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From The CriticsReviewer: 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.