This master-class-in-a-book isdesigned to guide teachers of mindfulness-based interventions (MBI) in continuingto develop more competence while raising global standards of practice andpedagogy. Starting with the central yet elusive concept of stewardship, it thenexpands upon the core components of MBI pedagogy. A series of reflective essaysby MBI teachers from around the world foregrounds differences and challenges inmeeting participants "where they are." Such reflections are both inspiring andthought-provoking for teachers -wherever they are. The book also providespractical guidance and tools for adjusting teaching style and content forspecial populations, from chronic pain patients to trauma survivors, from healthcare professionals to clergy, and including many others. Detailed scripts andpractices, ready to adopt and adapt, offer opportunities to explore newdirections in the classroom, and to continue the life-long development of theteacher.Included in the covera
ge:Deepening teachers" skills of guidanceof meditation practicesInsights into the essential practice ofinquiry and dialogue with participantsNew practices that allowparticipants to explore mindfulness together in a spoken encounterHowto keep up with, review, and make clear to participants the range ofscientific evidence supporting the MBIs The breadth of practical insightsand hands-on strategies makes Resourcesfor Teaching Mindfulness a unique developmental asset for a wide range ofpractitioners around the world. Among those who will benefit are physicians and other medical practitioners,health and clinical psychologists, marriage and family therapists, nurses,clinical social workers, physical and occupational therapists, health educators,and organizational development specialists.
Introduction.- Honing the Skills ofMBI Teachers.- Stewardship: deeper structures.- Guidance: perfecting thedetails.- Homiletics: how to talk the science.- Inquiry and dialogue.- Interpersonalmindfulness.- Developing and evaluating MBI teachers in training.- Teaching MBICurricula Everywhere, to Everyone.- Curriculum and pedagogy in East Asia.-Curriculum and pedagogy in Italy.- Curriculum and pedagogy in Israel.- Curriculumand pedagogy in Australia.- Curriculum and pedagogy in South Africa.- TeachingMBI for Special Populations.- Inner-city populations in the USA.- Individualswith developmental and intellectual disabilities.- Elderly populations.- Individualswith chronic pain.- Life-limiting illness.- Health care professionals.- Backgroundof trauma.- Eating disorders.- Anxiety and depression.- Learning Resources.- Scriptsfor guided mindfulness practices and classroom activities.- MBI trainingprograms worldwide.- International bibliography.
Recenzijas
This work is a toolbox of resources to help those of us who teach mindfulness to clients, whether in a group setting or with individuals. Resources for Teaching Mindfulness is a good source for ideas to use in developing and improving our teaching of mindfulness. the book is exactly what the title claims it to beand is a pretty good one . (Leslie C. Miller, Philosophical Practice, Vol. 12 (3), November, 2017)
This is a resource book. Specifically, it is a reference for mindfulness teachers who are working with different nationalities and other special populations and issues. Each chapter would likely be of great interest to the Mindfulness-Based Intervention (MBI) teacher who is facing the problem it addresses. (Roger Thomson, PsycCRITIQUES, Vol. 62 (33), August, 2017)
|
Part I Honing the Skills of MBI Teachers |
|
|
|
1 Stewardship: Deeper Structures of the Co-created Group |
|
|
3 | (22) |
|
|
|
2 Guidance: Refining the Details |
|
|
25 | (22) |
|
|
|
|
|
|
|
3 Remembrance: Dialogue and Inquiry in the MBSR Classroom |
|
|
47 | (22) |
|
|
|
4 Interpersonal Practices: A Transformational Force in the MBIs |
|
|
69 | (24) |
|
|
|
5 Scientific Literacy as a Foundational Competency for Teachers of Mindfulness-based Interventions |
|
|
93 | (28) |
|
|
|
6 Training Mindfulness Teachers: Principles, Practices and Challenges |
|
|
121 | (22) |
|
|
|
|
|
Part II Teaching MBI Curricula Everywhere: Global Cultural Situations |
|
|
|
7 Teaching MBSR in Korea with a Special Reference to Cultural Differences |
|
|
143 | (18) |
|
|
|
|
|
161 | (16) |
|
|
|
|
|
|
|
177 | (14) |
|
|
|
|
|
191 | (18) |
|
|
|
|
|
11 Teaching in South Africa |
|
|
209 | (16) |
|
|
|
|
|
12 Teaching Mindfulness with Mindfulness of Race and Other Forms of Diversity |
|
|
225 | (24) |
|
|
|
Part III Teaching MBI Curricula to Everyone: Special Populations |
|
|
|
13 Teaching Inner City in Populations in the USA |
|
|
249 | (18) |
|
|
|
14 Teaching Frail Elders and Caregivers |
|
|
267 | (20) |
|
|
|
15 Teaching Individuals with Developmental and Intellectual Disabilities |
|
|
287 | (20) |
|
|
|
|
|
16 Teaching Individuals in Chronic Pain |
|
|
307 | (16) |
|
|
|
Else-Marie D. Elmholdt Jegindø |
|
|
17 Teaching Individuals with Anxiety and Depression |
|
|
323 | (16) |
|
|
|
18 Teaching Individuals with Traumatic Stress |
|
|
339 | (20) |
|
|
|
19 Teaching Individuals Mindful Eating |
|
|
359 | (20) |
|
|
|
|
|
20 Teaching Individuals with Life-Limiting Illness |
|
|
379 | (12) |
|
|
|
21 Teaching Health Care Professionals |
|
|
391 | (18) |
|
|
|
22 Teaching Clergy and Religious |
|
|
409 | (24) |
|
|
|
|
|
Part IV Scripts and Practices |
|
|
|
23 Practices for the Classroom |
|
|
433 | (22) |
|
24 Practices for Teacher Development |
|
|
455 | (16) |
| Index |
|
471 | |
Donald McCown, PhD, MAMS, MSS, LSW is associate professor of health, co-director of the Center for Contemplative Studies, and director of the minor in contemplative studies at West Chester University of Pennsylvania. He holds a PhD in Social Science from Tilburg University, a Master of Applied Meditation Studies degree from the Won Institute of Graduate Studies, and a Master of Social Service from Bryn Mawr College. He trained as an MBSR teacher through the Center for Mindfulness at University of Massachusetts and at Thomas Jefferson University. His primary research interests include the pedagogy of mindfulness in clinical applications and higher education, applications of complementary and integrative medicine in the community, and the contemplative dimensions of the health humanities. He is also author of The Ethical Space of Mindfulness in Clinical Practice,and primary author of Teaching Mindfulness: A Practical Guide for Clinicians and Educators and New World Mindfulness: Fromthe Founding Fathers, Emerson, and Thoreau to your Personal Practice.
Diane Reibel, PhD, co-founded the Stress Reduction Program at Thomas Jefferson University in 1996. She has studied over the years many different traditions with teachers such as Jack Cornfield, Thich Nhat Hanh, Tenzin Rinpoche, Tsoknyi Rinpoche, and Rabbi David Cooper. Marc S. Micozzi, MD, PhD, is a worldwide leader in mind-body and complementary/alternative medicine. He has had a distinguished career as a researcher and physician executive at the National Institutes of Health and Walter Reed National Military Medical Center in Washington, DC, and the College of Physicians in Philadelphia PA. He is adjunct professor of physiology and biophysics, and pharmacology, at Georgetown University School of Medicine, and of Medicine and Physical Medicine at the University of Pennsylvania School of Medicine. He has published over 30 medical and trade books, and founded and edited the first scientific journal, and the first textbook, Fundamentals of Complementary & Integrative Medicine, now going into a 5th edition (2013) and continuously in print since 1995.
