Mindfulness-Based Teaching and Learning

Preparing Mindfulness Specialists in Education and Clinical Care
1. Auflage 2023
ISBN: 978-1-032-01894-2
Verlag: Taylor & Francis

Buch, Englisch, 372 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 667 g

Mindfulness-Based Teaching and Learning is the first comprehensive survey text exploring the history, research, theory, and best practices of secular-scientific mindfulness. With a focus on how mindfulness is taught and learned, this book is an invaluable resource for aspiring or expert mindfulness specialists. Integrating and defining the emerging field of MBTL within a common purpose, evidence-base, and set of transprofessional—and transformational—practices, the book provides both a visionary agenda and highly practical techniques and tools. Chapters provide curriculum design and teaching tips, explore the expert-validated MBTL-TCF competency framework, and reveal insights into the ways self-awareness can evolve into ecological awareness through intensive retreats.

Zielgruppe

Academic, Postgraduate, Professional, and Professional Practice & Development

Autoren/Hrsg.

MacPherson, Seonaigh

Rockman, Patricia

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erziehungsberatung
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Psychologische Theorie, Psychoanalyse
• Sozialwissenschaften Psychologie Psychotherapie / Klinische Psychologie Beratungspsychologie

Inhaltsverzeichnis

Section 1. Histories - Why MBTL: From Mindfulness to Mindfulness-Based Teaching and Learning 1. How We Got Here: From Traditional to Secular-Scientific Mindfulness 2. Where We Are Now: Secular-Scientific Mindfulness and the Malaise of Modernity 3. What Happened: The Mainstreaming of Mindfulness Section 2. - Contexts - Where We Teach: MBTL in Institutional Contexts 4. Community and Continuing Education: Beyond Institutional Constraints 5. Healthcare: The Medicalization of Mindfulness 6. Higher Education: From Contemplative Studies to "Student Success" 7. PreK-12 Education: Where Social-Emotional and Inquiry-Based Learning Intersect 8. Workplace and Organizational Contexts Section 3. Theories - Why Mindfulness Works: Theories Informing MBTL 9. Biological Theories of Embodied Cognition and Mindfulness 10. Cognitive Processing Theories 11. Buddhist Theories of Mindfulness and Learning Section 4. Practices - What We Teach: The What, Why, and How of MBTL 12. Mindfulness as Body-Mind Communication 13. Mindfulness as Social-Emotional Learning 14. Mindfulness as Inquiry-Based Learning Section 5. Methods - What We Do: Competencies and Professional Practice in MBTL 15. Transprofessional Competencies for MBTL Specialists: The MBTL-TCF 16. Curriculum Design for MBTL Specialists 17. Trauma-Informed Practice in MBTL Section 6. Limits - What We Don't See: The Post-Modern Frontier of MBTL 18. The Limits of Professionalism: Navigating the Wilds of the (Post)Modern 19. From Self-Awareness to Ecological Awareness: Mindful Encounters with Wildlife During Intensive Silent Retreats

Über Autor(innen)

Seonaigh MacPherson, PhD, is a professor in the Faculty of Education and Community Development at the University of the Fraser Valley, where she is founder and coordinator of the MBTL graduate certificate program. A certified MBSR and MBCT teacher, she lives in British Columbia, Canada.

Patricia Rockman, MD, is an associate professor at the University of Toronto Department of Family Medicine, where she is cross-appointed to psychiatry. She is co-founder of the Centre for Mindfulness Studies in Toronto where she teaches MBSR, MBCT, and mindfulness-certification programs.