The basis of learning is the ability to pay attention. This attention or focus is driven by three stages; Inner Focus (cognitive control), Other Focus (empathy) and Outer Focus (larger systems – school or classroom environment). In MBAT children will learn how to develop all these modes of focus.
Mindfulness based Art therapy blends together two disciplines; Mindfulness and Art Therapy. Mindfulness is based on meditation principles and involves paying attention intentionally and without judgment – to experiences and emotions as they happen. In the practice of mindfulness one learns to be present in the moment; for children this is not a difficult task! In MBAT we include mindful movements which incorporate activities that focus on using the five senses. These movements are more developmentally appropriate ways of teaching children the practice of Mindfulness. Moments of silence, structured relaxation times, visualization exercises, and activities that foster intentional movement are relevant and engaging for children. Once children have discovered that place of stillness within themselves and become more connected and present through mindful meditation exercises, they often wish to return to that place again and again. Children really do crave opportunities to be quiet and connect within!
Art therapy engages the creative, imaginative, soul-making part of ourselves. In Mindful-based Art Therapy children learn emotional regulation, social and coping skills. Research shows that Mindfulness based art therapy improves aspects of self-awareness and resilience. Through self-expression in art making, art therapy for children can be a much more viable solution for communication than simply having a conversation and talking about things. This can be especially true when it comes to children and traumatic events.
Natalie’s background: After completing her Fine Art and Psychology undergrad in Cape Town, Natalie studied Art Psychotherapy at Sheffield University. Since her return in 1998 she has been working primarily in the field of Addiction and relapse prevention with Adults and Adolescents. Due to the nature of this work, it has become increasingly apparent that emotional management skills need to begin in the intermediate phase of academic, emotional and physical development. Subsequently Natalie moved into the field of Education and Teacher Wellness programmes and training. Moving MBAT into Education; with learners, educators and parents, seems to be a dynamic and strategic step forward in resourcing our children – no matter where their vulnerabilities lie.
Natalie has over 15 years’ experience in private and non-profit sectors in both group and individual work. She has completed the post-graduate diploma in Mindfulness Based Interventions at Stellenbosch University and has been immersed in her own meditation and yoga practice for ten years.
