Inspiring Communities to Engage in the Practice of Mindfulness
Our work is inspired by the scientific knowledge base that scientists studying the brain and the central nervous system have developed over the last 40 years through more than 6,000 studies of the effects of mindfulness practice.
Our delivery model leverages the benefits of these practices in settings where paying at- or near-market value is possible, and turns that revenue into programming in communities that would not be able to access high-quality instruction and custom curriculum otherwise.
These two factors -- qualified instructors and customized curriculum -- are identified in research as foundational to the effectiveness and clinical utility of mindfulness programs.
Board and Directors
Jason Dilg brings more than a decade of experience in organizational leadership, program management, and presentation coaching in thought-leadership domains that include global business, public health, climate change, and technology. He worked with hundreds of speakers as a producer of TEDxMileHigh. He previously served as a public-relations expert, school district leadership team member and political counsel, and served as a member of the staff of the US Senate Committee on Energy and Natural Resources. He holds a Bachelor of Arts degree in Spanish and political science from James Madison University.
Jason's mindfulness practice dates back nearly a decade, when he became interested in the potential benefits of the practice as a tool beyond cognitive therapy and pharmacological remedies to confront depression and anxiety. He is certified in Mental Health First Aid for both youth and adults.
Jason lives with his wife in Virginia's New River Valley and is also an award-winning musician and an amateur medical botanist.
and Delivery Team
Researchers, practitioners, and teachers agree that curriculum accessibility and instructor quality will make or break a program's success.
Our instructors and curriculum developers are highly qualified with decades of personal practice and trained in multiple mindfulness modalities.
Nina Sonovia helps both individuals and teams with performance, goal setting, and stress wellness. She holds a master’s degree in counseling and is certified in Heart Rate Variability (HRV) Training for stress wellness and performance. She is currently working on a doctorate in clinical psychology.
She is the Founding Director and CEO of Solonco, and is also a published poet and author of a children’s book about grief and loss titled "A Rose for Mat," as well as the creator many original resources for goal-setting and emotional regulation.
She was also a presenter at Neurology Congress 2018, and a guest on Denver Community Credit Union’s weekly radio show highlighting The 8 Effect principles titled Getting Beyond Good Intentions.
Additionally, Nina is an advisory board member to Transparent Corporation, and an award-winning corporate wellness strategist. She is also on the organizing committee for the Neurology Congress and a college psychology professor. Additionally, she is a beta tester for Spire, the emotional regulation device.
Nina is an avid runner and had completed four half marathons, and multiple 15 and 10 k races nation wide.
Frequently Asked Questions
How is mindfulness connected to a better state of mind?
In psychological studies, mindful people have been associated with increased:
better performance on tasks requiring sustained attention,
They have also been shown to experience less:
difficulty managing emotions,
alexithymia (inability to identify and describe emotions in the self), and
"Effects of Mindfulness on Psychological Health: A Review of Empirical Studies." Clinical Psychology Review:
Volume 31, Issue 6, August 2011, Pages 1041-1056
How do you ensure your program's efficacy?
We created the A.I.D.E model.
We Assess a client's community needs, Individualize a curriculum based on that assessment, Deliver the curriculum through a highly-qualified instructor, and Evaluate our results through both subjective and objective data
This model has lead to our programs having a 30-50 percent higher engagement rate than other mindfulness programs we are aware of.
Why doesn't Be Mindful use a "train-the-trainer" model?
Many research studies highlight the need for mindfulness trainers to have years of personal practice and the development of specific competencies before teaching effectively. To use a train-the-trainer model to quickly create "mindfulness based intervention professionals" "runs the risk of easily and inadvertently undermining the integrity, exactness and long-term commitment required for the formation and ongoing development of competent well trained teachers."
Santorelli, S., Goddard, T., Kabat-Zinn, J., Kesper-Grossman, U., & Reibel, D. (2011). Standards for the formation of MBSR teacher trainers: Experience, qualifications, competency and ongoing development, . Investigating and Integrating Mindfulness in Medicine, Health Care, and Society 9th Annual International Scientific Conference for Clinicians, Researchers and Educators, Boston, USA.
How can I become a Be Mindful trainer?
If you are interested in working with Be Mindful, please submit a resume or CV and a cover letter to email@example.com.
Required Instructor Qualifications:
Minimum of one (preferably 3+) years personal mindfulness practice.
Training in a minimum of two of the following mindfulness courses:
Equivalent experience may be substituted for one of the above.
Demonstrate proficiency in brain science and the science of mindfulness (e.g. neurons, the brain, sympathetic and parasympathetic nervous system, etc.).
How long does it take to create a custom curriculum?
Curriculum development takes about 1 – 3 months for most of our programs. However, for some communities it could take longer. For example, our work with airline pilots took over 6 months to develop because there was extensive research to understand FAA regulations, flightpath standards, startle response, simulation training, etc.
In Be Mindful school programs, who is being taught – the teachers or the students?
Our typical program consists of a workshop and weekly instructions for teachers to engage in exercises for their own personal practice, an 8-week program for students and workshops for parents and other stakeholders in the learning community.
This conforms with Positive Behavioral Intervention and Support guidelines, and research that demonstrates mindfulness interventions are most effective when they incorporate "universal" (Tier 1), small group (Tier 2) and indivdual (Tier 3) supports.
I have heard that mindfulness is a core practice in Buddhism. Are you teaching a religion?
While mindfulness practices can be found in spiritual traditions dating back more than 4,000 years, Western scientific research is developing a clearer understanding of how purposely focusing attention on whatever is happening inside (e.g. thoughts, sensations, and emotions) or outside (e.g. stimuli arriving through the sense organs) right now leads empirical changes in the brain, as well as the nervous, endocrine, and digestive systems.
Thus, in the West, mindfulness is a psychological construct that can be a state (i.e. temporary) or a trait (something more deeply a part of who we are; a part of our personality).
Be Mindful teaches the science of the mind, practices that influence how it performs, and how to apply its benefits to how you live, work, play, and love based on this body of research.