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Working with Groups Mindfully

  • Craig Hassed
Chapter

Abstract

Just as there is a major difference between the theory of hydration and drinking a glass of water, there is a great difference between the theory of mindfulness and the practice of it. The teaching of mindfulness with groups or individuals can only be done effectively when an understanding of the principles is informed by significant personal experience, practice, and reflection. This chapter explores the author’s experience of teaching mindfulness-based programs for groups in a range of settings including with medical students, patients with anxiety, and training clinicians. There is a particular focus on four issues: the importance of personal experience, mindful inquiry, listening mindfully, and impartiality to results. Issues are illustrated with examples of dialogues drawn from various group programs.

Keywords

Mindfulness Meditation Mindful inquiry Counselling Stress management Dialectic therapy Mental health 

References

  1. 1.
    Hassed RC. Know thyself: the stress release program. 1st ed. Melbourne: Michelle Anderson; 2002.Google Scholar
  2. 2.
    Hassed C, de Lisle S, Sullivan G, Pier C. Enhancing the health of medical students: outcomes of an integrated mindfulness and lifestyle program. Adv Health Sci Educ Theory Pract. 2009;14:387–98. doi:org/10.1007/s10459-008-9125-3.PubMedCrossRefGoogle Scholar
  3. 3.
    Hassed C, Sierpina VS, Kreitzer MJ. The health enhancement program at Monash University medical school. Explore (NY). 2008 Nov–Dec;4(6):394–7. doi:10.1016/j.explore.2008.09.008.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Department of General PracticeMonash UniversityNotting HillAustralia

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