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Diversity, Inclusion and Trauma-sensitivity

Elisabeth Stanley discusses diversity, inclusion and trauma-sensitivity.
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It is really important for those of us who are teaching mindfulness to be aware of the diverse experiences of the people that we are teaching, and to also be aware that we cannot help teach skills that we haven’t yet embodied in our own lives. There needs to be both a sensitivity to the science of stress, trauma, resilience, emotions, emotion regulation, but also we need to have internalized at cellular level these ideas in our own minds and bodies, so that we are embodying the regulation that we’re trying to teach.
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Especially as mindfulness moves into new populations, high stress professions into diverse communities that may not have had access to mindfulness in the past, teachers really need to be aware of and sensitive to the fact that diverse socioeconomic groups are likely to have experiences that may not be more common in some of the traditional mindfulness audiences that have been taught in some of the Buddhist centers around the world.
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There’s a lot of empirical research that people who come from minorities, lower socioeconomic populations much more likely to have experienced adverse childhood experiences that have all kinds of links to detrimental neurobiological development that move someone on a pathway towards undermine resilience, and less capacity innately having already been wired from childhood for self-regulating. Diversity training needs to not just incorporate being aware of and communicating well with these audiences, but also some basics in understanding some of their experiences and how that is going to show up in the mind and body that you will be guiding through their practice.

I talked to Elisabeth Stanley about Diversity, Inclusion and Trauma-sensitivity.

Leiden University

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Demystifying Mindfulness

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