Module: Mindfulness Based Stress Reduction

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Mindfulness Based Stress Reduction
Module Code	ED3054 (ITS) / EDP1022 (Banner)
Faculty	DCU Institute of Education	School	STEM Ed, Innov, Global Studies
Module Co-ordinator	Mary Glynn
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None

Description

A purpose of this module is to introduce students to developments where research in the worlds of mindfulness and neuroscience have met in the branch of science known as neuroplasticity. The concept of neuroplasticity in adults is a new and exciting area of science. It highlights that our brain continues to be reshaped throughout our lives by both our experiences and our thoughts. We now know that it is the focus of our awareness that determines which neural connections of the brain are strengthened or weakened. In other words, the more we worry or stress, the better we become at doing so. Equally, practising being focused and calm, strengthens these neural pathways. A growing body of neuroscientific research shows that practising mindfulness regularly can positively affect a number of brain areas including those related to stress and emotion regulation. Neuroscientific research also demonstrates how practising gratitude can improve wellbeing. Developing a regular, formal practice of gratitude causes activation of multiple brain areas, lighting up parts of the brain's reward pathways and the hypothalamus. The practise of gratitude can boost the production of the neurotransmitter serotonin and improve overall wellbeing. Great strides have been made in recent years in the development of mindfulness-based school programmes, supporting personal health education policies in many countries worldwide. In a review of the evidence and policy context, Weare (2013) finds that mindfulness “when well taught and when practised regularly has been shown to be capable of improving mental health and wellbeing, mood, self-esteem, self-regulation, positive behaviour and academic learning.” (p 2). While this module does not train participants as mindfulness teachers, students are introduced to a range of mindfulness resources for use in primary classrooms. They learn how best to use these resources productively and how to critically evaluate free resources for the classroom available online.

Learning Outcomes

1. Deepen your mindfulness practice. Learn to focus attention with choiceless awareness and be present through sitting meditation
2. Develop a knowledge of basic neuroscience in relation to the benefits of mindfulness practice
3. Explore the neuroscience of gratitude and develop a daily gratitude practice
4. Learn to observe your own thoughts, emotions and physical sensations understand how they change when you react in various situations. Develop the ability to create a space in which you respond calmly rather than react
5. Explore a range of mindfulness techniques and approaches for working with children at all primary school levels
6. Develop an evaluation framework and learn how to critically evaluate online mindfulness resources for schools

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Seminars	24	No Description
Fieldwork	28	Mindfulness Practice at home
Independent Study	33	Independent reading
Independent Study	40	Independent review of and practise with resources on course blog
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Sitting meditation with choiceless awareness

Basic neuroscientific evidence regarding the benefits of mindfulness practice

The practice of gratitude and associated benefits

Managing stressful situations by responding instead of reacting

Exploring a range of mindfulness practices and activities for primary school classrooms

Evaluating online mindfulness resources for children in primary classrooms

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	n/a	100%	n/a
Assignment	Reflective essay scaffolded by a series of set questions related to each Learning Outcome	100%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Kabat-Zinn, J.: 2020, Full Catastrophe Living: How to Cope with Stress, Pain and Illness Using Mindfulness Meditation, Revised, Little, Brown Book Group,
Greenland, S. K.: 2010, The Mindful Child: How to Help Your Kid Manage Stress and Become Happier, Kinder and More Compassionate, Free Press., New York, NY,

Other Resources

0, Blog, 0, Course Blog, https://bedmindfulness.blogspot.ie,