Mindfulness and Yoga in Schools A Guide for Teachers and Practitioners

CHAPTER 6: MINDFULNESS ON THE CUSHION • 127

it before it evolves into a distressful or seemingly unmanageable feeling (Cook-Cottone, 2015;
Wupperman et al., 2013). In fact, Wupperman et al. (2013) cite research that suggests that
continued mindfulness practices may help develop more functional neural pathways that
enhance affect and behavioral regulation (Figure 6.5).
As a student practices, he or she notices the space, the choice, and the competence that
comes from allowing and being present with what is (Cook-Cottone, 2015). This can change
the way a student experiences his or her struggles. For example, before Jennifer began her
meditation practice, her thinking process looked like this: stimuli (i.e., family fighting and
feeling overwhelmed), feeling-tone (i.e., unpleasant), choice (i.e., aversion), and response
(i.e., cutting; see Figure 6.6).

Feeling-Tone

Pleasant,

Neutral,

Unpleasant

Stimulus

Mental Event or

Sense

Impression

Your Power

to Choose

Your

Response

Notice, Attack,

Avoid, or Allow

Response

(a) Filled with

intention and

purpose, or

(b) a default

reaction to

stimuli

FIGURE 6.5 The space between in meditation.

Source: Cook-Cottone (2015).

Feeling-Tone

Unpleasant

Stimulus

My parents are

fighting.

I can’t handle

this.

Your Power

to Choose

Your

Response

Avoid

Response

I am always

overwhelmed.

I want to cut.

I am cutting.

FIGURE 6.6 Jennifer’s default reaction to stimuli.

Source: Cook-Cottone (2015).