Meditation and Mindfulness Program for ISAAC Siblings Group

Erinn Unger

RCLS 445
Program Introduction

The target client group for this Stress Management Program is the participants enrolled in

the Sibling Spotlight Program at the ISAAC Foundation. According to the ISAAC Foundation

website (2018), living with a sibling on the Autism Spectrum can be a roller coaster ride

with many ups, downs, twists and turns. This program is intended to give these siblings

quick, easy-to-use tools to help them cope in healthy ways with the stress and anxiety that

can come with living with someone with Autism Spectrum Disorder (ASD). These tools are

drawn from meditation practice, mindfulness practice, yoga and other evidence-based

relaxation techniques, like progressive muscle relaxation.

The larger goal is to help and empower these participants to build and sustain a practice of

wellness that can then grow with them into adulthood and develop into a life-long pursuit.

Program Components, Structure and Sequence

The following numbered areas can all be addressed in this program if time allows, or

cherry picked dependent on the resources available. The lessons can be made more or less

challenging or sequenced differently depending on client characteristics and the attitude of

the group. The program structure below is sequenced from simple introductory activities,

which build participants knowledge of stress and relaxation techniques, to more advanced

meditation techniques.
1) Preparation

a) Preparation of room and supplies

i) Prepare the room by creating pleasant, soothing conditions. Turn down the lights,

shade the windows and play calming, instrumental music.

ii) Prepare handouts related to program for visual learners.

iii) Place yoga mats around room so all participants can see and hear therapist. Place

singing bowl or bell within arms reach of therapist’s mat.

iv) Place the meditation pillows (or zafus) in a bin to be picked up by each participant as

they enter or pillows can be given to the participants. They can decorate these pillows with

their names, so each participant can bring their personal zafu home to continue their

practice.

v) Place a bin or have cabinets near entry door for participants’ purses, backpacks, cell

phones, etc. Ask participants to silence their cell phones before putting them away. This

program is a phone-free zone!

vi) To prepare for the glitter jar project (2a.) or for journaling (2b.), a table and art

supplies can be set up in an area of the room that is away from the meditation space, so it

doesn’t become a distraction.

vii) Snacks and water should be made available so participants are not thirsty or hungry

during the program.

b) Preparation of participants

i) Welcome participants by name in a pleasant, enthusiastic voice and ask them to be

seated on a mat.
ii) Explain purpose of program, ask for clients to describe stressful experiences they’ve

had, discuss benefits meditation and mindfulness, ask clients what they think mindfulness

and meditation is...what are assumptions or opinions about meditation that the group

holds? Have they practiced mindfulness without realizing it?

iii) Define any terms that aren’t clear.

iv) Outline activities of program and plan for day

v) Discuss and decide on rules of program (i.e. respect, no talking over others, nothing

we talk about in this room leaves this room, etc.)

vi) Encourage participants to meditate in whatever seated position is comfortable for them

and to shift positions if they become uncomfortable during meditation.

2) Hands-on introduction to stress, mindfulness and relaxation

a) Glitter jar project

b) Drawing or journaling about stress

3) Mindful breathing techniques

a) Pinwheels or bubbles

b) Heart listening

4) Power Poses

a) Superman and Wonder Woman

5) Progressive muscle relaxation (AKA the Body Scan)

6) Mindfulness and meditation techniques

a) Spiderman Senses

b) Sitting Meditation
 Participants will sit upright on their yoga mats. Each participant will have a small,

round pillow to sit on. Hands will be placed comfortably on their knees, with either

palms down or upright. Therapist will hold bell and begin speaking.

The following script is courtesy of Megan Cowan (2013), co-founder and co-director at the

Mindful Schools program in Oakland:

​Say:​ ​“Please get into your ‘mindful bodies’ – still and quiet, sitting upright, eyes closed.”

Say: “Now place all your attention on the sound you are about to hear. Listen until the sound

is completely gone.”

Sitting in a meditation position and modeling for the participants, ring the bell or tap the

singing bowl with the mallet until a clear ringing is heard.

Say: “Please quietly raise your hand when you can no longer hear the sound.”

When most or all have raised their hands, say, “Now slowly, mindfully, move your hand to your

stomach or chest, and feel your breathing. Focus on your breath until you hear the sound of

the bell.”

Help participants stay focused with gently reminders like, “Inhale, exhale…breathing in and

breathing out…notice your mind wander, now gently bring it back to your breathing”

To end session, ring the bell or tap the singing bowl (Cowan, 2010).

7) Closing and final debriefing

a) Drawing or journaling about state of mind during exercises, benefits experienced

b) Debrief

i) What happened? Now what? So what?

ii) Discussed assumptions or opinions about meditation at beginning of program. How

have those thoughts/opinions changed?

8) Clean-up

a) Put away supplies.

b) Leave room as you found it.

To enhance the therapeutic aspect of this program, the facilitator can help participants

process the experience. Several tools can assist with this, including frontloading and

framing, which can occur at the beginning of each new session to remind participants of

what has been covered, preview what will be learned in the current session and explore the

impact of the lessons on their daily lives. D​e​briefing of each activity, including asking the

‘What,’ ‘So What,’ and ‘Now What’ questions, can occur at critical points during the

sessions, at the close of each session and at the end of the entire program (as included

above in 7a) to help the clients reflect on the experience, the significant outcomes they

experienced and integrate the lessons they’ve learned into their lives outside of the

program (Stumbo & Wardlaw, 2012).

Principles of Learning

Preparation, structure, and organization

· Sections 1a and 1b cover the following:

o ​Structure:​ “define basic terms”; “provide clear context/rationale for

the program”; “outline steps or activities that will be taken” (Stumbo &

Wardlaw, 2011, p. 88)

 o Open Communication/Pleasant Conditions and Consequences:

“establish a ‘safe’ environment for personal disclosure”; “create

pleasant physical conditions” (Stumbo & Wardlaw, 2011, p. 89).

Optimal arousal and focus

· Sections 1-7 cover the following:

o ​Meaningfulness:​ “relate subject matter to the clients as much as

possible”; “explain benefits to participants in clear and personal terms”;

“focus on participants’ past, present, or future experiences” (Stumbo &

Wardlaw, 2011, p. 89).

o ​Arousal, novelty, and diversity:​ “offer a number of

materials/activities…with a range of complexity to pique learner

interest”; “Consider that learners have different learning styles”; “use a

pleasant voice that expresses enthusiasm” (Stumbo & Wardlaw, 2011, p.

89).

Readiness and prioritization

· Section 1.a.vii covers the following:

o ​Readiness:​ “Learning cannot take place unless learners are ready to

learn. For example, when people are uncomfortable (cold, hungry, or in

pain) they have a difficult time being ready to absorb information”

(Stumbo & Wardlaw, 2011, p. 90).

Active engagement and participation

 · Sections 1-7 cover the following:

o ​Active participation:​ “understand that different​ ​people have different

learning styles so that variety can help enhance learning for each

person in the group”; “encourage authentic problem solving,

self-reflection and evaluation during learning” (Stumbo & Wardlaw,

2011, p. 92).

o ​Active appropriate practice:​ “start with the simplest skills and move

to more complex ones” (Stumbo & Wardlaw, 2011, p. 92).

Behavioral Objectives

1) With assistance from the facilitator, the client will accurately list the steps of the

progressive muscle relaxation technique in the correct order at least once after learning

this technique during the program. ​(Bloom’s Cognitive Taxonomy: Knowledge)

2) With no assistance from the facilitator, the client will ​name​​ their favorite relaxation

technique at least once during the duration of the program. ​(Bloom’s Cognitive Taxonomy:

Knowledge)

a) With little assistance from the facilitator, the client will then accurately ​explain​​ how

to perform that pose or breathing technique at least once during the program. ​(Bloom’s

Cognitive Taxonomy: Comprehension)

b) With assistance from the facilitator, the client will appropriately and accurately

demonstrate​​ that technique at least once during a role-play or scenario exercise. ​(Bloom’s

Cognitive Taxonomy: Application)

3) With assistance from the facilitator, the client will share at least once how they ​applied

or​ utilized​​ (or would ​apply​​ or ​utilize​​) one of the relaxation techniques learned in the class

during a stressful life experience, either real or imaginary​. ​(Bloom’s Cognitive Taxonomy:

Application)

4) With assistance from the facilitator, the client will​ describe ​how these relaxation

techniques feel to them and ​express​​ how these techniques are beneficial to them and

challenging for them. ​(Bloom’s Cognitive Taxonomy: Comprehension)

References

Ackerman, C. (2018, February 02). Mindfulness Activities for Children And Teens: 25 Fun

Exercises For Kids. Retrieved from

https://positivepsychologyprogram.com/mindfulness-for-children-kids-activities/

Cowan, M. (2010, May 13). Tips for teaching mindfulness. Retrieved from

www.greatergood.berkeley.edu
Sibling Spotlight. (n.d.). Retrieved from

https://theisaacfoundation.configio.com/page/siblingspotlight

Stumbo, N. J., & Wardlaw, B. (2011). ​Facilitation of therapeutic recreation services: An

evidence-based and best practice approach to techniques and processes​. State College, PA:

Venture Pub.