ArizonaStateUniversity
College of Public Programs
School of Social Work
Graduate Certificate in Assessment of Integrative
Health Modalities
SWG: 655: Mindfulness & Quality of Life
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Enrollment Requirements: Pre-requisite Graduate or Doctoral Student (degree and non-degree seeking). Pre-requisite for Social Work majors only: SWG 542. This course meets Selective credits
Program Level: Graduate Credits: 3
II. Course Description:
This course teaches students the practice of mindfulness and its application for a) effective intervention with clients b)develop non-judgmental awareness of self for objective practice and professional development, c) reinforcing empathy, stress reduction, management of vicarious trauma and effective listening skills; d) apply mindfulness practice to children, adolescents, families, Indigenous peoples and populations suffering from anxiety, depression and disabilities.
The teaching model used is problem-based learning. Mindfulness is congruent with a problem-based learning as it facilitates the ability for students to readily transfer knowledge learned in the classroom to their professional practice and personal lives, hence theory to practice. The course addresses development of professionalskills whereby students are able to respond to their countertransference versus reacting to thoughts and feelings that emerge that hinder objectivity.
The classroom is viewed as a practice laboratory where mindfulness is experienced, both individually and in small groups as it relates to professional development and self-care. These tasks include 1) experiential activities offering opportunities for students to simulate various practice situations using their mindfulness skills, 2) use critical thinking skills, 3) group research presentations and 4) student evaluation of professional and personal self. Through their mindfulness practice, students develop a culturally competent practice using the skills of non-interference, present oriented versus future focus and an integrated model of practice that is congruent with holistic Indigenous healing.
III. Rationale for course:
All students who undertake a profession in the health care profession experience stress, emotional exhaustion and vicarious trauma during their education. Oftentimes these reactions negatively impact their ability to objectively practice and integrate course material. By developing the skill and practice of mindfulness, students will be able to meet the challenges of practice and personal life. When students are mindful in the classroom, meaning they are present without internal or external filters, they are better able to regulate emotions and are more open to diverse perspectives. Mindfulness has been shown to increase cultural competency skills. Additionally, clients with personality, severe anxiety, eating and substance abuse disorders as well as those suffering from depression have responded to treatment using mindfulness techniques.
Teaching the skill during a 16-week course offers students the opportunity to competently learn mindfulness thus creating the opportunity to transfer the skills to professional practice. Over the past two years the Kentucky Inventory of Mindfulness Scale was administered before and after this course to assess changes in students’ use of mindfulness skills. Results indicate that students significantly increased their skill levels in the following areas: a) acting with awareness, b) observing, and c) accepting without judgment. Students will be able to model the benefits of mindfulness (effective communication, empathy, managing stress and dealing with the long term effects of trauma) with their clients providing tools for change while transferring the skills to client’s for use outside of the treatment setting.
IV: Course Objectives: At the conclusion of the course students will be able to:
Effectively develop and use mindfulness practice skills including: acting with awareness, emotion regulation, self-awareness, observation, and acceptance without judgment.
Develop effective empathic communication
Develop cultural competence using silence, non-interference, non-judgmental acceptance and viewing client situations from different perspectives
Develop skill in responding versus reacting to countertransference
Describe the relationship between the neuroscience of empathy and mindfulness
Describe the biological and emotional effects of stress
Explore students’ cultural norms and how they impact practice and present functioning
Assess strategies for burnout prevention, vicarious trauma and stress management
Apply mindfulness skills in their practice when working with parents, children, Indigenous Peoples and special populations
V: Student Competencies
1)Students will be able to identify personal triggers that stimulate the fight or flight response
2) Students will develop individual strategies for preventing burnout and vicarious trauma in the workplace
3) Students will integrate their cultural norms and how they enhance or interfere with quality of life and sensitize themselves mindfully to client culture and how it impacts treatment
4) Students will begin to initiate behaviors in daily living that improve quality of life and develop awareness of how they can make a difference at work and community
5) Students will develop a personal mindfulness practice as well as practice the core tenets of mindfulness for themselves and model mindfulness with clients
VI: Key Course Concepts
Stress reduction Vicarious trauma
Mirror neurons Non-judgment
AttentionStress emotions
Nutrition Non-interference
Autonomic nervous system Humor
Body-scan Spirituality
Rest and relaxation Empathy Burnout Passion and vision
Mindfulness Cultural practice
VII: Course Units:
Unit 1: Understanding the Tenets and Application of Mindfulness Practice
Unit 2: Mindfulness Practice: Burnout, vicarious trauma; Anxiety and Depression
Unit 3: Mindfulness Practice and Self Care: Developing QOL Strategies:
Unit 4: Mindfulness Practice with Indigenous Peoples, Children and Families
VIII. Required Textbook and Readings
Napoli, M. (2016). Tools for Mindful Living: Practicing the 4 Step MAC Guide. Third Edition. Dubuque, IA: Kendall Hunt Publishing.
Napoli, M. & Roe, S. (2016). Life by Personal Design: Limitless Horizons, Third Edition. Dubuque, IA: Kendall Hunt Publishing.
9 Critical Thinking Readings
12 Socratic Journal Articles
25-30 Research articles-fast- fact presentation
Required readings consist of two textbooks and selected articles from professional journals. Textbooks can be purchased at the ASU campus bookstore. BlackBoard will be used throughout the semester.
Each Class will include the following activities:
A Mindfulness Meditation
Lecture topic
Mindfulness group activities
Student Process of Tools for Mindful Living (TML) and Life by Design (LBD)Chapter Journals & MAC reflection
Student Process of Critical Thinking Article Reviews and Socratic Articles
Unit 1. Understanding the Tenets and Application of Mindfulness Practice
January 11,Week 1: Introduction to Course
Orientation and overview of course and course material with Jamie Valderrama.
January 18,Week 2.
Review syllabus, Review Assignments. Defining Mindfulness.
January 25, Week 3: The Benefits of Mindfulness.
Understanding the emotional brain, relationship between stress emotions and fight or flight
Practice Lab:
1) Student assessment of stress indicators
2) Mindfulness practice group activity
Required Readings & Assignments due for Week 3:
1)TMLCh, 1; Be as You Are and Cp. 2; Four Step MAC Guide.
2)Chapter Journal entries (minimum of 1.5-2pp.) and MAC reflection (use format in textbooks)
3)Choose Fast-Fact Groups
February 1,Week 4: Core Tenets of Mindfulness: Applications for Practice
Explore mindfulness, its theoretical framework and application in a variety of practice settings using student cases from field.
Practice lab:
1) Small group activities: Mindfulness activities in acknowledgment, intentional attention; non-judgment, regulating breath.
Required Readings & Assignments due for Week 4:
1)TMLCp. 3; Becoming Stress-Less and LBD Cp. 1; Mindfully Creating the Life You Love.
2)ChapterJournal entries and & MAC Reflection.
3) Article Review,(AR) #1
Poulin, P.A. (2008). Mindfulness training as an evidenced-based approach to reducing stress and promoting well being among human services professionals. International Journal of Health Promotion and Education 46 (2) 72-80.
3) Socratic Discussion
Gokhan, N., Meehan, E.F., & Peters, K. (2020). The value of mindfulness-based methods in teaching at a clinical field placement. Psychoogical Reports 106 (2), 455-66.
Unit 2: Mindfulness Practice: Burnout, Vicarious trauma, Anxiety and Depression
February8,Week 5: Identifying Student Burnout
Student assessment: thinking, behavior and emotions that impact professional practice. Review student experience in class, field and personal life and how they are affected by burnout and vicarious trauma while exploring alternatives.
Practice Lab:
1) Socratic round table: Identify ways vicarious trauma affects practice: Explore solutions
Required Readings & Assignments due for Week 5:
1)TMLCp. 4; Are You Breathing. LBD Cp. 2; Eating with Joy and Harmony
2)Chapter Journal entries and & MAC Reflection.
3) AR #2
Krasner M., S, Epstein R., M, Beckman H. Suchman A., L, Chapman B. Mooney C., J, Quill, T.E. (2009 )Association of an educational program in mindful communication with burnout, empathy, and attitudes among primary care physicians, JAMA. Sep 23; 302(12): 1284-93.
4) Socratic Discussion
Berceli, D. & Napoli, M. (2006) Mindful-based trauma-prevention program for social work professionals. Journal of Complementary Health Practice Review 11, 153-165.
February 15,Week 6Mindfulness and Neuroscience: Stress Emotions: Anger and Fear, Anxiety & Depression
Discuss the practice of mindfulness and anxiety utilizing various techniques from Kabat-Zinn;Thich Nhat Hanh and Langer.Discuss the practice of mindfulness and depression exploring techniques that reduce negative thinking
1)Co listening exercises: identify specific types of situations encountered with clients that elicit anger and fear.
2) Group process: difference between reacting and responding: using your mindfulness practice.
Required Readings & Assignments due for Class 6:
1)TML Cp. 5; MAC Your Body. LBDCp. 3; Maximizing Your Body’s Vitality.
2)Chapter Journal entries and & MAC Reflection.
3)AR #3
Lo, H. H. M., Ng, S. M., Chan, C.L.W. (2014). Evaluating Compassion-Mindfulness Therapy for Recurrent Anxiety and Depression. Research on Social Work Practice, 25(6), 715-725.
4)Socratic Discussion
Follette, V.m Palm, K.M., & Pearson, A. N. (2006) Mindfulness and trauma: implications for treatment. Journal of Rational-Emotive & Cognitive-Behavior Therapy 24, 45-61.
5)Socratic Discussion
Uebelacker, L. A., Epstein-Lubow, G., Gaudiano, B. A., Tremont, G., Battle, C. L., & Miller, I. W. (2010). Hatha yoga for depression: Critical review of the evidence for efficacy, plausible mechanisms of action, and directions for future research. Journal of Psychiatric Practice, 16(1), 22-33.
February 22, Week 7 Mindfulness & Modern Culture, Assessment of Challenges to Self-Care.
View video: “The Mindfulness Movie”, and write a 1 page critical reflection
Meet in your Fast Fact groups, for 30 min.
Required Readings & Assignments due for Class 7:
1)TML Cp. 6; Stretch Your Body to Your Personal Edge.LBD Cp. 4; Discovering your Balance; Rest and Relaxation
2)Chapter Journal entries and & MAC Reflection.
3)AR #4
Shapiro, S.L., Brown, K. W. & Biegel, G. M (2007) Teaching Self-Care to caregivers: effects of mindfulness-based stress reduction on the mental health of therapists in training, Training and Education in Professional Psychology 1(2) 105-115.
Unit 3: Mindfulness Practice and Self Care: Developing QOL Strategies
March 1,Week 8: Mindfulness; Relationships and Building Empathy
Meet in your Fast Fact groups
Required Readings & Assignments due for Class 8:
1)TMLCp. 7; Your Senses are Calling. LBD CP. 5; Building Harmonious Relationships
2)Chapter Journal entries and & MAC Reflection.
3)AR #5
Christopher, J., Christopher, S., Dunnagan, T., Schure, M. (2006). Teaching Self-Care Through Mindfulness Practices: The Application of Yoga, Meditation, and Qigong to Counselor Training. Journal of Humanistic Psychology, 46(4), 494-509.
4)1 page reflection due on movie; “The Mindfulness Movie.”
5)Socratic Discussion
Ulmer, C. S., Stetson, B. A., & Salmon, P. G. (2010). Mindfulness and acceptance are associated with exercise maintenance in YMCA exercisers. Behaviour Research and Therapy
March 8, Week 9 Spring Break – No Class
March 15,Week 10: Assessment of Challenges to Self-Care
Impact of Stress on QOL. Student identification of behaviors, thoughts and emotions that activate fight or flight response.
Practice lab;
Co listening activity: process personal “red buttons” and how to disconnect them.
discussion: Identify areas of your life that have been neglected or have been obstacles in effective practice.
Assessment of student habits and activities aiding in prevention of stress
Required Readings & Assignments due for Class 10:
1)TMLCp. 8; Emotions Run Deep. LBDCp. 6; Protecting Your Life Space; Environmental Awareness.
2)Chapter Journal entries and & MAC Reflection.
3)AR #6
Richards, K.C., Campenni, C.E. & Muse-Burke, J. L. (2010) Self-care and well-being in mental health professionals: The mediating effects of self-awareness and mindfulness. Journal of Mental Health Counseling. 32 (3) July 247-264.
4)3. Socratic Discussion:
Ulmer, C. S., Stetson, B. A., & Salmon, P. G. (2010). Mindfulness and acceptance are associated with exercise maintenance in YMCA exercisers. Behaviour Research and Therapy.
March 22 Week 11: Mindful Exploration: Solutions for Self-Care. Mindfulness and Neuroscience; Impact of Stress
Creating healthy behaviors, thinking and emotional regulation in professional and personal life by identifying areas of quality of life that sustain mental, physical and spiritual health
Practice Lab:Small group
Required Readings & Assignments due for Class 11:
1)TMLCp. 9; Witness Your Thoughts. LBD Cp. 7; Cherishing your Passions.
2)Chapter Journal entries and & MAC Reflection.
3)Socratic Discussion
Tang, Y.Y., Hölzsel, B., & Posner, M. (2015). The Neuroscience of Mindfulness Meditation. Nature Reviews, Neuroscience. 16(4), 213-225.
Unit 4. Mindfulness Practice with Indigenous People, Children and Families
March 29, Week 12Mindfulness:Relationships and Mindful Communication
Examine relationships with clients, supervisors and significant others; identify challenges and negative patterns while exploring ways to improve relationships.
Practice LAB:
Exploring Primary and Disowned Selves and the impact on personal and professional relationships. Where are you stuck: i.e. judgment, expectations, ruminating about the past.
Required Readings & Assignments due for Class 12:
1)TML Cp. 10; Mindful Communication. LBD Cp. 8; Visioning Your Life.
2)Chapter Journal entries and & MAC Reflection.
3)Students will have the last 15 minutes to meet with fast fact group
4)Socratic Discussion;
Barnes, S. Brown, K. W., Kruesmark, E., Campbell, W.K., & Rogge, R. D. (2007). The Role of mindfulness in romantic relationship satisfaction and responses to relationship stress. Journal of Marital and Family therapy 33 (4), 482-500.
April 5, Week 13Group Fast Fact Research Presentations Fast Facts Research Midterm Presentation each student will research 10-15 facts related to the group’s chosen topic. Turn in FF with references.
April 12,Week 14 Becoming Culturally Competent. Mindfulness Practice with Children
Explore culturally competent practice skills: non-interference; silence; living in present
Practice LAB:
Experiential activity: explore the congruency between mindfulness skills and cultural competency and how they impact practice in agency settings and treatment room.
Practice Lab: explore activities to teach mindfulness to children
Required Readings & Assignments Due for Class 14:
1)MAC Reflection.
2)1) AR #7
Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting Prosocial Behavior and Self-Regulatory Skills in Preschool Children through a Mindfulness-Based Kindness Curriculum. Developmental Psychology, 51(1), 44-51.
3)Socratic Discussion
MacDonald, E. E., & Hastings, R. P. (2010) Mindful Parenting and Care Involvement of Fathers of Children with Intellectual Disabilities, Journal of Child and Family Studies 19 (2), 152-156).
4)Students will have the last 30 minutes of class to meet with their Fast Fact Group
5)Post Fast Facts and references on line by 04/01/17, bring a hard copy next week.
April 19, Week 15: Mindfulness Practice with Children
Practice Lab: explore activities to teach mindfulness to children
Required Readings & Assignments Due for class 15:
1)MAC Reflection.
2)AR # 8
Singh, N. N., Singh, A. N., Lancioni, G. E., Singh, J., Winton, A. S. W., & Adkins, A. D. (2010). Mindfulness training for parents and their children with ADHD increases the children’s compliance. Journal of Child and Family Studies, 19(2), 157-166.
3)Socratic Discussion
Flook., Smalley,, S. L., Kill, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., Ishijima, E. & Kasare, C. (2010) Effects of Mindful Awareness practices on executive functions in elementary school children, Joural of Applied School Psychology 26, 70-95.
Self-Reflection Paper: 10 points
Special Assignment: Based on your Mindfulness experience in this class thus far, write about a significant existential and or spiritual experience. Write a 3.5 page,(minimum), paper double space reflection on that experience. Due 04/26
April 26, Week 16 Mindfulness Practice with Parents. Closure
Group Process and Reflections on Course and Experiences
Required Readings & Assignments due for class 16:
1)MAC Reflection
2)AR #9
Coatsworth, J. D., Duncan, L. G., Greenberg, M. T., & Nix, R. L. (2010). Changing parent’s mindfulness, child management skills and relationship quality with their youth: Results from a randomized pilot intervention trial. Journal of Child and Family Studies, 19(2), 203-217.
3)Socratic Discussion
Williams, K. L. & Whaer, R. G. (2010) Are Mindful parents more authoritative or less authoritarian?, An analysis of Clinic-referred mothers. Journal of Child and Family Studies 19 (2) 203-217.
Required assignments for the last class:
- Min. 3.5 page Mindful reflection on an existential and or spiritual experience.
Reminder: Post Test: Evaluations on line
Practice LAB: Silent Meal
Mindfulness Process of student’s practice
Class Preparation & Participation, worth 10 points.
Each week we will be discussing the student’s reflection and class lecture related to their mindfulness practice and quality of life. In addition, students are required to read the assigned article and be prepared to discuss it ina Socratic format.
Attendance
Students are expected to attend all classes and participate in class activities. Attendance will be taken at each class. Students who have problems with attendance are advised to withdraw from the course. The 1st absence can be excused; the student will lose 3 points for the 2nd absence; the student will lose 5 points for the 3rd absence. A fourth absence is not considered acceptable for meeting the minimum course requirement.
IX: Assignments: Points
Toolsfor Mindful LivingLife By Personal Design
Questions from chapters (TBD & LBD) with additional MAC reflection, due weekly, wks 2-10 36
Combined chapter journals are 1.5-2 pp. (3 points)