Mindfulness and DBT Individual therapy
Rhedir gan School of Human and Behavioural Sciences
20.000 Credyd neu 10.000 Credyd ECTS
Semester 1 a 2
Trefnydd: Prof Michaela Swales
The overall aim of the module is to develop an experiential and theoretical understanding of the ways in which mindfulness has applications within individual therapeutic work. This will be investigated within three areas – the personal process of the therapist, the relational process between therapist and client, and the explicit ways in which mindfulness can be integrated into the therapy sessions:
i. Using mindfulness practice as a vehicle for inquiry, participants will engage in an exploration of the ways in which mindful awareness of their personal process during and around therapy can inform the therapeutic process for the therapist and offer ways of taking care of him/herself.
ii. Using mindfulness practice as a vehicle for inquiry, participants will engage in an exploration of the relational process during the therapeutic encounter, and of the ways in which mindful awareness of this can facilitate the therapeutic process and the client’s learning.
iii. Participants will develop their understanding of the ways in which mindfulness skills and techniques can be explicitly introduced and taught to clients within individual therapeutic work. This will include developing awareness and sensitivity to the processes that need to be taken into account when introducing mindfulness to clients, including the potential benefits and harm.
Within each of these areas the learning will be drawn out experientially during the teaching sessions and through reflective learning processes between the teaching blocks. This learning will then be made explicit though reading and writing on the theory and the literature.
This module is suitable for therapists who are learning and practising DBT within a comprehensive DBT programme. A core component of DBT skills training and of working with clients in individual therapy in DBT is to understand and be able to teach and model mindfulness to clients. This module offers a framework for exploration and development of knowledge about the teaching and practice of mindfulness enhancing students capacities to teach mindfulness within DBT and to sustain mindful awareness during individual therapy. Mindfulness offers a rich methodology for systematically exploring our inner world and developing an attitudinal stance characterised by kindly curiosity and acceptance. Together these can lead to increased congruence, insight and acceptance, offering a supportive process for therapists within their therapeutic practice and personal life. The module will enable participants to explore and enquire into the ways in which mindful awareness impacts upon their clinical work with clients.
Material is lacking in depth and sustained insight, but gives some evidence of the student’s learning through mindful reflection, and demonstrates some ability to describe internal experiences and processes.
Shows some evidence of mindful awareness within and about the student’s therapeutic work, and regular reflection on this.
Gives some useful information, with some personal reflection and exploration, on the effect of formal and informal mindfulness practice on the student’s therapeutic practice, and on their therapeutic relationships with clients. Shows some insight into the student’s personal process within therapy, especially regarding working with difficulty, and the effects on this of mindful awareness and acceptance.
Gives evidence that the student understands and is modelling some of the attitudinal foundations of mindfulness in their therapeutic work
Material has depth and insight, and shows clearly that the student is learning through mindful reflection, and has the ability to describe internal experiences and processes.
Shows clear evidence of mindful awareness within and about the student’s therapeutic work, and regular reflection on this. Mostly comprehensive and detailed information given, on the effect of formal and informal mindfulness practice on the student’s therapeutic practice, and on their therapeutic relationships with clients. Describes with insight the student’s personal process within therapy, especially regarding working with difficulty, and the effects on this of mindful awareness and acceptance. Gives definite evidence that the student understands and is modelling the attitudinal foundations of mindfulness in their therapeutic work
Material has great depth and insight, and shows an advanced ability to use mindful reflection, and to describe internal experiences and processes.
Shows strong evidence of mindful awareness within and about the student’s therapeutic work, and regular reflection on this. Gives comprehensive and detailed information on the effect of formal and informal mindfulness practice on the student’s therapeutic practice, and on their therapeutic relationships with clients. Shows exceptional insight and understanding of the student’s personal process within therapy, especially regarding working with difficulty, and the effects on these of mindful awareness and acceptance.
Gives widespread or in-depth evidence that the student understands and is modelling the attitudinal foundations of mindfulness in their therapeutic work
- Demonstrate experiential understanding of the effects of bringing mindful qualities of awareness and acceptance to therapeutic interaction.
1.Critically appraise, explore and evaluate the ways in which mindfulness can be used within the different therapeutic modalities of DBT
- Communicate comprehensive experiential understanding of the attitudinal foundations to mindfulness practice and how to model these during therapeutic work.
- Communicate detailed experiential understanding of the relevance of bringing mindful awareness to the therapist’s attitude and behaviour within the therapeutic encounter with the client.
|LLYFR LOG NEU BORTFFOLIO||Application of Mindfulness in Individual Therapy Log Book||
Students must submit a reflective log of their use of mindfulness both in skills sessions and in individual sessions with clients illustrating their capacity to teach and shape mindfulness skills.
Students must submit an essay critically examining the use of mindfulness in DBT with reference to the development of their own practice.
Strategaeth addysgu a dysgu
|Practical classes and workshops||
Mindfulness meditation practice as part of a 4-day residential or virtual course which may be delivered in a block or across several days
|Practical classes and workshops||
Experiential practice of leading mindfulness practice in different modalities of DBT using a structured framework for teaching competencie delivered as part of a 4-day residential or virtual course that may be delivered in a block or across several days.
Didactic information about the foundations of mindfulness, mindfulness in DBT interspersed with skills-based exercises on using mindfulness in individual DBT practices as part of a 4 day residential / virtual course delivered either in a block or over several days
Students will continue with reading and practices relevant to the teaching that they have received. Preparing and writing written assignments. Students will also utilise their skills within their therapeutic work and use this experience to reflect reflexively on what they are learning.
- Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
- Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
- Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
- Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
- Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
- Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
- Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
- Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
Sgiliau pwnc penodol
- Apply multiple perspectives to psychological issues and integrate ideas and findings across the multiple perspectives in psychology.
- Communicate psychological concepts effectively in written form.
- Communicate psychological concepts effectively in oral form.
- Retrieve and organise information effectively.
- Handle primary source material critically.
- Be sensitive and react appropriately to contextual and interpersonal psychological factors.
- Use effectively personal planning and project management skills.
- Work effectively under pressure (time pressure, limited resources, etc) as independent and pragmatic learners.
- Problem-solve by clarifying questions, considering alternative solutions, making critical judgements, and evaluating outcomes.
Goblygiadau o ran adnoddau ar gyfer myfyrwyr
Students are required to meet the cost of residential accommodation on the 5 day training retreats, paid directly to the venue when the module is delivered face-to-face.
Rhestrau Darllen Bangor (Talis)http://readinglists.bangor.ac.uk/modules/pmp-4015.html
Bien, T., (2006). Mindful Therapy. Wisdom Publications. Dunkley, C. & Stanton, M. (2014). Teaching Clients to use Mindfulness Skills. London: Routledge Epstein, M. (1999). Going to pieces without falling apart: A Buddhist perspective on wholeness. Broadway, Reprint Edition. Germer, C.K., Siegel, R.D., Fulton, P.R. (2005). Mindfulness and Psychotherapy. New York: Guilford. Hick, F., Bien, T., Eds., (2008). Mindfulness and the Therapeutic Relationship. New York: Guilford. Kabat-Zinn, J. (1990). Full Catastrophe Living. Delta. Welwood, J. (2002). Toward a Psychology of Awakening: Buddhism, Psychotherapy, and the Path of Personal and Spiritual Transformation. Shambhala publications. Williams, M., Teasdale, J., Segal, Z., Kabat-Zinn, J., (2006). The Mindful Way Through Depression: Freeing Yourself from Chronic Unhappiness. Guilford.
Baer, R.A., (Ed.) (2006). Mindfulness-Based Treatment Approaches: Clinician’s Guide to Evidence Base and Applications. Academic Press. Didonna, F. (Ed.) (2009). Clinical Handbook of Mindfulness. Springer. New York. Epstein, M. (1996). Thoughts Without a Thinker: Psychotherapy from a Buddhist Perspective. Basic Books. Germer, C.K. (2009).The Mindful Path to Self-Compassion. Guilford. Gilbert, P. (2010). Compassion-focused Therapy: Distinctive Features (CBT Distinctive Features Series). Sage. Kramer, G. (2007). Insight Dialogue. Shambhala. Boston & London
Segal, Z.V., Williams, J.M.G. & Teasdale, J.D., (2002). Mindfulness–based Cognitive Therapy for Depression: A New Approach to Preventing Relapse. Guilford Press. Siegel, D.J. (2010). The Mindful Therapist. Norton.
Williams, M., & Penman, D. (2011). Mindfulness: a practical guide to finding peace in a frantic world. Piatkus. (Includes CD of short meditations guided by Mark). Wilson, K. (2008). Mindfulness for two, New Harbinger. Oakland, CA.
Rhagofynion a Chydofynion
Cyrsiau sy’n cynnwys y modiwl hwn
Gorfodol mewn cyrsiau:
- C8DV: PGDip Dialectical Behaviour Therapy year 1 (DIP/DBT)