1. Increasing Resilience and Critical Thinking Dispositions via Attention, Emotion and Cognitive Regulation Training for Undergraduate and Graduate Students Marilee Bresciani Ludvik, Ph.D. Professor, ARPE, SDSU and Founder, Rushing to Yoga Foundation www.rushingtoyoga.org rushingtoyoga@gmail.com 619-733-3278 Bresciani Ludvik, M.J.

2. Session Overview Definitions Logic Model The Practice The Research Questions Bresciani Ludvik, M.J.

3. What are the Sources of Your Students’ Stress? What do you feel you can do about those sources? Bresciani Ludvik, M.J.

4. Focused BREATHING – positively alters your physiology Bresciani Ludvik, M.J. Correlates with an immediate reduction in Stress indicators Trait v. State

5. What You Focus on Changes the Structure and Function of your Brain Bresciani Ludvik, M.J. (Alvarez & Emory, 2006; Chan, Shum, Toulopoulou, & Chen, 2008; Chiesa, Calati, Serretti, 2011; Goldin & Gross, 2010; Hölzel, Carmody, Vangel, Congleton, Yerramsetti, Gard, & Lazar, 2011; Kozasa, Sato, Lacerda, Barreiros, Radvany, Russel, Sanches, & Mello, 2012; Lutz, Slagter, Dunne, & Davidson, 2008; Todd, Cunningham, Anderson, & Thompson, 2012)

6. How do you train focus? Bresciani Ludvik, M.J.

7. Integrative Inquiry Bresciani Ludvik, M.J. Bresciani Ludvik, M.J. Known/Evidence Feel/ Sense Unknown/ Ambiguity Spontaneous Creativity Student learning and development

8. What is Integrative Inquiry? Integrative inquiry is the process of integrating the knowledge gained from research, course learning, and book learning with the wisdom gained from intuition, sensing, and the mindful experiencing of emotions with the ability to embrace the unknown. With the ability to integrate multiple sources of information through generative questions and other training methodologies, participants of integrative inquiry are able to regulate stress and creatively problem solve while experiencing ambiguity. This all leads to the promotion of peace and compassion through their conscious-choice making. Bresciani Ludvik, M.J.

9. Integrative Inquiry (INIQ) Logic Model Inputs Activities Measures Outcomes Impacts Foundation Support Neuroplasticity Interdisciplinary Research Team Interdisciplinary Research Team Focused Breathing and Movement Exercises; MBSR; task-switching Self-Inquiry, Journaling, Group Dialogue Applied Community Service Project Summative: Pre- and Post-: CCTDI, MAAS, TMMS, SCS, Beck, PSS, Resiliency Summative: Pre- and Post-: CCTDI, MAAS, TMMS, SCS, Beck, PSS, Resiliency Formative: Pre- and Post- Test survey, -AAC&U Rubrics applied to journal analysis, assignment analysis, and applied project analysis Formative: Pre- and Post- Test survey, -AAC&U Rubrics applied to journal analysis, assignment analysis, and applied project analysis Truthseeking, Open-mindedness, Analyticity, Systematicity, Confidence in Reasoning, Inquisitiveness and Maturity of Judgment Increased attention, emotion, and cognitive regulation Increased critical thinking dispositions Increased academic success Decreased stress and anxiety Attention, Emotion, and Cognitive Regulation Increased Resiliency Bresciani Ludvik, M.J. Via Online Modules

10. Spring 2013 Pilot Results Significant decrease in –Perceived Stress (PSS) –Anxiety (BAI) Significant increase in –Confidence in Reasoning (CCTDI) –Observing (FFMQ) –Describing (FFMQ) –Acting with Awareness (FFMQ) Bresciani Ludvik, M.J.

11. Pilot Results, cont. Significant increase in –Non-judging of inner experience (FFMQ) –Non-reactivity to inner experience (FFMQ) The research continues… –Ethnic Identity –Resilience –Self-Compassion –Critical Thinking Bresciani Ludvik, M.J.

12. Discussion What would be the challenges of implementing integrative inquiry into your courses? into your labs? into a co-curricular assignment? Bresciani Ludvik, M.J.

14. Focused Breathing Definition “To engage in mental exercise (as concentration on one’s breathing or repetition of a mantra) “ - Merriam Webster definition of meditation Yoga Chitta Vritti Nirodha – progressive quieting of the fluctuations of the mind Bresciani Ludvik, M.J.

15. Focused Breathing Definition, Cont. It is not … –a religious practice –meant to get you to stop thinking all together –a replacement for physician’s care It promotes attention, emotion, and cognitive regulation Bresciani Ludvik, M.J.

16. Let’s Practice - Focused Breathing http://youtu.be/PF6YJZ04JHk Bresciani Ludvik, M.J.

17. Let’s Reflect Who am I? What do I want? What is my life’s purpose? –How can I serve? –What brings me happiness? What is my perspective on all of that? - What do I think about it? - How do I feel about it? - What do I want to do about it? - How do I want to be? Bresciani Ludvik, M.J.

18. Neuroplasticity “thinking, learning, and acting actually change both the brain’s functional anatomy from top to bottom, and its physical anatomy.” Trait (permanent) v. State (temporary) - http://www.learninginfo.org/neuroplasticity.htm Bresciani Ludvik, M.J.

19. Upon what do you want to Focus? Stress Present Moment Fact Emotional Interpretation Analytical Reasoning Creative Possibilities What else? Bresciani Ludvik, M.J.

20. We can Intentionally Change the Structure and Function of our Brains Bresciani Ludvik, M.J. Via Attention, Emotion, and Cognitive Regulation Training

21. Brain Stuff Decreases the activation in the amygdala –Fight/flight Increases the activation in the pre-frontal cortex and anterior cingulate cortex –Attention/focus –Executive functions –Problem solving –Complex reasoning Bresciani Ludvik, M.J.

22. Other Potential Outcomes Improved immune function (Carlson, Speca, Faris, & Patel, 2007; Davidson et al., 2003) Reduced blood pressure and cortisol levels (Carlson et al., 2007) Increased telomere activity (Jacobs et. al., 2010). Increased overall well-being (Holzel et al, 2011) Bresciani Ludvik, M.J.

23. Other Outcomes, Cont. Increase in gray matter in the temporo- parietal junction (Blank et al, 2005) which increases self-awareness and can lead to overall self-regulation (Arzy, Thut, Mohr, Michel, & Blanke, 2006) Students’ mental reconstruction of how the student perceives their environment - and even re-framing them in more creative ways (DeSteno, Gross, & Kubzansky, in press) Bresciani Ludvik, M.J.

24. Other Outcomes, Cont. The ability to remain open to all alternatives presented to them. In doing so they can select the decision that most aligns with their values and articulate this decision in a clear way (Goldin & Gross, 2010; Valdesolo & DeSteno, 2011). Increased self-compassion (Neff, 2012) Changes in genetic composition (Davidson, 2013) Bresciani Ludvik, M.J.

25. The Neuro-Science Neuroplasticity - http://www.medterms.com/script/main/art.a sp?articlekey=40362 http://www.medterms.com/script/main/art.a sp?articlekey=40362 The benefit of focused breathing - http://www.youtube.com/watch?v=sf6Q0G 1iHBI http://www.youtube.com/watch?v=sf6Q0G 1iHBI And http://vimeo.com/11916833 Bresciani Ludvik, M.J.

26. Let’s Practice – Focused Movement and Breathe with Movement http://youtu.be/4zq4HOp7qr0 Bresciani Ludvik, M.J.

27. Let’s Reflect Who am I? What do I want? What is my life’s purpose? –How can I serve? –What brings me happiness? What is my perspective on all of that? - What do I think about it? - How do I feel about it? - What do I want to do about it? - How do I want to be? Bresciani Ludvik, M.J.

28. Basics of the Practice Bresciani Ludvik, M.J. Take one focused breath every day Practice focused breathing up to 30 minutes every day Avoid judgment Practice inquiry Hold no expectations for practice, only expect to practice

29. Revisiting Constructs Bresciani Ludvik, M.J.

30. Integrative Inquiry Bresciani Ludvik, M.J. Bresciani Ludvik, M.J. Known/Evidence Feel/ Sense Unknown/ Ambiguity Spontaneous Creativity Student learning and development

31. Resources Integrative Inquiry – www.integrativeinquiry.org Mindfulness - http://www- psych.stanford.edu/~pgoldin/Mindfulness.htmlhttp://www- psych.stanford.edu/~pgoldin/Mindfulness.html UCSD - http://health.ucsd.edu/specialties/mindfulness/Pag es/default.aspx http://health.ucsd.edu/specialties/mindfulness/Pag es/default.aspx SIYLI - http://www.siyli.org/take-the-course/siy- curriculum/http://www.siyli.org/take-the-course/siy- curriculum/ Rushing to Yoga Foundation – www.rushingtoyoga.org www.rushingtoyoga.org Bresciani Ludvik, M.J.

32. Final Reflection What is the one lesson you have learned today that you can apply to your day-to- day? How can you re-allocate time to invest in this practice? What will be the one signal you give yourself to take one mindful breath? What other questions do you have? Bresciani Ludvik, M.J.

33. Questions? Contact Marilee Bresciani at rushingtoyoga@gmail.com Bresciani Ludvik, M.J.

34. Rushing to Yoga Foundation Contact Marilee Bresciani at rushingtoyoga@gmail.com rushingtoyoga@gmail.com www.rushingtoyoga.org Bresciani Ludvik, M.J. Strengthening Peace and Compassion in Higher Education