Professional Documents
Culture Documents
Presentation
EDPS 612.03
Amy, Christina,
Cara & Kristina
Zones of
Regulation &
MindUP
Presentation Overview
Introduction of chosen Topic
Overview of Zones of Regulation
Arguments against intervention &
responses
Overview of MindUP
Arguments against intervention &
responses
Closing remarks
Self-Regulation
Ones ability to adjust their level of
alertness and how they display their
emotions though their behaviour to attain
certain goals in socially adaptive ways
(Bronson, 2001)
Theoretical model:
Cognitive -based model
Belief that in order to successfully
self-regulate, 3 neurological
components need to be integrated;
sensory processing, executive
functioning and emotional regulation.
Incorporates:
Social thinking concepts
Visual aides
Multiple opportunities to learn concepts
and skills
Monitor
behaviours,
thoughts and
feelings
Evaluating the
best course of
action, from
different skills
they have
learned
Use internal
Learn to
understand others
perspectives
Understand
appropriate level of
reaction
Learn how different
emotional
reactions translate
into different
outcomes
The Zones
Emotional
Regulation
Sensory
Processing
Executive
Functioning
Cost effective.
Series of 18, easy to follow lessons.
Manual includes CD with all reproducibles
Can be delivered to small group or whole class
settings for ages 4 and up.
No specific training required for program delivery.
Derived from evidence based research.
Similar to other popular self-regulation
programs (Alert Program How
does your engine run & Zone in).
Rebuttal
Lessons can be combined and not all
lessons need to be covered to teach
all of the major concepts
MindUP is an evidence-based
teaching model & curriculum
It teaches social, emotional &
self-regulatory strategies &
skills
Brain-focused strategies for
learning and living
Goals of MindUP
Fostering mindful focussed
awareness
Increasing pro-social behaviour
Increasing joy and happiness
Fostering a caring and cohesive
classroom
MindUP
Geared to pre-K through middle
school
Published by Scholastic (Cost: $19.99
each)
3 separate resources:
Pre K- 2
Grades 3-5
Grades 6-8
Unit 1
Unit 2
Unit 3
15 lessons & 4 units:
Getting
Focused
Unit 4
Taking
Action
Mindfully
Lesson Structure
Each lesson includes:
Introduction of Topic
A Warm-Up Activity
Links to Brain Research
Clarification Examples
for Students
Materials and Resources
A Step-by-Step Plan
Curriculum Connections
Students learn
Unit I:
The Core Practice
Deep belly
breathing
Focussed
attention
3 x daily
throughout
the school year
Students learn
Unit I:
To mindfully pay
attention to their
breathing & senses
How breathing can help
the brain to think clearly,
to sharpen focus &
manage emotions
Students learn
Unit I:
About the brain and how it
helps them think and react
Prefrontal
Cortex
The thinking
part of the brain;
helps with
decision making
Amygdala
Keeps us safe;
responsible for our
immediate
reactions
Hippocamp
us
Students learn
Unit I:
About the stressed brain & the
happy brain and how brain state
impacts learning
Students learn
Unit II:
How to experience the relationship
between our senses, how our bodies
move and the way we think.
Unit III:
How our mind-set affects how we learn
and progress
How to take anothers perspective
How to be more optimistic and how
to appreciate happy experiences
Students learn
Unit IV:
To express gratitude
How and why to perform acts of
kindness
How to take mindful action in the
world
A MindUP Classroom
MindUP Core Practice
3 x daily
MindUP Lessons
MindUP Connections to Curriculum
Short extensions to lessons
Literature Links
Books that further support MindUP curriculum
MindUP Journals
For student reflection
Reduces stress
Increases academic performance Being mindful calms me
down when I am angry. It
Improves concentration
helps me not get in a big fight
Helps to reduce bullying &
because I dont want to hurt
aggression
my friends. It also helps me
focus on my work.
Improves social interactions
-Sixth grade Student
Helps with perspective taking
Instils empathy and kindness
Fosters complex problem-solving skills
Nurtures optimism & improves self-concept
Improves executive functioning including planning and
organization, emotional control and inhibitory response
Rebuttal
The program is evidence-based and new.
Preliminary studies are promising.
While her celebrity got initial attention, the
program has proven itself and continues to
become more popular.
All students need brain breaks. Students are
more attentive and ready to learn so ideally
the teacher does not need to stop as often.
Parents can be informed about the benefits of
breathing and witness the focussed awareness
of the students following The Core Practice.
Summary
Benefits of social/emotional
learning in school has been
well documented:
- Promotes overall health &
wellness
- Improves academic success
- Prevents problems such as
violence, alcohol & drug use,
truancy & bullying
- Prepares children for
adulthood (teaching
communication skills,
cooperation, leadership)
(www.casel.org)
Closing remarks
for MindUP
Mind UP
References
Boekaerts, M. & Corno, L. (2005). Self-Regulation in the Classroom: A Perspective on Assessment
and Intervention. Applied Psychology: An International review, 54 (2), 199-231.
de Carvalho, J. S., Pinto, A. M., & Marco, J. (2013, March). The classroom as mindful experience:
The results of MindUP Program on 3rd grade students, a pilot study. Poster presented at the 2013
Mindfulness in Society Conference, University of Bangor, North Wales, UK
Hawn Foundation. (2011). MindUP curriculum. Brain Strategies for Learning and Living. Scholastic
Publishing. NY, New York.
Hofmann, W., Schmeichel, B.J. & Baddeley, A.D. (2012). Executive functions and self-regulation.
Trends in Cognitive Sciences, 16(3), 174-180. doi:10.1016/j.tics.2012.01.006
Kuypers, L.M. (2011). The Zones of Regulation: A Curriculum designed to Foster Self-regulation and
emotional control. Social Thinking Publishing. San Jose, California.
Powell-Williams, A. (2012). MindUP Workshop for Grades 3-8 [PDF Document]. Retrieved from
http://yukon-education-mathematics.wikispaces.com/file/view/MindUp%20Inservice
%20Package.pdf/437425200/MindUp%20Inservice%20Package.pdf
Reid, R., Trout, A.L., & Schartz, M. (2005). Self-regulation Interventions for children with attention
deficit /Hyperactivity Disorder. Council for Exceptional Children, 71 (4), 361-377.
Rock, M.L. (2005). Use of strategic self-monitoring to enhance academic engagement,
productivity, and accuracy of students with and without exceptionalities. Journal of Positive
Behavior Interventions, 7(1), 3-17.
References
Schonert-Reichl, K., & Lawlor, M. (2010). The effects of a Mindfulness-Based Education
Program on Pre and Early Adolescent's Well-Being and Social and Emotional
Competence. Mindfulness,1, 137-151.
Schonert-Reichl, K., Oberle, E., Lawlor, M., Abbott, D., Thomson, K., Oberlander, T., &
Diamond, A. (2011). Enhancing cognitive and social emotional development
through a simple to administer school program. Manuscript submitted for
publication.
Shanker, S. (2013). Calm, alert & learning. Classroom strategies for self-regulation.
Pearson. Toronto, Ontario.
Sofronoff, K., Atwood, T., Hinton, S. & Levin, I. (2007). A Randomized controlled trial of
a cognitive behavioural
intervention for anger management in children diagnosed with Asperger Syndrome.
Journal of Autism and Developmental Disorders, 37, 1203-214. doi: 10.1007/s10803006-0262-3
Wyman, P.A., Cross, W., Brown, C.H., Yu, Q., Tu, X. & Eberly, S. (2010). Interventions to
strengthen emotional self-regulation in children with emerging mental health
problems: Proximal impact on school behaviour. Journal of Abnormal Child Psychology,
38, 707-720. doi: 10.1007/s10802-010-9398-x
Useful Websites
www.zonesofregulation.com
http
://thehawnfoundation.org/mindup/