Guest Blog: Stop and Smell the Roses!

This Immersed post comes to you from guest blogger Dr. Carisa Perry-Parrish, who recently presented a workshop on mindfulness practices to The New Century School staff and writes about this experience. Dr. Perry-Parrish is Director of Training, Child Clinical & Pediatric Psychology Postdoctoral Fellowship and Assistant Professor of Psychiatry and Behavioral Sciences at Johns Hopkins as well as a TNCS parent. As part of Johns Hopkins Expert Team in Pediatric Medical Psychology, “[she] specializes in improving emotion regulation in children and adolescents. Her clinical interests emphasize practicing and promoting evidence-based care, including parent management training for childhood noncompliance and ADHD, cognitive-behavioral therapy for youth anxiety/depression, and acceptance and mindfulness-based interventions to improve self-regulation.”

Stop and Smell the Roses!

Last spring, I was asked to give a parent workshop on mindfulness in parenting. A great group of parents attended and it was a good experience. Several teachers were interested in the topic as well, and this year I was invited back to provide a teacher workshop on mindfulness. Our teachers and staff were another lovely group, very engaged in learning about meditation and mindfulness.

It was Martin Luther King, Jr., Day, so I shared one of my favorite pictures of Dr. King and Thich Nhat Hanh (mindfulness author and monk), engaged at a conference back in the 1960s. Gauging from how many recognized this favorite author of mine, it was clear that several in the group were already engaged in mindfulness in various forms. So what is mindfulness?


Dr. Martin Luther King, Jr, and Thich Nhat Hanh.

Mindfulness has been described as “paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally” (Kabat-Zinn, 1994). As L.A. Lakers Coach Phil Jackson put it, “when [basketball] players practice what is known as mindfulness…not only do they play better and win more, they also become more attuned to each other.” In essence, mindfulness is the complete awareness in what is happening right now. Therefore, mindfulness instruction is intended to enhance an individual’s innate ability to be aware.

Formal mindfulness instruction entails a range of techniques that help foster an intentional focusing of attention on one’s present-moment experience while letting go of negative, self-critical judgments. As detailed explicitly in many mindfulness programs, this type of training aims to help individuals accept unpleasant and painful experiences without reactively attempting to change the experience. However, as most of us would prefer to reduce or eliminate pain and discomfort as much as possible, some mindfulness-based programs additionally adopt a dialectical position of balancing desire for change alongside intentional acceptance of the inevitability of suffering. As moment-to-moment awareness through the day is the ultimate goal of mindfulness programs, there is also instruction of informal techniques that can be used at any time.

The recent teacher workshop provided an introduction to mindfulness and some suggestions for how to weave contemplative practices to support our children’s development of focused attention. Given the range of daily hassles and life stress we all experience, activities that foster our children’s focused attention are theorized to help them regulate their emotional reactions.

For those of you who have observed in our children’s classrooms, you have probably seen several teachers engage in mindfulness activities—whether or not the teacher had identified the activity as such. You have likely witnessed your own child become absorbed in a favorite activity, whether it was engineering a LEGO construction, collecting wildflowers, or watching the clouds pass by. Awareness training is quite complementary to a central tenet of Montessori philosophy, which is to develop the innate ability to become absorbed in learning. As Maria Montessori stated, “The first essential for the child’s development is concentration” (The Absorbent Mind, p. 202).


Mind full, or mindful?

Portions excerpted from Perry-Parrish, C., & Sibinga, E.M.S. (2014). Mindfulness meditation. Functional Symptoms in Pediatrics (ed. R. Anbar). Springer.

—Carisa Perry-Parrish

. . . And stay tuned, readers, for teacher reactions to the workshop as well as some of Dr. Perry-Parrish’s very helpful, evidence-based tips on how to (and why we should) mindfully interact with children, whether at home or in the classroom.