Friday Night Keynote
Searching Inside: Mindfulness in Higher Ed and Business, From College Classrooms to Google
Performing Arts Center Menlo Atherton High School 555 Middlefield Road Atherton, CA 94027
$25 before 9/12, $30 after 9/13
Mirabai Bush- Director of the Center for Contemplative Mind, The Association for Contemplative Mind in Higher Education, and co-creator of Google's Search Inside Yourself course will share her experience discuss cutting edge applications of Mindfulness in Higher Education and Business.
Saturday Only- Conference
8:00 am- 5:00 pm
$95 before 9/12, $110 after 9/13
At Ease in the Classroom: Teaching with Mindfulness Deborah Schoeberlein, author of Mindful Teaching and Teaching Mindfulness: A Guide for Anyone Who Teaches Anything
Mindful Music: A Joyful Practice of Presence
Betsy Rose- is a singer, songwriter, and educator. Her musical programs for children, families and educators focus on songs, stories and activities which teach core qualities of kindness, compassion, honesty, and peace.
Education Here and Now: A Time for Mindfulness and Compassion
Linda Darling Hammond Ph.D.- Professor of Education at Stanford University, and national leader shaping educational policy. Dr. Darling- Hammond launched the Stanford Educational Leadership Institute, the School Redesign Network, and SCOPE, and served as faculty sponsor for the Stanford Teacher Education Program. She is a former president of the American Educational Research Association and member of the National Academy of Education. Her research, teaching, and policy work focus on issues of school reform, teacher quality and educational equity.
Session 1 (please indicate your preliminary session selection)
Mindfulness in Preschool, and Early Elementary School- Lesley Grant, Marin Mindfulness Cooperative
K-12 Practices for Cultivating Peace and Compassion, Amy Saltzman M.D., Still Quiet Place
Mindfulness, Executive Function, and Child Development: What you Need to Know and Why it Matters- Mark Bertin M.D., author of The Family ADHD Solution
Teaching Mindfulness to At-Risk & Urban Adolescents - Chris McKenna and Vinny Ferraro- Mind Body Awareness Project
Mindfulness and Yoga What Works in the Classroom, Holiday Johnson- Standing on Your Own Two Feet
Working with teens? Learn how youth develop greater social-emotional competence and basic mindfulness practices through the Mindfulness Ambassador Council. Theo Koffler (founder), and Jasmin Zeger Mindfulness Without Borders
Minding the Classroom Climate: Interpersonal Mindfulness and the Social and Emotional Dynamics of the Learning Environment, Tish Jennings Ph.D.- CARE program- Garrison Institute, Penn State
Mindful Singing: Another Kind of Practice- Betsy Rose, Calm Down Boogie; Songs for Peaceful Moments and Lively Spirits
Mindfulness in Elementary School- Baruch Golden Mindful Schools
Harmony of Body & Mind: Exploring the Role of Yoga & Body Movement in K-12 Mindfulness Curriculum- Cator Schachoy- Youth Yoga Dharma
“What is it you are trying to say? What exactly do you mean?” The Mindful Relationship: Practical Skills for Professionals to Utilize with Teens in Educational, Therapeutic and Alternate Settings, Gina Biegel author of Stressed Teens
Using Yoga and Art to Heal and Empower At-risk Teen Girls: An Interactive Workshop with The Art of Yoga Project , - Mary Lynn Fitton, Tina Mizukami, and Shikha Prasad- Art of Yoga Project
Mindfulness for the Classroom Teacher, Meena Srinivasan- Classroom teacher, teaching in India
Introduction to the SMART-in-Education Mindfulness Program for Teachers: Core practices and programmatic research, Margaret Cullen, Rob Roeser Ph.D.- SMART Program
Race to Nowhere
7:30- 9:30 p.m.
$10 pre-order, $15 at the door.
Featuring the heartbreaking stories of young people across the country who have been pushed to the brink, educators who are burned out and worried that students aren’t developing the skills they need, and parents who are trying to do what’s best for their kids, Race to Nowhere points to the silent epidemic in our schools: cheating has become commonplace, students have become disengaged, stress-related illness, depression and burnout are rampant, and young people arrive at college and the workplace unprepared and uninspired. Race to Nowhere is a call to mobilize families, educators, and policy makers to challenge current assumptions on how to best prepare the youth of America to become healthy, bright, contributing and leading citizens.
9:00 am- 4:00 p.m.
$85 before 9/13, $95 after 9/13
Just Being- A Tapestry of Practices Drawn from Mindfulness for Teachers and Students, Margret Cullen SMART, Amy Saltzman Still Quiet Place
2 units of continuing education credits are available through the Stanford Department of Continuing Studies, only for people who attend the entire conference, Friday evening, Saturday day and evening, and Sunday
We regret that we are unable to process purchase orders. Requests for refunds for Saturday and Sunday will be processed after the conference is over, minus a $20 processing fee per event.
October 14th-16th, 2011
Mindfulness is the practice of paying attention here and now, with kindness and curiosity and then choosing your behavior. Research shows that mindfulness benefits both students and teachers. Scientific studies show that practicing mindfulness enhances students' concentration, attention, executive function (planning, decision making, impulse control) openness to learning, emotional balance, pro-social behavior, compassionate action and physical and mental well-being. Studies with teachers and other caring professionals show that practicing mindfulness decreases occupational stress, burnout, and compassion fatigue, and increases empathy and effective communication, and enhances the classroom environment and pro-social behavior. Educational institutions including early childhood centers, public and private schools, and universities have embraced mindfulness as a valuable educational practice. Join educational colleagues from across disciplines to explore the role of mindfulness in teaching and learning.
Mirabai Bush is Senior Fellow and the founding Director of the Center for Contemplative Mind in Society, whose mission is to encourage contemplative awareness in American life in order to create a more just, compassionate, and reflective society. Under her direction, the Center led a series of contemplative retreats for corporations from Monsanto to Google, conducted a national survey of contemplative practice, established a Contemplative Practice Fellowship awards program with the American Council of Learned Societies, initiated The Association for Contemplative Mind in Higher Education, and hosted retreats for lawyers, judges, journalists, biotech scientists, and environmentalists.Mirabai also oversaw a program to bring contemplative practices into social justice organizations and is engaged with the US Army to restore resiliency through meditative practices to chaplains and medics. She is author of Compassion in Action and editor of Contemplation Nation:How Ancient Practices Are Changing the Way We Live.
Linda Darling-Hammond is Charles E. Ducommun Professor of Education at Stanford
University where she has launched the Stanford Center for Opportunity Policy in
Education and the School Redesign Network and served as faculty sponsor for the
Stanford Teacher Education Program. She is a former president of the American
Educational Research Association and member of the National Academy of Education.
Her research, teaching, and policy work focus on issues of school reform, teacher quality
and educational equity. From 1994-2001, she served as executive director of the National
Commission on Teaching and Americaís Future, a blue-ribbon panel whose 1996 report,
What Matters Most: Teaching for Americaís Future, led to sweeping policy changes
affecting teaching in the United States. In 2006, this report was named one of the
most influential affecting U.S. education and Darling-Hammond was named one of the
nationís ten most influential people affecting educational policy over the last decade. In
2008-09, she headed President Barack Obamaís education policy transition team.
Among Darling-Hammondís more than 300 publications are The Flat World and
Education: How Americaís Commitment to Equity Will Determine Our Future (Teachers
College Press, 2010); Powerful Teacher Education: Lessons from Exemplary Programs
(Jossey-Bass, 2006); Preparing Teachers for a Changing World: What Teachers Should
Learn and Be Able to Do (with John Bransford; Jossey-Bass, 2005), winner of the
AACTE Pomeroy Award; Teaching as the Learning Profession (co-edited with Gary
Sykes; Jossey-Bass, 1999), which received the National Staff Development Councilís
Outstanding Book Award for 2000; and The Right to Learn (Jossey-Bass, 1st edition,
1997), recipient of the American Educational Research Associationís Outstanding Book
Award for 1998.
Betsy Rose is a singer, songwriter, and educator. Her musical programs for
children, families and educators focus on songs, stories and activities which
teach core qualities of kindness, compassion, honesty, and peace. She
offers Mindful Music assemblies and classroom programs for Pre-K - Grade
5, and trainings for teachers in using music to enhance classroom stability,
cohesion, cultural inclusion, and mindfulness. Betsy is an artist-in-residence
at Cornell School in Albany, CA, and a frequent presenter at regional
and national Early Childhood Education conferences. A recording of her
mindful music for children and families, Calm Down Boogie is available at
www.betsyrosemusic.org. She holds a Masters Degree in Creativity and
Culture from the Institute in Culture and Creation Centered Spirituality, in
Deborah Schoeberlein works as an education consultant, curriculum writer and teacher trainer. An author, most recently of Mindful Teaching and Teaching Mindfulness: A Guide for Anyone Who Teaches Anything (Wisdom Publications, 2009), Deborah has been widely published in professional journals, trade magazines and online resources. She currently serves school-based health centers as well as federally-qualified health centers in rural Colorado, blogs for the Huffington Post and continues to work on her next book.
Dr. Mark Bertin, a board certified developmental pediatrician, is an Assistant Professor of Pediatrics at New York Medical College, and a consultant for the non-profit organizations Reach Out and Read and Common Sense Media. From 2003 – 2010 he was director of developmental pediatrics at the Westchester Institute for Human Development. Dr. Bertin studied at UCLA Medical School, completed his pediatric training at Oakland Children’s Hospital and later a fellowship in neurodevelopmental behavioral pediatrics at the Albert Einstein College of Medicine. He is a frequent lecturer for parents, teachers and professionals and also leads mindfulness based stress reduction classes for parents. His book “The Family ADHD Solution: A Scientific Approach to Maximizing Your Child’s Attention While Minimizing Parents’ Stress” was released by Palgrave Macmillan in February 2011.
Gina M. Biegel, MA, LMFT, is a California-based psychotherapist currently in private practice in the Bay Area. She and is the founder and creator of Stressed Teens, a program using the Mindfulness-Based Stress Reduction for Teens (MBSR-T) program. MBSR-T has proven to be an efficacious and evidence-based program for adolescents as demonstrated through her research published in the Journal of Consulting and Clinical Psychology in 2009 and in Psychological Assessment in 2011. She conducts trainings, workshops and conferences on MBSR/MBSR-T with a variety of populations including professionals, teachers, parents, and teens in the U.S. and internationally. She is also exploring brain-imaging work at Stanford University with adolescents who practice MBSR-T. Ms. Biegel is interested in expanding MBSR-T into other teen populations in a variety of settings while assessing potential efficacy, and dispensing the MBSR-T curriculum so that professionals trained in MBSR-T can utilize this intervention in their own work. Through MBSR-T, it is intended that adolescents will reduce their pain and suffering and improve their overall functioning and quality of life. Her first book, a workbook, entitled, The Stress Reduction Workbook for Teens: Mindfulness Skills to Help You Deal With Stress, is currently available as well as her audio CD, Being. Please visit her website, www.stressedteens.com.
Margaret Cullen is a Licensed Marriage and Family Therapist and a Certified Mindfulness-Based Stress Reduction Teacher. She has trained with Zindel Segal in Mindfulness-Based Cognitive Therapy and in MB Eat with Jean Kristeller. For fifteen years she has been teaching and pioneering mindfulness programs in a variety of settings including cancer support, HIV support, physician groups, executive groups, obesity and Kaiser patients. For six years she was involved in teaching and writing curricula for several research programs at UCSF including "Cultivating Emotional Balance" designed for teachers and "Craving and Lifestyle Management with Meditation" for overweight women. In 2008 she launched SMART, a mindfulness-based emotional balance program for teachers and school administrators in Denver, Boulder, Ann Arbor and Vancouver, B.C. She is currently a senior teacher with the Center for Compassion at Stanford.
Vinny Ferraro (MBA Training Director) is a long-time mindfulness meditation practitioner, meditation instructor, and a nationally recognized leader in designing and implementing interventions for at-risk, gang-involved and incarcerated youth. The child of incarcerated parents, Vinny was in the probation system by the age of 10 and went on to spend the majority of his teenage life hustling and living on the streets. In 1987, after recovering from drug addiction, he began leading youth groups in drug rehabilitation centers, juvenile halls, schools and half-way houses through the Hospitals and Institutions Program of Narcotics Anonymous. Vinny continued this work for nearly a decade before transitioning to a more intensive focus on mindfulness-based rehabilitation and emotional awareness work. In 2001, he began teaching for the Challenge Day organization, a nationally recognized emotional intelligence and life skills program for adolescents, eventually becoming Challenge Day’s Director of Training and leading workshops in four different countries to over 100,000 youth. Vinny began working for the Mind Body Awareness Project in 2007 and is the principle author of MBA’s mindfulness-based curriculum for incarcerated youth. He also has extensive experience training probation officers, teachers, community leaders and others who work with at-risk youth how to utilize mindfulness-based practices to deal with their own stress, anxiety, burnout and secondary trauma. In addition to his work with MBA, Vinny leads mindfulness retreats for adults nation-wide and has received national media coverage for his work with at-risk youth; he is the subject of the MTV series "If You Really Knew Me...."
Mary Lynn Fitton has a commitment to young women’s health, empowerment and well-being. She is Founder and Program Director of The Art of Yoga Project, a non-profit that offers a Yoga and Creative Arts Curriculum to at-risk teen girls in the California juvenile justice system as a mandatory and integral part of their rehabilitation. Mary Lynn received her Masters in Science and Family Nurse Practitioner degree at the University of California, San Francisco (UCSF) in 1994 and has been a registered nurse for 25 years. A certified yoga teacher since 1998 and founding member of the Yoga Service Council, her work has been featured in Yoga Journal, Spirituality and Health and the International Journal of Yoga Therapy. In 2010, she was nominated for the California Governor and Maria Shriver’s Minerva Award, for women who devote themselves to improving their local community, state or country.
Baruch Golden started practicing mindfulness in 2000. He has been teaching mindfulness in elementary schools in San Francisco and Oakland with the Mindful Schools Program for the past 3 years and teaches in community-based family programs as well. In addition, he volunteers in the SF County Jail teaching mindfulness and yoga. He is a registered nurse and has been doing hospice nursing for the past 12 years.
Lesley Grant will be presenting a 40 minute film about a mindfulness education program, for families, she founded & directs, Marin Mindfulness, which has served over 800 people in the past 10 years. This film is a close Ėup look at methods of teaching mindfulness to children & parents, and the effects of mindfulness education on children and parents. Teens who have been through the program them selves as younger children and have return to assist, speak about mindfulness practice in their lives now and about sharing it with others.
Background: The daughter of 2 research psychologists, as a young adult she assisted her parents in conducting educational programs for prisoners at San Quentin. Graduating from CIIS with a thesis in East/ West psychology education, she began teaching mindfulness to patients as a practicing somatic therapy in a neurology clinic in Berkeley, California in 1984 & continued utilizing mindfulness with medical patients for the next 14 years. Director of an internship program trained professionals and graduate students in psychotherapy, to utilize mindfulness and yoga-based stress-management with patients in medical and mental health settings, as part of an East/West Psychology Masterís program Sonoma State University. She also holds California certification as an early childhood education director. She has mentored teachers during the past 12 years, and has practiced mindfulness since 1980.
Patricia (Tish) Jennings, M.Ed., Ph.D. is the Director of the Initiative on Contemplation and Education at the Garrison Institute and Research Assistant Professor in Human Development and Family Studies and the Prevention Research Center at Penn State University. Dr. Jennings received her doctorate in human development from the University of California, Davis and completed postdoctoral training at the Health Psychology Program at the University of California, San Francisco (UCSF). She leads the CARE faculty team in the development of Garrison Instituteís Cultivating Awareness and Resilience in Education (CARE) and she is conducting research to examine how CARE may improve teacher-student relationships, increased student pro-social behavior, a more positive classroom atmosphere and improved student academic performance. She is the Principal Investigator on a federally funded study to complete the development and preliminary evaluation of CARE. In addition to psychological research, Dr. Jennings has over 22 years of research and teaching experience in the field of education. After receiving a masterís degree in education, she founded and directed an experimental school where she developed and field-tested curriculum for children from infancy through 5th grade, applying a variety of contemplative approaches that come from alternative educational methodologies such as Montessori and Waldorf in her work. She later served as Director of Intern Teachers at St. Maryís College Graduate School of Education in Moraga, California, where she taught education courses, supervised student research, developed teacher training curriculum, and supervised student teacher training.
Holiday Johnson, CYT, is a yoga teacher and lifelong yoga student who has been sharing the wisdom of yoga since 1974. Over three decades of teaching she has learned how to share mindfulness and yoga activities in ways that are accessible for everyBODY. Dedicated to helping school children lower stress and become more resilient, Holiday founded Sanding on Your Own Two Feet™, a nationally recognized non-profit yoga program for teens and teachers, featured in Yoga Journal in 2002. Since 1992 Standing On Your Own Two Feet Non-Profit Teens Yoga Program has served teens and teachers in the Portland Metro Area. Offered for students and staff via physical education, health studies, staff development, before & after school programs in public, private and special needs schools and settings. Off the mat, you can find Holiday gathering apples from her organic orchard in Hood Rive, or mindfully cultivating her vegetable and flow gardens in Portland, Oregon.
Ms. Theo Koffler is the founder of Mindfulness Without Borders (MWB),
a nonprofit organization noted for its peace and leadership education
programs in underserved communities. MWB programs focus on
bringing core practices in social-emotional learning and mindfulness-
based education to youth and their educators to help strengthen their
social skills for success in everyday life. Since 2007, MWB collaborates
with secondary schools, community organizations and like-minded
NGOís in Rwanda, Uganda, Nigeria, Israel and most recently in North
Ms. Koffler was awarded Millennium Development Ambassador, by
Teachers Without Borders; she is advisor to Connecting For Change,
and InnerKids Foundation; former board member of The Hawn
Foundation; and former program advisor to Garrison Instituteís
Contemplation and Education Initiative.
Chris McKenna is the Executive Director of the Mind Body Awareness Project, an Oakland-based nonprofit that has pioneered the development and research of mindfulness-based interventions for at-risk youth. He directly supervises and manages the delivery of mindfulness-based rehabilitation programs to at-risk youth in six different juvenile detention facilities and several school and community-based sites in four different counties in California. In collaboration with Children’s Hospital Research Center Oakland, he is currently implementing a program at the Alameda County Juvenile Justice Center which utilizes MBA’s mindfulness training program as a formal medical prescription for anxiety and insomnia for incarcerated youth. Chris has spent over a decade working with diverse communities suffering from high incidents of trauma and violence, first with two Amnesty International-sponsored projects that provided legal, medical, and psychosocial services to victims of torture and war crimes from over 20 countries, and then as Executive Director of Tibet Justice Center, an organization dedicated to providing assistance to Tibetan refugees, including many adolescent torture survivors. Chris has a fifteen-year history with mindfulness meditation and has taught mindfulness practices to refugees with post-traumatic stress disorder, anxiety disorder and other severe mental health conditions. He has a degree in Religion and Asian Studies from Columbia University.
Tina Mizukami, RYT, MA in Counseling Psychotherapy exp. 2012 has been a member of The Art of Yoga Project staff since August 2007. Tina has provided yoga instruction and has facilitated the Creative Arts Curriculum since the 2007 and 2009 respectively. Previous to her current status as a third year graduate school student at JFK University, School of Holistic Studies with an emphasis on Expressive Arts Therapies, Tina was a Vice President of Investment Management at Buchanan Street Partners and US Trust/Bank of America managing a multi-million dollar portfolio of commercial real estate assets in markets across the United States. She has been involved in SF MOMA’s Matches program – a 9-month long mentorship program designed to get Middle School and High School students learning about modern and contemporary art through a series of interactions and activities.
Shikha Prasad, RYT, has been teaching with The Art of Yoga Project since October of 2006, where she is also the Director of the Aftercare and Mentor Program. Previously, she served as Executive Director for the non-profit yoga studio CHANGE of the Peninsula. She has directed design work for the youth empowerment organization Power of Hope in Seattle, as well as facilitated art projects with disabled artists for the non-profit HAPPY.
Robert W. Roeser is a Professor of Psychology and Human Development in the
Department of Psychology at Portland State University, Portland, Oregon. He
received his Ph.D. from the Combined Program in Education and Psychology at
the University of Michigan and holds master’s degrees in religion and psychology,
developmental psychology and clinical social work. In 2005 he was a United
States Fulbright Scholar in India, and from 1999-2004 he was a William T. Grant
Foundation Faculty Scholar. Dr. Roeser’s research focuses on schools as primary
cultural contexts of adolescent development; and how experiences in classrooms
and schools, with teachers and peers, affect adolescents’ identity development,
social-emotional well being, motivation to learn, and educational lifepaths. His
current research is focused on how practices like yoga and mindfulness meditation
can be skillfully integrated into teacher professional development and secondary
school settings in an effort to reduce stress, enhance well-being and self-regulatory
capacity, and cultivate compassion among teachers and adolescent students alike.
Dr. Amy Saltzman is a holistic physician, mindfulness teacher, scientist, wife, mother, and devoted student of transformation. Her passion is supporting people of all ages in enhancing their well being, and discovering the Still Quiet Place within. She is recognized by her peers as a visionary and pioneer in the fields of holistic medicine and mindfulness in K-12 education. Dr. Saltzman is the founder and director of the Association for Mindfulness in Education, and a founding member of the Northern California Advisory Committee on Mindfulness. She has conducted research studies evaluating the benefits of teaching mindfulness to child-parent pairs, and to children in low-income elementary schools. She offers presentations and courses for young children, teens, parents, educators, and health care professionals. Dr. Saltzman also has a private practice in Menlo Park, CA , where she provides holistic medical care and individual mindfulness instruction to children, teens and adults.
Cator Shachoy is the founder of Youth Yoga Dharma, a 501c-3 non-profit corporation dedicated
to offering youth the skills of Yoga & Mindfulness in a variety of environments, emphasizing
disadvantaged situations. Youth Yoga Dharma has worked
with more than 30 schools and agencies serving youth in San Francisco and around the bay.
In addition to youth programs, Youth Yoga Dharma provides seminars for parents, educators,
therapists, yoga instructors and other professionals working with children and families. Cator
is a Yoga Instructor and Mindfulness teacher with more than 20 years experience and training.
Cator is also a Craniosacral Practitioner with a private practice serving infants, children, and
adults. (www.catorshachoy.com; www.youthyogadharma.org)
Meena Srinivasan is a leader in India’s Mindfulness in Education Movement. She has developed and organized numerous mindfulness programs for children and trained many teachers as a member of Ahimsa Trust, the leading NGO bringing mindfulness into education in India. Meena is one of the youngest educators to be awarded the prestigious National Board Certification and has experience teaching grades 6-12 at leading International and Independent Schools in Brazil, India and California. She was involved in the creation of Thich Nhat Hanh’s book Planting Seeds: Practicing Mindfulness With Children. Meena has brought mindfulness to Delhi slums, young nuns in Ladakh, the children of the Dalit/Ambedkar community in Nagpur and shared the mindfulness practices she does with children/teachers in Bhutan and Sikkim. Her popular blog, “A Year of Mindfulness in the Classroom” has become a teaching tool for mindful educators worldwide. After 5 years of being based in India she joins the faculty at Park Day School in Oakland, California in August of 2011.
Jasmin Zeger is Program Director for Mindfulness Without Borders overseeing program implementation to bring mindfulness and social emotional competencies to youth and their educators in North America, Africa and the Middle East. After graduating with a B.A. in International Relations and Peace & Conflict Studies from the University of Southern California, (2007), Jasmin worked as Special Projects Manager for Global Inheritance, a nonprofit organization developing interactive programs to inspire activism amongst youth. Jasmin holds a certification in Mediation from the Asian Pacific American Dispute Resolution Center and worked as a Mediator for the East Los Angeles community, examining first hand how racial tensions can be alleviated through conversation and mutual recognition.