Authorsnote:Minimalalterationstothisdocumentarepermittedinthenameofmakingmindfulnessaccessible

tomorechildren,adolescents,teachersandschools.Specifically,youmaywishtoremovethereferenceto
Buddhisminthelastsentenceofthethirdparagraph.Ifyouwishtomakeanyotheralterationsorhave
questionsorrequestspleasecontactDr.AmySaltzmanatdramy@stillquietplace.com.

Mindfulness:AGuideforTeachers
ByDr.AmySaltzman

WhatIsMindfulness?

Thisbriefdocumentprovidesaworkingdefinitionofmindfulness,anoverviewofthe
scientificrationaleforofferingmindfulnesstochildrenandadolescents,areviewofthe
professionalandpersonalbenefitsofpracticingmindfulness,specificsuggestionsfor
developingyourownmindfulnesspractice(whichisaprerequisitetosharingmindfulness
withyourstudents),andtwoexamplesofpracticesyoucanuseinyourclassroom.

Whiletherearemanydefinitionsofmindfulness,thedefinitionIusewithchildrenand
adolescentsis:Mindfulnessispayingattentiontoyourlife,hereandnow,withkindness
andcuriosity.Oneoftheprimaryironiesofmoderneducationisthatweaskstudentsto
payattentiondozensoftimesaday,yetweneverteachthemhow.Thepracticeof
mindfulnessteachesstudentshowtopayattention,andthiswayofpayingattention
enhancesbothacademicandsocialemotionallearning.

Ashumanbeingswehavetheuniquecapacitytopayattentionto/beawareofourinternal
andexternalworldsandtheinteractionsbetweenthetwo.Wecanattendtothebreath,the
body,thoughts,emotions,tastes,smells,sights,sounds,andourimpulsesandactionsand
theireffectsonothersandourenvironment.Thisabilitytopayattentionisanatural,innate
humancapacity.OnedoesnotneedtobeBuddhisttopayattentioninthisway,anymore
thanoneneedstobeItaliantoenjoypizza.

WhyIsMindfulnessImportant?

StressandLearning
Asaclassroomteacher,youalreadyknowthatmanyofyourstudentsarestressed.For
some,thestressissimplylivinginourfastpaced,mediasaturated,multitaskingworld.
Forothers,thestressisperforming,succeeding,andgettingintoagoodcollege.Forstill
othersthestressissurvivinginextremelychallenging,eventraumatic,homeenvironments
andlifecircumstances.Youhavealsomostlikelyrealizedthatstudentstressfrequently
inhibitstheirabilitytolearn,andthattheemphasisonacademicsisneglectingthe
developmentofthesocialemotionalqualitiesessentialforskillfulworldcitizenry.

Studentsarebeingdiagnosedwithdepression,anxiety,ADHD,eatingdisorders,cutting,
addictionsandotherselfdestructivebehaviorsatepidemicrates.Cruelty,bullyingand
violenceareontherise.Most,ifnotall,childrencouldbenefitfromlearningtofocustheir
attention,tobecomelessreactive,andtobemorecompassionatewiththemselvesand
others.

Fortunately,scienceisnowdocumentingthenegativeimpactthatstressishavingon
learningeveryday,inclassroomsacrossthecountry.Theneurologicalprocessesthat
explainthisinteractionarecollectivelycalledexecutivefunction,whichincludes

goaldirectedbehavior
planning
organizedsearch
impulsecontrol 1

Notsurprisinglytheresearchprovesexecutivefunctioncorrelateswithworkingmemory,
emotionalregulation,andresilience. 2, 3 , 4
Thedatashowsthatstressandpovertyresultinlowerexecutivefunctionandworking
memoryinkids. 5 StudiesbySoniyaLutharatColumbiaUniversityTeachersCollegeshow
thataffluentteensareasstressed,depressedandanxiousastheirlowincomepeers. 6 Over
30yearsofresearchwithadultshasshownthatMindfulnessdecreasesstress,depression,
anxiety,andhostility,andenhancesexecutivefunction,compassionand
empathy. 7, 8 , 9 , 10 , 11 , 12 Relatedstudieshaveshownthatselfcompassionhasacademic
benefits,especiallywhendealingwithperceivedfailure. 13

MindfulnessasaFoundationforLearning
ThenewlyemergingdisciplineofMindfulnessinK12educationisactivelyinvestigating
whetherofferingmindfulnesstochildrenandadolescenceenhancesattention,executive
function,andlearning,andpromotesprosocialbehaviorandgeneralwellbeing.The
preliminarydataareencouraging;belowaresummariesoffourrecentstudiesthat
demonstratethebenefitsofofferingmindfulnessacrosstheK12agespectrum.
InarandomizedcontrolledtrialconductedbyMariaNapoli,Ph.D.,first,second,andthird
graderswhoparticipatedinabiweekly,12sessionintegrativeprogramofmindfulness
andrelaxationshowedsignificantincreasesinattentionandsocialskillsanddecreasesin
testanxietyandADHDbehaviors. 14
InstudyingsecondandthirdgraderswhodidMindfulnessAwarenessPracticesfor30
minutestwiceaweekfor8weeks,LisaFlook,Ph.D.andhercolleaguesattheMindfulness
AwarenessResearchCenteratUCLAdocumentedthatchildrenwhobeganthestudywith
poorexecutivefunctionhadgainsinbehavioralregulation,metacognition,andoverall
2

globalexecutivecontrol.TheseresultsindicateMindfulnessAwarenessPracticetraining
benefitschildrenwithexecutivefunctiondifficulties. 15
AstudyconductedbyAmySaltzman,M.D.,incollaborationwiththeDepartmentof
PsychologyatStanford,with4th7thgradersandtheirparents,showedthatafter1hourof
mindfulnesstrainingfor8consecutiveweeksthechildrendemonstratedincreasedability
toorienttheirattention,asmeasuredbytheAttentionNetworkTask,anddecreased
anxiety. 16
InresearchonteachingmindfulnesstoadolescentsconductedbyGinaBiegel,MA,MFT,the
teensreportedreducedsymptomsofanxiety,depressionandsomatic(physical)distress,
andincreasedselfesteemandsleepquality.Independentcliniciansdocumentedahigher
percentageofdiagnosticimprovementandsignificantincreasesinglobalassessmentof
functioningscoresinthemindfulnessgroup(vs.thecontrolgroup).Inlaypersonsterms,
thismeansthatadolescentswhowereinitiallydiagnosedwithclinicaldepressionand
anxietywerenolongerdepressedoranxious. 17
Whiletheresultsareencouraging,itshouldbenotedthefieldisyoungandmoreresearch
isneeded.

PersonalandProfessionalBenefitsofDevelopingaMindfulnessPractice
Beforeweexplorestepsfordevelopingyourownpractice,letsexaminethepersonaland
professionalbenefitsofdoingso.Asaneducator,youknowthatteachingisoftenextremely
stressful.Theprofessionrequiresthatyouteachspecificacademiccontent.Highstakes
testingcreatesadditionalpressurebyemphasizingtestscores,andknowingoverlearning.
Inthemidstofthis,youaspiretorespondtoyourstudentswithcaringandsensitivity,and
tocommunicateclearlyandeffectivelywithstudents,parents,colleagues,and
administrators.Oftenyouareworkinginunderfunded,understaffedsettings,facing
additionalbudgetcuts.Giventhesestresses,itisessentialthatyoulearntocarefor
yourself.Infact,learningtobalancetheemotionaldemandsofteachingwithother
professionalandpersonalpressuresiscentraltotheteachersart,andvitaltoprofessional
longevity.
Datafromothercaringprofessions(andteachingisdefinitelyacaringprofessionwithall
itsattendantjoysandchallenges)showsthatmindfulnesstrainingdecreasesburnoutand
compassionfatigueandincreasesempathyandeffectivecommunication. 18
TheSMARTinEducation(StressManagementandRelaxationTechniquesinEducation)
programisan8week,36contacthouraccreditedteacherrenewalprogramdesignedfor
educatorsandadministrators.Theprogramcultivatestheskillsnecessaryforeducatorsto
becomeawareofandregulatetheirthoughts,emotionsandbehaviorsoastomore
effectivelymanagestressandimprovehealthandwellbeing;toreclaimasenseof

wholenessandhappinessinonespersonallifeandrelationships,andtorekindleones
motivationtoteachandimproveclassroominstructionalquality.
TworandomizedfieldtrialsoftheSMARTprogramaretestingtheprogramsfeasibilityand
effects.Comparedtoteachersinthecontrolgroup,teachersintheSMARTprogramalso
reportedincreasedmindfulness,decreasedoccupationalstress,andincreasedwork
satisfactionfrompretopostintervention.Attheendoftheprogram,95%ofparticipants
saidtheywouldrecommendtheprogramtotheirteachercolleaguesandtheirprincipal. 19
Arecentlypublishedapaper,byPatriciaJennings,Ph.D.andMarkGreenbergPh.D.,
outlineshowstressreductionandmindfulnessprogramswhichsupportteachersocial
emotionalcompetence,enhancetheclassroomenvironment,learning,aswellasstudent
socialemotionaldevelopment.Basedontheirpreliminarywork,theDepartmentof
Educationhasfundeda1.2milliondollargranttofurtherinvestigatetheseeffects. 20
Insummary,practicingmindfulnesscandecreaseyourstressandenhanceyourwellbeing.
Thisinturnwillimprovethelearningenvironmentinyourclassroomandmakeyoua
moreeffectiveteacher.Developingapersonalpracticecanoffersignificantbenefitstoyou
andyourstudents,evenifyouchoosenottosharethepracticeswiththeminanexplicit
way.Andteachingmindfulnessisliketeachinganythingelse:toteachwithexcellenceyou
mustknowandbepassionateaboutthesubject.Sincemindfulnessisanexperiential
discipline,toofferitwithintegrity,theteachingmustcomeoutofyourownpractice.

HowDoIPracticeMindfulness?

Whetheryouwanttodevelopamindfulnesspracticetoenhanceyourownwellbeingorin
preparationforsharingthepracticeswithstudents,belowaresomesuggestionsonhowto
doso.

Read.
o Schoeberlein,Deborah,MindfulTeachingandTeachingMindfully:AGuide
forAnyoneWhoTeachesAnythingWisdomPublications,Somerville,MA
2009.
o Brady,Richard,andIreneMcHenryTuningIn:MindfulnessinTeachingand
Learning,FriendsCouncilonEducation,Philadelphia,PA,2009.
o KaiserGreenland,Susan,TheMindfulChild,SimonandSchuster,NY,NY
2010
o Biegel,G,TheStressReductionWorkbookforTeens,NewHarbinger
Publications,Oakland,CA,2009
o Greco,Laurie,AcceptanceandMindfulnessTreatmentsforChildrenand
Adolescents,Oakland,CA,2008.
Enrollinaprofessionaltraining.(Somerecommendedprogramsappearbelow;
otherscanbefoundatwww.stillquietplace.comandwww.mindfuleducation.org)
o SMART:www.smartineducation.org
4

o MindfulnessBasedStressReduction(MBSR)course(especiallyforthosewho
havealongtimepracticeinparticulartradition):
http://www.umassmed.edu/cfm/mbsr/(thislinklistsprogramsworldwide)
o eMindful(Ifthereisnoprograminyourlocalarea,youcanparticipateinan
onlinecourse):www.emindful.com
o CenterforContemplativeMindinSociety:www.contemplativemind.org
o CAREGarrisonInstitute:
http://www.garrisoninstitute.org/programs.php?type=contemplation_educat
ion&proj=ACT

Establishadevoteddailypractice,preferablywithweeklysupportfromalocal
(oronline,ifnecessary)instructorandcommunity.

Maintainyourdailypracticeforaminimumofoneyear

Participateinatleastonesilentmeditationretreatof7daysorlonger

Enrollinaninpersonoronlinetrainingonteachingmindfulnesstochildrenor
adolescents.
o www.stillquietplace.com
o www.mindfulnesstogether.net
o www.wellnessworksinschools.com
o www.stressedteens.com

Devoteasmuchtimeasyouneedtoindepthexplorationofyourintentions,skills
andchallengesinsharingmindfulnesswithchildren.

Getadditionalsupportorsupervisionasneeded.

ForthoseofyouwhohaveanestablishedpracticeinlineagesotherthanMBSR,
pleasebeawarethatitiscrucialthatyoubeabletounderstandandpresentthe
practicesinwaysthataresecular,accessible,invitingandjargonfree.Perhaps
themostessentialandbrilliantaspectofMBSR,asaform,isitsordinaryeveryday
ness.

Enjoythejourney.

HowDoITeachMindfulnessIntheClassroom?
Mindfulnessandawarenessareconceptsmanyyoungchildren,adolescentsandadultsmay
haveahardtimegrasping.However,withguidance,mostyouthcanexperiencetheir
naturalinnerstillnessandquietness,whatIcalltheStillQuietPlace.Belowaretwosample
practicesanexampleofhowtointroducetheStillQuietPlacetostudentsofanyageand
apracticecalledP.E.A.C.E.tobeofferedtostudentsin5thgradeandabovetosupport
themindealingwithdifficultsituations.

Pleasebeawarethewrittenpracticesbelowarenotintendedtobeusedasscriptstobe
readtoyourstudents.WhileIcanofferexperience,languageandsuggestions,ultimately
yourteachingmustcomefromthedepthsofyourownpractice;youmustbeabletodeal
skillfullywithwhatevercomesup.Inanygivenclassroomtherewillbeatleastafew
childrenwhohavelivedthroughoneormoreofthefollowing:neglect,divorce,illness,
deathofafamilymember,emotional,physical,and/orsexualabuse,violenceintheir
homesorcommunities,beinguprootedfromtheirhomes,andwar.Unfortunately,insome
classroomstheseexperiencesarethenorm.Thesecircumstancesrequirethatwestretch
ourcapacitytorespondtosufferingwithclarityandcompassion.Evenwiththebest
intentionswecandoharmifweexposeawoundthatwedonthavetheskilltoattendto.

Again,itisstronglyrecommendedthatyoudiscoveryourowninnerstillnessandquietness
andpracticecreatingP.E.A.C.E.inyourownlifebeforeyouattempttosharethesepractices
withstudents.
TheStillQuietPlace
ThelanguagebelowisforstudentsinKindergartenthrough2 ndgrade,andcanbeadapted
forallages.

Hi,todayIwouldliketoshareoneofmyfavoriteplaceswithyou.ItiscalledStillQuiet
Place.Itsnotaplaceyoutraveltoinacar,oratrain,oraplane.Itisaplaceinside
youthatyoucanfindjustbybreathing.

Letsfinditnow.Ifyoufeelsafe,closeyoureyes.Whetheryoureyesareopenorclosed,
takesomeslowdeepbreaths.Seeifyoucanfeelakindofwarmsmileinyourbody.Do
youfeelit?ThisisyourStillQuietPlace.Takesomemoredeepbreaths,andreally
snugglein.

ThebestthingaboutyourStillQuietPlaceisthatitsalwaysinsideyou.Andyoucan
visititwheneveryoulike.ItisnicetovisityourStillQuietPlaceandfeelthelovethatis
there.ItisespeciallyhelpfultovisityourStillQuietPlaceifyouarefeelingangry,or
sad,orafraid.TheStillQuietPlaceisagoodplacetotalkwiththesefeelings,andto
makefriendswiththem.WhenyourestinyourStillQuietPlaceandtalktoyour
feelings,youmayfindthatthefeelingsarenotasbigoraspowerfulastheyseem.
Rememberyoucancomeherewheneveryouwant,andstayaslongasyoulike.
6


Toviewabriefvideoofthisandotherpracticesgoto:
http://www.stillquietplace.com/press_video.html

Withminimaladaptation,theconceptofStillQuietPlacecanbeusedwithstudentsfrom
agesthreeto93.ChildrenagesthreetosevencansimplyexperiencetheStillQuietPlace
andfeelitintheirbodyminds.Forolderchildren,thelanguagecanbemorebodyfocused
withlessemphasisontheStillQuietPlaceasalocation.Childrenageseighttotencanbegin
toremembertovisittheStillQuietPlacewhentheyareupset,andsomemaybeabletouse
thepracticetoallowthemtorespondtoupsettingcircumstances.Mostchildren11and
oldercanbegintoapplythepracticesofMindfulnessmuchasadultsdo;theycanbeaware
oftheirthoughts,feelingsandphysicalsensations,andthenpracticerespondingratherthan
reactingtotheirlifecircumstances.

Foryoungerchildren,asimple515minutesessionwillhelpthembecomefamiliarwith
theStillQuietPlace.Typically,asessionwillincludetwopractices,eachfollowedbyabrief
discussion,andclosewithasuggestionforhomepractice.Forasingleguidedpractice,a
generalruleofthumbisthatchildrenusuallycanpractice1minutepertheirageinyears.
(Forexample,fiveyearoldchildrencangenerallydoguidedpracticeforaboutfive
minutes.)

Withagroupoftenormorekindergartners,ifeachchildspeaksaftereachpractice,the
childrenmaygetrestlessandtheexperienceofthepracticemaybelonggonebeforeitis
thelastchildsturntospeak.Thus,youmaywanttohearfromsomeofthechildrenafter
eachpractice.

PracticingP.E.A.C.E.
Participantsbeginbyattendingtothebreathandthebody,thenmoveontoobserving
thoughtsandemotions.Thisisatransformativeprocess.Whenweareawareofour
thoughtsandfeelings,wecanchooseourbehavior,andchoosingbehaviorishowwecreate
ourlives.Forexample,whenastudentisstrugglingwithamathproblemorconfrontedin
thehallways/hecanpause,breatheandthenrespondtothesituation.Belowisguided
practicetosupportolderstudents(includingusadultlearners)indealingwithlifes
frequentchallenges.

Ifweremembertouseit,mindfulnesscanhelpusdealwithdifficultsituationsfrom
ordinaryeverydaydifficultieslikelosingyourcellphonetomoreextremedifficulties
likefailingaclass,breakingupwithagirlfriendorboyfriend,havingafriendgotojail
ormaybeevengoingtojailyourself,gettingpregnantorgrievingadeathinyour
familyorcommunity.

Mindfulnessismuchmorethanjustwatchingthebreath.Forme,thepowerand
beautyofmindfulnessisthatusingithelpsmewhenthingsaremostdifficult.

PEACEisanacronymforapracticethatcanbeusedinanydifficultsituation.Perhaps
youcanbeginbypracticingwithsmalldailyirritations.Thoseofyoudealingwith
7

moreextremecircumstancesmayneedtorepeatthepracticemanytimesaday,and
youmayalsowanttogetadditionalhelpfromafriend,aparent,acounselor,ora
doctor.

Thepracticegoeslikethis.

PPisforpause.Whenyoubecomeawarethatthingsaredifficult,pause.

EEisforexhale.Whenyouexhaleyoumaywanttoletoutasigh,oragroan,oreven
weep.Andafteryouexhaleyouwantto...Inhale.Justkeepbreathing.

AAisforacknowledge,accept,allow.Asyoucontinuetobreathe,acknowledgethe
situationasitis.Yourbackpackwithallyourstuffisgone,yourparentsaregetting
divorced,yourbestfriendisnowdatingthepersonwhojustbecameyourex
Acknowledgingasituationdoesntmeanyouarehappyaboutit.Itjustmeansthatyou
recognizethesituationisasitis,whetheryoulikeitornot.

Acceptthesituation,andyourreactiontoit.Youarefurious,devastated,heartbroken,
jealous,oralloftheabove.

Allowyourexperience.DoyourbesttorestintheStillQuietPlaceandwatchthe
thoughts,feelings,andbodysensations.Noticewhenyouaretemptedtosuppressyour
experiencebypretendingyouarefine,ortocreateadditionaldramabyrehashing
thingsinyourheadorwithfriends.Andallowthis,too.Seeifyoucandiscoveramiddle
way:havingyourthoughtsandfeelings,withoutyourthoughtsandfeelingshaving
youandmakingyouactinwaysyoumayregret.

CCisforchoose.Whenyouareready,andthismaytakeafewmoments,days,weeks
orevenmonths,choosehowyouwillrespond.Atitsbest,respondinginvolvessome
additionalCs.
Clarity:beingclearaboutwhatyouwant,whatyourlimitsare,whatyouare
responsiblefor.
Courage:thecouragetospeakyourtruth,andtohearthetruthofothers.
Compassion:compassionforyourself,forothers,andforhowincrediblydifficultit
sometimesistobeahumanbeing,and
Comedy:(Actually,Ipreferthewordhumor,butitdoesntstartwithC.)Itisamazing
whatasenseofhumorandawillingnesstonottakeourselvestooseriouslycando.

EEisforengage.Afteryouhavepaused,exhaled,allowed,andchosenyourresponse,
youarereadytoengagewithpeople,withthesituation,withlife.

Remember,ifitispossible,practicewithsmallupsetsfirst.Forextremecircumstances
youmayhavetorepeatthisprocessoverandoverandreceiveadditionalsupport.The
moreyoupractice,themorePEACEyouwillhave.

Typicallythesepracticesarefollowedbyadiscussionorjournalingaboutthefollowing:
Whatcameupforyouduringthepractice?
Aretheresituationsinyourlifewherethispracticemightbehelpful?
AreyouwillingtopracticePEACEwhendifficultiesariseduringthiscomingweek?

Mayyoudiscoveryourownstillness,quietness,andPEACE,andmayyounurturethese
naturalqualitiesinyourstudents.

WordsfromtheChildren
AttheendofeveryStillQuietPlacemindfulnesscourse,participantsareaskedtowritea
briefnotetoafriendwhoknowsnothingaboutMindfulnessdescribinghowitfeelstorest
intheStillQuietPlace,andhowtheyuseMindfulnessindailylife.Reflectionsfromchildren
whohavecompletedthecourseappearbelow.Thecommentsaretakenverbatimfromthe
childrensnotes,misspellingsandall.

Ithinkmindfulnesshastrulyhelpedmebecomemoreawareoffocusing.Ilearnedtobring
myattentionbackwhenitwanderedwhichhelpedmewithhardorconfusingtests.

Itfeelssortofstrangebutpeaceful.IcantreallytellhowIusemindfulnessathome,butI
doknowithelpsmewhenIammadatmybrother.

Ithelpsyouconcentrate.IuseiteverytimeIhaveahardtest.Itbringsmyattentionback
tothetestandtheproblem.

WhenIamsadorkindofinabadmoodItakeabout10breathsandIgetrelaxed.Ialso
forgetaboutmyworries.Ilearnedthisfrommindfulness.IenjoycomingherebecauseI
forgetaboutmytroublesandIforgetaboutallthethingsinmylifethatissad.Mysadness
justfades.

DearKeith,Iamdoingthisthingcalledmindfulness.Itisawayofunderstandingand
beingawareoffeelings.OnethingyoudoisgototheStillQuietPlace.Itfeelsrelaxingto
bethere.MindfulnesshashelpedmebeforehomeworkbecauseitrelaxesmesoIdoagood
jobwithmyhomework.

Stillquietplacehasgivenmealotofstressrelief.IusemindfulnesswhenImupsetor
stressedout.MindfulnessRocks!ThankyouDr.Saltzmanforintroducingthiswonderful
programtome.

DearFriend,MindfulnessisaclassIamtakingatschool.Itisatimewhenwebreatheand
thinkaboutourthoughts,aboutNOW,notthepastorthefuture.Whenwesettlein
breathingwegotoourstillquietplace.Itfeelscalminginthestillquietplace.Iuse
mindfulnesswhenIamnervousaboutsomething.

DearInvisibleBob,RestingintheStillQuietPlaceisveryrelaxing.Ithelpsyougetintouch
withyourinnerself.Andfindouthowyouareactuallyfeeling.

Mindfulnessisagreatclassbecauseyoucanchillout,andrelax.Itwillcoolyoudownand
makeyoulessstressed.Youshouldtryitifyouaremadorsadorjustwanttofeelbetter.
ThatswhatIdo.Tryit!

10

AbouttheAuthor
Dr.AmySaltzmanisaholisticphysician,mindfulnessteacher,scientist,wife,mother,and
devotedstudentoftransformation.Herpassionissupportingpeopleofallagesin
enhancingtheirwellbeinganddiscoveringtheStillQuietPlacewithin.Sheisrecognizedby
herpeersasavisionaryandpioneerinthefieldsofholisticmedicineandmindfulnessinK
12education.

SheistrainedinInternalMedicine,afoundingdiplomateoftheAmericanBoardofHolistic
Medicine,founderanddirectoroftheAssociationforMindfulnessinEducation,anda
foundingmemberoftheNorthernCaliforniaAdvisoryCommitteeonMindfulness.Before
establishingaprivatepracticeinMenloPark,sheservedontheBoardofTrusteesofthe
AmericanHolisticMedicalAssociation,andasmedicaldirectoroftheHealthandHealing
Clinic,atCaliforniaPacificMedicalCenterinSanFrancisco.
Shehasconductedtworesearchstudiesevaluatingthebenefitsofteachingmindfulnessto
childparentpairs,andtochildreninlowincomeelementaryschools;theseresearch
projectswereconductedincollaborationwiththeDepartmentofPsychologyatStanford
University.
Dr.Saltzmanofferslecturesandcoursesforschools,parentingorganizations,educational
andmedicalconferences.Shealsoprovidesindividualmindfulnessinstructionandholistic
medicalcaretochildren,adolescentsandadults.

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11

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12

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13