Teaching mindfulness: a practical guide for clinicians and educators / Reibel, Diane.
Short Title:
Teaching mindfulness
Format:
Book
Publication Date:
Nov 30, 2009
Publisher:
Springer
Place of Publication:
New York ; London
Pages:
250
Sources ID:
88366
Notes:
Access: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=018723192&line_number=0001&func_code=DB_RECORDS&service_type=MEDIAExternal Resources: Cite This Item Search for versions with same title and author | Advanced options ...
Contents: Clinical and cultural context. Getting grounded (in our own instability) -- A history exercise to locate "mindfulness" now -- Defining mindfulness for the moment -- Authenticity, authority, and friendship. The person of the teacher -- The skills of the teacher -- Towards an "empty" curriculum. Organizing the intentions of teaching -- Fulfilling the intentions of teaching -- Practice scripts and descriptions.
Access: Materials specified: Table of
contentshttp: //bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=018723192&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Note(s): Includes bibliographical references (pages 221-246) and index.
General Info: National bibliography no: GBA994350; 08,N21,0746
Class Descriptors: LC: RC489.M55; Dewey: 616.891425; NLM: BF 321
Responsibility: Donald McCown, Diane Reibel, Marc S. Micozzi.
Vendor Info: YBP Library Services (YANK)
Material Type: Internet resource (url)
Date of Entry: 20090707
Update: 20181108
Provider: OCLC
Learned 97 Friendship: Offering All That You Are 98 5 The Skills of the Teacher 103 Stewardship of the Group 104 Homiletics: Talking with the Group 115 Guidance:
Not Performance but Connection 121 Inquiring: Curiosity About Participants' Experiences 127 Part III Towards an "Empty" Curriculum 6 Organizing the Intentions of Teaching 137 The MBSR Curriculum 139 A Spectrum of Teaching Intentions 142 Defining the Teaching Intentions within the Context of the MBIs 145 Applying the Teaching Intentions to Shape
Curricula and Guide Responses 146 Example 1: Adjusting Standard Content 147 Example 2: Using the Intentions to Guide Inquiry 155 Example 3: Improvising One-On-One Teaching
Access: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=018723192&line_number=0001&func_code=DB_RECORDS&service_type=MEDIAExternal Resources: Cite This Item Search for versions with same title and author | Advanced options ...
Contents: Clinical and cultural context. Getting grounded (in our own instability) -- A history exercise to locate "mindfulness" now -- Defining mindfulness for the moment -- Authenticity, authority, and friendship. The person of the teacher -- The skills of the teacher -- Towards an "empty" curriculum. Organizing the intentions of teaching -- Fulfilling the intentions of teaching -- Practice scripts and descriptions.
Access: Materials specified: Table of
contentshttp: //bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=018723192&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Note(s): Includes bibliographical references (pages 221-246) and index.
General Info: National bibliography no: GBA994350; 08,N21,0746
Class Descriptors: LC: RC489.M55; Dewey: 616.891425; NLM: BF 321
Responsibility: Donald McCown, Diane Reibel, Marc S. Micozzi.
Vendor Info: YBP Library Services (YANK)
Material Type: Internet resource (url)
Date of Entry: 20090707
Update: 20181108
Provider: OCLC
Learned 97 Friendship: Offering All That You Are 98 5 The Skills of the Teacher 103 Stewardship of the Group 104 Homiletics: Talking with the Group 115 Guidance:
Not Performance but Connection 121 Inquiring: Curiosity About Participants' Experiences 127 Part III Towards an "Empty" Curriculum 6 Organizing the Intentions of Teaching 137 The MBSR Curriculum 139 A Spectrum of Teaching Intentions 142 Defining the Teaching Intentions within the Context of the MBIs 145 Applying the Teaching Intentions to Shape
Curricula and Guide Responses 146 Example 1: Adjusting Standard Content 147 Example 2: Using the Intentions to Guide Inquiry 155 Example 3: Improvising One-On-One Teaching
Collection:
Evidence-based Teacher Professional Development
Visibility:
Public (group default)
Abstract:
(Show)
The three-part structure of this book gives you several points of entry. If you're coming with just a little background to investigate the possibilities of teaching mindfulness, Part I (Charters 1, 2, and 3) may be the place to start. Chapter 1 provides an overview of the contemporary mindfulness-based interventions in medicine and mental healthcare. Chapter 2 places those interventions in the wider historical and cultural context of the meeting of East and West in Western, particularly North American culture, suggesting the ripple effects and the expanding openness to contemplative practices in general and mindfulness in particular. Chapter 3 attempts to offer a pragmatic definition and felt understanding of mindfulness that will be useful for a teacher when inquiring about her practice or the practice of those she is teaching. For those who have ongoing personal practices of mindfulness meditation and are currently teaching or considering stepping out in that way, Part II (Chapters 4 and 5) may make a sensible beginning. Chapter 4 will help you towards a realization of what is required of you in the process of teaching, and what you might wish to explore or develop further in your practice and teaching. Chapter 5 outlines the skills of teaching, explaining how and when they come into play, and offering vignettes of the skills in use with participants. Part III (Chapter 6, 7, and 8) is the most pragmatic way in, for those concerned primarily with curricular and pedagogical questions. The final three chapters focus on the unfolding of the pedagogy of mindfulness (as we understand it at this moment) and its concrete expressions in curricula and guided practice. Chapter 6 provides a schematic of the process of teaching and learning with mindfulnesstion and description of a series of "gestures" of the process of teaching learning, illustrated with interchanges between teaches and participants. Chapter 8 is meant as a resource for teaching, with scripts for audio recordings and step-by-step development of any teacher's own presentations. Wherever you are in your development as a teacher, wherever you start in this book, we trust that you'll find something you can use immediately, something that challenges your assumptions, and something that brings you right to the breath in the present moment - an inspiration to share the gift of teaching mindfulness.