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mindfulness

Editor’s note: The following is a guest post written by Arnie Kozak, PhD, author of The Awakened Introvert: Practical Mindfulness Skills to Help You Maximize Your Strengths and Thrive in a Loud and Crazy World.

Our folk and research understanding of happiness tends to be expressed in extroverted terms. To be happy is to be having fun, adventure, and social connectivity. A loud party would be the quintessence of fun and, perhaps, the ground source for happiness.

Editor’s note: There are numerous factors to consider when leading a meditation practice. In this four-part series, clinical psychologist Greg Serpa, PhD, and physician turned mindfulness teacher Christiane Wolf, MD, PhD, answer some of the most noteworthy logistical questions about teaching mindfulness. Keep your particular population in mind as you go through their tips; it’s possible that you may have valid reasons to adapt or change the guidelines to suit the needs and experiences of your participants. 

Editor’s note: There are numerous factors to consider when leading a meditation practice. In this four-part series, clinical psychologist Greg Serpa, PhD, and physician turned mindfulness teacher Christiane Wolf, MD, PhD, answer some of the most noteworthy logistical questions about teaching mindfulness. Keep your particular population in mind as you go through their tips; it’s possible that you may have valid reasons to adapt or change the guidelines to suit the needs and experiences of your participants. 

Editor’s note: There are numerous factors to consider when leading a meditation practice. In this four-part series, clinical psychologist Greg Serpa, PhD, and physician turned mindfulness teacher Christiane Wolf, MD, PhD, answer some of the most noteworthy logistical questions about teaching mindfulness. Keep your particular population in mind as you go through their tips; it’s possible that you may have valid reasons to adapt or change the guidelines to suit the needs and experiences of your participants. 

Editor’s note: There are numerous factors to consider when leading a meditation practice. In this four-part series, physician turned mindfulness teacher Christiane Wolf, MD, PhD, and clinical psychologist Greg Serpa, PhD, answer some of the most noteworthy logistical questions about teaching mindfulness. Keep your particular population in mind as you go through their tips; it’s possible that you may have valid reasons to adapt or change the guidelines to suit the needs and experiences of your participants. 

Guiding with eyes open or closed?

While it’s certainly not a requirement, many who are drawn to become mindfulness facilitators are trained psychotherapists. And many of the skills of psychotherapy, such as managing the group dynamic and building rapport, are assuredly useful in facilitating a mindfulness group.

The therapeutic relationship has repeatedly shown to be a determining factor in positive outcomes in psychosis treatment. But how specifically do clinicians ensure that this alliance is the best it can be?

When working with people with psychosis, a compassionate approach is critical, given the high rates of trauma history and the trauma that can be experienced as a result of psychosis symptoms. In some cases, the treatment of psychosis itself can even be traumatizing (for example, being brought into treatment involuntarily by the police).

Editor's note: This is a guest post by Diana Coholic, PhD, adapted from her chapter in Mindfulness and Acceptance in Social Work: Evidence-Based Interventions and Emerging Applications.

It’s not exactly news that mindfulness-based therapies are effective. A recent meta-analysis including 209 published empirical outcome studies indicated that mindfulness-based treatments in general were effective in treating a variety of psychological disorders, and as effective as cognitive behavior therapy and pharmacological treatments in the nine studies in which they were compared (Khoury et al., 2013).

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