WHO SHOULD ATTEND?
This event is sponsored by the adult mental health block grant and is intended for persons who serve adults only that are struggling with severe mental illness through the mental health provider networks (CMHSPs and/or their contract agencies) in the state of Michigan. It contains content appropriate for supervisors and clinicians, who are able to provide MBCT within their current job tasks. Providers must provide services to adults who struggle with mental health and work under a CMHSP/CMHSP contractor. (Due to limited spacing, max of two per agency).
Based on the research of Zindel Segal, Mark Williams, and John Teasdale and documented in their book Mindfulness-Based Cognitive Therapy for Depression, this program combines the tools of cognitive therapy with the practice and clinical application of mindfulness meditation. For this workshop, these materials will be adapted for the Serious and Persistent Mental Illness (SPMI) population using the latest available research.
The heart of MBCT lies in acquainting patients with the modes of mind that often characterize depression while simultaneously inviting them to develop a new relationship to these modes. Using your personal mindfulness practice to inform your work is a crucial part of this process.
This course will cover a broad introduction to MBCT with both didactic and experiential learning of:
1. Rationale and structure of the MBCT.
2. Differentiating the “doing vs being” modes of mind and “automatic pilot.”
3. Direct experience and discussion of each of the eight sessions in MBCT, with teaching practice.
4. Learning and practicing meditations such as Body Scan, Mindfulness of Breath, Body, Sound, Thought and Emotion, Breathing Space and Mindful Movement.
5. Learning and practicing the inquiry method for MBCT.
6. Practice and discuss Silent Retreat with adaptations for SPMI populations.
Understand the cultural context of MBCT and mindfulness-based interventions in the west.
Articulate the adaptations of the original model for the SPMI population.
Demonstrate and lead curriculum and core therapeutic tasks for each of the eight group sessions of MBCT.
Learn mindfulness meditation practices, both formal and informal.
Recognize the difference between conscious awareness and automaticity.
Know how to set oneself up for practice and how to teach others to support their own posture sitting, standing, and lying down.
Understand typical hindrances to the practices.
Understand how to review home practice with clients and the importance of doing so.
Use invitational language in practice.
Use de-identifying language in practices (e.g., “the” arm instead of “your” arm).
Articulate the power of thought/interpretation of situations in creating mood states.
Encourage participants to turn toward difficulties in a safe way.
Teach and review Pleasant Experiences Calendar with group.
Teach and review Unpleasant Experiences Calendar with group.
Teach and review “Walking Down the Street” exercise with group.
Understand the difference between focused attention and open/receptive monitoring.
Lead practices emphasizing focused attention.
Lead practices emphasizing open monitoring.
Become familiar with the Theme, Rationale, Intention, and Practice, (TRIP) of the Raisin Exercise.
Become familiar with the Theme, Rationale, Intention, and Practice, (TRIP) of the Body Scan.
Become familiar with the Theme, Rationale, Intention, and Practice, (TRIP) of the Awareness of Breath Practices.
Become familiar with the Theme, Rationale, Intention, and Practice, (TRIP) of the conceptual exercises.
Become familiar with the Theme, Rationale, Intention, and Practice, (TRIP) of the three-minute Breathing Space (Regular, Responsive, and Action Step).
Understand the difference between inquiry in conceptual exercises and inquiry in experiential exercises.
Understand the centrality of personal mindfulness meditation practices as MBCT facilitators.
26. Demonstrate the clinical skills and perspectives necessary to facilitate MBCT groups.
27. Receive and integrate feedback on leading practices from the group and from the instructors.
28. Receive and integrate feedback on inquiry.
29. Understand the role of relapse prevention in session seven, and eight.
30. Adapt relapse preventions strategies for the SPMI population.