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Michael Bready

Michael discovered mindfulness at the age of 18 and has been practising ever since. He established Youth Mindfulness 3 years ago and in that time has taught thousands of children, teens and young adults. Bringing humour, energy and passion to his teaching, Michael seeks to inspire young people, enabling them to realise that such qualities as awareness, inner strength, clarity, and kindness can become living realities.
He is currently working in collaboration with the University of Glasgow and the University of Edinburgh in evaluating the Youth Mindfulness Kids programme as well as leading the development and delivery of a mindfulness programme for young offenders. He holds a Masters in Applied Positive Psychology from the University of Pennsylvania and has trained in mindfulness with both the University of Bangor and the University of Aberdeen.

Dr. Lyndsay Lunan

Lyndsay has been working in education for thirteen years. She received her doctorate in literature from Glasgow University where she lectured until 2005. She undertook counselling training in 2008 and completed a BSc in psychology in 2011 and she currently teaches literature and psychology at City of Glasgow College.
Lyndsay went on her first retreat in 1998 and has been practising mindfulness ever since, drawing inspiration from various teachers and traditions. She is the author of an HMIE awarded mindfulness curriculum for teens and delivers mindfulness courses for both young adults in Further Education as well as offering CPD courses and workshops to staff.

Lorna Walker

Lorna has been teaching for ten years in provisions for young people with social, emotional and behavioural difficulties. She received her MA in Literary Studies from Glasgow University; her PGDE in Secondary Education from Strathclyde University and is currently in her final year of an MSc in Studies in Mindfulness at Aberdeen University.
Lorna worked in Quarriers Seafield School of Wellbeing for seven years and in her role as Principal Teacher had the remit of embedding innovative methodologies to improve wellbeing and attainment. Currently Lorna is Wellbeing and Harm Reduction Advisor for Quarriers where she is creating an organisational wellbeing strategy and teaches mindfulness for staff and young people supported by Quarriers in both one to one and group formats.

Will Stephens

Will has a BA in Modern Languages & Information Systems from UWE Bristol. He has held Director & Consultant roles for companies in the realm of internet, software, healthcare, nutrition, agriculture and plant-based pharmaceuticals. Practicing mindfulness since 2003, he spent three years training in Core Process Psychotherapy, and has experience working in mental health services and in prisons.
In 2009, Will sought to direct his business experience towards social benefit, serving as European Director for HeartMath, a Californian organization that provides stress-management to individuals, schools, hospitals and companies. More recently, Will created and managed a UK Mindfulness Centre which hosted “mindful living” retreats and specific programmes for young people and educators.

Chloe Homewood

Chloe Homewood-Allen has been practising mindfulness meditation for twelve years. She started meditating with the Western Buddhist Order in 2001, attending their drop in sessions to help with work/life related stress, and later at Scotland’s Buddhist Vihara, becoming a trustee for several years, and practising in the Theravada tradition. After 20 years working in the media, she left her job as a director at the BBC to bring up her three young children and teach secular
mindfulness, embarking on a three years of training in mindfulness, compassion and insight with the MA, and a two year supervised teacher training pathway in Mindfulness and Compassion with the Mindfulness Association and Rob Nairn, world pioneer in secular mindfulness. For the last five years she has been delivering weekly MBSR courses, mindfulness workshops and one to ones in both corporate and public sectors.

Michael Schwammberger

Michael was born in the UK, but grew up on the island of Ibiza, Spain. In 1995 he managed the Gaia House retreat centre and in June 1996 he visited Plum Village after reading Thich Nhat Hanh’s book: “Peace is every step”. He stayed and became a monk in February 1997, receiving his full ordination in 1998.
He traveled extensively with Thich Nhat Hanh and was also based in the monasteries in the US. In 2004 he returned to Plum Village, France and became abbot of Son Ha temple in 2005. In 2011 he was granted a one year sabbatical. After one year he decided to continue the sabbatical and disrobed in 2012. He continues to lead retreats in the UK, France, and Spain.

Kareem Ghandour

Kareem began exploring Mindfulness practice at the age of 19 while finding his way out of a period of heavy substance abuse in his teen years. Originating from Jordan, he left his home country to study in the UK and completed a BA in media and cultural studies and two MAs in digital marketing and sustainability. In the last five years, he has been highly engaged in Mindfulness communities for young adults (“Wake Up”)
where he enjoys volunteering by facilitating sessions, retreats and contributing to areas of outreach as well as community building and communications. Kareem is passionate about creating empowering youth to youth initiatives to share mindfulness with young people in accessible ways and address relevant issues in their lives. He is currently delivering mindfulness programs in local institutions alongside organising retreats.

Jasmine Shaw

Jasmine met the practice of mindfulness at the age of 17, from the age of 20 upwards she volunteered organising, co-ordinating and facilitating within a young adults community of mindfulness practitioners alongside working as a Support Worker. In 2011 after spending 3 months on retreat, she decided to return to study Creative Arts Therapy Studies at Plymouth University. She has also been trained to teach the Mindful Self Compassion programme, taught by Self Compassion researcher Kirsten Neff.
Currently she is helping to deliver the Youth Mindfulness programme in a local school and college as well as running a Non- profit community organisation, Mindful Living Retreats ( Jasmine is inspired by the empowerment of choice that practicing mindfulness brings to individuals and communities, she aspires to bring the practice into the Care sector, knowing its transformative potential for positive social and cultural change.

Fionn Patrick

Fionn has been interested in meditation and healthy living practices since his early twenties. His early professional career was predominantly within the IT & Multimedia sector, later transitioning into teaching and hosting retreats in 2012. He enjoys opportunities to further develop his own personal practice and has a keen interest on how mindfulness can be implemented into a modern society.
Since joining Youth Mindfulness, Fionn has been focused on developing the internal systems of the organisation, as well as taking care of the day-to-day business operations. He also takes part in our teacher training programmes to nurture the development of his own practice and increase his experience of sharing mindfulness with others.

Josee Meredith Keevil

Josee enjoys being an active part of a mindfulness practice community and is currently on the One Year Programme with Youth Mindfulness. She trained in the Kids Programme in 2015 and has since been teaching in schools. Josee wishes to offer children and young people the wellbeing that she has found with the practice; to live life fully and handle its challenges. Over the years she has worked with children in a variety of contexts in the UK and abroad,
including creative workshops in child protection homes, teaching-assisting in mainstream schools and nature based learning with community groups. For Josee, mindfulness is a way of life. She is curious to explore connection and integration with her trainings in Permaculture and Nonviolent Communication. During her degree in creative and drama practices, Josee explored holistic body and movement work, as well as facilitating in community and educational contexts.
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