A Mindful Society 2019 Agenda

We are excited to share with you our preliminary agenda* for A Mindful Society 2019. We have put a lot of thought into crafting this agenda with an intention to be inclusive and bring together a diverse set of speakers. We hope that this schedule will offer you a balance of different types of energies and experiences, including keynote presentations, interactive workshops and practice sessions. CE credits are available, click here for more information.

For conference breakout sessions please click on the date and category (Breakouts, Posters, Practices) for more details.
2019-05-24
2019-05-24
Pre-Conference Workshop
2019-05-25
2019-05-25
All
Breakouts
Practices
2019-05-26
2019-05-26
All
Breakouts
Posters
Practices
2019-05-27
2019-05-27
Post-Conference Workshop
Pre-Conference Workshop
All
Breakouts
Practices
All
Breakouts
Posters
Practices
Post-Conference Workshop
09:00 - 16:30
Dr. Dan Siegel Pre-Conference Workshop

Location: Peter Gilgan Centre for Research and Learning Auditorium – SickKids Hospital (The Hospital for Sick Children), 686 Bay Street, Toronto, ON Canada

Date & Time: Friday May 24, 2019 9:00am to 4:30 pm

Workshop Title: Awareness-based Cultural Evolution:  Implications for the Personal and Public Mind.

Description:

This session is an exploration of the nature of “self.”  Given the human brain’s proclivity to absorb cultural messages and its evolutionary history of tribalism-based survival, the development of our sense of identity is shaped by both genetic propensities and our shared societal ideas.  One of these ideas is of a “solo self.” In this meme, we come to believe that who we are is defined merely by our body and brain, or by small group membership. The processes that create such an identity of separation may be at the heart of personal isolation and despair, interpersonal violence, international conflict, and ecological destruction.  We will examine a common factor of the learned filters of consciousness that construct this separate-self identity.

Contemplative practices that distinguish ‘the knowing of being aware’ from ‘the knowns of consciousness’ may offer a way for individuals to experience an expanded sense of identity.  An example of such a contemplative practice is the Wheel of Awareness meditation which creates a visual metaphor of the mind. Knowing is placed in the hub of the metaphorical ‘Wheel’ and the ‘knowns’ on its rim.  Awareness is then moved around the wheel systematically integrating knowing and the knowns. Findings from a study of thousands of individuals engaging in this meditation will be reviewed, and insights will be offered to explore the nature of awareness, identity, and belonging.   We will examine the idea that the Wheel is an example of a contemplative practice that integrates consciousness. Such practices may provide practical insights into how becoming more openly aware can facilitate an expanded sense of identity and the direct experience of belonging as part of larger humanity and the system of life on earth.  

Learning outcomes (participants will be able to):

1. Identify three pillars of mind training that research suggests, cultivate a range of aspects of well-being.
2.  Distinguish awareness from attention and intention.
3.  Name five physiological factors of health that are improved with mind training.
4.  List four ways the brain becomes more integrated with mind training.
5.  Describe how the default mode network plays a role in mentalizing functions.
6.  Discuss the relationships between identity, belonging, and a “sense of self.”
7.  Outline the components of the “three pillars” of mind training.

Facilitator Bio:

Dr. Siegel is a clinical professor of psychiatry at the UCLA School of Medicine and the founding co-director of the Mindful Awareness Research Center at UCLA. He is also the Executive Director of the Mindsight Institute which focuses on the development of mindsight, which teaches insight, empathy, and integration in individuals, families and communities.

Dr. Siegel has published extensively for both the professional and lay audiences. His four New York Times bestsellers are: Mind: A Journey to the Heart of Being Human, Brainstorm: The Power and Purpose of the Teenage Brain, and two books with Tina Payne Bryson, Ph.D: The Whole-Brain Child and No-Drama Discipline. His other books include: The Developing Mind (2nd Ed.), The Pocket Guide to Interpersonal Neurobiology, Mindsight, The Mindful Brain, The Mindful Therapist, The Yes Brain (also with Tina Payne Bryson, Ph.D), and his recently released book Aware (2018).
Dr. Siegel’s unique ability to make complicated scientific concepts exciting and accessible has led him to be invited to address diverse local, national and international groups including mental health professionals, neuroscientists, corporate leaders, educators, parents, public administrators, healthcare providers, policy-makers, mediators, judges, and clergy. He has lectured for the King of Thailand, Pope John Paul II, His Holiness the Dalai Lama, Google University, and London’s Royal Society of Arts (RSA).

 

Register here

Dan Siegel, MD
Bestselling Author & Clinical Professor of Psychiatry UCLA
07:30 - 08:45
Light Breakfast & Refreshments
07:30 - 08:45
Registration – Late registration available at Info Desk
07:30 - 08:15
Silent Self-Guided Practice – Breathing Space

Enjoy silence and solitude as you enter the Breathing Space room. A space dedicated to mindful practice throughout the duration of the conference.

08:15 - 08:45
Guided Practice (optional) – Breathing Space
09:00 - 09:30
Conference Opening – Mainstage
Michele Milan, MA
Conference Director, A Mindful Society
09:30 - 10:00
Valerie Brown, JD, MA, PCC – Mainstage
Valerie Brown, JD, MA, PCC
International retreat leader, writer, speaker, accredited leadership coach, and Principal of Lead Smart Coaching
10:15 - 10:45
Q&A with Valerie Brown, JD, MA, PCC – Mainstage
Valerie Brown, JD, MA, PCC
International retreat leader, writer, speaker, accredited leadership coach, and Principal of Lead Smart Coaching
10:15 - 10:45
Refreshments & Mindful Marketplace – The Commons Area
10:15 - 10:45
Silent Self-Guided Practice – Breathing Space

Enjoy silence and solitude as you enter the Breathing Space room. A space dedicated to mindful practice throughout the duration of the conference.

11:00 - 12:00
Breakout & Practice Sessions – Breakout Rooms & Breathing Space

Please visit the Breakouts and Practices tabs above for details on the workshops, panels, case studies, and practices being offered.

11:00 - 12:00
Fostering Mindfulness for Children in the Classroom and Beyond

This workshop is designed for participants interested in learning about fun and engaging approaches for teaching mindfulness to children in classroom settings and beyond. When children learn how to bring full and conscious attention to the present moment, how to recognize, name and manage challenging emotions and how to respond thoughtfully to their impulses, they are cultivating important life skills. Mindfulness practices help students develop these habits of mind that are central to learning, cognitive and emotional development, and overall well-being.

In this session, we will begin by briefly touching on the neuroscience of stress, emotions, attention and mindfulness. In the remainder of the workshop you will learn about and experience age-appropriate strategies and practices for teaching children how to mindfully and heartfully respond to each moment of their school day and beyond with greater awareness, attention and resilience. Participants will engage in embodied practices as an experiential way of exploring mindfulness (and engaging in self-care). This session is appropriate for educators, parents and caregivers, and anyone invested in helping children thrive.

Learning Objectives:

In this workshop, participants will:

  • Learn how to introduce and engage students in mindfulness-based activities and practices for cultivating present awareness, attention, emotion regulation, stress management, kindness and compassion, and gratitude;
  • Deepen understanding about the impact of mindfulness practice on cognitive and emotional development, attention and resilience;
  • Learn how to use child-friendly language to explain key mindfulness concepts, physiology and brain science;
  • Examine self-care strategies for student, teacher and caregiver wellness and resilience;
  • (Be invited to) engage in embodied practices as an experiential way of exploring mindfulness for the classroom and beyond

 

Shelley Murphy, PhD
Teacher Educator, mindfulness teacher, author
11:00 - 12:00
Is Mindfulness a Movement? If So, What Next?

A movement implies centralized organization, but mindfulness is spreading now more like a chaotic craze. Some of what’s happening is great; some of it is deplorable. Most organizations are starved for support. What’s good, what’s bad, why, and where are we going? Mindful’s editor-in-chief provides a report from the front lines and his discussions with the leading lights of the mindfulness world.

Learning Objectives:

  • Understand challenges and responsibilities inherent in presenting mindfulness
  • Develop skills in discussing mindfulness
  • Learn from the experience of disparate groups of mindfulness innovators
  • Inquire into core values that guide your involvement in mindfulness work
  • Investigate the difference between relaxing and realizing
  • Explore the question: are we after skill, knowledge, or wisdom?
Barry Boyce
Editor-in-Chief, Mindful Magazine
11:00 - 12:00
Making The Virtual Virtuous: A Mindful Relationships to Technology

An old saying goes “The thinking mind can be our greatest servant or our most terrible master.” We might apply to same saying to our relationship with our screens.

Modern technology can be exhausting and stress inducing for any of us. The challenge of setting boundaries around media bedevils parents and child professionals in particular, battling to maintain common sense limits while seeking balance between media as a resource and entertainment.

Learning Objectives:

  • Develop a deeper understanding of the impact of technology on brain development
  • Explore ways to more mindfully engage with digital technology
  • Experience hands on mindfulness practices with technology
Dr. Christopher Willard
Psychologist and Educational Consultant
11:00 - 11:30
Meditation on Gratitude

A short talk and meditation on gratitude. We’ll discuss how mindfulness and gratitude meet in meditation practice, as well as how formal gratitude expression practices can have a profound impact on overall well-being and contentment. Through neuroscience we know that we can create new neural pathways, including noticing how incredible this moment (and life) is.

 

 

Cassidy Thedorf
Meditation and Mindfulness Teacher
11:00 - 12:00
Mindfulness and Stabilization Training for Mental Health

One of the biggest challenges in mental health is providing timely access to programs for people in urgent need of therapeutic support. Mindfulness programs can teach people practical skills they need for regulate emotions but are very difficult to access given the intensity of training for front line clinicians and long term commitment required by participants. MAST is a brief psychoeducational program that teaches mindfulness skills for self regulation and has been implemented in various mental health care settings where waitlists and access is a problem. This case study will present the basic structure and rationale of MAST and share examples of different health care settings throughout Ontario that have implemented the model and the impact it has had for clients and delivery of mental health services.

Learning Objectives:

• Identify the challenges of accessing evidence based mindfulness programs like MBCT and MBSR in publicly funded mental health care settings.
• Understand a stepped care model for providing mental health care services, and the rationale for a brief, psychoeducational mindfulness program in improving access.
• Learn about the MAST program, a trauma informed approach to teaching mindfulness skills that focuses on safety and stabilization.
• Learn about challenges and successes of programs that have adapted this brief intervention for diverse and underserved populations.

Rachael Frankford, MSW, RSW
Clinical Social Worker
11:00 - 12:00
Mindfulness as Learning

Mindfulness is a unique approach to experiential learning that it begins with direct sensory or psychological experience and inductively moves into reflection and inquiry. In this workshop, we will explore together key implications and applications of mindfulness as an experiential learning theory and practice. We will draw on Buddhist theories of learning – notably, the Seven Factors of Enlightenment and later epistemological studies – and on Western theories of learning – notably Kolb’s cycle of reflective learning, experiential learning, and self-determination theory. We will consider how mindfulness-based approaches to learning can be used to enhance lifelong learning and motivation – notably autonomy – across a range of contexts, including K-12, higher education, and mindfulness facilitator training. True to the mindfulness approach to inquiry, we will weave mindfulness practice throughout, while conversing and exchanging ideas and insights through dialogue. Educators, lifelong learners, teachers, and researchers may all find this workshop of interest.

Learning Objectives:

By the end of this workshop session, participants will:

  • Experience a range of mindfulness practices focused on moving from direct experience into inquiry and reflection
  •  Share a range of learning experiences they have had through using mindfulness approaches, both in and prior to the session
  • Consider the implications of Buddhist theories of mindfulness-based learning on the way we conduct experiential education and understand lifelong learning
  • Interpret mindfulness-based learning through the lens of Kolb’s experiential learning cycle
  • Apply distinctive aspects of mindfulness-based learning to their personal mindfulness journey and/or, where applicable, to their teaching
Seonaigh MacPherson, PhD
Associate Professor and head of the Department of Adult Education, University of the Fraser Valley
Patricia Rockman, MD, CCFP, FCFP
MD, Associate Professor, Director of Education and Clinical Services - Centre for Mindfulness Studies
11:00 - 12:00
Mindfulness as Learning

Mindfulness is a unique approach to experiential learning that it begins with direct sensory or psychological experience and inductively moves into reflection and inquiry. In this workshop, we will explore together key implications and applications of mindfulness as an experiential learning theory and practice. We will draw on Buddhist theories of learning – notably, the Seven Factors of Enlightenment and later epistemological studies – and on Western theories of learning – notably Kolb’s cycle of reflective learning, experiential learning, and self-determination theory. We will consider how mindfulness-based approaches to learning can be used to enhance lifelong learning and motivation – notably autonomy – across a range of contexts, including K-12, higher education, and mindfulness facilitator training. True to the mindfulness approach to inquiry, we will weave mindfulness practice throughout, while conversing and exchanging ideas and insights through dialogue. Educators, lifelong learners, teachers, and researchers may all find this workshop of interest.

Learning Objectives:

By the end of this workshop session, participants will:

  • Experience a range of mindfulness practices focused on moving from direct experience into inquiry and reflection.
  • Share a range of learning experiences they have had through using mindfulness approaches, both in and prior to the session.
  • Consider the implications of Buddhist theories of mindfulness-based learning on the way we conduct experiential education and understand lifelong learning.
  • Interpret mindfulness-based learning through the lens of Kolb’s experiential learning cycle.
  • Apply distinctive aspects of mindfulness-based learning to their personal mindfulness journey and/or, where applicable, to their teaching.
Seonaigh MacPherson, PhD
Associate Professor and head of the Department of Adult Education, University of the Fraser Valley
Patricia Rockman, MD, CCFP, FCFP
MD, Associate Professor, Director of Education and Clinical Services - Centre for Mindful