ACEs Connection



Teaching Early ACEs Resiliency

40+ Years Empowering Superkids

Source: The Conscious Living Foundation.US; 501 (c)(3)

Tax ID# 480902338

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The Mission & Vision

Janai Mestrovich (a.k.a. “GrandMa Boom”) has served more than 40 years in the Early Childhood Learning (ages 0-6) area. Her specialty (teaching what is now called ‘Resiliency’ to kids age 3-6) needs to be packaged and broadly distributed to an audience of Pre-K and Kindergarten kids, teachers and parents.

EMPOWERING SUPERKIDS WITH SELF-HELP SKILLS teaches tools for everyday living that are easily used and integrated. They assist children with ACEs to find ways that build strength of character regardless of circumstances. Helping young children to ACT instead of REACT is one of the foundational building tools to be a SUPERKID.

With the CDC and NIMH both stating that 50% of all U.S. Children and youth suffer from some form of mental health issue with a lag of 8-10 years before treatment, it is obvious that a great deal of unnecessary suffering could be prevented. What is staggering to consider is that 75% of those cases finally treated do not have resolve. Even from a business standpoint it only makes sense to start preventing mental health issues at a young age, saving time, money and especially, unnecessary suffering.

This SUPERKID approach gives children a helping hand in making good choices and learning how to know, respect and love themselves from the inside-out. ACEs, kindergarten readiness, autism, mindfulness, ADHD and so much more can be addressed with this program and reinforcement investment at home and in the classroom. Strengthening the systems that support the children means children are part of a system that is also growing by learning the skills.

The long term goal is to make a significant impact towards reducing the tremendous societal cost of ACEs. This will be accomplished by shifting effort towards prevention and Early Learning rather than Trauma informed treatment in later life. If you review the magnitude of costs and suffering documented by (ACEs Science 101), you will understand that ACEs impacts all of us across the entire country (and other countries as well).

SuperKid Power Guidebook

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Defining Superkid Power & Lesson Topics / Resiliency Concepts

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52 Lessons that Empower 'Superkids‘

Staying Calm/Using the Calm Center ….Feeling Tense & How to Relax.... Hearing Exercise & Sound….Feel your Feelings….Littering….Overcoming Anger….Using Your Mind's Eye…Practicing BioFeedback….Misbehavior....Mind / Body / Emotion....Listen….How to Share….Recognize Stress….

How to Appreciate….Overcoming Fear….Waste Not….Energy….What is Love….Making Choices....Building Trust….Imagine….

Compromise….Sad….Peace….Harmful….Habit….Jealous….Cooperate

Disappointment....Apology….Dreams….Interruptions….Death….Forgiving….Anxious….Care….Fun….Inner Voice....Excited….Lying....Friend….Communicate….

Responsibility….Young and Old ….Happy....Giving and Receiving….Abuse....Honest….Consequences….Ruts….Health….Assertive Behavior

Bee Calm & The Superkid Books

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Not your normal coloring book! Feel great providing this darling coloring book with a story about how to calm oneself through the plight of a clumsy bee. Interactive tips for parents and teachers give a special flavor for reinforcing skills that make parenting and teaching easier.

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Age 3-7. Interactive and Eye-opening! Fun! At Superkid Camp kids from different cultures learn that all kids have problems and can make good choices using self-help skills. Kids learn to respect others, regardless of skin color, religion, style of home or clothing. Entertaining stories demonstrate skills with sharing, communicating

feelings, ridicule, blame, and more. At Superkid Camp, everyone gets a turn holding the talking stick while sharing how she/he became a Superkid.

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Age 3-7. Interactive! Entertaining and fun! Kids participate in twelve fun, skill-based stories. Superkid helps Buzzbee Bee learn how to calm himself with deep breathing. Fairies learn how to have healthy hearts instead of over-eating. Charlotte learns how the mind, body, emotions work together. Other stories include jealousy, honesty, anger, manners and more. Perfect stories for all kids to learn how to feel confident as Superkids!

Janai Mestrovich, author and prevention pioneer for 35 years, has produced award-winning television kids’ programs and been awarded by the State of Oregon for her prevention programs for young children. Instructor, University of Oregon, Substance

Abuse Prevention for Preschool.

All books available in paperback and e-book at .

Seven Lessons for EMPOWERING SUPERKIDS WITH SELF-HELP SKILLS with Grandma Boom (Janai Mestrovich)

BASIC PREMISE: Every child has the right to know her/himself and tap inner resources of mind/body/emotions/breathing and have skills to make good choices and feel like a SUPERKID. These skills are actively EMPOWERING SUPERKIDS.

Very Special Note: TWOFOLD impact: Adults exposed to these lessons gain skills for themselves. This package is designed to be a Village approach: Through handouts and video teach children the skills that are also learned by their primary support systems at home and in the classroom or daycare/preschool.

Lesson One: Tense Knots and Calm Sox

Basic Foundation for Mindfulness and Self-control: Awareness of Tension and Calm Relaxation internally. Self-awareness of basic changes in the body creates more choices in monitoring and control of inner world self. Lack of this basic awareness results in unhealthy habitual responses to stress. Confidence is built with skills from the inside out. Use of 3D learning accelerates absorption and retention of subject matter (using objects in the environment to help children see/know/feel what is going on inside their own internal environment of mind/body/emotions). Shallow breathing causes build-up of tension. Deep, even, slow belly button breathing brings calm control with high octane oxygen fuel for clear thinking and positive attitude.

**Children with ACEs suffer from external circumstances leaving them feeling victimized with no self-help skill empowerment. Understanding the state of changes internally that can be self-controlled reduces self-victimization that results from being victimized and builds strength of character not dependent on external circumstances.

Testimonial: 5 year old Krystal: “Our house burned down and the fireman said we could go in to see it when it was cool. Before I walked in I knew I needed to help myself so I took a deep breath. Then I saw all my toys and clothes were gone.”

Lesson Two: Calming Myself for Self-Control

Self-calming is an experience taught with a holistic approach for children to know for themselves and build confidence being able to control tension levels to make good choices from a calm center.

*Research proves a relaxed state improves learning absorption, improving academic achievement. Social -emotional issues are healthily managed from a calm state rather than one of tense anxiety and negative emotions. Kindergarten readiness is supported by improvement with the ability to focus which is enhanced with self-calming. Children suffering from ACEs, diagnosed with autism, ADHD and Kindergarten readiness all benefit from this essential skill, learning it easily when taught in a holistic manner with experiences and visual aids.

Testimonial: Kindergarten boy: “Today I had to get 4 shots from the doctor. I took deep breaths didn't cry.” His mother said he is having new behaviors since learning Superkid self-help skills and had been upset getting shots in the past.

Testimonial: From a preschool teacher of ESL migrant children: “A high risk student who is hyperactive has difficulty focusing on a task. With self-calming skills he was able to complete a tedious task without help. In addition, the youngest student who is 3 years old completed an art task without help from a teacher that involved fine motor skills. The teachers were all amazed with both of these students being able to be calm enough to accomplish the tasks.”

Lesson Three: Switching Gears with My Inner Steering Wheel

Children learn about their inner steering wheel through deep belly button breathing that enhances one's ability to bring in high octane fuel – 6-7 pints of oxygen. Tense breathing brings in 1-2 pints. Insufficient oxygen leads to poor memory, difficulty learning, unclear thinking and decision making, staying stuck in negative thoughts and feelings.

This skill opens awareness to the ability to ACT rather than REACT, reduces feeling victimized which leads to self-victimization and emotions such as self-pity. Self-actualization is not possible without these skills.

Testimonial: Kindergarten female foster child exposed to ACES: “My mom and grandma were yelling at each other. I calmed myself singing the CALM SONG and taking deep breaths. Then they got calm and stopped yelling.” 6 yr. Old kindergarten student

Testimonial: Shelby (6) was tackled on the playground by another boy. He took a deep breath, thought about his choice of action, and decided he wanted to feel good about himself instead of getting the boy back. He practices the jingle Janai taught the students, “Breathe, Think and Make a Good Choice.”

Another Testimonial from a first grade Bully: “My friends wanted me to beat up a boy after school but I remembered to pay attention to how I felt inside myself. I didn't feel good and switched my gears. I told them I didn't want to beat other kids up anymore. Then I felt good inside.”

A 5 yr. old boy in a class shared: "My Dad gets mad at me all the time and yells real bad. Even when it's not my fault. He always says he's sorry on the next day. Now I know what to do when he's mean to me. I take a bunch of deep breaths instead of getting upset back." 

Lesson Four: My Mind, Body, Feelings are Friends

True understanding and development of emotional intelligence goes beyond the labeling of emotions. This lesson demonstrates to children how thoughts have emotional feelings connected to them and each thought/emotion is located in one physical place in the body. Without this self-knowledge, negative emotions will spread throughout the body creating more tension that leads to the emotion controlling the person instead of the person being in control of the emotion. Research proves with every mental change there is an emotional and physical change and vice versa.

Testimonial: A 4 year old foster child suffering from ACES: “When I get upset I feel tight knots in my chest that don't feel good. When I take deep breaths the knots leave. My chest feels better.”

Lesson Five: Squeezing Out Mad Feelings

Anger is a normal human experience. From what is considered a normal household to one where children suffer from ACES or autism, understanding how mad feelings work and what to do with them is essential in managing oneself healthily and building healthy relationships as well. Anger repression causes self-harm and disease; inappropriate anger release harms others and does not resolve the mad feeling healthily but causes more stress with the band-aid temporary release; Appropriate anger release brings empowerment with self-control and healthy resolve. Several healthy ways to release anger are demonstrated in this lesson including squeezing it out with a sponge.

Testimonial: Kristy's(6) brother hurt her. She was angry. But instead of releasing her anger inappropriately, she communicated about it to her mom after calming herself with deep breaths.

Another Worthy Testimonial reducing domestic violence: 5 yr. Old kindergarten student: “I always get mad when my mom wakes me up in the morning and I am tired so I hit her. After you taught us the CALM SONG and belly button breathing, I stopped hitting her. When she wakes me up and I am tired, I take deep breaths and sometimes I sing the CALM SONG.”

Lesson Six: Grudges Be Gone

The weight of carrying a grudge is demonstrated in 3D form (bag of rocks carried on chest) introducing children to being landlords of their bodies and what thoughts and emotions they choose to 'rent to' and allow to live inside them. Carrying a grudge requires energy and space inside a person. Forgiveness releases that burden that harms oneself and creates an easy flowing feeling inside giving way to greater ability to experience the freedom of happiness and joy.

Testimonial: 5 year old girl broke her brother's toy. He was mad and stomped away and wouldn't play. Then he took deep breaths, thought about how his own body felt bad carrying a grudge and told his sister he forgave her. They resumed playing and he reported feeling better inside.

Lesson Seven: Cooperation

Accomplishing a common goal to have something good happen when working together is the premise of teaching children experientially about cooperation. With cooperation as a baseline for relationships in our world, we can formulate a peaceful atmosphere at home, in the local community as well as the global community.

Testimonial: 4 year old boy was not having fun with his peers and in a bad mood isolating himself. A girl fell and dropped her box of crayons that spilled, crying. The boy helped her. Cooperating changed his mood and the girl stopped crying. They both felt better.

Testimonial: Kindergarten Teacher: “When the children had fun learning about cooperation it was easier to have them cooperate with classroom activities, reminding them how good cooperation feels. They also enjoyed singing the cooperation song and shaking hands.”

Mother of Autistic daughter testimonial: “Your approach directly touched my daughter who usually does not connect with others, even family and friends. She was very drawn to you and your lively, experiential approach. For this I am grateful.”

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Testimonials

Elementary/middle school principal, Larry Hunt: “This program is successfully filling a gap that nothing else can fill.”

 

United Nations Representative, V. White, after witnessing a presentation by Janai Mestrovich on the foundational concepts of Self-Help Skills for pre-K and K children: “Every child on this planet deserves to have the right to learn these skills in the way you teach them.”

Sarah Weiss, Bellevue, Washington: As a young student of Janai’s, I remember her fun teaching styles and music. Her passion for teaching students how to manage their feelings and stress through breathing is an everlasting tool. Being a parent now and all of the challenging times I face with children, I still look back on everything that Janai taught us to remain calm. With every story she tells there is a moral and I truly feel like her passion for helping people is an extremely vital utensil to teach to any and everyone. Janai is an incredible role model and a huge inspiration to become the best you that you can be. I am forever grateful for the influence she has made in my life and now in my children’s lives.

Sharon Ruud, Drain, Oregon: Frequently children are told to "calm down," and Janai's program opened my eyes as a parent and a teacher that many children might not know what that looks like. Janai uses age appropriate illustrations, objects and role plays to help children define adult phraseology so that it becomes crystal clear what they can do for themselves. It helps students to know how to focus when they are calm in classroom activities.

Stacie Westbrook, LCSW and mother to an amazing 8 year old: I have had the honor of working with Janai aka Grandma Boom both personally and professionally over the last 6 years. As the mother of an 8 year old girl who experiences big emotions, Janai has given us the tools to help her learn healthy coping and self care skill to ease transitions. Professionally, I have used what Janai has taught with my patients and their children from practicing to breathe to identifying where in their body they experience emotions.  Janai and her teachings are not only a vital piece for our children they are also a true gift to receive.

Cheryl Markiewicz, K Teacher, Medford, Oregon: “These skills have had impact on every aspect of my classroom.”

 

Angie Borigo, School Resource Officer: “Since the kindergarten children began doing the training in the Self-Help Program, I've seen a great reduction in socio-economic class discrimination with them on the playground.”

Teacher, Marla Dentino, of migrant children ages 3-5, Ashland with the Jackson County Oregon Child Development Coalition: "Janai: Today a student of mine with disabilities who experiences daily challenges with emotional and behavioral regulation was disturbing the peace once again, and another student reminded him to, "Breathe, think, and make a good choice." Hearing this from his peer helped him to discontinue the negative behavior. We are very excited this has happened! Thank you for all that you do for these high-needs kiddos. Gratefully,"  Marla Dentino

Note: These children are 3-5 yrs. old!!! "Breathe, Think and Make a Good Choice" is a jingle we sing, march and drum to!! Whole body learning/experience teaches one to know for oneself! Young children helping each other and helping themselves to live consciously with healthy choices make a difference in the world that we need. EMPOWERING SUPERKIDS!



 

Student, Teacher and Parent Comments

U of O student, D. W.: “I thought I was taking Janai's class to learn how to teach children how to be empowered with self-help skills. I had no idea how much it was going to impact and change my own life.”

 

U of O graduate student, Perry S.: “I told my mother in China who is an educator how much I learned from you for my own life and how to teach young children these skills to have healthier lives. She said China desperately needs these skills because there are so many one child families and the children have difficulties with social interaction, managing themselves and having healthy relationships.”

 

S.N., preschool teacher: “Every week I gain so much insight and practical skills for my own life which helps me to be a better mom and teacher.”

3 yr. Old boy: This child saw a 2 yr. old girl fall down and cry. He approached her and started telling her to take deep breaths, that it would help, and showed her how to do that. She immediately stopped crying. The pre-school boy yelled out, “It really works! It really works!” 

 

Dad of kindergarten student: “I didn't realize that when my young son was learning these skills it would have so much positive impact on the whole family. I wish I'd known about these ways to deal with stress when I was growing up. Thank you!”

 

University Instructor: “What you are doing with the Empowering Superkid program is giving a basic foundation for successful social-emotional skills and stability which has a direct influence on academic achievement, children who suffer with ACEs (Adverse Childhood Experiences), autism, ADHD and preschool readiness for kindergarten. Your program has the basic necessities for all children at a young age.”

 

Kindergarten student, age 6: “I had to get four shots at the doctor. I didn't get upset. I took deep breaths and sang the CALM SONG.” (His mother reported to the teacher that she had never seen him have this kind of skilled behavior until I began teaching the Self-Help skills.)

 

Mom of female child: “My daughter was outside on the playground and got upset about something. Several kindergarten children gathered around her and kindly helped her remember what self-help skills to use (breathing, communicating).”

 

Kindergarten Teacher: “The students in class have become more respectful of each other and are making good choices with their own behaviors as they practice self-help skills.”

 

4 year old girl: “I did belly button breathing when my brother hit me and didn't hit him back. Then he stopped and left me alone.”

 

Mom of male child: “We were at the pool with our kids. Our daughter kept complaining about how other kids were spoiling her day. Our son, who has been trained in the Self-Help Program, said to his sitter in a matter-of-fact tone, “You don't have to let others control how you feel.” His dad and I were so impressed.

 

Teacher, Promise Preschool Program: “This is a great program. I think it works well because the children are engaged and entertained while they are learning about themselves.”

 

Kindergarten female foster child suffering from ACES: “My mom and grandma were yelling at each other. I calmed myself singing the CALM SONG and taking deep breaths. Then they got calm and stopped yelling.” (This demonstrates the ability to act rather than react. In this case it had a positive impact on others.)

 

Josie (5) said her hand hurt when another student stepped on it. Instead of focusing on her anger and pain, she said it really helped to breathe out her upset feelings and feel good about herself.

 

Mrs. N.: “My son has changed SO much since he started learning these self-control and calming techniques. Now his sister, who used to seem like she had more self-control, appears to need to learn the techniques from him in order to catch up.”

 

Kindergarten girl: “My little brother took my shells and wouldn't give them back. I calmed myself with deep breaths. He still didn't give them back and then he started hitting me. I took more deep breaths and sang the CALM SONG instead of fighting him. Then he stopped hitting me but he still didn't give the shells back.”

  

Mom of male child: “Because my child is learning this and doing it, I am now really paying attention to how much I need to have more self-control and take deep breaths.”

 

Shelby (6) was tackled on the playground by another boy. He took a deep breath, thought about his choice of action, and decided he wanted to feel good about himself instead of getting the boy back. He practices the jingle that Janai taught the students, “Breathe, Think and Make a Good Choice.”

 

Tyler (5) wanted candy, but his mom said “no.” After calming his feelings with deep breathing, he said he didn't even want the candy anymore!”

 

Kristy's(6) brother hurt her. She was angry. But instead of releasing her anger inappropriately, she communicated about it to her mom after calming herself with deep breaths.

 

Mrs. S. shared that she has been concerned about her daughter becoming a 'troubled teen' in future years because of her lack of control and easily angered disposition. But she said that after only a few sessions of the Self-Help Program, her daughter changed drastically, realizing she can make good choices, have self-control and treat everyone nicer around her. She reports her daughter's life is completely turned around because of this program.

 

Andrew (7): “A nail went in my chest and it hurt bad. I took deep breaths to help it feel better.”

 

Krystal (age 5): “Our apartment burned down on the weekend. I remembered what you taught us, Janai, to take deep breaths when we are upset so we can make good choices. I knew I needed to take a deep breath before going in when it cooled down. All my things were burned.”

 

Mother of autistic female child: “Your approach directly touched my daughter who usually does not connect with others, even family friends. She was very drawn to you and your lively, experiential approach. For this I am grateful.”

 

Measuring stress level: 17 children in one class session used mood cards to measure hand temperature and stress level. In the beginning 15 were black (tense), 2 green (calm) before deep breathing and calm center exercises. Afterwards, 14 were blue (relaxed), 2 green (calm) 1 black (tense), indicating an overall classroom hand temp. warm-up with increased calm self-control.

   

5 yr. Old kindergarten student: “I always get mad when my mom wakes me up in the morning and I am tired so I hit her. After you taught us the CALM SONG and belly button breathing, I stopped hitting her. When she wakes me up and I am tired, I take deep breaths and sometimes I sing the CALM SONG.”

 

5 yr. Old: “My little brother took my shells and wouldn't give them back. I calmed myself with deep breaths. He still didn't give them back and then he started hitting me. I took more deep breaths and sang the CALM SONG instead of fighting him. Then he stopped hitting me but he still didn't give the shells back.”

 

M.D. Preschool teacher: I have to tell you also that we had none other than a miracle with that beading activity. The student is wild. Simply stated, he lacks self-control, particularly in regards to impulsivity and his hands are ever-busy! His behaviors lack focus in a hyperactive manner. He is on an IFSP and has specialists work with him on several goals, in particular fine-motor skills.  He gave up on the activity THREE TIMES, destroying the work he had already done. He scooted his chair back from the table, discouraged, and in defeat. However, he didn't give up. This is highly out of character for him. It is typically very difficult for him to attend and stay with difficult tasks. That boy eventually decided to complete his entire beadwork design, and did so, WITHOUT the help of any teacher, as we were all busy helping other kiddos. Janai, we were blown away! We could not believe it. He was so proud. Note: We practiced self-calming before the activity and sang the CALM SONG.

 

Mom of troubled child: “My son is handling his anger much better since he learned ways to be able to get those feelings out healthily and know that it's okay to do that. He is not hurting others like he was.”

Mom of 2 ½ year old: “As we were getting ready to leave the house, Reese put on cowgirl boots that are 3 sizes too big, so I asked her to change (which she wasn't happy about), then she came back with rubber boots on. Since the rubber boots weren't appropriate for where we were going, I asked her to change again. Increasingly frustrated, she says "I'm going to take a deep a breath", then goes to her room to change again. It was so cute, and I'm happy to know she picks up on your teaching. Also, she's been singing the calming song today!”

Cheryl Markiewicz, teacher : "Grandma Boom  - Thank you for being such a beacon of light and support to my class. The lessons you have taught will be guiding them in life. We adore you!!"

References

To whom it may concern:

We are a non-profit organization affiliated with Head Start that serves children and families in need. I first met Janai in February. She offered to come do a presentation for one of our classrooms. I was super excited! I was worried about how we were going to pay for her services. Janai quickly let me know that she was working from a grant to supply books and materials for the class. Therefore, there would be no charge to us. She was willing to take some of her time to come teach a group of our children about their emotions.

Since February, Janai has been coming to visit this one classroom on a weekly basis. The children are always eager to see Grandma Boom or Abuela Boom. Their faces are filled with joy and excitement when they see her. Janai comes in with this positive energy that transmits throughout the classroom. From the start of Janai’s presentations and lessons, she has taught them so much in these past few months and they have grown so much. They have learned to cope with their emotions through breathing exercises, hands-on activities, songs, self-help skills, and many other fun activities.

We would like for Janai to return to our classrooms in addition to training parents and teachers. In order for Janai to continue, she will need this grant approved. I truly hope this goes through and we can continue to see Janai providing her services to our children and families in our programs. This is something Janai has a passion for and something that will truly make a difference in these children’s lives.

Sincerely,

Lucila Hernandez, Education Supervisor

Oregon Child Development Coalition

265 N. Main St., #1

Ashland, Oregon 97520

(541) 488-6919

August 28, 2017

RE: Janai Mestrovich/Conscious Living Foundation.US

To Whom It May Concern:

I am writing to commend the wonderful work of Janai Mestrovich and the Conscious Living Foundation.US in supporting young children in the development of resiliency. Janai is deeply committed to helping teachers, parents, and children understand and practice the skills necessary for our youngest children to begin achieving strong self-esteem, developing coping mechanisms, and enhancing social, emotional, and spiritual health.

At a time of increasing awareness about the long term social, educational, and medical effects of childhood trauma on life outcomes, the public is ready for creative and innovative solutions. What better place to start than with young children?

After a lifetime of working with young children from all walks of life, Janai has created

curriculum, materials, and learning strategies that instruct, motivate, and inspire children. Her lessons are full of active, hands-on, engaging, and energizing activities that delight the children at the same time as they are internalizing self-help skills. Her magical teaching style meets them where they are and empowers them to be in charge of their own actions and reactions. They are eager to soak up all the love, respect and positivity that Janai pours out to them!

Janai’s work is visionary. She is gifted and passionate. She has the capacity to train pre-school and elementary teachers, educate parents, and model her program through personal demonstrations and through videotapes. I highly recommend your support of her efforts. She will make a difference in the lives of the children she serves.

Sincerely,

Roni Adams, Ph.D.

Chair of Graduate Programs

School of Education

Southern Oregon University

Ashland, Oregon

Foundation History and Directors

The Conscious Living Foundation.US (“CLF”) was co-founded in 1978 in Kansas by Janai (Lowenstein) Mestrovich and her ex-spouse, Dr. Tim Lowenstein. In 2011 Janai and Tim divorced. At that time, due to divorce settlement, Janai was no longer working with The Conscious Living Foundation.

When Tim Lowenstein died on May of 2016, in Arizona, Janai investigated the possibility of reinstating The Conscious Living Foundation.US in Oregon. The CLF had become dormant in Arizona where Tim lived and died.

Through months of working with the IRS, Dept. of Justice in Oregon and Kansas, and the Secretary of State in both Kansas and Oregon, the CLF was reinstated on December 29, 2016 in Ashland, Oregon. There were no financial holdings/assets in the Foundation at that time.

At the start of 2017, Janai began her search for funding to further establish her work with children. Donors include: Starseed Foundation, TEN REALTY, The Ashland Food Cooperative and members of the Ashland Chamber of Commerce.

Contact Information

Janai Mestrovich, Executive Director

Tel: 541.708.0549 eMail: JanaiLow@

Conscious Living Foundation.US

51 Crocker St, Ashland, OR, 97520, USA

Mailing Address: PO Box 1201, Ashland, OR 97520

Board of Directors:

Janai Mestrovich, M.S. Executive Director, Ashland, OR.

Dr. Roni Adams, Chair of Education, Southern Oregon University, Ashland, OR

Matt Leek, MRL Wealth Strategies, Ashland, OR

Maya Brachmann, Teacher, Secondary Education, Cottage Grove, OR

Shirley Funsten, Finance & Retail Management, Medford, OR

Advisory Board:

Darion Lowenstein, Chairman of Marketing, Gamblit Gaming, Los Angeles, CA

Lisa Manyon, Marketing Strategies: Write-on Creative, Ashland, OR

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