kriya yoga of babaji 144 techniques pdf files

Bodhi (2011), Dreyfus, (2011) and others highlight the potential dangers of holding incomplete understandings of mindfulness and of mindful practices that focus solely on sustained attention or person-centred awareness. There is also concern that many school-based mindfulness programmes are implemented as add-ons rather than embedded within everyday school processes and interactionsįurthermore, mindfulness has a long and venerable tradition within Buddhist philosophy yet as it is assimilated into western culture it is questionable whether its essence has remained intact (Shonin, Van Gordan, & Griffiths, 2014). Yet, it is not clear whether mindfulness practices are appropriate for children at all developmental stages.

Educators are being encouraged to incorporate mindfulness into the school day and there is an increasing market for mindfulness training courses, CDs, apps, and other merchandise (see for instance the Mindfulness in Schools Project based in the UK). Clearly in western culture, mindfulness has become part of the popular zeitgeist (Williams & Kabat-Zinn, 2011). For instance, it is as yet unclear whether mindfulness, as introduced in western school contexts, is merely a passing fad or a practice that has the potential to alleviate distress and bring about sustained improvements in wellbeing. However, given the speed with which mindfulness has been embraced by western culture, it is inevitable that some tensions have arisen. A growing body of research points to the positive impact of such programmes on children’s cognitive and psychosocial functioning (e.g., Broderick & Metz, 2009 Flook, et al., 2010 Mendelson et al., 2010 Noggle & Khalsa, 2010 Raes et al, 2013 Schonert-Reichl & Lawlor, 2010) School-based interventions may be targeted towards those who might benefit most, or delivered as part of a universal preventative approach, which can be important both in terms of cost-effectiveness and in reducing stigma (Kuyken, Weare, Ukoumunne, 2012).

Schools are deemed to be an ideal setting for the delivery of many psychosocial interventions, including mindfulness-based programmes.

Given such findings it is perhaps unsurprising that mindfulness-based approaches have been adapted for use with child and adolescent populations (Semple, Lee & Millar, 2006 Shapiro, et al., 2008). Converging international evidence suggest that approximately one in four children experience a mental health difficulties with less than half of these receiving treatment from healthcare professionals (Merikangas, Nakamura, & Kessler, 2009). There has been increasing concern in recent years about the levels of stress and mental health difficulties in children and young people (CDCP, 2013 Greenberg, et al., 2003 MHF, 2004). regarded as potentially effective antidotes against common forms of psychological distress, such as rumination, anxiety and anger these often involve maladaptive tendencies to avoid, suppress, or over-engage with one's distressing thoughts and emotions (Kabat-Zinn, 1990 Keng, et al., 2011). The core features of mindfulness, namely awareness and non-judgmental acceptance of a person’s moment-to-moment experience, are. During the past three decades, there has been increasing interest in mindfulness and mindfulness interventions due to a wealth of theoretical and empirical research linking them with positive psychosocial, cognitive and health outcomes (Keng, Smoski, & Robbins, 2011).

Kriya yoga of babaji 144 techniques pdf files