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Mindfulness, Mattering & Spirituality: Supervision Considerations. Richard Cleveland 2012 WACES conference, Portland Oregon. Learning Objectives (WACES). Participants will have an understanding of the concepts of mindfulness, mattering, and student spirituality. - PowerPoint PPT Presentation
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Mindfulness, Mattering & Spirituality: Supervision Considerations
Richard Cleveland2012 WACES conference, Portland Oregon
1. Participants will have an understanding of the concepts of mindfulness, mattering, and student spirituality.
2. Participants will have an understanding of utilizing mindfulness and mattering to impact student spirituality.
3. Participants will have an understanding of the various benefits for students associated with incorporating mindfulness and mattering to impact student spirituality (i.e. emotional, spiritual, academic, etc.).
Learning Objectives (WACES)
1. Participants will have an understanding of the application of mindfulness, mattering, and student spirituality within the context of supervision.
Targeted Outcome (WACES)
Welcome & Introductions Definitions Mindfulness Mattering Connections to Spirituality Implications for
Supervision Dialogue
Outline
M a t t e r i n g
R e s i l i e n c y
F l o w
S p i r i t u a l i t y
M i n d f u l n e s s
P o s i t i v e P s y c h o l o g y
Definitions: Conceptual Framework
Definition Spirituality and religiosity Social-psychological construction “A constructivist perspective…
suggests that spirituality is a concept broader than religion, largely formulated through individual and social processes and influences, and associated with enriching meaning-making activities (e.g., cognitive, social, religious, personal constructions).” (Sink & Hyun, 2012, p. 22)
Definitions: Spirituality
Doris Heritage 14 US Track titles 5 World Cross Country titles Competed in multiple Olympics Coached multiple Olympic teams
Mindfulness
Definition Purposeful, non-judgmental
present-moment awareness. More than cognitive-flexibility, mindfulness incorporates novelty production.
(Gage, 2003; Gehart & McCollum, 2007; Kabat-Zinn, 2005; Langer, 2009; McCown, Reibel, Micozzi, 2011; Nanda, 2009, 2010)
Mindfulness
Theory Eastern philosophy roots Western tradition distinct Malleable perspectives Novelty production
Mindfulness
Empirical Findings Mindfulness-Based Cognitive
Therapy (MBCT) Eating disorders, Addiction,
Depression, Anxiety, Suicide Depression
Mindful instruction mitigated gender differences in mathematics performance. Anglin, Pirson, & Langer (2008)
Mindfulness improved students mapping performance (both names of places as well as spatial proximity). Carson, Shih, & Langer (2001)
Mindfulness
Empirical Findings Mindfulness correlates with
overall adolescent well-being. Ciarrochi, Kashdan, Leeson, Heaven, & Jordan (2011)
Mindfulness improved student executive functioning. Flook, Smalley, Kitil, Galla, Kaiser-Greenland, Locke, Ishijima, & Kasari (2010)
Mindfulness improved student productivity. Jennings, Foltz, Snowberg, Sim, & Kemeny (2011)
Mindfulness
Definition Likened to the state of “being” a
significant other. We matter when another person (a) is aware of us, (b) cares about is concerned about us, and (c) depends on us or needs us.
(Rosenberg & McCullough, 1981; France & Finney, 2010)
Mattering
Theory Awareness, Importance, &
Dependence Independent of approval Distinct from perceived self Mattering is acknowledging the
cost of relationship and proceeding anyway
Mattering
Empirical Findings Mattering negatively-correlated with
Adolescent suicide ideation Elliott, Colangelo, & Gelles (2005)
Depression Dixon & Robinson Kurpius (2008); Taylor & Turner (2001)
Anti-social & Self-Destructive behaviors Elliott (2009)
Mattering positively-correlated with global self-esteem, not
attributable to parents’ positive or negative view Rosenberg & McCullough (1981)
Physical health Raque-Bogdan, Ericson, Jackson, Martin, & Bryan (2011)
Mattering
Empirical Findings Mattering strong predictor of
greater wellness in adolescents. Rayle & Myers (2004)
Mattering as a mediator between attachment and mental health. Raque-Bogdan, Ericson, Jackson, Martin, & Bryan (2011)
Mattering
Professional/ethical guidelines incorporating spirituality into the counseling context
ACAA.1.d; A.9.a.1; C intro; C.5; E.8
ACES5.c.i; 6.a.iii
ASERVIC1-14
ASCAPreamble; E.2.c;
CACREP2009 Standards
Spirituality
Professional/ethical guidelines incorporating spirituality into the counseling context
“The professional counselor recognizes that the client’s beliefs (or absence of beliefs) about spirituality and/or religion are central to his or her worldview and can influence psychosocial functioning.” [ASERVIC, 2]
“The professional counselor actively explores his or her own attitudes, beliefs, and values about spirituality and/or religion.” [ASERVIC, 3]
Spirituality
Why then is spirituality overlooked?
Null CurriculumWhat we intentionally do not teach (Eisner, 1985)
Hidden CurriculumWhat we implicitly teach or communicate (Kohlberg, 1983)
Spirituality
IF we do accept that spirituality is a valuable part of counseling, THEN are we preparing our pre-service counselors towards this end?
How do we go about this, specifically in supervision?
Spirituality
First Steps
Social-Psychological Construct Mindfulness & Mattering
Spirituality
Connections with Spirituality
Mindfulness & Spirituality Thich Nhat HanhKingdom of God & Pure Land of the Buddha
Cognitive Flexibility vs. Novelty Production in Spirituality
Diligence in Spirituality
Connections with Spirituality
Mattering & Spirituality Community/System Do I matter in this system? Reliance in mattering as charity Ego-extension in the sphere of
spirituality
Connections with Spirituality
Structural
Practical
Integration with Supervision
Structural Course alignment with
professional/ethical guidelines (ACES, ACA, ASCA, ASERVIC, CACREP, etc.)
Recognizing your spiritual “lens”
Identity in Supervision (e.g. identity as supervisor and as supervisee, supervisory alliance, models utilized, etc.)
Integration with Supervision
Structural Intentionally expressing care France & Finney
(2010)
Environment & Community France & Finney (2010)
Integration with Supervision
Practical In-session activities or as “homework” Grounded in theoretical and empirical
support Used intentionally: clear rationale,
purpose/goals, and expected outcomes Invite rather than force participation and
recognize/allow opportunity to decline while processing apprehension
(Ohrt & Young, 2012)
Integration with Supervision
Practical Mindfulness as “Reflective Practice +”
Building & increasing awareness through mindfulness
KoanIntroducing “Being With” paradox
Mindfully SpiritualExplicitly exploring spirituality
Integration with Supervision
Practical Daily Ritual Wicks (2007)
Life Map / Spirituality Map Hodge (2006)
Circle of Importance Stern (2008)
Integration with Supervision
Dialogue
Richard Cleveland Undergraduate & graduate teaching experience Publications related to school counseling and student
spirituality Extensive experience leading in-service trainings and
workshops at local, state, & national level Leadership experience at local & state level in school
counseling Current research interests: mindfulness, mattering,
spirituality, comprehensive school counseling programs, school counselor educational leadership
Costco member since 2006
Doctoral StudentAdjunct InstructorAccreditation AssistantSeattle Pacific University
(206)[email protected]://richardcleveland.meTwitter: RichieKinz