The purpose of mindfulness was to address and relieve self-induced suffering caused by the dysfunctional ways people tend to respond to their experience. The term ‘mindfulness’ refers to the ability to direct attention to experience as it unfolds, moment by moment, with open-minded curiosity and acceptance.
The opposite state is mindlessness, where one moves through life rarely noticing the present moment. Living mindlessly is often accompanied by a sense of stress – experiences fall short of expectations and the joys of and pleasures of life are short-lived.
Mindfulness and young people
Research reveals that young people are experiencing stress at unprecedented levels, resulting in anger, anxiety, depression and externalising behaviours, as well as lower self-esteem and selfconfidence. There is a suggestion that an interventional in the form of mindfulness can help reduce these mental conditions. Mindfulness helps in these areas by helping young people improve self-regulation, mood and social-emotional development. Schools are particularly interested in mindfulness as it is reported to increase young people’s ability to sustain focus.
In my own work, we introduced young people to ‘zentangles’, a repetitive doodling, which builds up to form an abstract picture. In our youth club, we use it as a mindful activity which young people can engage in while conversation happens around them. The receptive nature of this creative work can have a calming, self-soothing effect. Those who engage with it as a regular practice, note that it calms an anxious mind and increases self-confidence.
Debs North works for Lemon Jelly, which provides youth work services in North and Mid-Devon. As well as running drop-ins and detached work, she also does extensive work in schools: ‘I’ve used mindfulness in different ways in schools. Three years ago, myself and the school counsellor began looking at mindfulness programs and we wrote a sixweek course together and delivered it to year eights. We had a mixed response; a third really got something out of it and were able to apply some of the exercises outside the sessions, another third engaged in the sessions but took it no further and the last third didn’t really get it.’
What is involved in learning mindfulness?
Mindfulness can be hard to convey adequately in words as it’s essentially about developing forms of awareness which are not verbal but meta-cognitive, ie. being aware of the inner processes involved in doing, feeling and thinking, and being aware of these thoughts and feelings as they arise in the mind and body. Learning to be mindful includes gradually acquiring the ability to be aware of and pay close attention. This applies to inner states such as thoughts and feelings and physical sensations, as well as to what is happening in the outside world. This meta-cognitive awareness is developed through practice and, importantly when working with young people, is supported by some discussion to process and embed the experience.
Debs: ‘I’ve found that it can be a real gift for young people leading fragmented, multidimensional lives. Often young people’s lives are so fast paced and full of things shouting for their attention that they constantly switch focus from one thing to the next really quickly. That’s why most young people’s initial reaction to mindfulness is boredom. Yet, through the exercises, it draws them to a place of attention and noticing the small things and their own feelings. It helps them deal with their lives in a more meaningful way by giving different areas the attention that they need.’
What is a Christian response to mindfulness?
There are some aspects of mindfulness that may be problematic. Some people believe the roots of midfulness originated in Buddhist practices. An important element of the practice is to steer clear of being judgemental and rather observe and accept ourselves and surroundings with compassion. Unfortunately there are some things that we should accept about ourselves and our situation; there are things that we should be aware of and actively try to change. A criticism of Buddhist mindfulness is that it causes us to go in to ourselves. Christian mindfulness would take us out of ourselves and focus on Christ and from there, to others and the kingdom of God.
That spirit of reflective listening to God is not unknown in Christian history. Many of the mystics such as Teresa of Ávila and John of the Cross spent time in contemplative reflection. A favourite story of mine is an interview with Mother Teresa. CBS news anchor Dan Rather once asked Mother Teresa what she said during her prayers. She answered, ‘I listen’. Dan Rather responded, ‘Well, what does God say?’ Mother Teresa’s answer was: ‘He also doesn’t talk. He simply listens.’
Try it yourself
Debs: ‘I’ve found that that mindfulness works best when there is a consistent approach. I’ve seen it work well when teachers themselves engage in mindfulness as part of their own personal practice and then bring a cultural change into the classroom rather than a one-off session or course. I think the future of mindfulness lies in those can incorporate it within the communities they work in.’
There are plenty of apps and resources online that are worth investigating. But before you introduce young people to mindfulness, experiment yourself with the techniques and exercises you can find here or online:
Three Senses
A helpful mindfulness exercise is simply to notice what you are experiencing right now through three senses – sound, sight, touch. Take a few slow breaths and ask yourself:
What are three things I can hear? (such as the clock on the wall, a car going by, music in the next room, my breath.)
What are three things I can see? (This table, that sign, a person walking by.)
What are three things I can feel? (The chair under me, the floor beneath my feet, my phone in my pocket.)
Think of these answers slowly, one sense at a time. The point of this exercise is to become aware and attentive to the present moment.
Mindful Awareness
This simple exercise is designed to cultivate a heightened awareness and appreciation of simple daily tasks and the results they achieve.
Think of something that happens every day more than once: something you take for granted, such as opening a door. At the very moment you touch the doorknob to open the door, stop for a moment and be mindful of where you are, how you feel in that moment and where the door will lead you. Choose a touch point that resonates with you. Instead of going through your daily motions on autopilot, take occasional moments to stop and cultivate purposeful awareness of what you are doing and the blessings it brings your life.
