Teaching Mindfulness: A Practical Guide for Clinicians and Educators / Edition 1

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Overview

The applications and use of mindfulness-based interventions in medicine, mental health care, and education have been expanding as rapidly as the empirical evidence base that is validating and recommending them. This growth has created a powerful demand for professionals who can effectively deliver these interventions, and for the training of new professionals who can enter the fold.

Ironically, while the scientific literature on mindfulness has surged, little attention has been paid to the critical who and how of mindfulness pedagogy. Teaching Mindfulness is the first in-depth treatment of the person and skills of the mindfulness teacher. It is intended as a practical guide to the landscape of teaching, to help those with a new or growing interest in mindfulness-based interventions to develop both the personal authenticity and the practical know-how that can make teaching mindfulness a highly rewarding and effective way of working with others. The detail of theory and praxis it contains can also help seasoned mindfulness practitioners and teachers to articulate and understand more clearly their own pedagogical approaches.

Engagingly written and enriched with vignettes from actual classes and individual sessions, this unique volume:



• Places the current mindfulness-based interventions in their cultural and historical context to help clarify language use, and the integration of Eastern and Western spiritual and secular traditions
• Offers a highly relational understanding of mindfulness practice that supports moment-by-moment work with groups and individuals
• Provides guidance and materials for a highly experiential exploration of the reader's personal practice, embodiment, and application of mindfulness




• Describes in detail the four essential skill sets of the mindfulness teacher




• Proposes a comprehensive, systematic model of the intentions of teaching mindfulness as they are revealed in the mindfulness-based interventions
• Includes sample scripts for a wide range of mindfulness practices, and an extensive resource section for continued personal and career development
• Essential for today's practitioners and teachers of mindfulness-based interventions


Teaching Mindfulness: A Practical Guide for Clinicians and Educators brings this increasingly important discipline into clearer focus, opening dialogue for physicians, clinical and health psychologists, clinical social workers, marriage and family therapists, professional counselors, nurses, occupational therapists, physical therapists, pastoral counselors, spiritual directors, life coaches, organizational development professionals, and teachers and professionals in higher education , in short, everyone with an interest in helping others find their way into the benefits of the present moment.

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Editorial Reviews

From The Critics
Reviewer:This helpful book is easy to read and practical, with the authors providing specific suggestions and scripts along with case vignettes and examples. The use of mindfulness is very popular and clients can benefit greatly. But the authors make it clear that it is not just something to teach; it is a way of being. The passion for this art is clearly communicated in this book, which really is its strength.
Description:
Purpose:This book describes the basic skills of mindfulness for professionals who wish to give their clients another skill to address their problems. Mindfulness is rooted in both Eastern and Western cultures but has become more popular in the past 20 to 30 years due to research and the importance of demonstrating effectiveness, i.e. evidence-based practice.
Audience:It is intended as a "practical guide to help established teachers and those with a new or growing interest in mindfulness to develop and enhance the personal authenticity and practical know-how that make teaching mindfulness a highly rewarding and effective way of working with others."
Features:According to the authors, the book is "most accessible to clinicians, such as physicians, psychologists, social workers, marriage and family therapists, professional counselors, nurses, occupational therapists, physical therapists, and others, as well as to clergy and educators."
Assessment:The authors point out that mindfulness is not just a set of techniques to solve problems; it is a way of being and thinking. They have tried to remain faithful to the MBSR (mindfulness-based stress reduction) foundation within a secular framework. The first part is an introduction and reveals the growing demand, with testimony from practitioners about how they were introduced to mindfulness and how it has impacted their careers. The authors go to great lengths to define mindfulness, from both eastern and western points of view. Part II describes the characteristics of the teacher, i.e. authenticity and authority — who I am and what I know. The specific skills common to teachers are stewardship, homiletics, guidance, and inquiry. Part III focuses on how to teach mindfulness using a curriculum and creating fulfilling experiences for clients. The book ends with specific scripts for the core practices of MBSR. The appendix contains wonderful resources such as books, research articles, audiovisual CDs, and professional training programs.
Doody's Review Service
Reviewer: Howard A Fox, MA (Fielding Graduate University)
Description: This book discusses the historical basis for the introduction of mindfulness-based interventions into western society, specifically as interventions in medical and mental healthcare. It also explores the role of the teacher as a mindfulness practitioner and how to establish and organize a mindfulness-based intervention.
Purpose: According to the authors, the purpose is to introduce healthcare practitioners and other giving professionals to the practice and teaching of mindfulness. For present-day mindfulness practitioners, the book provides an opportunity to practice and deepen their understanding.
Audience: It is written for healthcare practitioners as well as counselors, nurses, therapists, clergy, and educators. It is also appropriate for individuals, such as coaches like myself, who have an established interest in mindfulness interventions.
Features: Part I covers the clinical and cultural context of mindfulness, but is a difficult and dry read. Part II introduces the teacher as the mindfulness authority and discusses the important concepts of how the teacher is established as the authority figure, and the skills that are necessary to ensure effectiveness with clients. Part III discusses how mindfulness sessions are established and managed, and how teachers not only leverage their own skills, they also promote insight from their students (clients). Though I found the first part dry, parts II and III are more interesting. However, the sidebar discussions are a bit distracting (ex. pp. 70-71).
Assessment: As a scholar/practitioner, and someone who has a growing interest in mindfulness interventions, I found this book to be a valuable resource and a tool that I can use to take the next steps in increasing my knowledge and capabilities. I also appreciate the examples and resources that the authors provided.
From The Critics
Reviewer: Howard A Fox, MA (Fielding Graduate University)
Description: This book discusses the historical basis for the introduction of mindfulness-based interventions into western society, specifically as interventions in medical and mental healthcare. It also explores the role of the teacher as a mindfulness practitioner and how to establish and organize a mindfulness-based intervention.
Purpose: According to the authors, the purpose is to introduce healthcare practitioners and other giving professionals to the practice and teaching of mindfulness. For present-day mindfulness practitioners, the book provides an opportunity to practice and deepen their understanding.
Audience: It is written for healthcare practitioners as well as counselors, nurses, therapists, clergy, and educators. It is also appropriate for individuals, such as coaches like myself, who have an established interest in mindfulness interventions.
Features: Part I covers the clinical and cultural context of mindfulness, but is a difficult and dry read. Part II introduces the teacher as the mindfulness authority and discusses the important concepts of how the teacher is established as the authority figure, and the skills that are necessary to ensure effectiveness with clients. Part III discusses how mindfulness sessions are established and managed, and how teachers not only leverage their own skills, they also promote insight from their students (clients). Though I found the first part dry, parts II and III are more interesting. However, the sidebar discussions are a bit distracting (ex. pp. 70-71).
Assessment: As a scholar/practitioner, and someone who has a growing interest in mindfulness interventions, I found this book to be a valuable resource and a tool that I can use to take the next steps in increasing my knowledge and capabilities. I also appreciate the examples and resources that the authors provided.
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Product Details

  • ISBN-13: 9780387094830
  • Publisher: Springer New York
  • Publication date: 12/1/2009
  • Edition description: 2010
  • Edition number: 1
  • Pages: 250
  • Sales rank: 1,022,046
  • Product dimensions: 6.40 (w) x 9.40 (h) x 0.90 (d)

Meet the Author

Donald McCown, MAMS, MSS, is a lecturer in the School of Health Professions at Thomas Jefferson University. He is Director of Mindfulness at Work Programs at the Mindfulness Institute at the Jefferson-Myrna Brind Center of Integrative Medicine, where he has been developing much of the theoretical and pedagogical material presented in Teaching Mindfulness since 2003, testing and refining ideas and practices with a wide range of populations in a variety of teaching formats. He also teaches MBSR foundation courses and advanced mindfulness courses for the general public, and teaches clinicians to teach mindfulness. A social worker trained at Bryn Mawr College Graduate School of Soial Work and Social Research, he also holds a Master of Applied Meditation Studies degree from Won Institute, has participated in professional training under the direction of Jon Kabat-Zinn, PhD, and has completed the most advanced teacher training at the Center for Mindfulness at University of Massachusetts Medical Center. He maintains a practice in mindfulness-based psychotherapy at the Jefferson-Myrna Brind Center of Integrative Medicine, with particular interest in the use of mindfulness in working with adolescents and adults with developmental disabilities and their families, and with artists and professionals negotiating anxiety and depression in their lives.

Diane Reibel, Ph.D., is the Director of The Mindfulness Institute at the Jefferson-Myrna Brind Center of Integrative Medicine. She co-founded the Mindfulness-Based Stress Reduction (MBSR) Program at Jefferson in 1996 and has been teaching MBSR for over 17 years to patients, medical students, college students, and healthcare professionals. She currently runs a Practicum in MBSR for Professionals and offers advanced mindfulness teacher training programs including internships and supervision for professionals integrating mindfulness into their work. Dr. Reibel participated in professional training under the direction of Jon Kabat-Zinn, PhD, and has completed the most advanced teacher training at the Center for Mindfulness at University of Massachusetts Medical Center where she has been awarded MBSR teacher certification. She also holds a joint appointment as Research Associate Professor in the Department of Emergency Medicine and the Department of Molecular Physiology and Biophysics at Jefferson Medical College and studies the effects of mindfulness on physical and psychological health. Her research is published and widely cited in both scientific journals and the popular press. Dr. Reibel brings both a scientific foundation and heartfulness to her work.

Marc Micozzi, M.D., Ph.D. is professor of medicine and director of the Policy Institute for Integrative Medicine at Thomas Jefferson University Hospital. He is the past executive director of the College of Physicians of Philadelphia. Prior to joining the College, Dr. Micozzi was the founding director of the National Museum of Health and Medicine and a Distinguished Scientist with the American Registry of Pathology in Washington, D.C. Dr. Micozzi is the author of Fundamentals of Complementary and Alternative Medicine, the first textbook on this subject for physicians and medical students, now in its third edition. He was the founding editor of the Journal of Alternative and Complementary Medicine. Dr. Micozzi has worked to foster communication and cooperation between mainstream and alternative medicine on issues of policy research and education.

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Table of Contents

Part I: Clinical and Cultural Context

Chapter 1: Getting grounded (in our own instability)

Chapter 2: A history exercise to locate "mindfulness" now

Chapter 3: Building a "working" definition of mindfulness

Part II: Authenticity, Authority, and Friendship

Chapter 4: The Person of the Teacher

Chapter 5: The skills of the teacher

Part III: Towards an "Empty" Curriculum

Chapter 6: Organizing the intentions of teaching

Chapter 7: Fulfilling the intentions of teaching

Chapter 8: Practices and resources

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