The Practice Of Being Mindful

The Practice of Being Mindful: Living Every Day from the Space of Awareness

Robyn Thomas O.T. Reg. (MB); E-RYT                       

What is Mindfulness

“Mindfulness is the basic human ability to be fully present, aware of where we are and what we’re doing, and not overly reactive or overwhelmed by what’s going on around us.”             Jon Kabat-Zinn, creator of Mindfulness-Based Stress Reduction (MBSR). 

Mindfulness is a constant state of awareness in which we work to engage in all activities and moments in life with quiet interest and care. It is the ability to notice our thoughts, feelings and emotions within context of our environment and begin to take in the moment from a place of power, even when we feel a loss of control. Whenever we bring awareness to what we’re directly experiencing via the senses or to the state of mind via our thoughts and emotions we are being mindful.  

Mindfulness Affects Us Every Day

Mindfulness = Awareness in context. Mindfulness not only brings us self understanding, it can bring increased feelings of meaning and joy and contentment for life. It can also be a powerful means for making changes in life that otherwise feel overwhelming or not possible. It also supports empathy and compassion for others, simply by being aware that each of us experience similar thoughts, feelings and emotions, though our stories might be different. When we have a better sense of self, we are able to engage in life from a place of innate power and purpose and we feel more accountable for our actions, therefore we become more aware of them.

Anything we experience brings us through phases of implicit, procedural and explicit memory. Ideally the mind is able to flow between these parts with ease and does so over and over very quickly throughout each day. Our ability to do this is affected by the context in which it is perceived. If we are sensitive to certain environments or situations because they bring up a certain memory and therefore produce a certain emotional response, we become much more vulnerable to experiencing this reaction every time.  We can become caught in more impulsive and reactive tendencies of the mind (labelled as downstairs brain, reptilian brain, survival brain) making it difficult for higher levels of thinking (upstairs brain, executive functions, adaptive behaviour, behaviour regulation, etc.) to occur.

Mindfulness is a complex practice that links sensory processing with emotional processing and is intimately linked with environmental and social contexts. Our daily experiences can influence and shape our perception of self and of the world. This can cause a disconnect with being able to be present and accurately take in a moment for what it is, leading to challenges with behaviour and ability to stay grounded and connected to self. We are vulnerable to misperceiving or disconnecting from ourselves and also how we relate and function in the world daily. Mindfulness practice provides opportunity to re-set our perception and connect inwards, creating space for thoughts and behaviours to change and become accurate and authentic experience that ultimately makes life more meaningful.   

Though all experience, sensation and emotion is perceived and processed at the level of the mind, it is very effective to focus on connecting to the body as a means of cultivating mindfulness. Because the mind can be caught in habitual patterns of thought, hypo or hyper reaction to environment and experiences, chemical imbalance due to trauma, chronic stress or other health conditions (FASD, ADHD, Autism), tending to the body as a means to connecting and balancing the mind creates real, tangible and specific sensation that the mind can then process and begin to trust. This in turn can begin to create new perspectives on thoughts, feelings and emotions related to self, the environment and the activities we engage in. 

Sensory Processing and Regulation

“Sensory Integration is the neurological process that organizes sensation from one’s own body and from the environment and makes it possible to use the body effectively within the environment.” Dr Jean Ayres, Sensory Integration 

Sensory processing is the ability to take in sensation from one’s own body, based on context of environment, occupation, body and affect and process it accurately at the level of the mind. Sensory processing is complex because every sensation is an emotional response and every emotion is a sensory response and these pieces are completely linked with experience (present and past). It becomes impossible to identify in the end what is causing the mind to process sensory input the way it is; we must consider the whole of each person’s story and not try to isolate to one part. 

Regulation is the ability to interpret the sensory input the brain receives and produce an appropriate behavioural response. This statement challenges us to consider what “appropriate” is. Because each of our story is unique, the way we receive, process, interpret and produce response to sensory input is as well. This is important to be aware of and sheds light as to how being mindful can begin to play a role in our understanding of each other and our behaviours and needs. 

How It Works

Sensory processing and regulation is linked with the Peripheral Nervous System, specifically the Autonomic Nervous System (ANS - mostly involuntary system of control in the body, visceral in nature but motor as well) and in turn the Somatic Nervous System (SNS - voluntary system of motor control) and finally the Central Nervous System (CNS). 

In our CNS, we receive sensory information through the Amygdala: the “sensory receptor” in our brain. It filters input through and quickly (within seconds) decides if the input is “safe”. If it is, it links to the Parasympathetic System (part of ANS) giving access to higher levels of thinking, enabling the use of executive functions of frontal lobe to execute “appropriate” adaptive response (judgement, mood, attention, motivation) and behaviour (calm body, ready and alert mind). This system is our social engagement system, supports optimal arousal, is shown through eye contact, facial expression, vocalization and when breath is even and/or exhale is longer. It supports appropriate management and ability to function in every moment. It turns on explicit memory (long-term, declarative memory based on experience and fact). However, when in extreme stress or danger, this system causes freeze or dissociated collapse. This system causes us to “act in”. 

If the input is detected as “unsafe” then quickly the body is charged with flight or fight. Sympathetic System (part of ANS) turns on implicit memory (unconscious and linked with procedural) and produces an automatic, visceral response in the body and causes us to engage often in reactive reflexes. This system cause us to “act out”. 

We go through these systems from moment to moment as time unfolds: the Amygdala on the lookout for danger and allowing input to be processed every second with the mind processing and body reacting accordingly and vice versa. If the system is somehow damaged, be it a health condition, a traumatic event (which is a universal experience and occurs daily), an emotional trigger (sometimes unknown to the person, implicit memory; sometimes known, associative memory) then the ability to smoothly navigate through the parts of the brain that support appropriate behaviour and sensory regulation is compromised. 

Sensory Integration can be cumulative. One moment can build on the next. Meaning that if we are unable to effectively process and regulate sensation, the next moment can become skewed and eventually our ability to cope, even with the most benign experience is lost. This is referred to as “The Window of Tolerance” or “Sensory Threshold”. It is important to realize that sensory input and processing is not isolated to one part (e.g.: texture of clothing) though this may be a prominent component to a person’s story. If the conditions of the moment allow for integration to occur, the sensitivity may not cause a “negative” reaction or “inappropriate” response. This also affects how sensory seeking and sensory avoiding behaviours can be interpreted; behaviour is not always consistent as it largely depends on context. 

Homeostasis is a dynamic balance between the autonomic branches. The Alert Program, How Does Your Engine Run Program, SMART Program, Sensory Diet and many more are all programs developed to facilitate homeostasis. These programs aim to provide opportunity for persons to become aware of when they are feeling “just right” and if they are not what they can do about it. This is an effective step in linking Mindfulness with Sensory Integration. What is important to remember is not consider all parts of the moments when asking to feel “just right” and not to assume that “just right” and how to get there will be the same steps each time. This is when the role of Mindfulness may take the lead in truly promoting a state of wellness in the person. 

Sensory Integration Affects Us Every Day

When a person is unable to process information accurately, it causes difficulty in ability to attend, to learn, to engage and participate in activities, to socialize, to successfully be independent (think appropriately for self).  Most kids are primed for defence and rely on adults to help regulate and guide them to higher levels of thinking and therefore appropriate action. Initial reaction in all people is to survive. When this reaction is overly or underly sensitive the ability to regulate and behave appropriately is compromised. Some kids do not ever receive the help they need to learn how to reach higher levels of functioning and remain caught in the “downstairs brain” into their adulthood. 

Mindfulness and Sensory Integration Work Together

When the ANS and ultimately CNS is overwhelmed, due to thoughts, emotions or sensory processing, there is no brain space left to be aware of self. When CNS is underwhelmed, we again loose sense of self because there isn’t enough sensation coming in to actually engage us. Poor self awareness can then make organizing behaviour (pre-adaptive response: breath, regulatory physiology, tone, orienting) and making appropriate choices (adaptive response: judgement, mood, attention, motivation and ultimately behaviour) difficult. We can try and offer general sensory experiences that have been celebrated as calming or alerting and ultimately “regulating” strategies, but in the end, we really just need to pay attention.

Being “regulated”, “optimally aroused”, “just right” isn’t just about sensory input and processing. It is about the integration. And Integration can be viewed in many ways the same as Mindfulness. It’s about owning and understanding the experience within context of the present, while considering all parts preceding this too. 

It is important to note that the emotional experience of becoming self aware can be overwhelming. Sometimes the moment we calm and become regulated is exactly when we can become most overwhelmed. Coming to awareness of real thoughts, feelings, emotions and learning how to deal with them can sometimes be more daunting than being caught by them. The behaviours we express are always a combination of sensory input, our story (present and past) and our learned and immediate reactions to any given moment. It is the practice of being mindful that can link the pieces together in order to make sense and learn from them. 

Growing research shows that when we train our brain to be mindful, we’re actually re-modelling the physical structure of the brain. It’s called Neuroplasticity. The brain creates pathways that make sensory input efficient for processing. This is normal and can be positive when pathways create positive behaviour and optimal arousal for successful function, but can also be negative when pathways are formed due to increased sensitivity, hyper or hypo arousal, difficulty reading and adjusting appropriately to context as it unfolds. The more a pathway is used the stronger and more efficient it gets. Mindfulness can be used as a means of noticing the pathways of the mind and taking part in changing them if they lead us in the wrong direction. 

How To Apply This

“Sensation doesn’t make sense unless you move. Embodied sensation: sensory systems are not only our means for perceiving the external world, but are also essential in maintaining arousal, forming our body image and regulating movement.” J. Martin in Kandel, Jessel & Schartz, 1991

Evidence shows moving the body directly affects brain chemistry. A powerful way to be “just right” is to move our bodies. The experience of moving brings us into the present moment, connects all sensation to the body, the mind and the breath, which in turn creates the optimal atmosphere for self awareness.

“Research has shown that when we change our physical state - through movement or relaxation, for example - we can change the emotional state” (Siegel, Bryson 2011). Since emotions and sensory integration are interconnected, moving our bodies also changes our sensory processing. Being aware or mindful of how movement supports emotional and sensory regulation is empowering. We begin to have a sense of control and ownership to our experiences, our thoughts, our emotions and ultimately our lives. 

Tips!

• A person will not always need the same sensory experience. Not every person will need the same thing. Context affects sensation and ability to be mindful, beware of environmental and social factors in addition to the person. Meet the person in the moment. Limit expectations.  
• Become present. Real moments are NOW. Though moments are influenced by memories with past, new memories can be created that can free us from history and subsequent limiting behaviours. Implicit memory can be noticed and made explicit, new procedural behavioural responses can be learned, allowing for accurate sensory processing in present context.
• Mindfulness is not limited to being present, reflection is important. Mindfulness can be practiced by objectively reflecting on the past and noticing how we felt and acted at any moment. Sometimes reflection brings up emotions and feelings in the present, it can bring memories to the surface. These can be processed and integrated, creating space in our unique sensory threshold to move forward in daily life. Reflection also gives clear meaning to our story and can be empowering, even if it is painful. Naming our sensations, accepting and understanding them is empowering. Owning our story is as well.

Strategies for Mindfulness and Sensory Integration

• Practice being present: set a timer for 5 minutes and just pay attention to what you hear, see, smell, feel, and taste. Practice just taking the moment in. 
• Check-in: several times a day check in with yourself and notice in that moment how you feel. Notice the context as you check in, what makes you feel this way? Give what you notice a word or a sentence and move forward from there. 
• Give space between the experience and yourself. Watch yourself and begin to take note of choices within any given moment based on awareness in the mind and how each perspective holds a different sensory and emotional response. A nice analogy of this is called “The Hub” by Dan Siegel, author of Mindsight and The Whole Brain Child. 
• Write in a journal. Reflection is a form of awareness. Putting words to sensations, thoughts, emotions we are currently experiencing allows us to understand and integrate it. Name it to tame it and owning our story are example slogans that speak to this. 
• Get in the body, link it with mind. Create clear experiences to witness self. Often simple activities such as walking, running, jumping, crawling, rolling, spinning, rocking and inverting will help with this. Sometimes adding more then one sensation is effective, sometimes limiting to only one sensation is effective. Being clear on what the activity is and why it is being done will create the framework to then add or drop input as needed.
• Air out your brain! Breathe. Breathe. Breathe! Breath is part of the ANS, the only part we can control. It is a direct influencer of heart rate, body temperature, brain activity, muscular connection and efficiency, energy and sense of self. When we breathe with purpose we are linking the mind with our body, mindfulness and sensory integration in one simple breath.  
• Co-regulate! When one person regulates it helps others do the same. Being mindful is contagious. So is being “just right”. 
• Teach to the Universal, address the Individual

How To Incorporate Mindfulness Into Regular Curriculum and Every Learning Environment

• Deep breathing: Place hands on the belly. Breathe in for 5 counts, pause and breathe out for 5 counts. Do this at least 5 times. Belly breathing drops awareness into the feeling body and activates the centre of the body (our inner core). Drops the diaphragmatic pressure, reducing pressure on the heart. Connects the peripheral with the visceral layers in the body. It addresses all nervous systems and naturally regulates them, creating natural homeostasis. 
• Mindful awareness: pick an activity and really pay attention as you experience and engage with it. 
• Mindful observation: pick an object and really look at it
• Mindful listening: pick a music track and really listen to it
• Mindful eating or any activity of daily living
• Body scan: take a journey through the body. Notice how it feels. Label it with words. Note that not all parts of the body will feel the same. 
• List 5 things you appreciate, 5 things you don’t like, 5 things you do like, 5 things that make you unsettled, 5 things that make you calm 
• Give room to Be: have areas in the classroom that have different “feeling
• Use Bottom-Up for groups (and Individuals), but attend to unique needs: 
• breathing exercises 
• clear and linear movement, gliding, rocking, rolling, crawling, sliding, pushing and pulling, upside down, compression, stretches. 
• Weight 
• Oral motor: bubbles, instruments, mouth shapes and breath, crunchy snacks, chewy snacks, etc. 
• Balance and proprioception: Yoga and obstacle courses are great!
• Developmental Lines of Proprioception:
  • Core to distal
  • Spinal 
  • Homologous 
  • Homolateral 
  • Contralateral 
• Pace slow and fast. Note intensity, frequency and duration 
• Incorporate multiple sensations or limit based on how the group is overall coping. 
• Draw awareness to the qualities of movement and even possible sensation e.g.: “this makes the heart beat fast, how does that make you feel?”
• Use open ended cueing and also directive cueing, mindful of directive vocal tone 
• Engage muscles, senses, vestibular input (rhythm and locomotion), rough and tumble play (establish rules: no pushing, kicking, punching, biting etc.), deep pressure
• Provide just the right challenge: if there’s noticed flushing, poor eye contact, remarkable change in vocal expression, difficulty attending or participating then back off. 
• Use Top-Down Education: 
  • Ask students to label how they are feeling, especially if it appears “just right” or provide that feedback for them e.g.: “slow power”, “ninja power”, “snowflake power”. Creating awareness to positive sensation in the body and mind that is meaningful will encourage students to remember the feeling and be motivated to source it again independently. 
  • Individual attention: remember CONTEXT in addition to the person. 3 types of presenting behaviours: 
    • A: Avoiders: give space for student to explore and build trust and interest in the experience 
    • B: Balanced: do nothing as these students easily take in a variety of input and process appropriately
    • C: seekers: be clear and be close to the student, providing lots of co-regulation and assistance in executive functioning, modelling regulation and limiting activity so it doesn’t escalate beyond “just right”. 
• Core activation: postural stability equals distal mobility (tonic state). If you don’t have a sense of your centre or your body, it’s very difficult to feel grounded or settled (phasic state). Using firm touch, joint compression, muscle contraction and release, stimulating the central vertical axis “the anchor” is helpful. 
• Rhythm can speed up or slow down level of arousal. Dr. Bruce Perry’s work indicates the most effective way for emotional, sensory and therefore behavioural regulation is through patterned, repetitive, rhythmic somatosensory activity where simple movements such as walking, running, dancing, breathing are executed at the level of the brain-stem (phasic state, implicit memory) and integrated into a higher level of awareness through external support and guidance through explicit and procedural memory. This creates opportunity for people to feel grounded and connected in their bodies, breath and minds at an optimal level of arousal. Labeling this empowers students to use the experience as a tangible resource to tack onto and access when they stray away.  
• Developmental Expression of Mindfulness:
  • Felt emotions
  • Attention outwards
  • Stability
  • Shifting 
  • Orientation to the surround