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.
|Title of host publication||Mindful Medical Practice: Clinical Narratives and Therapeutic Insights|
|Editors||Patricia Lynn Dobkin|
|Place of Publication||Cham Switzerland|
|Number of pages||6|
|Publication status||Published - 2015|