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Kathryn Budig is an internationally celebrated yoga teacher, author of Aim True, and cohost of the podcast, Free Cookies.She served as the yoga editor to Women’s Health magazine for five years, and regularly contributes to Yoga Journal, and MindBodyGreen.
In this episode, we discuss:
What life was like growing up in Kansas
How the yoga community has changed over the years
What changed yoga?
What initially drew Kathryn to yoga?
Seane Corn showing up to Kathyrn’s yoga class, unexpectedly
Forming a tight knit community off the yoga mat
The message behind “Aim True”
It’s easier being the vanilla cupcake that everyone likes
Feeling totally cool being yourself
Don’t get caught up in needing the approval of others
We all have some level of body image issues
Speak positively for yourself and those around you
Everyone is so beautiful
Writing positive affirmations on your mirror using a Sharpie
Every single day is a new opportunity
Connecting to yourself and loved ones through rituals
Has Kathryn’s focus shifted from yoga?
Kathryn’s morning routine
Turning off your phone
We are three scholars in early childhood studies, child and youth care, and nursing in an urban university in Canada. In this chapter, we offer a conversation about our experiences as we explore the significance of conscious mindful practices within the context of our respective teaching–learning roles within academia. Drawing on a performative framework, this chapter offers a conversation shaped by reflections on our current collaborations in leading workshops on personal–professional well-being of our peers. Significant to the conversation is how, as actors in the classroom and research, we also engage with our students in mindful and creative performance to encourage self-care and well-being. Our reflective dialogue thus serves to inform not only our teaching–learning, but also our research undertakings.
"The first comprehensive overview of holistic education's history, conceptions, practices, and research, this Handbook provides an up-to-date picture of the field as it currently exists around the globe. Specifically, it examines the field's theoretical and historical foundations; offers examples of holistic education in practice with regard to schools, programs, and pedagogies; presents research methods used in holistic education; outlines new and emerging research in the field; and examines potential areas for future program development and research. This volume is a must-have resource for researchers and practitioners and an essential foundational text for courses in the field"--
Background Students in higher education are experiencing stress and anxiety, such that it impedes their academic success and personal wellbeing. Brief mindfulness meditation and lovingkindness meditation are two aspects of mindfulness practice that have the potential to decrease students' feelings of anxiety and stress, and increase their sense of wellbeing and capacity for compassion for self and for others.; Purpose To explore how undergraduate and graduate students experience brief instructor-guided mindfulness practice; specifically, on their feelings of stress and anxiety, and their sense of wellbeing.; Study Design Qualitative exploratory pilot study.; Participants and Setting Fifty-two graduate and undergraduate students in different disciplines within a community services faculty of an urban university.; Methods Brief (five-minute) instructor-guided mindfulness practices were offered over eight weeks at the beginning and end of classes. Participating students were asked to also engage in individual home practice of five to fifteen-minute mindful breathing four to five times a week and to keep a log of their experiences. At end of term, individual and group feedback (N=13) was elicited from participating students. Six of the seven instructors who guided the mindfulness practices shared their experiences of the mindfulness activities.; Outcomes Students reported an increased sense of calm, and a decreased feeling of anxiety. Lovingkindness meditation was mostly perceived as a positive way to close the class. Their instructors also observed that the brief mindful breathing practice at start of class helped students become more grounded and focused before engaging in the course content. Challenges encountered focused on the need to provide more in-depth information about mindfulness, as it relates to higher education teaching-learning contexts, to both students and participating instructors.; Conclusions Implications for education suggest further research that includes fuller experiential training of participating instructors, as well as provision of a more comprehensive background on mindfulness to students.; * Brief instructor guided mindfulness practice in higher education can promote student wellbeing. * Mindfulness practice might help mitigate stress and anxiety among students in higher education. * Mindful breathing at the start of class supports a respectful and peaceful class environment. * Instructors might also accrue benefits from introducing mindful practice into their classrooms
BackgroundStudents in higher education are experiencing stress and anxiety, such that it impedes their academic success and personal wellbeing. Brief mindfulness meditation and lovingkindness meditation are two aspects of mindfulness practice that have the potential to decrease students' feelings of anxiety and stress, and increase their sense of wellbeing and capacity for compassion for self and for others.
Purpose
To explore how undergraduate and graduate students experience brief instructor-guided mindfulness practice; specifically, on their feelings of stress and anxiety, and their sense of wellbeing.
Study Design
Qualitative exploratory pilot study.
Participants and Setting
Fifty-two graduate and undergraduate students in different disciplines within a community services faculty of an urban university.
Methods
Brief (five-minute) instructor-guided mindfulness practices were offered over eight weeks at the beginning and end of classes. Participating students were asked to also engage in individual home practice of five to fifteen-minute mindful breathing four to five times a week and to keep a log of their experiences. At end of term, individual and group feedback (N=13) was elicited from participating students. Six of the seven instructors who guided the mindfulness practices shared their experiences of the mindfulness activities.
Outcomes
Students reported an increased sense of calm, and a decreased feeling of anxiety. Lovingkindness meditation was mostly perceived as a positive way to close the class. Their instructors also observed that the brief mindful breathing practice at start of class helped students become more grounded and focused before engaging in the course content. Challenges encountered focused on the need to provide more in-depth information about mindfulness, as it relates to higher education teaching-learning contexts, to both students and participating instructors.
Conclusions
Implications for education suggest further research that includes fuller experiential training of participating instructors, as well as provision of a more comprehensive background on mindfulness to students.