Mindfulness & DBT Ind Therapy
Run by School of Psychology
20 Credits or 10 ECTS Credits
Semester 1 & 2
Organiser: Prof Michaela Swales
Overall aims and purpose
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
- 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.
- 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.
How does mindfulness fit in practice and theory with DBT? In your answer you will be expected to critically appraise the use and practice of mindfulness in DBT with reference to the theoretical underpinnings of the practice.
|LOGBOOK OR PORTFOLIO||Application of Mindfulness in Individual Therapy Log Book||
Complete a log of 10 recent individual DBT therapy sessions describing the application of mindfulness either to yourself, your client or to the interaction. The logbook should demonstrate a range of different interaction types
Teaching and Learning Strategy
|Supervised time in studio/workshop||
Mindfulness meditation practice as part of a 5-day residential or virtual course
Discussion of mindfulness practice and relevant written material with an emphasis on learning from students own experiences as part of a 5-day residential or virtual course
|Practical classes and workshops||
Skills-based exercises on using mindfulness in individual DBT practices as part of a 5-day residential / virtual course
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.
Didactic communication of information as part of a 5-day residential / virtual course
- Literacy - Proficiency in reading and writing through a variety of media
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- 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.
Resource implications for students
Students are required to meet the cost of residential accommodation on the 5 day training retreats, paid directly to the venue.
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.
Pre- and Co-requisite Modules
Courses including this module
Compulsory in courses:
- C8DV: PGDip Dialectical Behaviour Therapy year 1 (DIP/DBT)