Learning to Breathe: A Mindfulness Curriculum for Adolescents to Cultivate Emotion Regulation, Attention, and Performance

by Patricia C. Broderick PhD, Myla Kabat-Zinn RN, BSN (Foreword by), Jon Kabat-Zinn PhD (Foreword by)

Overview

A fully revised and updated second edition, including new research and skills in the areas of trauma and compassion

Disruptive behavior in the classroom, poor academic performance, and out-of-control emotions: if you work with adolescents, you are well-aware of the challenges this age group presents, as well as how much time can be lost on your lessons while dealing with this behavior. What if there was a way to calm these students down and arm them with the mindfulness skills needed to really excel in school and life?

Written by mindfulness expert and licensed clinical psychologist Patricia C. Broderick, Learning to Breathe is a secular program that tailors the teaching of mindfulness to the developmental needs of adolescents to help them understand their thoughts and feelings and manage distressing emotions. Students will be empowered by learning important mindfulness meditation skills that help them improve emotion regulation, reduce stress, improve overall performance, and, perhaps most importantly, develop their attention. 

Since its publication nearly a decade ago, the L2B program has transformed classrooms across the US, and has received praise from educators, parents, and mental health professionals alike. This fully revised and updated second edition offers the same powerful mindfulness interventions, and includes compelling new research and skills in the areas of trauma and compassion.

The book integrates certain themes of mindfulness-based stress reduction (MBSR), developed by Jon Kabat-Zinn, into a program that is shorter, more accessible to students, and compatible with school curricula. This easy-to-use manual is designed to be used by teachers, but can also be used by any mental health provider teaching adolescents emotion regulation, stress reduction and mindfulness skills. The book is structured around six themes built upon the acronym BREATHE, and each theme has a core message: Body, Reflection, Emotions, Attention, Tenderness, and Healthy Mind Habits, and Empowerment.

Along with The Learning to Breathe Student Workbook, this is the perfect tool for empowering students as they grapple with the psychological tasks of adolescence. Make this new edition a part of your professional library today!

Product Details

ISBN-13:	9781684036714
Publisher:	New Harbinger Publications
Publication date:	06/01/2021
Edition description:	Second Edition
Pages:	344
Sales rank:	1,067,734
Product dimensions:	9.90(w) x 7.90(h) x 0.90(d)

About the Author

Patricia C. Broderick, PhD, is a research associate at the Bennett Pierce Prevention Research Center for the Promotion of Human Development at Penn State University, and founder of the Stress Reduction Center at West Chester University of Pennsylvania. A graduate of the mindfulness-based stress reduction (MBSR) advanced practicum at the Center for Mindfulness at the University of Massachusetts Medical School, Broderick is a licensed clinical psychologist as well as a certified school psychologist and counselor for grades K through 12. She is the author of The Life Span—a textbook for graduate-level students and mental health professionals—as well as Mindfulness in the Secondary Classroom.


Myla Kabat-Zinn, RN, BSN, spent a number of years assisting at births both in the hospital and at home. During those years, she also taught childbirth education classes based on mindful awareness. She is coauthor, with her husband Jon, of Everyday Blessings. She has led workshops on mindful parenting in the US and in Europe.


Jon Kabat-Zinn, PhD, is internationally known for his work as a scientist, writer, and meditation teacher engaged in bringing mindfulness into the mainstream of medicine and society. He is professor of medicine emeritus at the University of Massachusetts Medical School, and author of numerous books, including Full Catastrophe Living, Arriving at Your Own Door, and Coming to Our Senses.

Table of Contents

Foreword ix

Acknowledgments xiii

Part 1 Introduction and Overview

1 A Message for Teachers 3

2 Foundations of Learning to BREATHE 7

3 How to Use This Manual 15

Part 2 L2B Six-Session Program

4 Theme B: Body 29

Activity: Mindful Listening 34

Activity: My Mindful/Mindless Life 37

Activity: Eating Mindfully 37

Activity: Sense Doors 39

Activity: Mindful Walkabout 41

Practice: Body Scan 43

PJLM for B Theme (Short) 49

PJLM for B Theme (Long) 49

5 Theme R: Reflections 51

Activity: The Big Event 54

Activity: My Mind Is a Cast of Characters 58

Activity: The Panda Bear 61

Alternate Activity: The Pizza 63

Alternate Activity: White Polar Bear 64

Practice: Mindfulness of Thoughts 66

PJLM for R Theme (Short) 68

PJLM for R Theme (Long) 69

6 Theme E: Emotions 71

Activity: The Lineup 75

Activity: Emotions in Three Acts 76

Activity: The Great Cover-Up 81

Activity: Surfing the Waves 84

Activity: Pleasant Feeling (Gratitude Practice) 87

Practice: Mindfulness of Feelings 89

PJLM for E Theme (Short) 92

PJLM for E Theme (Long) 92

7 Theme A: Attention 95

Activity: Case Study 98

Activity: Cross the Line 101

Activity: How Much Can You Handle? 102

Practice: Mindful Movement 104

PJLM for A Theme (Short) 110

PJLM for A Theme (Long) 110

8 Theme T: Tenderness 113

Activity: The Teenage Brain, True or False 116

Activity: Practicing Mental Habits 118

Activity: Ways We Practice Kindness or Meanness 120

Activity: Stream of Gratitude (Mindful Writing) 123

Activity: What I Wish for Myself 125

Activity: Message in a Bottle 125

Practice: Loving-Kindness 126

Practice: "A Person Just Like Me" 131

Concluding Self-Compassion Practice for T Lesson 133

9 Theme H: Habits 135

Activity: Mindful Quilt 137

Practice: Closing Circle 138

PJLM for H Theme 141

10 Mindfulness Boosters, Daily Doses, and Key Words 143

Part 3 L2B in Eighteen Sessions or Twelve Sessions

11 B Theme Sessions 1-3 161

Activity: Bell Sound Practice 162

Practice: Short Breath Awareness Practice 162

Activity: My Mindful/Mindless Life 164

Activity: Eating Mindfully 164

Practice: Feet on the Floor 164

Activity: Elements of Mindfulness 166

Activity: Mindfulness in My Life 166

Practice: Body Scan 166

12 R Theme Sessions 4-6 169

Activity: The Big Event 170

Activity: Fill in the Blanks 171

Practice: Short Breath Awareness 171

Activity: Name That Thought 173

Activity: The Panda Bear 173

Activity: My Mind Is a Cast of Characters 175

Practice: Mindfulness of Thoughts 175

13 E Theme Sessions 7-9 177

Activity 1: The Lineup 178

Alternative Activity: How Does It Feel? 178

Activity 2: Emotion in Three Acts 179

Practice: Mindfulness of Feelings 179

Activity: The Great Cover-Up 180

Practice: Finding the Feeling 180

Activity: Surfing the Waves 183

14 A Theme Sessions 10-12 185

Activity 1: A Stressed Out Case 186

Activity 2: Cross the Line 187

Activity 3: What's My Limit? 187

Practice: Mindful Walking 187

Activity: How Much Can You Handle? 189

Practice: Seated Mindful Movement 190

Activity: Mindfulness 360 191

Practice: Sitting-to-Standing Mindful Movement 192

15 T Theme Sessions 13-15 193

Activity: Ways We Practice Kindness or Meanness 194

Alternative Activity: Practicing Meanness-or-Kindness Card Sort 194

Practice: Loving-Kindness 195

Optional Opening Practice 198

16 H Theme Sessions 16-18 199

Activity: Designed to Re-Mind 200

Practice: Short Body Scan 201

Activity: Mindful Quilt 202

Alternative Activity: BREATHE Beading 202

Activity: Closing Circle 202

17 Outline for Twelve-Session Program 203

Part 4 Supplementary Information

18 The Adolescent Brain and Stress 213

19 Trauma, Mindfulness, and Working with Youth 221

20 Adolescents, Schooling, and Mindfulness 237

Appendix A Six-Session Student Workbook 243

Appendix B Eighteen-Session Student Workbook 273

References 303

Index 317

Interviews

Broderick resides in Conshohocken, PA (Greater Philadelphia Area).

Editorial Reviews

Incomparable in this field. Learning to BREATHE introduces adolescents to true mindfulness, moving far beyond ‘relaxation.’ The clear, concise manual provides a steady guide through the curriculum; at each step including the underlying rationale along with tips, cautions, and encouragement. In training teachers, I see that Learning to BREATHE mindfulness practice benefits them as much as it does their students.”
—Katherine Crum, PhD, certified teacher, and Mindfulness-Based Stress Reduction and Steering Committee Member for the MBSR Teachers Collaborative of Greater New York

Katherine Crum

Know thyself. Building not only on the accumulated wisdom of the ages but also on the pioneering work of Jon Kabat-Zinn, Broderick has created an extremely well-pitched curriculum for helping teens through what may well be tumultuous years. Practicing mindfulness, a sustained state of nonjudgmental self-awareness, has well-documented salubrious effects. In this well-written and insightful book, Broderick explains clearly what mindfulness is, why it is important, and how to teach it to our youth.”
—Philip David Zelazo, PhD, professor at the Institute of Child Development at the University of Minnesota

Philip David Zelazo

This second edition of Learning to BREATHE provides educators with the tools to flexibly provide high-quality mindfulness instruction. This is a ‘must-read’ for all professionals devoted to supporting the healthy development of adolescents. Through years of experience with many educators, Trish Broderick—a true visionary in education—has refined this model and inspires practitioner’s valuable lessons and insights on mindfulness in education.”
—Mark Greenberg, PhD, Emeritus Edna Peterson Bennett Endowed Chair in Prevention Research, and professor of human development and psychology at Penn State University; and board chair of CREATE for Education

Mark Greenberg

This is a ‘must-read’ resource for clinicians and teachers who want to incorporate mindfulness in their work with adolescents. The curriculum is evidence-based, comprehensive, and easy to implement. Each lesson includes succinct explanations on key concepts, developmentally appropriate activities, and mindfulness practices. The pedagogical reminders and transitions added throughout each lesson in this second edition makes the curriculum so much more user-friendly.”
—Joey Fung, PhD, associate professor at Fuller School of Psychology & Marriage and Family Studies

Joey Fung

Learning to BREATHE is a gift to all who support adolescents. Patricia Broderick has developed a way of guiding students in their discovery and development of core principles of mindfulness, compassion, and resilience that is both engaging and effective. The updated layout, guide for multiple implementation options, and inclusion of trauma-sensitive mindfulness teaching principles make this second edition an invaluable resource.”
—Rachel Reist, LCSW, mindfulness-based stress reduction (MBSR) teacher and program coordinator at Davis Behavioral Health

Rachel Reist

Learning to BREATHE is one of the most comprehensive and user-friendly mindfulness curricula on the market. Learning to BREATHE is sure to ‘stick’ with both teachers and students to make meaningful changes in emotional self-awareness and self-regulation: the cornerstones of all social and emotional learning (SEL) practice. Trish Broderick is one of those rare mindfulness teachers who places the research about her own program right up front in a meticulous and transparent manner.”
—Anthony Pantaleno, PhD, NYS-licensed psychologist, NYS-certified school psychologist, and certified Koru Mindfulness teacher

Anthony Pantaleno

Broderick’s clear and comprehensive Learning to BREATHE is an outstanding achievement in the field of school-based mindfulness programming and contemplative science. It has consistently demonstrated effectiveness in clinical trials, and represents a modern social-emotional learning curriculum to support the psychological health of today’s youth. Teachers and researchers interested in evidence-based mindfulness programming for adolescents should consider this book essential reading.”
—Joshua C. Felver, PhD, ABPP, assistant professor and director of clinical training in the school psychology program at Syracuse University, and coauthor of Mindfulness in the Classroom

Joshua C. Felver

Learning to BREATHE is an expertly designed program to help individuals better manage stress by developing mindful attention and self-compassion. In this workbook, Broderick presents the program in ways that are easy to understand and implement. This book is a ‘must-have’ for clinicians, researchers, parents, and teachers who work with teens!”
—Rachel G. Lucas-Thompson, PhD, associate professor of human development and family studies in the Colorado School of Public Health at Colorado State University

Rachel G. Lucas-Thompson

Learning to BREATHE improves upon an already outstanding program that offers well-organized lessons that provide conceptual and practical mindfulness tools that can be integrated into real-life experiences. Teachers and students engaged in the program with curiosity, shared their experiences of improved well-being, and taught them to others—including family members. What a joy to observe the experience unfold in classrooms!”
—Elaine B. Berrena, MEd, instructor at the Edna Bennett Pierce Prevention Research Center at Pennsylvania State University

Elaine B. Berrena

Learning to BREATHE offers a way of teaching mindfulness to adolescents that is solid in its research base and highly attuned to development-specific learning needs. This second edition offers updates that make the program easy to follow: teachers can remain focused on the essential work of guiding students as they discover how mindfulness practice can help them be more balanced and empowered in their lives.”
—Brenda Nelson, DSW, LCSW, prevention and wellness program coordinator at Libertyville High School in Libertyville, IL; and psychotherapist in Barrington, IL

Brenda Nelson

I have had an opportunity to use the BREATHE program with a cohort of first semester college undergraduates. The move to college creates unique challenges, and the BREATHE program, which can be adapted for this population, provides powerful tools to help emerging adults manage this transition. Learning the basics of mindfulness, strengthening emotion recognition and emotion management skills, and developing compassion for self and others, are all extremely important skills for college students. . . . As Broderick writes, ‘there is a difference between knowing about emotions and knowing your own emotions as they are experienced.’ The BREATHE program allows this distinction to emerge brilliantly.”
—Sandra Kerr, PhD, professor in the department of psychology, West Chester University, PA
 



“Learning to Breathe is an invaluable resource for those looking to share mindfulness with adolescents. Broderick has carefully crafted a professional and wonderfully straightforward mindfulness curriculum that can be used in a variety of settings. Highly recommended!”
—Doug Worthen, mindfulness teacher at the Middlesex School in Concord, MA
 



“Learning to Breathe couldn't have come at a better time! Educators are seeking new ways of meeting a rising tide of societal challenges. Compelling new research supports the benefits of learning a mindfulness practice. With a focus on adolescents, Broderick has intelligently created a flexible mindfulness curriculum that is user-friendly, evidence-based, and age-appropriate. Through this achievement she offers the opportunity to ‘experience burgeoning self-awareness, self-regulation, and the emotional balance that supports fully engaged learning and well-being.’ Ideally, all schools would teach these practices.”
—Marilyn Webb Neagley, education consultant, coeditor of Educating from the Heart, and author of Walking through the Seasons

 


“Engaging, varied, and user-friendly lessons make this an essential resource for any educator who wishes to bring mindfulness into the curriculum. From theory to practice, this guide provides teachers with the necessary information to make mindfulness come to life in their classrooms and in the lives of their students. A must-have for all those committed to the social and emotional health of adolescents.”
—Karen Bluth, research fellow at the Program of Integrative Medicine at the School of Medicine at University of North Carolina, NC
 



“Learning to Breathe is an extraordinary curriculum, grounded in a deep understanding of adolescent learning, adolescent growth, and the daily experience of adolescent life. The brilliant design of the BREATHE program provides teachers with ease in implementation and flexibility to adapt for the uniqueness of each class, while at the same time providing the quintessential elements of mindfulness-based well-being in each lesson. Educators and school systems that adopt this creative program will be giving a gift to themselves and to the adolescents in their care for a healthier, more positive and productive future.
—Irene McHenry, PhD, licensed psychologist, author, international speaker and workshop presenter, and currently executive director of Friends Council on Education
 



“The unfolding field of mindfulness education for tweens and teens is most fortunate to be gifted with Broderick’s theoretically grounded and pragmatically written step-by-step guide. Broderick offers first-hand experiences and clear insights to encourage teachers and therapists teaching mindfulness practices to deepen their own practice while teaching and learning alongside youths. When offered in the spirit with which it is written, the Learning to Breathe curriculum opens a conversation around the often overwhelming stressors that are simultaneously unique and universal to preadolescents and adolescents while offering them an array of exercises to meet the stressors with more clarity and care. In doing so, these exercises for youths can introduce a new way of being in the world that frees young people from automatic avoidance and risk-taking behaviors that often compound their stress—thereby decreasing experiences of distress and increasing experiences of empowerment. Let the exploration begin!”
—Laura J. Pinger, MS, senior outreach specialist at the Center for Investigating Healthy Minds at the Waisman Center on the University of Wisconsin-Madison
 



“I have seen first-hand the transformational potential Learning to Breathe has for a wide range of students in the high school setting. Broderick has done an amazing job of creating a mindfulness-based universal prevention program for high school applications. Those looking for a program to use to bring mindfulness to high school students in a curricular way need not look further than Learning to Breathe.”
—Todd D. Cantrell, house principal at Central Bucks High School West in Doylestown, PA
 



“I am delighted to provide an unequivocal endorsement of Broderick’s Learning to Breathe. This program for adolescents is beautifully designed and hits all the right notes for teaching mindfulness as a tool to navigate the ups and downs of adolescence. Grounded within a developmental framework and clinical understanding of adolescent issues, Broderick’s book is user-friendly and will resonate with clinicians, educators, and parents alike. As a school social worker with experience of successfully implementing [the program] within a very diverse population, it is gratifying to have a program of this integrity that is compatible with multiple areas of the curriculum.”
—Marjorie James, MSW, RSW, social worker with the Toronto District School Board
 

From the Publisher