by clicking the "Next" arrow.
by clicking on the page.
the page around when zoomed in by dragging it.
the zoom using the slider when zoomed-in.
by clicking on the zoomed-in page.
by entering text in the search field, and select "This Issue" or "All Issues"
by clicking on thumbnails to select pages, and then press the print button.
displays sections with thumbnails and descriptions.
displays a slider of thumbnails. Click on a page to jump.
allows you to browse the full archive.
about your subscription?
Mindful : October 2014
“New York teachers were there for their students in ways far beyond what was required of them. They were at risk of burnout. They were not taking care of themselves at all. “It was obvious to me how stressed so many of the teach- ers were, and I became ver y concerned,” says Lantieri. “I read a lot about compassion fatigue and vicarious trauma- tization, and I began to make the argument that although the research I’d read had been done with doctors and nurses in health care, teachers were also on the front line of that happening to them.” Teaching Teachers to Nurture Their Inner Life That’s when she came up with the Inner Resilience Program— mindfulness training geared to help teachers in New York. “This whole nur turing the inner life through meditation and yoga, giving them time for inner work and reflection, was something people in education hadn’t even considered,” says Lantieri. The program had lots of things to offer as an alterna- tive to what was available in the mainstream, “which was basically therapy.” The techniques were at first considered unor thodox, but Lantieri encouraged the administrators to do the math, and consider the cost of a decade of therapy. “‘You don’t have that kind of money,’ I told them. We’re giving inner- preparedness, where there’s a reser voir in the teachers that we could nur ture. That’s what we need to be doing.” Lantieri took teachers away on retreats where they learned contemplative practices and did yoga. “ We couldn’t do enough of them,” Lantieri says, so they star ted to bring instructors into the schools. Though her ideas took some convincing with the powers that be, after all her years with the Board of Education, Lantieri had earned a lot of credibility. A number of foundations, includ- ing the September 11 Fund, financed the Inner Resilience Program for those educators who needed it the most. “They get better listening skills, learn how to say what they think and feel, develop good communication and problem solving skills,” she says. “But if they don’t have the deeper self-awareness and emotional regulation, they’re not going to be able to use those skills. And I think that’s what mindfulness does. It helps them become resilient.” Building Both Academic as well as Inner Preparedness The program spread through- out the city helping teachers and administrative staff to deal with the numerous challenges and day-to-day stress of their jobs. A curriculum for chil- dren in kindergar ten to grade eight was also created and some 40,000 students have been through the program, which operates with help from grants from the Depar tment of Education. The Inner Resil- ience Program has now been expanded to Ohio, Vermont, and Madrid, Spain. “It came to me one day, what’s really going to save us all is inner preparedness,” says Lantieri. “Because all of those steps we take for outer-pre- paredness could fall apar t. But what we have inside us is not going to break down. We have it in us no matter what.” ● More than 6,000 staff, 3,000 parents, and 40,000 students have gone through Lantieri’s Inner Resilience Program to date. October 2014 mindful 11 AD