Teaching Mindfulness: A Practical Guide for Clinicians and Educators (Analysis) by McCown Donald & Reibel Diane K. & Micozzi Marc S

Author:McCown, Donald & Reibel, Diane K. & Micozzi, Marc S.
Language: eng
Format: epub
Publisher: Springer New York
Published: 2011-06-22T16:00:00+00:00

Group-Work Skills and “Unlearning”

There are suggestions in the literature that prior training in leading groups is valuable for one teaching mindfulness as a professional. Certainly, this statement is true, in that the core skill sets defined in this chapter are incorporated in many other types of group-work; but they are shaped by a significantly different context — co-created mindfulness. We suggest, therefore, that prospective teachers place skills developed in other group contexts under scrutiny, and adopt a sense of “unknowing” that may lead to the “unlearning” that the Melbourne Academic Interest Group (2006) identifies in its review of the MBIs: “[P]reviously learned group-work skills are likely to require modification, and indeed some unlearning may be necessary for the mindfulness model of practice” (p. 292).

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