HLTH 296Z1: Mindfulness in Healthcare

Instructor: Arnold Kozak, Ph.D. akozak@uvm.edu Spring 2014 CRN 14753 Rowell 104, Mondays 5:10 to 8:10 Office Hours by appointment. Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves. Chickering, A & Gamson, Z. F. (March 1987) Seven principles for good practice. AAHE Bulletin 39: 3-7. All forms of healing require a broad understanding of human nature, the development of effective empathic abilities, and a profound compassion for the well-being of another. –Andrew Olendzki from Unlimiting Mind. The psychotherapeutic value of mindfulness as a cognitive skill and mindfulness meditation derived from Theravada Buddhism are gaining increasing recognition and incorporation into psychotherapeutic interventions. This course will be a practical, experiential, and academic exploration of mindfulness in the therapeutic setting. It will survey the field of mindfulness-based literature, explore the neuroscientific underpinnings and benefits of mindfulness meditation practice, teach self-applied mindfulness training, and help you to incorporate mindfulness into clinical practice (and interpersonal relationships broadly) for example, treating chronic pain. The first half of the course will be organized around a MindfulnessBased Stress Reduction intervention. You will be expected to maintain a daily mindfulness meditation practice and journal. In addition, the course will explore mindfulness in its original context of Theravada Buddhism (Vipassana). We will explore Buddhist psychology and mindfulness as a cognitive skill. From this vantage point and in conjunction with the themes described above, mindfulness meditation can be recast as a cognitive behavioral intervention. The course will explore the different clinical settings in which mindfulness has been applied. As well, mindfulness will be investigated as a personal and professional development tool. Each of the first eight sessions of the course will incorporate an actual experiential therapeutic intervention. The balance of the term will focus on other issues pertinent to mindfulness in the clinical setting. EXPECTATIONS FOR THIS COURSE You are expected to participate fully in this course. This requires attendance, doing the readings on time, engaging with the material, and being willing to discuss it both in small and large group dialogues. In addition to completing all assignments according to the instructions detailed in the syllabus, you are expected and required to maintain a daily meditation practice. This is a high expectation, high demand course, and you’ll get out of this course what you put into it. Grading Policy:

HLTH 296Z1: Mindfulness in Healthcare

Attendance is integral to this course and will be taken at every class. Each student gets one unexcused absence. Additional unexcused absences will result in point reductions from your final grade. Excused absences include documented serious medical illness, family emergencies, and any other situation that is approved by me. Keep the communication channels open. See the University policies below: Students are expected to attend all regularly scheduled classes. The instructor has the final authority to excuse absences. It is the responsibility of the instructor to inform students of his or her policy for handling absences and tardiness, and the penalties that may be imposed. Notification should be done both verbally and in writing at the beginning of each semester. It is the responsibility of the student to inform the instructor regarding the reason for absence or tardiness from class, and to discuss these with the instructor in advance whenever possible. The instructor has the right to require documentation in support of the student's request for an excuse from class. If an out-of-class exam is scheduled which conflicts with a regularly scheduled class, the regularly scheduled class has priority. Religious Holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work. Other information: Student Learning Accommodations: In keeping with University policy, any student with a documented disability interested in utilizing accommodations should contact ACCESS, the office of Disability Services on campus. ACCESS works with students to create reasonable and appropriate accommodations via an accommodation letter to their professors as early as possible each semester. Contact ACCESS: A170 Living/Learning Center; 802-656-7753; access@uvm.edu; www.uvm.edu/access UVM’s policy on disability certification and student support:
www.uvm.edu/~uvmppg/ppg/student/disability.pdf

Academic Integrity: The policy addresses plagiarism, fabrication, collusion, and cheating. www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf Grade Appeals: If you would like to contest a grade, please follow the procedures outlined in this policy: www.uvm.edu/~uvmppg/ppg/student/gradeappeals.pdf Grading: For information on grading and GPA calculation, go to www.uvm.edu/academics/catalogue and click on Policies for an A-Z listing. Code of Student Rights and Responsibilities: www.uvm.edu/~uvmppg/ppg/student/studentcode.pdf

HLTH 296Z1: Mindfulness in Healthcare

FERPA Rights Disclosure: The purpose of this policy is to communicate the rights of students regarding access to, and privacy of their student educational records as provided for in the Family Educational Rights and Privacy Act (FERPA) of 1974. http://www.uvm.edu/~uvmppg/ppg/student/ferpa.pdf Mindfulness Questions and Situations: For each week of class, formulate three questions that arise from the readings and your personal practice that you are ready to discuss in class. Do not submit questions that you could answer by doing a Google search. The answers are not the issue, as the poet, Rainer Maria Rilke suggested in his Letters to a Young Poet: You are so young, so much before all beginning, and I would like to beg you, dear Sir, as well as I can, to have patience with everything unresolved in your heart and to try to love the questions themselves as if they were locked rooms or books written in a very foreign language. Don't search for the answers, which could not be given to you now, because you would not be able to live them. And the point is, to live everything. Live the questions now. Perhaps then, someday far in the future, you will gradually, without even noticing it, live your way into the answer. In addition to these questions, identify one situation where you were able to apply mindfulness principles to eating or another situation in your life and then identify another situation where you got stuck, forgot, or were not able to provide mindfulness. Submit the three questions and the two situations via Blackboard each week before class by Sunday 8 PM. I will read these each week, but will not necessarily provide written comments. Again, the intention of this assignment is to promote classroom engagement. Reading Reflections: Write a one page, double-spaced (approximately 250-word) reflection on the week’s readings. Submit via Blackboard before the beginning of class. You are encouraged to keep a daily mindfulness practice journal. Take notes on your practice sessions and mindfulness experiments—these will become the basis of your Weekly Questions. Pay attention to obstacles and facilitators of your practice. Describe your insights, experiences, and challenges. This journal, itself, will not be collected or graded. Questions will come naturally out of the journaling process. Journaling will also facilitate your classroom participation. Term Paper Write a ten-page (typed and double-spaced) research review of a mindfulness and health care related issue. You may review a modality (e.g., MBSR, MBCT, MBRP, DBT, ACT, MB-EAT), a specific population (e.g., children, substance abuse, cancer), neuroscience, or other topic. For guidance on writing a research paper consult the Owl: https://owl.english.purdue.edu/owl/resource/658/01/ Due Date: April 30, last day of class. Mindful Arts

HLTH 296Z1: Mindfulness in Healthcare

As you will see from the class, poetry is included to highlight and inspire mindfulness themes and practice. Many practitioners use poetry and other art forms for this purpose. Your assignment is to locate a poem, passage, quotation, song, painting, sculpture, or other art form that reflects or inspires mindfulness. In addition to finding one, create one yourself. Write a one-page (250 word) explanation for each of your submissions. You must use material other than the poems presented in class. Have your submissions by the last class and be prepared to present them to the rest of the class. Take Home Final Exam There will be a 20-25 question take home final exam. This will be distributed by the last class and will be due by the end of our assigned final time. While this is a takehome exam, you are expected to do your own work. Working together on an exam is a violation of academic integrity. Grading Policy Summary: Participation Mindfulness Questions and Situations Term Paper Mindful Arts Take Home Final Exam :: :: 20% :: 20% :: 30% 10% :: 20%

Required Texts: · Bays, J. C. (2011). How to Train a Wild Elephant: And Other Adventures in Mindfulness. Boston: Shambhala. · Kozak, A. (2009). Wild Chickens and Petty Tyrants: 108 Metaphors for Mindfulness. Boston: Wisdom. · Olendzki, A. (2010). Unlimiting Mind: The Radically Experiential Psychology of Buddhism. Boston: Wisdom. · Shapiro, S. & Carlson, L. (2009). The Art and Science of Mindfulness: Integrating Mindfulness into Psychology and the Healing Professions. Washington D. C.: APA. · Additional readings will be assigned Recommended Reading: · Batchelor, S. (1998). Buddhism Without Beliefs: A Contemporary Guide to Awakening. New York: Riverhead Trade. · Cozolino, L. (2010). The Neuroscience of Psychotherapy: Healing the Social Brain. New York: Norton. · Kozak, A. (2010). The Everything Buddhism Book. Boston: Adams Media. · Rosenberg, L. (1999). Breath by Breath: The Liberating Practice of Insight Meditation. Boston: Shambhala. · Siegel, D. (2007). Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being. New York: Norton. Suggested Reading:

HLTH 296Z1: Mindfulness in Healthcare

· Baer, R. (2006). Mindfulness-Based Treatment Approaches: Clinician’s Guide · · · ·

to Evidence Base and Explanations. New York: Academic Press. Hayes, Follete, & Linehan (2004). Mindfulness and Acceptance: Expanding the Cognitive-Behavioral Tradition. New York. Guilford. Germer, Siegel, & Fulton (2005). Mindfulness and Psychotherapy. New York: Guilford. Segal, Williams, & Teasdale (2003). Mindfulness-Based Cognitive Therapy for Depression: A New Approach to Preventing Relapse. New York: Guilford. Siegel, D. (2010). Mindful Therapist: A Clinician’s Guide to Mindsight and Neural Integration. New York: Norton.

HLTH 296Z1: Mindfulness in Healthcare

13 January 2013 Topic :: Overview and syllabus review :: MBSR Session One :: Attention, Inattention, and the Present Moment Home Practice/Assignments for the coming week: • Guided Meditation :: CD 1 Tracks 1 & 2 daily • ACE practice (three times/day) • Use Your Non-Dominant Hand • Leave No Trace • Filler Words (you will need to read the first three chapters in How to Train a Wild Elephant (HTWE) 20 January 2013 Martin Luther King Holiday--No Class Home Practice/Assignments for the coming week: • Guided Meditation :: CD 1 Tracks 1 & 2 • Guided Meditation :: CD 1 Track 3 :: Body Scan (alternate with Breathing Daily) • ACE practice (three times/day) • Use Your Non-Dominant Hand (HTWE) • Leave No Trace (HTWE) • Filler Words (HTWE) 27 January 2013 Topic :: MBSR Session Two :: Welcome to Your Body :: Metaphors for Mind and Self Readings due for this class :: • Wild Chickens and Petty Tyrants (WCPT): Introduction, Metaphors for Mind, Metaphors for Self • Art & Science of Mindfulness (ASM) Chapter 1 • How to Train a Wild Elephant (HTWE) Introduction, Chapters 1-3, 5, 7, 8 Home Practice/Assignments for the coming week: • Guided Meditation :: CD 1 Track 3 Body Scan (daily) • ACE practice (three times/day) • S-T-O-P PRN • When Eating Just Eat (HTWE)

• Mindfulness of Posture (HTWE) • Gratitude at the End of the Day (HTWE) 3 February 2013 Topic :: MBSR Session Three :: The Stress Response Readings due for this class :: • Metaphors for Ordinary Craziness in WCPT • 9-11 HTWE • Brown, Ryan, & Creswell (2007). Mindfulness: Theoretical Foundations and Evidence for its Salutary Effects. Psychological Inquiry (18). 211-237. (this and other journal articles can be accessed through the UVM library Cat Quest) Home Practice/Assignments for the coming week: • Guided Meditation: Walking Meditation CD 2 Tracks 1-4; Standing Meditation Track 5 (do standing and walking practice daily) • ACE practice (three times/day) • S-T-O-P PRN • Listen to Sounds (HTWE) • Every Time the Phone Rings (HTWE) • Loving Touch (HTWE) 10 February 2013 Topic :: MBSR Session Four :: Destructive Emotions Readings due for this class :: • Metaphors for Acceptance in WCPT • 12, 14, 15 HTWE • Giluk (2009). Mindfulness, Big Five personality, and affect: A Meta-analysis. Personality and Individual Differences (47). 805-11. Home Practice/Assignments for the coming week: • Guided Meditation :: CD 2 Track 6 Standing Yoga, CD 3 :: Tracks 1 & 2 Floor Yoga (do one of these practices daily, try all three) • ACE practice (three times/day)

HLTH 296Z1: Mindfulness in Healthcare

• • • •

S-T-O-P PRN Waiting (HTWE) Loving Eyes (HTWE) Secret Acts of Virtue (HTWE)

• • • •

S-T-O-P PRN Just Three Breaths (HTWE) Entering New Spaces (HTWE) Notice Trees (HTWE)

17 February 2013 President’s Day Holiday--No Class Home Practice/Assignments for the coming week: • Guided Meditation :: CD 2 Track 6 Standing Yoga, CD 3 :: Tracks 1 & 2 Floor Yoga (do one of these practices daily) • ACE practice (three times/day) • S-T-O-P PRN • Waiting (HTWE) • Loving Eyes (HTWE) • Secret Acts of Virtue (HTWE) • Begin reading Unlimiting Mind (Section 2, pp. 39-57 Caring for the World optional) 24 February 2013 Topic :: MBSR Session Five :: Bare Attention Readings due for this class :: • Metaphors for Practice in WCPT • 16-18 HTWE • Davis and Hayes (2011). What are the benefits of mindfulness? A practice review of psychotherapy-related research. Psychotherapy, (48). 198-208. Home Practice/Assignments :: • Guided Meditation CD 4 :: Track One :: Mind Scan (daily) • ACE practice (three times/day) • S-T-O-P PRN • Just Three Breaths (HTWE) • Entering New Spaces (HTWE) • Notice Trees (HTWE) 3 March 2013 Spring Break--No Class Home Practice/Assignments for the coming week: • Guided Meditation CD 4 :: Track One :: Mind Scan; CD 4 Track 2 :: Emptiness (alternate with Mind Scan daily) • ACE practice (three times/day)

10 March 2013 Topic :: MBSR Session Six :: Working with Pain Readings due for this class :: • Kozak (2008) Mindfulness and chronic pain • 19, 21, 22 HTWE • Chiesa & Serretti (2011). Mindfulnessbased interventions for chronic pain: A systematic review of the evidence. The Journal of Alternative and Complementary Medicine (17). 83-93. • Kozak (2008). Mindfulness in the treatment of chronic pain: Conceptual and Clinical Considerations. Techniques in Regional Anesthesia and Pain Management (12). 115-118. Home Practice/Assignments for the coming week: • Guided Meditation :: CD 5 :: Track 1 (daily) • Optional practices: CD 5 Track 2, CD 6 Tracks 1, 2, & 3 • ACE practice (three times/day) • S-T-O-P PRN • Rest Your Hands (HTWE) • Bottoms of the Feet (HTWE) • See the Color Blue (HTWE) 17 March 2013 Topic :: MBSR Session Seven :: The Strident Self Readings due for this class :: • 23, 25, 26 HTWE • Keng, Smoski, & Robins (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review (31): 1041-1056. Home Practice/Assignments for the coming week: • Guided Meditation CD 7 Track 1 (daily) • ACE practice (three times/day)

HLTH 296Z1: Mindfulness in Healthcare

• • • •

S-T-O-P PRN Empty Space (HTWE) Endless Desires (HTWE) Study Suffering (HTWE)

24 March 2013 Topic :: MBSR Session Eight :: Lovingkindness, Forgiveness, and Compassion Readings due for this class :: • Chapters 2, 3, & 4 ASM • 27-29 HTWE Home Practice/Assignments for the coming week: • Guided Meditation CD 8 Track 1 and Track 3 (alternate daily) • ACE practice (three times/day) • S-T-O-P PRN • Silly Walking (HTWE) • Water (HTWE) • Look Up! (HTWE) 2 April 2013 Topic :: Mindfulness Roots in Buddhism and Teachings of the Buddha Readings due for this class :: • Finish reading Unlimiting Mind • 30, 31, 33 HTWE Home Practice/Assignments for the coming week: • Guided Meditation Practice of your choice (daily) • ACE practice (three times/day) • S-T-O-P PRN • Defining and Defending (HTWE) • Notice Smells (HTWE) • Hot and Cold (HTWE) 9 April 2013 Topic :: Mindful Brain Readings due for this class :: • Chapter 9 ASM • 34-36 HTWE • Chiesa & Serretti (2010). A systematic review of neurobiological and clinical

features of mindfulness. Psychological Medicine (40): 1239-52. • Taylor et al. (2011). Impact of mindfulness on the neural responses to emotional pictures in experienced and beginner meditators. Neuroimage (57): 1524-33. • Brewer et al. (2011). Meditation experience is associated with differences in default mode network activity and connectivity. PNAS (108): 20254-9 Home Practice/Assignments for the coming week: • Meditation Practice of your choice (daily without tape) • ACE practice (three times/day) • S-T-O-P PRN • The Great Earth Beneath You (HTWE) • Notice Dislike (HTWE) • Are You Overlooking Something? (HTWE) 16 April 2013 Topic :: Mindful Communication Readings due for this class :: • Chapter 8 ASM • 37-39 HTWE Home Practice/Assignments for the coming week: • Meditation Practice of your choice (daily without tape) • ACE practice (three times/day) • S-T-O-P PRN • The Wind (HTWE) • Listen Like a Sponge (HTWE) • Appreciation (HTWE) 23 April 2013 Topic: :: Seven Principles of Applied Mindfulness Readings due for this class :: • Chapters 5, 6, & 7 ASM; • 41-43; 44, 45, 48 HTWE Home Practice/Assignments for the coming week: • Meditation Practice of your choice (daily without tape)

HLTH 296Z1: Mindfulness in Healthcare

• • • • • • • •

ACE practice (three times/day) S-T-O-P PRN Be on Time (HTWE) Procrastination (HTWE) Your Tongue (HTWE) Impatience (HTWE) Anxiety (HTWE) Light (HTWE)

30 April 2013 Topic: :: Mindful Arts :: Story Art :: Mindfulness of Music Readings due for this class :: • Chapter 10 ASM • 49, 50, 52 HTWE Home Practice/Assignments for the rest of your life! • Meditation Practice of your choice (daily with or without tape) • ACE practice PRN • S-T-O-P PRN • Your Stomach (HTWE) • Become Aware of Your Center (HTWE) • Smile (HTWE) • Continue with your favorite informal practices from How To Train a Wild Elephant

Sign up to vote on this title
UsefulNot useful