Introduction; Part I: The explicit curriculum; 1: The essential spirit of mindfulness-based teaching, Saki F. Santorelli; 2: Curriculum considerations; 3: Guiding the formal practices - overview; 4: The body scan practice; 5: Mindful movement; 6: The sitting meditations; 7: The short practices; 8: The ’all-day’ of practice; 9: Inquiry: conveying course themes through interactive dialogue; 10: Conveying session themes: group exercises and didactic inputs; Part II The implicit curriculum; 11: Embodiment; 12: Relational skills; 13: Holding the group learning environment; 14: The use of poems, stories, and images; 15: Integrating the explicit and implicit curriculum; 16: Orientation and assessment; 17: Teaching mindfulness-based programmes online; Part III: Resourcing ourselves as mindfulness teachers; 18: How do we resource and support ourselves as MBP teachers? An overview, Rebecca Crane; 19: The Mindfulness-Based Interventions: Teaching and Learning Companion (MBI:TLC), Gemma Griffith, Rebecca Crane, Karunavira, and Lynn Koerbel; 20: Developing your personal practice, Bridgette O’Neill; 21: Mindfulness-based supervision, Alison Evans; 22: Professional practice, Pamela Duckerin; 23: Trauma-sensitivity, Eluned Gold; 24: Societal themes, Bethan Roberts and Rebecca Crane; 25: Science and theory, Gemma Griffith and Karunavira; 26: Implementing mindfulness-based programmes, Rebecca Crane and Heledd Griffiths, References, Appendix 1: Further resources

Trade Policy 买家须知