Hardback : $291.00
This master-class-in-a-book is designed to guide teachers of mindfulness-based interventions (MBI) in continuing to develop more competence while raising global standards of practice and pedagogy. Starting with the central yet elusive concept of stewardship, it then expands upon the core components of MBI pedagogy. A series of reflective essays by MBI teachers from around the world foregrounds differences and challenges in meeting participants "where they are." Such reflections are both inspiring and thought-provoking for teachers -wherever they are. The book also provides practical guidance and tools for adjusting teaching style and content for special populations, from chronic pain patients to trauma survivors, from health care professionals to clergy, and including many others. Detailed scripts and practices, ready to adopt and adapt, offer opportunities to explore new directions in the classroom, and to continue the life-long development of the teacher.
Included in the coverage:
Deepening teachers' skills of guidance of meditation practices
Insights into the essential practice of inquiry and dialogue with participants
New practices that allow participants to explore mindfulness together in a spoken encounter How to keep up with, review, and make clear to participants the range of scientific evidence supporting the MBIs
The breadth of practical insights and hands-on strategies makes Resources for Teaching Mindfulness a unique developmental asset for a wide range of practitioners 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.
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: From the Founding Fathers, Emerson, and Thoreau to your Personal Practice.
Introduction.- Honing the Skills of MBI Teachers.- Stewardship: deeper structures.- Guidance: perfecting the details.- Homiletics: how to talk the science.- Inquiry and dialogue.- Interpersonal mindfulness.- Developing and evaluating MBI teachers in training.- Teaching MBI Curricula Everywhere, to Everyone.- Curriculum and pedagogy in East Asia.- Curriculum and pedagogy in Italy.- Curriculum and pedagogy in Israel.- Curriculum and pedagogy in Australia.- Curriculum and pedagogy in South Africa.- Teaching MBI for Special Populations.- Inner-city populations in the USA.- Individuals with developmental and intellectual disabilities.- Elderly populations.- Individuals with chronic pain.- Life-limiting illness.- Health care professionals.- Background of trauma.- Eating disorders.- Anxiety and depression.- Learning Resources.- Scripts for guided mindfulness practices and classroom activities.- MBI training programs worldwide.- International bibliography.
Show moreThis master-class-in-a-book is designed to guide teachers of mindfulness-based interventions (MBI) in continuing to develop more competence while raising global standards of practice and pedagogy. Starting with the central yet elusive concept of stewardship, it then expands upon the core components of MBI pedagogy. A series of reflective essays by MBI teachers from around the world foregrounds differences and challenges in meeting participants "where they are." Such reflections are both inspiring and thought-provoking for teachers -wherever they are. The book also provides practical guidance and tools for adjusting teaching style and content for special populations, from chronic pain patients to trauma survivors, from health care professionals to clergy, and including many others. Detailed scripts and practices, ready to adopt and adapt, offer opportunities to explore new directions in the classroom, and to continue the life-long development of the teacher.
Included in the coverage:
Deepening teachers' skills of guidance of meditation practices
Insights into the essential practice of inquiry and dialogue with participants
New practices that allow participants to explore mindfulness together in a spoken encounter How to keep up with, review, and make clear to participants the range of scientific evidence supporting the MBIs
The breadth of practical insights and hands-on strategies makes Resources for Teaching Mindfulness a unique developmental asset for a wide range of practitioners 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.
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: From the Founding Fathers, Emerson, and Thoreau to your Personal Practice.
Introduction.- Honing the Skills of MBI Teachers.- Stewardship: deeper structures.- Guidance: perfecting the details.- Homiletics: how to talk the science.- Inquiry and dialogue.- Interpersonal mindfulness.- Developing and evaluating MBI teachers in training.- Teaching MBI Curricula Everywhere, to Everyone.- Curriculum and pedagogy in East Asia.- Curriculum and pedagogy in Italy.- Curriculum and pedagogy in Israel.- Curriculum and pedagogy in Australia.- Curriculum and pedagogy in South Africa.- Teaching MBI for Special Populations.- Inner-city populations in the USA.- Individuals with developmental and intellectual disabilities.- Elderly populations.- Individuals with chronic pain.- Life-limiting illness.- Health care professionals.- Background of trauma.- Eating disorders.- Anxiety and depression.- Learning Resources.- Scripts for guided mindfulness practices and classroom activities.- MBI training programs worldwide.- International bibliography.
Show moreIntroduction.- Honing the Skills of MBI Teachers.- Stewardship: deeper structures.- Guidance: perfecting the details.- Homiletics: how to talk the science.- Inquiry and dialogue.- Interpersonal mindfulness.- Developing and evaluating MBI teachers in training.- Teaching MBI Curricula Everywhere, to Everyone.- Curriculum and pedagogy in East Asia.- Curriculum and pedagogy in Italy.- Curriculum and pedagogy in Israel.- Curriculum and pedagogy in Australia.- Curriculum and pedagogy in South Africa.- Teaching MBI for Special Populations.- Inner-city populations in the USA.- Individuals with developmental and intellectual disabilities.- Elderly populations.- Individuals with chronic pain.- Life-limiting illness.- Health care professionals.- Background of trauma.- Eating disorders.- Anxiety and depression.- Learning Resources.- Scripts for guided mindfulness practices and classroom activities.- MBI training programs worldwide.- International bibliography.
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.
“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
be–and 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)
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