Teaching Mindfulness

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.- Erratum to: Practice Scripts and Descriptions.

Donald McCown, MAMS, MSS, is a lecturer in the School of Health Professions at Thomas Jefferson University. He is Director of Mindfulness at Work Programs at the Mindfulness Institute at the Jefferson-Myrna Brind Center of Integrative Medicine, where he has been developing much of the theoretical and pedagogical material presented in Teaching Mindfulness since 2003, testing and refining ideas and practices with a wide range of populations in a variety of teaching formats. He also teaches MBSR foundation courses and advanced mindfulness courses for the general public, and teaches clinicians to teach mindfulness. A social worker trained at Bryn Mawr College Graduate School of Soial Work and Social Research, he also holds a Master of Applied Meditation Studies degree from Won Institute, has participated in professional training under the direction of Jon Kabat-Zinn, PhD, and has completed the most advanced teacher training at the Center for Mindfulness at University of Massachusetts Medical Center. He maintains a practice in mindfulness-based psychotherapy at the Jefferson-Myrna Brind Center of Integrative Medicine, with particular interest in the use of mindfulness in working with adolescents and adults with developmental disabilities and their families, and with artists and professionals negotiating anxiety and depression in their lives.





Diane Reibel, Ph.D., is the Director of The Mindfulness Institute at the Jefferson-Myrna Brind Center of In

"The authors present many interesting ideas about balancing the interdependence of the group's freedom and resonance, the teacher's responsibility, how to deal with aggression, and other topics. ... the book is useful for the individual teacher, for a group of teachers who can debate and develop their own style of teaching, and even for schools. ... I recommend this book to all who work with mindfulness ... ." (Finn Janning, Finn Janning, finnjanning.wordpress.com, January, 2017)

"Teaching Mindfulness as a whole is divided into three parts, each one focusing on one of the three central questions with respect to teaching mindfulness: Why, who, and how. ... For anyone looking for information, help, guidance, or support in teaching mindfulness in pretty much any setting, this book is an absolute must. I certainly will be referring to it and miningit for years to come." (Leslie C. Miller, Philosophical Practice, Vol. 10 (2), July, 2015)

"This book describes the basic skills of mindfulness for professionals ... . the book is 'most accessible to clinicians, such as physicians, psychologists, social workers, marriage and family therapists, professional counselors, nurses, occupational therapists, physical therapists, and others, as well as to clergy and educators.' ... This helpful book is easy to read and practical ... . The use of mindfulness is very popular and clients can benefit greatly. ... passion for this art is clearly communicated in this book, which really is its strength." (Gary B. Kaniuk, Doody's Review Service, June, 2010)

"Teaching Mindfulness offers a coherent, thorough, and genuine text on the topic, maintaining both the pragmatism and clarity that is required for a professional ... . I recommend this book be read by anyone with an interest in teaching mindfulness formally or informally, novice or expert. ...What it ends up being is a jewel in the young, turbulent waters of Western mindfulness practice and a vital and