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Center for Healthy Minds

California Department of Social Services
WestEd |Supporting Inclusive Early Learning: Working Together for Inclusion & Belonging
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Posted: September 26, 2016

Founded by world-renowned neuroscientist Richard J. Davidson, the Center for Investigating Healthy Minds (CIHM) at the Waisman Center, University of Wisconsin-Madison, is a global leader in conducting novel research that has revolutionized how we understand the mind, our emotions, and how to nurture well-being for ourselves and others.

  • 5 Tips for Building Empathy in Youth Sept 2018
    A discussion about what research tells us about empathy in middle schoolers is followed by 5 easy activities that help youth gain insight into their own emotions and the feelings of others.
  • Finding the Friend within: The Science and Art of Self-Compassion July 2018
  • Additional Resources from Center for Healthy Minds

    • University of Wisconsin-Madison “Kindness Curriculum” Nurtures Emotional Awareness in Preschoolers September 18, 2017 Wisconsin Public Radio interview UW-Madison’s Center For Healthy Minds is providing its “Kindness Curriculum” to preschool teachers. Thousands of teachers have requested the curriculum, including Sesame Workshop. The researchers at the Center For Healthy Minds consulted on kindness episodes for the 47th season of “Sesame Street” premiering Sept. 18 on Wisconsin Public Television.
    • Sign-up to receive the Kindness Curriculum… free!
    • Kindness Curriculum Boosts School Success in Preschoolers
      Over the course of 12 weeks, twice a week, the prekindergarten students learned their ABCs. Attention, breath and body, caring practice — clearly not the standard letters of the alphabet rather, these 4- and 5-year-olds in the Madison Metropolitan School District were part of a study assessing a new curriculum meant to promote social, emotional and academic skills, conducted by the University of Wisconsin-Madison Center for Investigating Healthy Minds (CIHM) at the Waisman Center. Researchers found that kids who had participated in the curriculum earned higher marks in academic performance measures and showed greater improvements in areas that predict future success than kids who had not. The results were recently published in the journal Developmental Psychology.
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Posted: September 26, 2016
  • Home
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    • Reports & Useful Documents
  • Resources
    • Coping with Trauma
    • Cultural Competency
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    • Early Identification
    • Equity, Anti-Bias and Anti-Racism
    • Family Engagement
    • Healthy Mind, Healthy Body
    • Inclusive Practice
    • Infant & Early Childhood Mental Health
    • Legal & Licensing
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