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HLTH 296: Mindfulness in Healthcare

Instructor: Arnold Kozak, Ph.D. Summer 2012 Mondays & Wednesdays 5:o0 to 8:45, Rowell 115 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 Mindfulness-Based 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) and Mahayana Buddhism (e.g., Zen and Tibetan Buddhism). 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 youll get out of this course what you put into it. Grading Policy: 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. 108 Questions Project Generate 108 questions (about 8 questions per class) about learning, practicing, and applying mindfulness in your daily life. Frame the questions from your personal experience and cite the readings where applicable. In other words, reflect on what is coming up in your practice. Some of these questions will have practical answers and some will be more philosophical, or will require more practice to answer. The answers are not the issue. The issue is to deepen your inquiry into practice. You will use these questions to frame your participation in class and your contribution to class dialogue. At the end of the term, youll hand in your list of 108 questions (please word process and email to The 108 Questions project can be part of an ongoing journal. You are encouraged to keep a daily mindfulness practice journal. Take notes on your practice sessions and mindfulness experiments. Pay attention to obstacles and facilitators of your practice. Describe your insights, experiences, and challenges. This journal will not be collected or graded. Questions will come naturally out of the journaling process. Journaling will also facilitate your classroom participation. Mindful Arts As you can see from the mindfulness practice homework handout, poetry is included in each class assignment 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 included in your homework guide. Have your submissions by the last class and be prepared to share it with the rest of the class. Guest Blog Entry I write a blog for Beliefnet entitled Mindfulness Matters: Tools for Living Now ( Survey the world of mindfulness related blogs and create one entry as a guest submission for my blog. Your entry will be a review of mindfulness-based research study, preferably one that is brain-based, and 500 to 1000 words in length. Articles must be pre-approved to avoid duplication. Your entry may be published on my site. Take Home Final Exam The class will construct the exam. Have your say! Everyone can contribute. Please formulate five questions in multiple choice, short-fill in, true-false on topics we have covered in class and from the readings. I will compile the fifty best questions for the exam.

Grading Policy Summary: Participation 108 Questions Mindful Arts Assignment Guest Blog Entry Take Home Final Exam 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: Baer, R. (2006). Mindfulness-Based Treatment Approaches: Clinicians Guide to Evidence Base and Explanations. New York: Academic Press. Hayes, Follete, & Linehan (2004). Mindfulness and Acceptance: Expanding the CognitiveBehavioral 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 Clinicians Guide to Mindsight and Neural Integration. New York: Norton. :: :: :: :: :: 30% 30% 10% 10% 20%

HLTH 296: Mindfulness in Healthcare

PSYC 296 Mindfulness Calendar Date 1 21-May Topic MBSR Session One :: Guided Meditation (GM) :: Breathing :: Topic :: Metaphors for Mind MBSR Session Two :: GM :: Body Scan :: Topic :: Metaphors for Self Memorial Day no class MBSR Session Three :: GM :: Metaphors for Ordinary Craziness MBSR Session Four :: GM :: Mindful Yoga :: Metaphors for Acceptance MBSR Session Five :: GM :: Mind Scan :: Metaphors for Practice Spring Break MBSR Session Six :: GM :: Working with Pain Mindful Relaxation MBSR Session Seven :: GM :: Obstacles to Perfection :: The Strident Self MBSR Session Eight :: GM :: Lovingkindness & Forgiveness Mindfulness in the Buddhist traditions; Buddhist Psychology for Healing Professionals Mindful Brain :: Mindfulness of Music :: Mindful Art Sharing Reading Due for Class Chapter 1 Art & Science of Mindfulness (ASM); Metaphors for Mind in Wild Chickens and Petty Tyrants (WCPT); 1-5 in How to Train a Wild Elephant (HTWE) Metaphors for Self in WCPT 6-10 HTWE Start reading Unlimiting Mind (UM); 11-15 HTWE Metaphors for Ordinary Craziness in WCPT; 16-20 HTWE Metaphors for Acceptance in WCPT 21-25 HTWE Metaphors for Practice in WCPT; 26-30 HTWE 31-35 HTWE; continue reading UM Kozak (2008) Mindfulness and chronic pain; 36-40 HTWE 41-45 HTWE Chapters 2, 3, & 4 ASM; 46-50 HTWE Finish reading UM (Section 2, pp. 39-57 Caring for the World optional) 47-53 HTWE Chapter 9, 10 ASM, 36-38 HTWE (Chapter 18 in Everything Buddhism)

23-May 28-May

3 4 5 6 7 8 9

30-May 4-June 6-June 11-June 13-June 18-June 20-June

10 25-June 11 27-June

Additional topics that will be covered during the first eight sessions of class:
Mindfulness for the Clinician 7 Principles of Applied Mindfulness Mindfulness-Based Interventions :: Mindfulness Across Clinical Populations :: Mindful Eating :: Methodological Issues in Mindfulness Research Chapter 8 ASM Chapters 5, 6, & 7 ASM