be an Effective Teacher?

10 = crucial/essential ..5 yes but not crucial..1 not important

reading and responding to the feelings of individuals

and group
recognizing your prejudices, biases, and preferences
checking your nonverbal communication and its effect
revealing your feelings to learners, as appropriate
monitoring and regulating your emotions/moods.
Reducing your stress (physical and mental/emotional)

Basic Mindfulness
Level 1 -Currently popular meaning in the West: MBSR
Paying attention, being aware of the present moment:
breath, body sensations, five senses, thoughts, feelings,
In non-judgmental way, with acceptance and spaciousness
More recently: Skilfull Compassion, kindness, empathy,
gratitude, appreciation.
Note: The word meditation is still not acceptable in K-12
education in the West.

Questions
True, False, I dont know
The aim of mindfulness is primarily to reduce stress.
Mindfulness can change the very structure and functioning of the pre-frontal cortex,
which in turn can regulate our emotional responses.
After age 25, the brain is hard-wired and you cannot change it.
You can obtain the same level of benefits of mindfulness from other activities like
lifting weights, aerobics exercise, sports, or hiking..
Mindfulness will sharply reduce your ambition and drive.
In the scientific community, there is no widely accepted meaning of mind.
Nor is there an accepted definition of emotion.
Your view?? Yes or No
Mindfulness does not belong to K-12 education because it is an Eastern religious
belief/practice.

The Logic for MEI training or heart-mind skills

Teaching
skills
SE skill
Reduce stress
Academic
improvement
Behavior of
students
StudentTeacher
relationship

Pro-social
Classroom
Healthy climate
SE skills of
students
Academic skills
Teaching skills
SE skills of
teachers

School
management,
curriculum,
family,
community
Learningacademic
skills
SE skill
Relationships

Mindfulness
based emotional
intelligence skills
For teachers
Plus
Mind-body
practices
Other
contemplative
methods
(and also for
admin staff)
Teachers then
teach students

Benefits of Basic Mindfulness & EI Practices

Just 6 + hours of mindfulness practice can produce a shift in the structure
and functioning of the PFC (brain) and in other areas.
Improve awareness, focus and concentration
Reduce stress and its impact
Improve emotional regulation and balance
Improve the quality of relationships at school and home
Increase working memory and academic performance in tests
Increased motivation and more engaged in learning
And for students: impulse control, reduce risky behavior, better decision
making, bullying, disciplinary problems, and test anxiety.
Group practice very powerful to deal with depression and anxiety. (recent
Swedish study)
NEW RESEARCH ON COMPASSION MEDITATION beyond MBSR mindfulness.

Additional real life skills through SEL

Critical thinking and problem-solving
Ethics and social responsibility
Communication
Teamwork and collaboration
Lifelong learning and self-direction
Leadership
Global awareness

What mindfulness is not

Not
Not
Not
Not
Not

a blank state of no thoughts, feelings or perception

to withdraw and escape from the world
to just to reduce stress, and feel calm
to boost your ego
to suppress your thoughts, feelings/emotions.

Leadership Excellence for NPA, Ravi Pradhan,

Karuna Management, Falgun 1

12

Basic Posture on chair or

floor
Straight spine
Not resting back on chair
Palms down on knees
Feet flat on floor
Bend chin down a little
Open mouth to say aah
Eyes open at 45* angle
Soft gaze

Stillness
Acceptance
Spaciousness

Basic Mindfulness
Practice # 1: focus on breath
1.Take a few deep breaths, feel the in and outbreath.
2.Feel your body sitting on chair or floor, your feet touching the ground, your spine straight, the
room you are in
Focus your awareness/attention on normal breathing. Just observe/witness and count
each cycle of breath in and breath out ..1..2..3 up to 20.
2. Observe/pay attention to whatever arises thoughts, feelings, sensations without being lost
in the past or speculating about the future without being carried away/entangled in the
narrative.
3. Be alert and relaxed, if drowsy, look up or breathe deeply for 3 breaths.
4. Be still and silent
5. Eyes focused at about 45* angle, about 3 ft away. Ok to look at eye level into space. Eyes soft
gaze

TIP Normal for thoughts/feelings to arise and interrupt your counting. Observe like clouds

Practice # 2: body sensations

Part 2
Next listen to sounds around you from the loudest to
the faintestagain just observe. If
thoughts/feelings/commentary interrupts, observe them
and focus on sounds.
Part 3
Count to 3- 5 breaths
Focus your attention on your body , starting with your
feet. Sensations, aches, pain, stiffness, hot, cold, etc.
Just notice.
Stay alert, relaxed and still.

Practice # 3: Thought & Feelings

Count to 3- 5 breaths.
Focus on thoughts and feelings and just observe without
making additional commentary.
Observe/witness them like observing clouds in the sky.
If thoughts/feelings of like, dislike arise, just observe and let go.
You may get caught up in thoughts of the past or of the future.
Just observe and let go of them, like observing the clouds.
Thoughts will arise and appear on their own and disappear on
their own.
Be friendly and kind to whatever thoughts/feelings that arise.

Situating Mindfulness in Meditative Practices

Insights into nature of awareness and self/experiencer

++ insights into nature of thoughts,
emotions, present now

++ Compassion,
kindness,
Mindfulness MBSR
relationships,
daily life
meaning
Awareness
present now nonjudgement

Situating Mindfulness/SEL in
Contemplative Practices

MBSR Mindfulness
Analytical, nature of mind
Pure awareness

Emotional intelligence
Skillfull
compassion/karuna
Neuroplasticity training
Human potential &
consciousness

Mind-body, such as
chigong, yoga,
breathing, nature
walks, etc.
Reflective practices,
prayer, mantra

Mindfulness in the US emerging trends

2015-2025

1991-2014

1970-90

MBSR & SEL (Empathy), mind-body

Contemplative science & universities
Mindfulness & nature of mind/brain, thinking,
feeling, and cognition. Affective, social, educational
neuroscience
Embodied or enactive cognition or knowing
Expanded concept of mind/consciousness
More university programs
MBSR & NIH, 2007
MBSR in schools
SEL in schools, PATHS, MLI , CASEL
MBSR & SEL combined
Brain, mind & education books, newsletter,
conferences
Goleman book on EI, Davidson research, ML
Start of mindfulness programs in universities/nonprofit (2000)
Meditation, mindfulness, TM
Non-duality spirituality, consciousness,
yoga, etc
MBSR 1979, JKZ pioneer.
Swami Rama research, Herb
Benson/Harvard

Influencers: JKZ, RD, DG, DS, MG, MLI

Job/career Performance

Levels of position in an
organization

Level 1: Entry

Level 2: middle

Level 3: Senior

Level 4: Executive/Leadership

% of domain/technical
knowledge and skills

% of other knowledge and

skills

A common pattern

People get hired for their technical/domain

expertise.
But get fired (or not promoted) because of
poor emotional intelligence skills.

Self-assessment
Scale 4= reliably mostly

3 =some times

2= seldom 1= very rarely

Know which emotions you are feeling (mind and/or body).

Realize the links between your feelings and what you think,
say , and do.
Recognize your prejudices, biases and preferences
Open to candid feedback, both positive and negative.
Seek new perspectives, continuously engage in learning and
self-development
Able to show a sense of humor and perspective about
oneself
Aware of ones strengths and weaknesses

Positive Emotional Skills can help reduce negative patterns

Who and for what do I most appreciate this past week?

Have I shown a random or conscious act of kindness, or
compassion or generosity to someone this week? Who,
what, and when?
This past week, where/when did I listen to really
understand the other person (their meaning, feelings,
logic, intentions)?

Emotional Intelligence Skills

based on Mayer & Salovey model
Include 4 inter-related skills regarding feelings &
emotions

Perceive, recognize destructive and positive emotions

Understand why and how
Use and apply for positive benefits
Manage/regulate (includes reducing
negative/destructive and increasing positive emotions)

Emotional Intelligence for teachers

modified from Goleman model
A
W
A
R
E
N
E
S

R
E
G
U
L
A
A
T
I
O
N

Self Awareness

Social Awareness

Recognize others emotions

Self-assessment
Empathy and understanding
Emotional awareness
Appreciate others strengths
Self confidence
Responsible Relationship
Mindfulness/other practices
Self ManagementdecisionManagement
making
Impulse control, selfHealthy relationships
discipline
Leadership, motivation
Set & act on positive goals
Altruistic heart, caring
Manage stress
Cooperation & collaboration

Which company??
Which global company has an internal staff training
program based on
neuroscience
mindfulness
emotional intelligence
leadership/management skills
There is a 3 month waiting list.

Amygdala triggers in the workplace

releases cortisol and adrenaline
The amygdala is the brains radar for threat

As perceived
Lack of respect and condescension
Being treated unfairly
Being unappreciated
Feeling you are not being listened to or heard
Being held to unrealistic deadlines
How to prevent amygdala hijack? And how to deal after hijack?

Ref: http://aboutmeditation.com/the-scientific-power-of-meditation/
Leadership Excellence for NPA, Ravi Pradhan,
Karuna Management, Falgun 2

30

Mindfulness and Amygdala hijack

Amygdala
Input
from the
senses
Amygdala
hijack,
prevents
signals going to
PFC

Fight, flight or freeze

response

P
F
C

Thoughtful,
conscious
response

The Emotional-Cognitive Brain

Thinking, decision-making and emotions are connected in the brain.
Meditation slows down sensory input via thalmus door, slows down
activity in the whole frontal lobe, calms the ACC, and strengthens PFC.

ACC is connected the

PFC and hence
involved in executive
functions, incl
detecting errors. Also
connected to the
limbic brain in
regulating emotions.
Also to autonomic
functions: heart, BP

Amygdala hijack
Fight or flight
Very fast reaction
Can overpower PFC
Direct connection with
PFC and spinal chord

Dopamine/rewa
rd center: peer
effect;
Novelty
experience
Open to new
ideas
Friends/relation
PFC or executive
s
brain.
Strengthened by
mindfulness and EI
Regulates many
part of the brain
including
amygdala/limbic
breain
Leadership Excellence for NPA, Ravi Pradhan,
Karuna Management, Falgun 2

32

The Adolescent Brain

It's as if, while the other parts of the teen brain are shouting, the
Prefrontal Cortex is not quite ready to play referee. This can have
noticeable effects on adolescent behavior. You may have noticed some
of these effects in your teen:
difficulty holding back or controlling emotions,
a preference for physical activity
Peer effect, dopamine and reward center
a preference for high excitement and low effort activities (video games,
sex, drugs, rock 'n' roll),
poor planning and judgment (rarely thinking of negative consequences),
more risky, impulsive behaviors, including experimenting with drugs and
alcohol.
Books by Dan Siegal, Lawrence Steinberg on teen brains

Thinking and Emotions in the Brian

Thinking and emotions happen in the brain not totally separate
phenomenon as once thought. Every decision involves some
emotion.
Amgydala hijack happens faster for teens/adolescents.
How to strengthen Pre-frontal cortex: Reflective practices,
walking/spending time in nature, increasing positive emotional
skills and mindfulness practices. Applies to teens and adults
Neuroplasticity of the brain
Plus vagus nerve and stress, myelin coating of neural circuits and
habits.

Embodied cognition = thinking and feelings/emotions are

Key themes in Davidsons research on

the brain-mind-emotions & mindfulness
1. Neuroplasticity: we can train brain to change structure/functioning.
2. Epigenesis: Practices can regulate gene expression.
3. Bi-directional pathways between brain and body, and mind training
can effect our health and well-being (including stress).
4. Innate goodness: Claims that we are born with basic goodness and
altruism which have to be nurtured.
New research on compassion meditation of 8 hours only (not just
MBSR) shows more altruistic behavior and more changes in the brain
consistent with behavior.

Cognition is biological; it is embodied.

Epistemology and ontology are naturally integrated

Cognition is not just intellectual, rational, logical knowing of the

external world.
Cognition is a biological phenomena. It includes the brain, mind,
emotions, behavior and actions in the real world.
Thinking and emotions happen in the brain, deeply interconnected.
Real knowing shows up in our thinking, feeling/emotions, behavior,
and actions. Real knowing includes a shift in consciousness.
Epistemology and ontology are part of one whole, not
independently separate.
Mindfulness and EI are embodied or enactive know-how.
Intellectual analysis and understanding not enough.

Is this the future Direction for teachers??

The Logic for MEI training

Teaching
skills
SE skill
Reduce stress
Academic
improvement
Behavior of
students
StudentTeacher
relationship

Pro-social
Classroom
Healthy climate
SE skills of
students
Academic skills
Teaching skills
SE skills of
teachers

School
management,
curriculum,
family,
community
Learningacademic
skills
SE skill
Relationships

Mindfulness
based emotional
intelligence skills
For teachers
Plus
Mind-body
practices
Other
contemplative
methods
(and also for
admin staff)
Teachers then
teach students

Educating the educators

Mindfulness & SEL are embodied know-how
Yoga Alliance standards for instructors 500 hr basic plus 200
advanced.
For mindfulness, still in infancy, no global standards yet
3 day program, or 6-8 weeks in the US, focused on basic skills plus
curriculum after basic level 1 of 8 week (5-6 yr. history)
.b out of the UK 5-6 days, (10-12 yr. history)
CARE 4 days over 6 weeks, plus coaching (funding from DOE) 5
yrs.
MA in mindfulness Lesley U in Boston
UCLA 4 weekend Certification, U of Penn, Duke, and Non-profits
(Mind Up, Mindful schools, Learning to Breathe, PATHS, Inner
Resilience, etc.)
British Columbia school system has made SEL part of the

Daily Practices
Practice mindfulness twice a day, 5-10 mins each
sitting.
Practice deep breathing twice a day: 1 min each.
Practice proactive Listening to understand the meaning,
underlying feelings, intentions of the other person.
Who do I appreciate today? for what and how did it
touch me?
How can demonstrate skillful compassion and kindness
today?

Reflection
What content was valuable and useful as a
teacher? Why and how?
What content was very challenging to accept or
believe in? Why?
Which exercise/process struck you the most? How?
Are you willing to learn this approach as a teacher
and/or just for yourself?

Practices to strengthen the executive brain

Put on your rose coloured glasses. Create a positive future story; optimism is associated with rising levels of
dopamine which engages the brain.
2. Follow a sleep routine. At the end of the day, choose a pleasant activity that brings your day to a peaceful end.
Getting adequate sleep is connected with memory function, weight, moods.
3. Deny the drama and avoid getting caught up in gossip, what-if's and theatrical reactions (other peoples too).
Drama fires up the amygdala that gets the prefrontal cortex off its game.
4. Move your body with sports, dance, martial arts, yoga or other active pursuits.
5. Find ways to express your gratitude/appreciation. Gratitude and apprciations activities increase positive
emotions which then activates the prefrontal cortex.
6. Offer and receive physical contact. Give and take hugs to literally soothe the brain with calming inhibitory
peptides. Also hold hands.
7. Create silly sentences, acronyms and cartoons to help remember things. These skills call on the prefrontal
cortex and Executive Functions to access working memory. By integrating jokes, riddles and puns you can also
learn to think flexibly by shifting between different meanings and associations of words.
8. Play! Make-belief play, in particular strengthens Executive Functions.
9. Skillful compassion (karuna): Finding ways to show kindness and compassion to others, including to oneself.
Recognizing that everyone wants to be happy and free from suffering, at a minimum, you send them your best
wishes. Includes appreciation, gratitude, and generosity.
10. Learn to juggle. Learning any new and engaging activity fires off neurons in a positive way. Other activities
that require focus and practice such as dancing, circus arts, music, theatre and sports are predicted to
significantly strengthen Executive Function.
1.

Organizations
http://www.investigatinghealthyminds.org/
http://www.contemplativemind.org/
http://www.mindful.org
http://www.umassmed.edu/cfm/index.aspx http://www.casel.org/
http://www.garrisoninstitute.org/ http://www.mindfuled.org/
http://www.prevention.psu.edu/ http://ucsdcfm.wordpress.com/
http://www.mindandlife.org/ http://www.mindandlife.org/
http://www.mindfulschools.org http://mindfulnessinschools.org/ (UK based)
http://learning2breathe.org
http://marc.ucla.edu/body.cfm?id=16 (Univ of Calif in LA)
http://
dalailamacenter.org/heart-mind-summit-2014-be-village/kimberly-schonert-reichl-a
nd-dalai-lama
http://
medhealth.leeds.ac.uk/info/1318/leeds_mindfulness_research_group/1319/mindfuln
ess_in_schools_resource_hub/4
http://mindfulnessinschools.org/research/research-evidence-mindfulness-young-peo
ple-general
/

Youtube references
Jon Kabat-Zinn
https://www.youtube.com/watch?
v=rSU8ftmmhmw (at Google)
https://www.youtube.com/watch?
v=3nwwKbM_vJc
http://live.huffingtonpost.com/r/segment/thir
d-metric-thrive-on-live-jon-kabatzinn/544aaca502a7602435000214
(JKZ talk at Mind & Life Symposium on
Contemplative Studies
http://greatergood.berkeley.edu/gg_live/scie
nce_meaningful_life_videos/speaker/jon_kabat
-zinn/no_one_can_take_mindfulness
http://www.mindful.org/the-mindfulsociety/vision/toward-a-mindful-society
Richard Davidson
https://www.youtube.com/watch?
v=7tRdDqXgsJ0 (at Google)
https://www.youtube.com/watch?v=ALjF1ybVLw
http://www.mindful.org/livestream (sept
2014, JCC, NY) very good
https://www.youtube.com/watch?v=73RnSm-

Mathieu Ricard
https://www.youtube.com/watch?
v=EaoVGyD4Lqk
https://www.youtube.com/watch?
v=iZwnXj0Ck1k
Mark Greenberg (founder of PATHS)
https://www.youtube.com/watch?
v=H8Rubaj8VcQ (mindfulness & SEL)
Alan Wallace
https://www.youtube.com/watch?
v=6t2sWDYgJFE
https://www.youtube.com/watch?
v=Azd3Yda2r2w
David Goleman
https://www.youtube.com/watch?v=hoo_dIOP8k (google)
https://www.youtube.com/watch?
v=NeJ3FF1yFyc
Chade-Meng Tan, Google Search Inside
Yourself