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.
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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