Mindfulness for Younger Adolescents I

Mindful Girl
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    By Matt Tucker

    The Adolescent’s Desire for Independence & Autonomy

    Mindful teen

    As an adolescent, one of the most important developmental tasks is achieving a sense of autonomy – the ability for one to make one’s own choices without the need to rely on others, such as parents (Shaffer & Kipp, 2010). In order to have a healthy parent-child relationship, both the adolescent and parent should remain mindful of one another’s intentions, desires, and goals. Robert LeVine (1988) explained that parents all around the world share three common goals: to provide safety; to provide the child with the skills to become economically productive adults, and to ensure the child acquires the same cultural values as the parents. Adolescents should remain mindful of these parental goals as they desire greater autonomy and independence. Although greater independence is something that all adolescents need for a successful transition into adulthood, having too much independence may cause poor adjustment (Shaffer & Kipp, 2010). It is also important to be mindfully aware that the amount of independence given to an adolescent is based on several factors, such as the age of the adolescent, gender, cultural expectations and parental attitudes (Bumpus, Crouter & McHale, 2001). Although it is easy to make comparisons between peers, remember that each parent has their own approach to raising their child with the three parental goals in mind.

    Importance of Family and Mindfulness in Adolescence

    Warm and supportive parenting along with a strong sense of connectedness with family provides a source of support throughout childhood development. Family provides the adolescent with a secure base enabling them to widen their social environments and explore new things (Kim, Woodhouse & Dai, 2018; Allen et al., 2003; Byng‐Hall, 1995). Having a positive relationship with one’s family offers many benefits in terms of daily life and healthy development. A supportive and warm family relationship fosters social competence, self-esteem, independence and resiliency (Thomas & Joseph, 2013; Steinberg & Morris, 2001; Brennan, 1993). The importance of mindfulness increases during early adolescence as their views, desires and interpersonal goals may conflict with that of their parents (Shaffer & Kipp, 2010). Although some conflict between the adolescent and parent is normal, too much may have negative implications on both well-being and development (Moed, 2015). Fortunately, mindfulness can help reduce parent-child conflict by bringing attention into the present moment and allowing both sides to perceive each other’s thoughts and feelings more accurately (Duncan, Coatsworth & Greenberg, 2009).

    Mindfulness can be defined as the ability for an individual to be fully present and attentive in the moment (Sheridan, 2016; Gehart, 2012). Being mindful means accepting thoughts as they occur and allowing them to unfold without judgment (Gehart, 2012). A difficult concept to master is to let go of thoughts and notions of what “should” be and to investigative the deeper meaning of what is occurring (Gehart, 2012).

    Mindful family

    For example, Tom, a 15 year-old-boy reacts angrily at his parents who forbid him to stay up past 11 pm on a Wednesday night. Without being mindful, Tom believes that his parents are punishing him and not allowing him to “grow-up”. However, If Tom were mindful, he would understand that his parent’s intention was to allow him enough rest so that he would be able to perform well on his math test the following morning. Furthermore, mindfulness would have enabled Tom to avoid reacting automatically, investigate his parent’s reasoning and intentions, and in evaluating his own thoughts, feelings and emotions (Raski, 2015; Swart, Bass & Apsche, 2015). Mindfulness also has positive implications for family communication patterns, conflict resolution, and family cohesion (Brody, Scherer, Turner, Annett & Dalen, 2018). Therefore, the practice of mindfulness beginning in adolescence cannot be overstated.

    Benefits of Mindfulness

    Mindful teen

    The literature examining the benefits of mindfulness is extensive. Mindfulness is associated with improved emotional regulation, well-being, attention, self-compassion, empathy, acceptance of self, and ability to respond with awareness (Baer, 2010; Kocovski , Segal & Battistam, 2009; Brown & Ryan, 2003; South, Doss, & Christensen, 2010; Birnie, Speca, & Carlson, 2010). Evidence also suggests that practicing mindfulness can reduce stress by creating a relaxation response in the brain (Gehart, 2012). Research examining the benefits of mindfulness-based activities in adolescence has shown favourable effects on self-esteem, sleep quality and duration, academic performance, self-regulation, social skills and well-being (Tan, 2016; Biegel, Brown, Shapiro & Schubert, 2009; Greco, Baer, & Smith, 2011). Daily mindfulness-based practice helps improve quality of life and the ability to handle the stress associated with adolescence (Tan, 2016). In addition, mindfulness brings an awareness to different manifestations of stress and anxiety, enabling the adolescent to respond accordingly (Malboeuf-Hurtubise, Achille, Sultan & Vadnais, 2013). Thus, the stress and anxiety which can easily build up throughout adolescence can be quickly targeted using mindfulness, creating peace of mind (Malboeuf-Hurtubise, Achille, Sultan & Vadnais, 2013).

    Modifications to Mindfulness Practice in Adolescence

    Mindful teen

    Many of the current mindfulness-based activities do not take developmental considerations into account. In order to practice mindfulness effectively as an adolescent, modifications are required (Tan, 2016). For example, adolescent’s ability to focus attention on a single activity is limited when compared to adults (Tan, 2016). Therefore, mindfulness-based activities will not exceed a duration longer than that of which the adolescent can maintain focus. In addition, mindfulness-based activities will aim to incorporate multiple senses, such as the need for movement and physical activity (Tan, 2016). Although young adolescents are in Piaget’s formal operations stage, they are only beginning to develop complex cognitive skills, such as verbal fluency, abstract reasoning, and conceptualization (Tang, 2011). Therefore, all mindfulness-based practices should consider the childs age and stage of development.

    Mindfulness Exercise 1: Mindful Breathing

    Mindfulness practice enables the learner to obtain a more positive way of relating to thoughts, feelings, and experiences. In addition, it allows the adolescent the ability to implement better problem-solving strategies and more effective responses to problems (Oberle, & Schonert-Reichl, 2014). The benefit of mindfulness practice is that it can be practiced on anything that can be the focus of one’s attention (Gehart, 2012). The foundation of mindfulness practice is the focus on one’s breath. Researchers have shown several benefits of mindfulness breathing, such as promoting optimal brain functioning (Siegel, 2007). Mindful breathing requires the individual to sit in a chair in a dimly lit room. It involves a process of focusing one’s attention on their breath, over and over. Through focusing on one’s breath, the individual successfully refocuses their attention to the present moment (Sheridan, 2016).

    Mindful breathing


    To begin mindful breathing, set a timer for 5 minutes and sit in a comfortable chair. The goal during the five minutes is to focus your attention on your breath as you inhale and exhale. If and when you notice other thoughts creep into your mind, remind yourself to focus on your breath by using a cue word such as “thinking” (Sheridan, 2016). Returning focus to one’s breath also requires the individual to accept whatever thoughts occur without judgment (Gehart, 2012). The individual must also display self-compassion and not beat oneself up about losing focus (Sheridan, 2016; Gehart, 2012). Do not worry about the number of times you have to refocus your thoughts on breathing. Mindfulness-based exercises take patience and practice. Daily mindfulness practice will positively influence the rest of the day by bringing increased attention to the moment and reducing negative emotions and mental preoccupations (Sheridan, 2016). It is important to note that mindfulness breathing can be done throughout the day in a variety of settings and does not require much time.

    Mindfulness Exercise 2: Mindfulness Art

    As indicated previously, to maximize the benefits of mindfulness practice during adolescence, activities should incorporate multiple senses (Tan, 2016). In addition, including practical elements which encourage active participation in present-moment activities are beneficial for adolescents (Kabat-Zinn, 2003). Mindfulness art is a form of mindfulness practice which has the individual partake in creative activities, such as colouring and drawing. Beckwith (2014) explained that colouring pre-drawn mandala’s shifts the adolescent’s attention towards the present moment and increases awareness of their current experiences.

    Mindful art

    Mindfulness art has shown beneficial results for reducing stress, anxiety, fatigue, and rumination while promoting feelings of relaxation (Carsley & Heath, 2018; Mantzios & Giannou, 2018; van der Vennet & Serice, 2012). There are hundreds of colouring-books available for purchase and can be implemented effectively with little cost. However, when one is performing mindfulness art, avoid thinking about things other than the activity. As with mindful breathing, the individual will have to accept thoughts as they occur without judgment. However, instead of refocusing on one’s breath, the individual refocuses on their art.

    Try The Body Scan Video

    Video created by 
    Matt Tucker
    2:27 mins, November 2018
    In Adobe Spark Video

    Mindful Adolescent Resources

    The Greater Good Science Center

    Be Kind

    The Greater Good Science Center offers a variety of science-based activities, such as compassion, kindness, forgiveness, empathy, gratitude, and mindfulness. The website, hosted by the University of California, Berkeley, offers suggestions, guidance and the time required to complete each activity. For example, the mindful breathing activity requires 15 minutes and for the individual to find a relaxed and comfortable position. In addition, features on the website allow the user to mark activities as complete or to save it for later. The aim of The Greater Good Science Center is to provide the user with the resources and tools to live a happier and more meaningful life. However, as noted on their website, the tools and resources provided are not a substitute for therapy or to serve as a form of mental health treatment.

    URL: https://ggia.berkeley.edu/


    Mindfulness for Teens

    Mindfulness for Teens is a website which provides information, resources and tools to successfully apply mindfulness into everyday life. The website was designed by Dr. Dzung Vo, a pediatrician specializing in adolescent medicine at British Columbia Children’s Hospital. His website includes a detailed description of what mindfulness is, its practical applications as well as firsthand accounts from adolescents who have implemented mindfulness into their lives. A goal set out by Dr. Dzung Vo is to promote resiliency in young people to help them thrive in today’s world. The website also provides guided meditation instructions on mindful breathing, sitting meditation, body scan, walking meditation, mindful movement, loving-kindness, and mindfulness of thinking. Lastly, the website provides additional resources such as websites, apps, and books which focus on mindfulness practice.

    URL: https://mindfulnessforteens.com/


    Foundry

    Foundry, a Canadian based company, provides information, resources, and tools to help improve access to health and social services for young people throughout British Columbia. Hosted by Providence Health Care, the website offers information on the basics of mindfulness including the benefits and different ways to be mindful. Foundry also provides a list of recommended apps, such as Calm and Headspace as well as links to where one can find help and support. Their interactive map helps youth find local programs and community services which may offer them additional assistance. Foundry also provides resources for friends of individuals who may need help. For example, the website includes information on how you can help a friend; signs your friend may need support; concerned about a friend’s alcohol or substance use; tips for talking with your friend; and tips for supporting a friend’s mental wellness.

    URL: https://foundrybc.ca/


    Healthy Living Toolkits

    Kelty Mental Health Resource Center offers a variety of toolkits for adolescents and their families. The online Family Toolkit offers detailed and practical information on healthy eating, physical activity, stress management, and sleeping. The resource also offers video’s on how to set S.M.A.R.T goals as a family. The online and in-print Family Toolkit is offered in English, French, Korean, Farsi, Simplified Chinese, Traditional Chinese, and Punjabi. If needed, the printed version of the Family Toolkit can be borrowed from BC Children’s Hospital. The Family Toolkit offers links and titles to additional resources on all topics covered. In addition, the online resource offers contact information of trained parent and youth peer support workers which can aid adolescents and their family’s on weekdays from 9:30am-5:00 pm.

    URL: https://keltymentalhealth.ca/toolkits


    Breathr: Mindful Moments

    Breathr is an interactive app developed by the Kelty Mental Health Resource Centre to help adolescents develop mindfulness and improve overall health. Available on both Android and Apple, the app provides the user with several mindfulness activities as well as the science behind each practice. The aim of the application is to provide the adolescent with a fun, easy to use, developmentally appropriate tool to benefit their well-being and health. Breathr guides the user through several exercises, such as body scans, mindful breathing, and SOBER coping space. The goal of these activities is to improve mindfulness and switch attention to the present moment. Finally, Breathr allows the user to set reminders and notifications of when to perform mindfulness practice. In addition, the user can select which type of mindfulness activity they would like to perform at specific times throughout the day.

    URL: https://keltymentalhealth.ca/breathr


    References

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    Baer, R. A. (2010). Self-compassion as a mechanism of change in mindfulness- and acceptance-based treatments. In R. A. Baer (Ed.), Assessing mindfulness and acceptance processes in clients: Illuminating the theory and practice of change(pp. 135–153). Oakland, CA: Context Press/New Harbinger Publications.

    Barnert, E. S., Himelstein, S., Herbert, S., Garcia-Romeu, A., & Chamberlain, L. J. (2014). Innovations in practice: Exploring an intensive meditation intervention for incarcerated youth. Child and Adolescent Mental Health, 19, 69–73. doi:10.1111/camh.12019

    Beckwith P. (2014) Mindfulness and mandalas: Alternative therapeutic techniques for AOD adolescents. Capital University’s Undergraduate Research Journaln.a.: 1–5.

    Biegel, G. M., Brown, K. W., Shapiro, S. L., & Schubert, C. M. (2009). Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: A randomized clinical trial. Journal of Consulting and Clinical Psychology77(5), 855–866. https://doi-org.ezproxy.kpu.ca:2443/10.1037/a0016241

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    Birnie, K., Speca, M., & Carlson, L. E. (2010). Exploring self-compassion and empathy in the context of mindfulness-based stress reduction (MBSR).Stress and Health, 26 (5), 359–371. doi: 10.1002/smi.1305 .

    Brennan, J. L. (1993). Family relationships and the development of social competence in adolescence. Journal of Paediatrics and Child Health29, S37–S41.https://doi.org/10.1111/j.1440-1754.1993.tb02259.x

    Brody, J. L., Scherer, D. G., Turner, C. W., Annett, R. D., & Dalen, J. (2018). A Conceptual Model and Clinical Framework for Integrating Mindfulness into Family Therapy with Adolescents. Family Process,57(2), 510–524.https://doi.org/10.1111/famp.12298

    Brown, K., Ryan, R. M., & Creswell, J. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18 (4), 211–237.

    Bumpus, M. F., Crouter, A. C., & McHale, S. M. (2001). Parental autonomy granting during adolescence: exploring gender differences in context. Developmental Psychology37(2), 163–173.

    Byng‐Hall, J. (1995). Creating a Secure Family Base: Some Implications of Attachment Theory for Family Therapy. Family Process,34(1), 45–58.https://doi.org/10.1111/j.1545-5300.1995.00045.x

    Carsley, D., & Heath, N. L. (2018). Effectiveness of mindfulness-based colouring for test anxiety in adolescents. School Psychology International39(3), 251–272.https://doi.org/10.1177/0143034318773523

    Crane RS, Kuyken W, Hastings RP, Rothwell N, Williams JM. Training teachers to deliver mindfulness-based interventions: Learning from the UK experience. Mindfulness. 2010;1:74-86. 

    Duncan, L. G., Coatsworth, J. D., & Greenberg, M. T. (2009). A Model of Mindful Parenting: Implications for Parent–Child Relationships and Prevention Research. Clinical Child and Family Psychology Review12(3), 255–270.https://doi.org/10.1007/s10567-009-0046-3

    Gehart, D. R. (2012). Mindfulness and Acceptance in Couple and Family Therapy(1st ed.). New York: Springer.

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    Greco, L. A., Baer, R. A., & Smith, G. T. (2011). Assessing mindfulness in children and adolescents: Development and validation of the Child and Adolescent Mindfulness Measure (CAMM). Psychological Assessment, 23 (3), 606–614. doi: 10.1037/a0022819

    Kabat-Zinn J. (2003) Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice 10(2): 144–156. doi: 10.1093/clipsy/bpg016

    Kim, M., Woodhouse, S. S., & Dai, C. (2018). Learning to provide children with a secure base and a safe haven: The Circle of Security-Parenting (COS-P) group intervention. Journal of Clinical Psychology74(8), 1319–1332.https://doi.org/10.1002/jclp.22643

    Kocovski, N. L., Segal, Z. V., & Battista, S. R. (2009). Mindfulness and psychopathology: Problem formulation. In F. Didonna (Ed.), Clinical handbook of mindfulness (pp. 85–98). New York, NY: Springer. doi: 10.1007/978-0-387-09593-6_6 .

    LeVine, R. A. (1988). Human parental care: Universal goals, cultural strategies, individual behavior. New Directions for Child and Adolescent Development1988(40), 3–12.https://doi.org/10.1002/cd.23219884003

    Malboeuf-Hurtubise, C., Achille, M., Sultan, S., & Vadnais, M. (2013). Mindfulness-based intervention for teenagers with cancer: study protocol for a randomized controlled trial. Trials14(1), 135.https://doi.org/10.1186/1745-6215-14-135

    Mantzios, M., & Giannou, K. (2018). When Did Coloring Books Become Mindful? Exploring the Effectiveness of a Novel Method of Mindfulness-Guided Instructions for Coloring Books to Increase Mindfulness and Decrease Anxiety. Frontiers in Psychology9.https://doi.org/10.3389/fpsyg.2018.00056

    Moed, A., Gershoff, E. T., Eisenberg, N., Hofer, C., Losoya, S., Spinrad, T. L., & Liew, J. (2015). Parent–Adolescent Conflict as Sequences of Reciprocal Negative Emotion: Links with Conflict Resolution and Adolescents’ Behavior Problems. Journal of Youth and Adolescence44(8), 1607–1622.https://doi.org/10.1007/s10964-014-0209-5

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    Raski, M. P. (2015). Mindfulness: What It Is and How It Is Impacting Healthcare. UBCMJ,7(1), 56-59.

    Shaffer, D. R., & Kipp, K. (2010). Developmental psychology: Childhood and Adolescence(8th ed.). Belmont, CA: WADSWORTH.

    Sheridan, C. (2016). The Mindful Nurse: Using the Power of Mindfulness and Compassion to Help You Thrive in Your Work. Charleston, SC: Rivertime Press. ISBN: 978-0-9933245-2-9.

    Siegel, D. J. (2007). Mindfulness training and neural integration: differentiation of distinct streams of awareness and the cultivation of well-being1. Social Cognitive and Affective Neuroscience,2(4), 259–263.https://doi.org/10.1093/scan/nsm034

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    South, S. C., Doss, B. D., & Christensen, A. (2010). Through the eyes of the beholder: The mediating role of relationship acceptance in the impact of partner behavior. Family Relations,59 (5), 611–622. doi: 10.1111/j.1741-3729.2010.00627.x .

    Steinberg, L., & Morris, A. S. (2001). Adolescent Development. Annu. Rev. Psychol,83-110.

    Swart, J., Bass, C. K., & Apsche, J. A. (2015). Treating Adolescents with Family-Based Mindfulness(1st ed.). Cham: Springer International Publishing.

    Tan, L. B. G., & Martin, G. (2013). Taming the adolescent mind: Preliminary report of a mindfulness-based psychological intervention for adolescents with clinical heterogeneous mental health diagnoses. Journal of Clinical Child Psychology and Psychiatry, 18, 300–312. doi:10.1177/1359104512455182

    Tan, L. B. (2016). A critical review of adolescent mindfulness-based programmes. Clinical Child Psychology and Psychiatry21(2), 193–207.https://doi.org/10.1177/1359104515577486

    Thomas, N. R., & Joseph, M. V. (2013). Positive Adolescent Development: Relevance of Family Interventions. Rajagiri Journal of Social Development; Kerala5(2), 115–134.

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    van der Vennet, R., & Serice, S. (2012). Can Coloring Mandalas Reduce Anxiety? A Replication Study. Art Therapy: Journal of the American Art Therapy Association29(2), 87–92. https://doi-org.ezproxy.kpu.ca:2443/10.1080/07421656.2012.680047

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      Mindfulness for Younger Adolescents II

      Mindful Teen
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        By Michael Izatt

        Mindfulness for Adolescents & Teens

        Mindful teen
        Source: Green Charmeleon. Retrieved from http://realisticshots.com/post/126994769222/000109

        Being a teenager can be really tough at times. With the pressures of school, friends and other relationships, home life, extracurricular activities, or trying to figure out who you are in this world, things can get quite stressful! Whether you are struggling from something particular or just feeling overwhelmed with everything going on—you are not alone! In fact, according to the American Psychological Association (2014), current stress levels among adolescents and teens are significantly high, which from a mental health perspective is problematic, as their ability to cope with stress and anxiety has become increasingly difficult. The good news is, there are many things adolescents and teens can do to effectively manage daily stress and anxiety. One effective tool is the practice of mindfulness. Mindfulness can help you manage your stress and anxiety so you feel more calm and grounded as you live your life. In fact, mindfulness has been medically proven to reduce stress, increase mental toughness, and create ways that can help those who use mindful techniques gain a healthier perspective on both themselves and the world they experience (Bluth & Eisenlohr-Moul, 2017).

        Benefits of Mindfulness

        Mindfulness
        Source: Blake Verdoorn. Retrieved from http://realisticshots.com/post/130616915364/000137

        Better sleep
        Decrease in stress & anxiety
        Improved mood
        Stronger relationships
        Self-awareness
        Improved focus & concentration
        Fosters compassion and trust
        Allows us to “live in the moment”

        Mindfulness

        How Do I Practice Mindfulness? What Can I Do?

        You don’t have to be a spiritual guru or an expert in yoga to practice mindfulness! Anybody can do it and it’s really easy to learn and practice. While there are more advanced practices that will improve your mental and physical health (e.g. things like meditation, yoga, spiritual retreats, etc.), there are a few simple mental exercises that will allow you to calm your mind, relax your body, and live in “the now.” Here are two mindfulness techniques recommended by Anxiety Canada (2018) that can easily be done from your home or any other quiet place where you’re able to relax. Give them a try! Your mind and body will feel much more relaxed after!

        Three Senses Technique

        First, put your cell phone away and turn off all other connective-technology and find a quiet and safe place to sit and relax

        Three Senses Technique

        Next, take a few big breaths in with long exhales. Feel your body as it sinks into the chair.

        Then, calmly ask yourself:

        i.) What are three things I can hear? (the birds, my breathing, a fan, etc.)
        ii.) What are three things I can see? (the chair, the clock, the door, the lamp)
        iii.) What are three things I can feel? (my socks, my chair, my hair on neck, my shoes)

        Calm Breathing

        Mindful teen


        i) Mindful Breathing

        Find a quiet place to lay down or sit. Close your eyes and begin to breath naturally. Place your hands on your stomach and feel your stomach move in and out as you take deep breaths in from your nose and exhale through your mouth. Focus your thoughts on each breath in and nothing else. If your mind wanders to a random thought, redirect it back to thinking about each breath in and out. Let your body sink into the bed or chair and continue to take deep breaths in for 3-4 minutes.

        ii) *Box Breathing- See video below!

        Mindfulness Technique-Box Breathing Video

        Video created by 
        Michael Izatt
        3:18 mins, November 2018

        Mindful Adolescent Resources

        Mindfulness for Teens

        Lotus Blue

        Wonder what mindfulness looks like for teens? Check this link out! Created by Dr. Dzung Vo (MD), a pediatrician who specializes in adolescence medicine at BC Children’s Hospital, this website has everything you need and is specifically tailored for teens. Included is a brief description of what mindfulness is and things we can do to practice mindfulness. The best part? This website even has ‘youth voices’ that includes stories from other teens who use mindfulness as a way to reduce anxiety and de-stress. With a ‘guided meditations’ section, this website even has videos that teach you breathing techniques, mindful thinking, body scans, and much more! A great resource for teens who wish to benefit from mindfulness.

        URL: https://mindfulnessforteens.com/


        MindShift App (iOS and Android)

        Lotus Blue

        Feeling stressed about an upcoming exam or just life in general? Anxiety or fear getting in the way of your daily living? Download this app and get your mind back on track! This app is completely free (donations accepted) and was created by Anxiety Canada with the help of BC Children’s Hospital and helps those suffering from anxiety. Use it at home or when you’re out with your smart phone—this app has everything from education about anxiety, useful tools and strategies, inspirational quotes and much more! Don’t let anxiety and fear debilitate you anymore! Get this app and start controlling your anxiety and keep it in check! For an additional resource, check out https://youth.anxietycanada.com/

        URL: https://www.anxietycanada.com/resources/mindshift-app


        Smiling Mind App (iOS and Android)

        Lotus Blue

        Who doesn’t like free apps? This mindfulness app was designed and created for people of all ages and even has programs designed for specific age groups! Feeling stressed about planning for the future? Changing schools or entering a new grade? School or family got you feeling overwhelmed? Download this app and pick a program that will help you manage your thoughts, feelings, and moods. Equipped with guided meditations, mindfulness activities, and progress trackers, this app will help you develop a mindful approach to any stressful situation or event. It’s completely free with no hidden fees and is extremely user-friendly! Give it a try! For more resources check out https://www.smilingmind.com.au/

        URL: https://www.smilingmind.com.au/smiling-mind-app/


        Psychology Today: 10 Ways to Protect the Brain from Daily Screen Time

        Lotus Blue

        This link provides 10 evidence-based strategies that will help your brain from overstimulation caused by too much screen time. Written by Dr. Victoria L. Dunckley (MD), these strategies help you reduce your screen time so you can improve your mood, sleep, diet and energy levels. Each strategy explains why it will help your mind insofar as how it affects your brain chemistry and hormone levels. In a world riddled with phones and computers, try putting them down for a bit and give these practices a try and see how well it improves your mental well-being! P.S. It even has something on mindfulness!

        URL: https://www.psychologytoday.com/ca/blog/mental-wealth/201704/10-ways-protect-the-brain-daily-screen-time


        The Mindfulness Summit

        Lotus Blue

        Feel like obtaining some guru-like wisdom in your life? Listen to these videos by Jon Kabat-Zinn (Ph.D.), a pioneer in mindfulness and founder of mindfulness- based stress reduction (MBSR). Focus on awareness, patience, the power of letting -go, trust, and living in the moment to help you live on life’s terms and not your own. Blend in with life and its events in a much more calm and mindful way. Whether you just want to listen to some calming videos by Jon Kabat-Zinn or find other mindfulness videos from a variety of mindfulness speakers (both free and by subscription), check out The Mindfulness Summit and find all kinds of helpful links and strategies for mindfulness. https://themindfulnesssummit.com/

        URL: https://themindfulnesssummit.com/sessions/9-powerful-meditation-tips-jon-kabat-zinn/


        References

        American Psychological Association. (2014). Stress in America: Are teens adopting adults’ stress habits? http://www.apa.org/news/press/releases/stress/2013/ stress-report.pdf

        Anxiety Canada. (2018). Mindful exercises. Retrieved from https://youth.anxietycanada.com/ mindfulness-exercises

        Bluth, K., & Eisenlohr-Moul, T. A. (2017). Response to a mindful self-compassion intervention in teens: A within-person association of mindfulness, self-compassion, and emotional well-being outcomes. Journal of Adolescence, 57, 108–118.

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