presumption: self-centered thoughts and behaviors are harmful to oneself and others, whereas
other-centered, altruistic thoughts and behaviors are beneficial to oneself and others. This
founding assumption guides the structure and the development of our CBCT programs.
CBCT teachers Brooke and Brendan leading third graders in compassion practice
Designing a training program for a specific audience – one that is developmentally and culturally
appropriate as well as experientially accessible – is crucial to the success of contemplative
programs. Yet although the program is adapted for different age groups and needs, the five key
components of CBCT remain constant. These are:
1. Developing Attentional Stability
2. Cultivating Self-Compassion
3. Developing Impartiality
4. Developing Endearment and Empathy
5. Strengthening Compassion
The theory of CBCT is described in more detail in another chapter (
. Below we provide
some specific examples of our work teaching these components of compassion to children and
adolescents.
CBCT for Adolescents in Foster Care
We began our work in the Georgia foster care system at the invitation of B. J. Walker, the former
Commissioner of the Department of Health and Human Services, who recognized a tremendous
need for prosocial programs to support adolescents in foster care. Foster care youth generally
suffer from exposure to a host of traumas, including abuse or neglect, which have been shown to
produce lifelong maladaptive physiological and psychological changes
Children placed in foster
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