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School Implementation Program

Why is this important in the education of our future generation

Studies find that youth benefit from learning mindfulness in terms of improved cognitive outcomes, social-emotional skills, and well being. In turn, such benefits may lead to long-term improvements in life. For example, social skills in kindergarten predict improved education, employment, crime, substance abuse and mental health outcomes in adulthood.[1]

Much evidence has shown how effective intervention in preschool and the early elementary years can improve childhood non cognitive skills in a lasting way. Enhancing these skills can have an impact in multiple areas and therefore has potential for positively affecting individuals as well as community public health substantially.

Cognitive Outcomes

  • Attention and Focus [2]
  • Grades [3]

Social-emotional Skills

  • Emotion regulation [4]
  • Behaviour in school [5]
  • Empathy and perspective-taking [6]
  • Social-skills [7]

Well Being

  • Test anxiety [8]
  • Stress [9]
  • Posttraumatic symptoms [10]
  • Depression [11]

Program Overview

The Emotional Literacy & Mindfulness Academy for Kids is a program provider for children aged 5 to 9 years old. The program developed has been tested over two years amongst numerous children and throughout a variety of age brackets. This program invites children to learn about their emotional grid system, how to manage it, meditation, mindfulness and the practical tools of application in the real world using proven techniques to arm them with the ability to deal with life experiences with emotional maturity and self regulation. The literacy program is built around two characters ‘Jazzy and Pinky’, two little chickens from a chicken school, they invite kids on an adventure with their energy ball to support them in the important development of emotional intelligence awareness through a simple and fun program.

Our program outcomes and deliverables are;

  • Emotional Literacy Skills – Happiness & Energetic Body
  • Communication Skills – With Self & Others
  • Transactional Behaviours – The Power of Expression
  • Social Interaction – Connection
  • Kinaesthetic Awareness & Techniques – Body Awareness, Intrinsic & Extrinsic Awareness
  • Mental Focus – Locus of Control
  • Integrated Sound Therapy, using technology and frequencies that talk to the cellular memory.

School Programs

We currently have available two options for schools to implement our programs.

Train the Teacher Programs

The train the teacher program offers flexibility and empowers teachers to embrace the neuroscience of mindfulness and highly advanced emotional intelligence skills. This allows the school to meet the current demands for the modern family and positions them as a leader in this field using evidence based programs that create impact and sustainable positive change.

Our program involves an initial training where all program fundamentals will be addressed, explained and taught – this is done within our teachers online portal or in certain cases in person with one of our qualified trainers. We cover all 6 modules and all materials are supplied to the teachers to use under the Emotional Literacy Academy license plan.

In-house Implementation Program

We provide the resource and the material for a 12 month program within the school as a fundamental part of the curriculum. Once a week we come in a teach the program over one year and test and measure results over this time to review annually.

Please contact us if you would like to find out more about our School Integration Program.

Program Fundamentals

There are 6 fundamental modules, which can be used repetitively (due to the neuroplasticity of the brain) learning and developing new neural pathways through repetition. Each module can run for one month or for one week. The literacy program modules are specifically designed to incorporate a holistic understanding of our connection Mother Nature, animals, food as medicine, meditation and how all this connects in with our emotions and our energy ball. The ability to harness intrinsic and extrinsic awareness of our emotions and other peoples.

Please contact us if you would like to roll this program into your school.

Application Form

References

[1] Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early Social-­Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness. American Journal of Public Health, 105(11), 2283–2290.

[2] Baijal, S., Jha, A. P., Kiyonaga, A., Singh, R., & Srinivasan, N. (2011). The influence of concentrative meditation training on the development of attention networks during early adolescence. Frontiers in Psychology, 2, 1-9.

[3] Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66.

[4] Metz, S. M., Frank, J. L., Reibel, D., Cantrell, T., Sanders, R., & Broderick, P. C. (2013). The effectiveness of the learning to BREATHE program on adolescent emotion regulation. Research in Human Development, 10(3), 252–272.

[5] Semple, R. J., Lee, J., Rosa, D., & Miller, L. F. (2010). A randomized trial of mindfulness-based cognitive therapy for children: promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19(2), 218–229.

[6] Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66.

[7] Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness Training for Elementary School Students. Journal of Applied School Psychology, 21(1), 99–125.

[8] Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness Training for Elementary School Students. Journal of Applied School Psychology, 21(1), 99–125.

[9] Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools—a systematic review and meta-analysis. Frontiers in Psychology, 5.

[10] Sibinga, E. M. S., Webb, L., Ghazarian, S. R., & Ellen, J. M. (2016). School-­Based Mindfulness Instruction: An RCT. Pediatrics, 137(1), 1-­8.

[11] Sibinga, E. M. S., Webb, L., Ghazarian, S. R., & Ellen, J. M. (2016). School-­Based Mindfulness Instruction: An RCT. Pediatrics, 137(1), 1-­8.