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education

Editor’s Note: The following is a Q&A with Karen Bluth, PhD, a mindfulness teacher, researcher, and one of the lead authors of a paper published this January in the journal Mindfulness, which examined the efficacy of Learning to BREATHE or L2B, a mindfulness curriculum for adolescents in an alternative school for ethnically diverse, at-risk teens.

Editor’s note: In recognition of National School Counseling Week, today’s blog post is written by a former school counselor and the author of The Body Image Workbook for Teens, Julia V. Taylor, MA.

Over the past few weeks  we’ve discussed the adolescent period as a time when mindfulness interventions are an especially good fit, particularly in the college setting.

A steady flow of new and emerging research continues to suggest that mindfulness offers great benefits to health and well-being. It shifts the nature of our relationship to experience and we now know that cultivating an even-handed and openhearted stance toward life can strengthen emotional balance, resilience, and interpersonal effectiveness; skills we can all use throughout our lives in and beyond the classroom.

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