About the Teen Program
As students learn to calm and center themselves, they discover a pliability, resilience, and renewed interest in life.
Through age-appropriate contextual lessons on cultural development, evolutionary biology, and neuroscience, students become budding archaeologists of themselves. Able to excavate layers of influence, vast cultural changes, adolescents learn the invaluable skill of being able to see their personal experience in a greater context.
This broad perspective gives adolescents tools to transform the stresses that assault them from within and without. It also introduces them to a worldview that can directly help them engage productively with our rapidly changing world.
Students emerge from this inquiry and practice more deeply connected and connected to life. They regularly describe experiencing more calm, space, lightness, happiness, and a sense of possibility.
The young women and men of this next generation are stewards of our future. The Inner Strength Teen Program gives them tools to be responsible, creative, and generous shepherds of the possible.
“Without a doubt, young people need the mental skills that enable them to learn, understand themselves, and relate to others as they move toward taking their place in the world as adults. The Inner Strength Teen Program is designed to cultivate these wholesome habits of mind through mindfulness, self-discovery, and engagement with others. Rooted in mindfulness practice, the curriculum is unique in its inclusion of social and cultural history, which offers a particularly important perspective for adolescents who experience its impact on their daily lives. This very accessible program offers an engaging, compassionate, and culturally relevant experience for youth and can be of great value to them at this critically important time in their lives.”
Patricia Broderick, Ph.D.
Bennett Pierce Prevention Research Center
Pennsylvania State University
author of Learning to Breathe
“Even though I sometimes feel like I can’t meditate, when I do it is amazing to be able to control the emotions I tend to feel.”Rosita, 16 years
Not only did this course help expand my horizons on how I perceive, it also helped me to become more aware of my surroundings and myself.Michelle, 17 years
I always think to myself, “Where would I be if I didn’t have meditation?” I’m pretty sure I would be stressing out for no reason and my life would be a mess.Peter, 16 years
The Teen Program runs once a week for 12 consecutive weeks.
All programs are held in-school as part of a student’s regular curriculum.
Greater Philadelphia Area
The Inner Strength Foundation currently provides its Teen Program to 1200 students per year in 8 public high schools in Philadelphia. (see below)
We are committed to making the program affordable for under-funded, under-resourced public schools. The program is underwritten (in full or part) for most Philadelphia Public High Schools. Private, Charter, and Suburban schools please contact ISF to see how to bring the program to your school.
Mind & Awareness
Time-honored, evidence-based tools to promote ease & self-reflection.
Biological growth stages & evolutionary conditioning.
Culture & Me
Big history shows us where we come from and why our experience is colored the way it is.
The Art of Relationship
Compassion for self and other, learning to cultivate good habits of mind.
“It taught me self control and what it’s like to discover something new.”Khalil, 15 years
“I find myself less depressed and not so apprehensive. I am leaning away from my usual pessimistic ways.”
Tiara, 16 years
“I learned that my brain is not yet done developing and there is a reason for when I’m feeling upset for no reason.”Vicki, 17 years
Mind & Awareness
INQUIRY & EXPERIENCE
Students explore the nature of mind, thought, and awareness. They learn and practice 6 essential evidence-based mindfulness techniques. These tools are shown to have a demonstrable effect on classroom climate and on individual student emotional well-being. Students learn to manage stress, anxiety, and anger. By practicing these simple tools together and on their own with free audio supports, students cultivate focus, relaxation, and calm.
RESPECTFUL & FUN
The program is interactive and fun. Our pedagogical design fosters curiosity and ease. Respecting teens’ experience while holding high expectations of them builds a stable and strong foundation of self. Creative and experiential teaching techniques makes the classes engaged, transformative, and fun, inspiring students to make the joy of mindful awareness a lifelong practice.
Students love learning about the brain and, more specifically, their brains. How deeply are we conditioned by 300 million years of brain development? What reptilian survival instincts are buried deep within us, no matter how hip and sophisticated we may be? Learning about these influences–why we panic and want to disappear or lash out in the ways we do validates an adolescents’ inner experience. It demystifies and depersonalizes those reactions, weeding out self-recrimination while building in self-regulation.
What’s happening in the adolescent brain? Learning about the unique and critical role of adolescent brain growth gives students positive pride in the often confusing stage of development they find themselves in the midst of. Most importantly, understanding the physiological conditioning they are propelled by gives adolescents the wherewithal to build in safety mechanisms and become responsible for themselves.
Culture & Me
Students experience the power of transformative learning through participatory lessons showing the influence of history. They discover how major shifts over the last 800 years have significantly changed our experience of life. We’ve gained individual freedoms and responsibilities, as well as stresses. As students come to appreciate the interplay between their personal experience and the culture around them they also discover a greater purpose for their struggle: the solutions they find for their concerns are cultural solutions. We need to develop new social structures for the level of freedom we now have, and this generation discovers they have crucial role to play.
SYSTEMIC & INTEGRATED THINKING
Learning to think systemically, integrating personal experience, emotional responses, cultural factors, historical trajectory, and neurological impulses creates flexibility and stimulates a student’s interest in themselves and in life. This multi-dimensional approach creates plasticity and resilience, helping students develop cognitive and emotional skills necessary to excel in our rapidly changing world.
The Art of Relationship
THE ART & SCIENCE OF RELATIONSHIP
Adolescence is characterized by the increased importance of peer-to-peer relationships. Yet teens are rarely taught how to cultivate positive relationships. Mindfulness trains students to be able to pause before drawing strong conclusions about themselves or others, allowing them to find more wholesome ways of interacting and connecting. As they cultivate objectivity on their thoughts and feelings, they develop the space to connect and engage with others.
Students often say the compassion exercises are their favorite (after of course the chocolate meditation). Perhaps surprisingly, they love to learn the art of caring and extending generosity of spirit. Some of the latest neuroscience research studies show that within a remarkably short period of time, kids as young as 4 years old, show change from these exercises. Adolescents regularly report that compassion meditation helps them feel connected and happier.
GIRARD ACADEMIC MUSIC PROGRAM
Science Leadership Academy
BRING MINDFULNESS TO YOUR SCHOOL
PARTICIPATE IN THE RESEARCH STUDY
Access the school application form here to bring the Inner Strength Teen Program to your school.
If your school is already running the Inner Strength Teen Program and would like to be included in the research study, please access all relevant documents here. Password required, contact ISF.
Great Valley School Dist.
“Amy Edelstein’s work with our teachers and staff has helped them to remain balanced, healthy, and self-aware. Our teachers and staff learned and practiced mindfulness techniques that not only supported their own well-being, but also that of their students. All in all, Amy’s ability to incorporate mindfulness techniques, along with her wide array of personal experiences, benefitted our staff greatly.”
Daniel Gofreddo, Asst. Superintendent, Great Valley School Dist.