Skip to navigation menu

Skip to main content

Mindfulness and Education Working Group
Teachers College, Columbia University
teachers college logo columbia univertsity logo
Past Events > Contemplative Teaching and Learning: Cultivating Mindfulness Practices in K-12 Education

Past Events

Contemplative Teaching and Learning: Cultivating Mindfulness Practices in K-12 Education

Event Details
Who:
Linda Lantieri and Patricia Broderick
What:
Contemplative Teaching and Learning, K-12
Where:
Milbank Chapel, Teachers College, Columbia University
When:
Tuesday, April 3, 2012 From 6-7:30 PM



Linda Lantieri and The Inner Resilience Program
Linda Lantieri, MA has been in the field in education for over 40 years in a variety of capacities: classroom teacher, assistant principal, director of a middle school in East Harlem, and faculty member at Hunter College in New York City. Currently she serves as the Director of The Inner Resilience Program whose mission is to cultivate the inner lives of students, teachers and schools by integrating social and emotional learning with contemplative practice. In 1985, she co-founded the Resolving Conflict Creatively Program (RCCP), a researched based k-8 social and emotional learning program that has been implemented in over 400 schools. Linda is also one of the founding board members of the Collaborative for Academic, Social, and Emotional Learning (CASEL). She is the coauthor of Waging Peace in Our Schools (Beacon Press, 1996) editor of Schools with Spirit: Nurturing the Inner Lives of Children and Teachers (Beacon Press, 2001), and author of Building Emotional Intelligence: Techniques to Cultivate Inner Strength in Children (Sounds True, 2008).

The Inner Resilience Program’s mission is to cultivate the inner lives of students, teachers and schools by integrating social and emotional learning with contemplative practice. IRP was founded by Director Linda Lantieri in the spring of 2002. Originally, the aim was to equip school staff and parents in schools in lower Manhattan in and around Ground Zero with the skills necessary to rebuild their inner strength and resilience after the events of September 11th, 2001, and to model this way of being for the children in their care. It soon became clear that the work being implemented in schools in lower Manhattan had broader implications to the field of education in general. So many teachers are overstressed and close to burnout and they need help to manage the new challenges facing them inside the classroom and out. Children’s lives are also much more stressful today.

Patricia Broderick and Learning to BREATHE
Patricia (Trish) Broderick is a research associate at the Penn State Prevention Research Center and founder and former director of the Stress Reduction Center at West Chester University of Pennsylvania . She holds a Master’s degree in Counseling from Villanova University and a Ph.D. in School Psychology from Temple University. She is a licensed clinical psychologist, certified school psychologist (K-12), certified school counselor (K-12) and a graduate of the Mindfulness-Based Stress Reduction advanced practicum at the Center for Mindfulness at UMASS . She is a member of the Contemplation and Education Leadership Council of the Garrison Institute and a member of the 2010 Mind and Life Summer Research Institute faculty.

Dr. Broderick has taught courses in Stress Management, Mind-Body Health and Human Development to undergraduate and graduate students. Her research interests include mindfulness-based approaches to treatment, gender differences in coping styles of early adolescents, and relationships between rumination and the development of depression. The third edition of her developmental psychology textbook, entitled “The Life Span: Human Development for Helping Professionals (Broderick & Blewitt)” was published in 2010 by Merrill-Prentice Hall.

Learning to BREATHE is a secular mindfulness-based curriculum for adolescents created for a classroom or group setting. The curriculum is intended to strengthen emotion regulation and attention, expand adolescents’ repertoire of stress management skills and help them integrate mindfulness into daily life. Each lesson includes age-appropriate discussion, activities and opportunities to practice mindfulness skills in a group setting.