{"id":1702,"date":"2020-06-17T17:53:05","date_gmt":"2020-06-17T17:53:05","guid":{"rendered":"https:\/\/scienceofmindfulness.org\/?p=1702"},"modified":"2022-10-04T22:53:49","modified_gmt":"2022-10-04T22:53:49","slug":"interview-with-dr-ilana-nankin-breathe-for-change","status":"publish","type":"post","link":"https:\/\/scienceofmindfulness.org\/interview-with-dr-ilana-nankin-breathe-for-change\/","title":{"rendered":"Interview with Dr. Ilana Nankin – Breathe For Change"},"content":{"rendered":"\t\t
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Interview with
Dr. Ilana Nankin<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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By Michael Juberg<\/a><\/h4>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Dr. Ilana Nankin<\/h3><\/h3>

Dr. Ilana Nankin\u2014the Founder & CEO of Breathe For Change\u2014is an award-winning entrepreneur, teacher educator, and former San Francisco pre-k teacher committed to using wellness as a vehicle for healing and social change. Ilana received her PhD in Curriculum and Instruction at University of Wisconsin. Her dissertation revealed the critical connection between educator well-being and student learning, and the positive impact that wellness and social-emotional learning can have on teachers and students\u2019 lives. Inspired by her research, Ilana founded Breathe For Change, a movement on a mission to enhance the health and well-being of educators, students, and entire communities. Breathe For Change offers mind-body wellness, social-emotional learning, and yoga teacher trainings for educators and community leaders, and provides wellness and SEL professional development for schools, districts, and organizations. Since 2015, Breathe For Change has certified 4,000+ educators through their 200-hour training, and positively impacted the lives of 500,000+ students. Ilana and Breathe For Change will continue strengthening and caring for educators, students, and communities until individual and collective well-being becomes a reality for all human beings.<\/span><\/span><\/p><\/div><\/div>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Can you tell us about Breath For Change?<\/i><\/strong><\/span><\/p>

Breathe for Change<\/a><\/span> is a movement that aims to empower educators to transform themselves, their relationships, and their communities in order to create a more socially just and peaceful world. We offer the world\u2019s only 200-hour wellness and yoga training that is specifically designed for educators.<\/span><\/p>

Why did you start Breathe for Change?<\/i><\/strong><\/span><\/p>

As a former Pre-K teacher in San Francisco, I was incredibly stressed. I found yoga and mindfulness and it completely transformed my teaching and my personal life. I started using the practices in my own classroom and saw transformational outcomes both social-emotionally and academically for my students. I came to the <\/span>University of Wisconsin-Madison<\/a><\/span> to pursue my Ph.D. in Curriculum and Instruction. Through my research and teaching, it became clear that teacher stress and burnout is a universal concern and that our teachers don\u2019t necessarily have the means to take care of themselves as they support their students. I realized I had to do something about this. My vision was to prioritize teacher well-being in the education system by giving them tools to deal with the stresses that they face everyday.<\/span><\/p>

I completed a yoga training the year before and it was truly transformational as a teacher. I wanted to share this experience with other educators and I had the idea to start the world\u2019s first 200-hour wellness and yoga teacher training. We designed it specifically for educators to give them skills to integrate mindfulness and yoga into their lives, build communities, and affect school-wide transformation.<\/span><\/p>

Michael Fenchel<\/a><\/span>, who was a successful entrepreneur, was inspired and wanted to help formalize this into a business. We came together in 2016 to pilot ten school-wide wellness programs that were premised on three thematic workshops: transformation of self, relationships, and community. Our graduates taught weekly wellness classes that were a mixture of community-building activities, mindfulness, and yoga. We also created content that teachers could use to take care of themselves, social-emotional strategies for students, and a vision of well-being that leaders could integrate into their larger vision of education. What we witness was a ripple effect within a few months of that initial training; we had such a positive response that people were actively introducing these strategies in their schools.<\/span><\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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What are the basic tenets of the curriculum?<\/i><\/strong><\/span><\/p>

When I was a Pre-K teacher, a student raised his hand in our community circle and said, \u201cIn a community, first you have to love yourself, because if you don\u2019t love yourself, then you can\u2019t love anybody else.\u201d When we broke it down, this young student\u2019s words were truly the inspiration behind our curriculum. The whole transformation progression is grounded in this idea that in order to take care of others, we have to first take care of ourselves. Accordingly, our curriculum incorporates a wide range of wellness techniques based in yoga and mindfulness that promotes the transformation of self, relationships, and communities. What makes our yoga training unique is the emphasis that we place on developing relationships within our school communities.<\/span><\/p>

Is the curriculum geared toward any level of educator<\/strong>?<\/i><\/span><\/p>

Our 200-hour training is for any educator involved with Pre-K through 12th grade. We differentiate our social-emotional learning strategies so that teachers within the same grade levels are working with each other when we do peer mentorship groups. This gives teachers the opportunity to connect and share resources with colleagues sharing similar experiences. Breathe For Change is relevant for a diverse range of individuals working within schools, including educators, principals, school social workers, and college professors. We believe that having a diversity of perspectives and experiences strengthens everyone\u2019s experience within the community.<\/p>

Is the program designed for schools or individual teachers?<\/i><\/strong><\/p>

Initially, we designed it for individual educators. However, we see a trend unfolding; when we first launch in a new city, we primarily recruit educators, they take it back to their schools, and then the districts take note and begin to get excited about this. This potential link is really exciting because if whole districts get on board, then we\u2019re better able to enact systemic change.<\/p>

The first training we piloted was in the Madison school district. This introduced Breathe For Change with the district and so that created a formal partnership with the entire Madison Metropolitan School District<\/a><\/span>. That gave more schools and teachers the opportunity to get on board.<\/p>

Anything is possible when an entire leadership sees benefit in this vision. We\u2019re going in that direction, but for now we market to educators and principals to forward to their educators. Principals can recognize that if they can have even one educator participate, those educators can implement a wellness program into their schools.<\/span><\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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How do you measure the impact it has on children and teachers? <\/i><\/strong><\/span><\/p>

Last year I worked in partnership with the University of Wisconsin, Madison and received approval to conduct a research study to test how our training impacted the lives of our graduates and their educational communities. What we found was that 100% of these teachers said that Breathe for Change significantly reduced their stress levels and enhanced their well-being. We also found that all of the schools that have wellness programs reported increased collaboration among staff and feel a deeper sense of community. The teachers have also self-reported gains and enhancement in the social-emotional and academic outcomes of their students.<\/span><\/p>

Through my dissertation, which focused on the training experience of eight teachers, I found a correlation between students\u2019 social-emotional learning and their academic performance. I think that correlation is expected, but not necessarily prioritized in our educational system. If we are taking care of our kids\u2019 social-emotional needs, then their academic performance is going to subsequently improve. Instead of focusing on the literacy and math scores, we should shift our focus to the underlying issues that the children are facing. If we give them the tools and supports to enhance their social-emotional development, then ultimately that will have a direct and lasting impact on their lives.<\/span><\/p>

One of the participating schools noticed the impact of Breathe For Change on the rate of students\u2019 behavioral incidents. This is a school where every teacher participated in the program. They found that the rate of behavioral incidents decreased by more than half from the year before. Instead of detention, they practiced non-violent communication among other strategies that we taught their teachers.<\/p>

The other thing that we found was the results from the surveys we gave to 150 teachers who completed the teacher training. We did a pre-survey, at the end of each segment, as well as a post-survey. What we found was that the Net Promoter Score (NPS), assessing whether the program participant would refer this to colleagues, we received a 100% score. This means that every teacher says that they would recommend this training based on the value that it brought them.<\/span><\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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When you mention building community, is that designed for children or teachers?<\/i><\/strong><\/p>

I would say both, but it starts with an emphasis on the teachers. In our trainings, we create a space that allows teachers to be vulnerable. They are encouraged\u00a0to express themselves fully in a trusted community of peers. Most teachers haven\u2019t necessarily experienced that before. Those who graduate our training cultivate a support network that they can readily access anytime after. The community starts at the training, but there is a ripple effect. They first learn how to build communities and later they share these techniques with their colleagues. For instance, some teachers start everyday with breathing exercises with the rest of their staff.<\/p>

All of the social-emotional skills we teach not only enhance the individual student\u2019s emotional regulation capacity, but also teach them how to cherish community. We show students how to connect with our fellow peers, appreciate, and become present for one another. We\u2019re discovering that this is possible with any student age four and up. We\u2019re giving students a toolset to infuse these skills in any area of their lives.<\/span><\/p>

Have you faced any resistance?<\/i><\/strong><\/span><\/p>

Actually, I have been shocked with how little resistance we\u2019ve had. For some people, mindfulness and yoga carry stereotypes, mainly that it\u2019s religious-based. We recognize that the language that we use is important. Terms like \u2018yoga\u2019 aren\u2019t used in our program. We\u2019re cognizant of this even though the scientific research supports the benefits of yoga and mindfulness. My whole intention is to circumvent these potential resistances. We teach teachers how to reframe what we\u2019re doing using very universally accepted vocabulary. For example, we tell our teachers not to use the term \u2018yoga\u2019 in their schools, but instead \u2018mindful movement\u2019. The action of teaching \u2018yoga\u2019 or \u2018mindful movement\u2019 is the same, but the implications are very different. Outside of a school setting, educators can choose the term that most appropriate. But within a school, we use these universal terms with sensitivity to the resistance that we could face.<\/span><\/p>

We also have found some resistance working with large districts where there is more bureaucracy, legalities, and rules. They might have existing initiatives that they have been working on for years. It can be challenging to introduce new programs on a systemic level. That\u2019s why we focus on teachers first. No policy is going to prevent a teacher from introducing community building into their staff meeting or classroom. It\u2019s happening even with some of these systemic barriers in place. I think that in time as we train more teachers and develop more leaders in our schools, policies will hopefully start to change. We might see superintendents instead of teachers introducing Breathe For Change to their entire district. In time it will grow when everybody sees its intrinsic value.<\/span><\/p>

Where would you like this to be in ten years?<\/i><\/strong><\/span><\/p>

In ten years I would like to see Breathe For Change in every single school in our country. I believe it\u2019s paramount that our education system recognizes the value of teacher well-being. We hope to see complete shifts in our education system with a deeper focus on social-emotional learning and teaching. I see Breathe For Change as a movement that is creating educators with agency to change the world. I want see the world as a happier and healthier place and by giving educators the ability to transform communities, starting with themselves. That\u2019s the key to world transformation. It would be my dream to have everyone know what Breathe For Change is and see the real effects it has on individuals, if not systems. I want to see injustice and disparities in schools conquered. I think that the missing link is social-emotional development and wellness and I want to see that prioritized.<\/span><\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Keep up with Dr. Nankin’s latest\u00a0groundbreaking work on her\u00a0<\/span>website<\/a>.<\/strong><\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Enjoy? Share with your friends<\/h4>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\tMichael Juberg\t\t\t\t\t\t<\/h4>\n\t\t\t\t\t<\/a>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t
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Michael is the Founder & Chief Editor of the Science of Mindfulness.<\/p>\n\t\t\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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The research highlights the importance to encourage self-compassion and forgiveness to improve older people’s mental health<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tThe impact of loneliness on sleep quality in adolescents: a moderated chain mediation model (Yang et al., 2024)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Recent studies investigating the relationship between loneliness and poor sleep quality in teenagers discovered a significant correlation between higher loneliness and poorer sleep quality.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\"science<\/div>\n\t\t<\/a>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\tInterview with Dr. Linda Carlson\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Dr. Linda Carlson holds the Enbridge Research Chair in Psychosocial Oncology, is Full Professor in Psychosocial Oncology in the Department of Oncology, Cumming School of Medicine at the University of Calgary, and Adjunct Professor in the Department of Psychology.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\"vr,<\/div>\n\t\t<\/a>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\tMediating Mindfulness-Based Interventions with Virtual Reality in Non-Clinical Populations: The State-of-the-Art (Failla et al., 2022)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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By providing an immersive, engrossing, and controlled visual and auditory experience in which participants can practice mindfulness techniques, Virtual Reality (VR) systems can create immersive, ecologically valid, first-person experiences that can even tap into physiological reactions that align with real-world experiences.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tTrait Mindfulness and Relationship Satisfaction: The Role of Forgiveness Among Couples (Roberts et al., 2020)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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The researchers were interested in understanding if forgiveness acts as a mechanism by which mindfulness relates to relationship satisfaction. They speculated that being mindful would allow individuals to be aware of their own and their partners\u2019 emotions in a non-judgmental and non-reactive way. The increased awareness would make people more forgiving of partner transgressions, thereby enhancing relationship satisfaction.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\"MINDFULNESS,<\/div>\n\t\t<\/a>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\tExploring the Nexus between Mindfulness, Gratitude and Wellbeing Among Youth with the Mediating Role of Hopefulness: A South Asian Perspective (Ali et al., 2022)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Emerging studies are highlighting the effectiveness of mindfulness, gratitude and hopefulness as positive psychological tools in helping people cope with anxiety and stress. These practices have also been considered beneficial in enhancing psychological health and well-being. <\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tInterview with Dr. Sahib Khalsa\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Dr. Khalsa is currently the Director of Clinical Operations at the Laureate Institute for Brain Research.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tInterview with Dr. Christopher Germer\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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\u201c\u2026when mindfulness and self-compassion are in full bloom, they are nearly identical in a moment of suffering.\u201d<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tInterview with Dr. Steven Hickman\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Self-compassion actually allows us to sustain our compassion for others because we’re being compassionate to ourselves as well.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tInterview with Dr. Erin Bantum\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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My work, over the past fifteen years has had a core theme of social support running through it, and I\u2019d like to create an online mindfulness meditation intervention that includes a group component, such that people who have experienced cancer can meet and practice mindfulness meditation together.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tInterview with Dr. Amy Brown\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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I didn\u2019t want them to needlessly struggle and suffer as much as I did, and mindfulness is one of those tools that definitely helps us all during this time. I\u2019m helping them in the way that I wish I would have been helped.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tInterview with Dr. Thao Le\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Ultimately, my intention is for it to be a service space to help students, faculty, staff, or anyone from the community to connect with themselves. Don\u2019t we all need to pause? <\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tInterview with Dr. Philippe Goldin\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Philippe Goldin, Ph.D. is an Associate Professor at UC Davis and leads the Clinically Applied Affective Neuroscience Laboratory.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tInterview with Blake Colaianne\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Blake Colaianne is a former Earth science teacher turned contemplative researcher. He is currently a Ph.D. Candidate in Human Development and Family Studies at Penn State University. His research focuses on supporting adolescent development using both a culture of belonging in high schools and prevention and promotion programs that teach mindfulness and compassion skills.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tInterview with Michael Tumminia\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Michael J. Tumminia is an avid meditator, researcher, and runner. He is currently a 3rd Year Applied Developmental Psychology PhD candidate at the University of Pittsburgh.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tInterview with Dr. Juan Rios\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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“Whether you call it liberation, theology, transformative justice, mindfulness- we cannot separate those components of practice, all of those things are integrated. Integration brings peace, and peace within is key to embracing the other.”<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\"THE<\/div>\n\t\t<\/a>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\tAn electrophysiological investigation on the emotion regulatory mechanisms of brief open monitoring meditation in novice non-meditators (Lin et al., 2020)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Despite growing knowledge that mindfulness meditation can enhance emotional wellbeing, very little is known about how it all works. How exactly does the act of meditation help us deal with the emotional rollercoaster of everyday life? Is mindfulness training actually \u201ctransferrable\u201d to real world situations? What\u2019s going on in the brain? Can we even measure it?<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tInterview with Grant Jones\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Grant Jones (he\/him) is an artist, contemplative, researcher, and activist. Currently, he is a 3rd Year Clinical Psychology PhD candidate at Harvard University and Co-Founder of The Black Lotus Collective.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\"Self-compassion,<\/div>\n\t\t<\/a>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\tSelf-compassion, quiet self, and the brain (Liu et al., 2020)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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How does self-compassion protect depressed adolescents? Quieting the self may be the key.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\"WHEN<\/div>\n\t\t<\/a>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\tWhen Less is More: Mindfulness Predicts Adaptive Affective Responding to Rejection via Reduced Prefrontal Recruitment (Martelli et al., 2018)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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A study led by Alexandra Martelli investigated whether more mindful individuals (based on self-report measure scores) would respond to social rejection with less distress and if certain neurological mechanisms in the brain\u2019s prefrontal cortex can potentially explain the role of mindfulness in reduced social distress.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\"BRIEF<\/div>\n\t\t<\/a>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\tBrief mindfulness session improves mood and increases salivary oxytocin in psychology students (Bellosta-Batalla et al., 2020)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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A research team from Valencia, Spain recently investigated the effects of a brief mindfulness-based intervention on both mood and biological markers on a sample of health professional students. <\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\"NEUROPHYSIOLOGICAL<\/div>\n\t\t<\/a>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\tNeurophysiological and behavioural markers of compassion (Kim et al., 2020)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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A new study by Kim and colleagues explored how compassion-based training can affect two self-regulatory styles and its relationship to neural, physiological, and behavioral responses.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tInterview with Dr. Ilana Nankin – Breathe For Change\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Dr. Ilana Nankin\u2014the Founder & CEO of Breathe For Change\u2014is an award-winning entrepreneur, teacher educator, and former San Francisco pre-k teacher committed to using wellness as a vehicle for healing and social change.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\"YOGA<\/div>\n\t\t<\/a>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\tYoga and Mindfulness as a Tool for Influencing Affectivity, Anxiety, Mental Health, and Stress among Healthcare Workers: Results of a Single-Arm Clinical Trial (Torre et al., 2020)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Torre and colleagues recruited 70 HCWs from two hospitals in Rome, Italy for a 4-week course in yoga and mindfulness. <\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\"MINDFULNESS<\/div>\n\t\t<\/a>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\tMindfulness Buffers the Impact of COVID-19 Outbreak Information on Sleep Duration (Zheng et al., 2020)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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A team of researchers based in the perceived epicenter of the virus, Wuhan, China, recently tested whether a brief mindfulness intervention delivered through an app could be effective for reducing anxiety and protecting nightly sleep during the unfolding pandemic.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\"INTRAPSYCHIC<\/div>\n\t\t<\/a>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\tIntrapsychic Correlates of Professional Quality of Life: Mindfulness, Empathy, and Emotional Separation. (Thomas & Otis, 2010).\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Mindfulness practices can enhance a therapist\u2019s ability to intentionally and flexibly regulate attention as well as emotional reactivity which has been demonstrated to influence burnout.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tInterview with Dr. Helen Weng\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Dr. Helen Weng is a clinical psychologist and neuroscientist who originally joined the Osher Center for Integrative Medicine in 2014 as a postdoctoral scholar in the Training in Research in Integrative Medicine (TRIM) fellowship. She is developing new ways to quantify meditation skills using functional magnetic resonance imaging (fMRI) and machine learning to identify mental states of body awareness during meditation.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tPhysician Anxiety and Burnout: Symptom Correlates and a Prospective Pilot Study of App-Delivered Mindfulness Training (Roy et al., 2020)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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A new study investigated whether a brief mindfulness training designed to reduce physician burnout could be delivered through a smartphone app.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tInterview with Dr. Eric Garland\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Dr. Eric Garland, PhD, LCSW is Presidential Scholar, Associate Dean for Research, and Professor in the University of Utah College of Social Work, Director of the Center on Mindfulness and Integrative Health Intervention Development (C-MIIND), and Associate Director of Integrative Medicine in Supportive Oncology and Survivorship at the Huntsman Cancer Institute.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tInterview with Dr. David Vago\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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David Vago is Research Director of the Osher Center for Integrative Medicine at Vanderbilt University Medical Center. <\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tInterview with Dr. Jeff Brantley\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Jeffrey Brantley, MD, is one of the founding faculty members of Duke Integrative Medicine, where he started the Mindfulness-Based Stress Reduction program in 1998.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\"ROLE<\/div>\n\t\t<\/a>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\tRole of Yoga and Mindfulness in Severe Mental Illnesses: A Narrative Review (Sathyanarayan et al., 2019)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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The current study reviewed the wider scientific literature for the role of yoga and mindfulness interventions in the treatment of severe mental illness. <\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\"A<\/div>\n\t\t<\/a>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\tA Randomized Controlled Trial Examining the Effect of Mindfulness Meditation on Working Memory Capacity in Adolescents (Quach et al., 2015)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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The amount of research involving mindfulness interventions has grown exponentially; however, only in the last decade has mindfulness research involving adolescents rapidly increased. <\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tThe Differential Moderating Roles of Self-Compassion \u2028and Mindfulness in Self-Stigma and Well-Being Among People Living with Mental Illness or HIV (Yang et al., 2016)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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Mindfulness and self-compassion are theorized to disrupt the maladaptive repetition of negative thoughts and emotions for patients with chronic or mental illnesses, who are particularly susceptible to psychosocial distress.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\"cigarette,<\/div>\n\t\t<\/a>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\tNeural Stress Reactivity Relates to Smoking Outcomes and Differentiates Between Mindfulness and Cognitive Behavioral Treatment (Kober et al., 2016)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
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There is promising evidence that 70% of smokers would like to quit but less than 5% of unassisted attempts at quitting are actually successful.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tMindfulness-Based Relapse Prevention for Stimulant Dependent Adults: A Pilot Randomized Clinical Trial (Glasner et al., 2016)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
\n\t\t\t

In a recent pilot study by Suzette Glasner, Ph.D. and her team at the Integrated Substance Abuse Programs at the David Geffen School of Medicine at UCLA, they evaluated the effects of Mindfulness-Based Relapse Prevention (MBRP) on reducing relapse susceptibility among stimulant-dependent adults receiving a contingency management (CM) intervention.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\"\"<\/div>\n\t\t<\/a>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\tLong-term Mindfulness Training is Associated with Reliable Differences in Resting Respiration Rate (Wielgosz et al., 2016)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
\n\t\t\t

A major implication of the study suggests the distal effects of intensive retreat practice on respiration rates, a benefit not necessarily conferred by a brief, but full-day meditation session.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\"\"<\/div>\n\t\t<\/a>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\tExamination of Broad Symptom Improvement Resulting From Mindfulness-Based Stress Reduction in Breast Cancer Survivors: A Randomized Controlled Trial (Lengacher et al., 2016)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
\n\t\t\t

Researchers are exploring mindfulness-based interventions as a long-term treatment options to address the multitude of symptoms after cancer has been treated.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\tEpigenetic Clock Analysis in Long-term Meditators (Chaix et al., 2017)\t\t\t<\/a>\n\t\t<\/h3>\n\t\t\t\t
\n\t\t\t

While the scientific study of mindfulness has exponentially increased over the past few decades, only recently has the scientific community focused on the effects of meditation training on biological aging.<\/p>\n\t\t<\/div>\n\t\t\n\t\t\n\t\t\tRead More \u00bb\t\t<\/a>\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/article>\n\t\t\t\t<\/div>\n\t\t\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Dr. Ilana Nankin\u2014the Founder & CEO of Breathe For Change\u2014is an award-winning entrepreneur, teacher educator, and former San Francisco pre-k teacher committed to using wellness as a vehicle for healing and social change.<\/p>\n","protected":false},"author":1,"featured_media":567,"comment_status":"open","ping_status":"open","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"plain-container","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","footnotes":""},"categories":[134],"tags":[],"yoast_head":"\nInterview with Dr. Ilana Nankin - Breathe For Change - 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