Mindfulness mattering spirituality supervision considerations
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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.

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Mindfulness mattering spirituality supervision considerations

Mindfulness, Mattering & Spirituality: Supervision Considerations

Richard Cleveland

2012 WACES conference, Portland Oregon


Mindfulness mattering spirituality supervision considerations

Learning Objectives (WACES)

  • Participants will have an understanding of the concepts of mindfulness, mattering, and student spirituality.

  • Participants will have an understanding of utilizing mindfulness and mattering to impact student spirituality.

  • 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.).


Mindfulness mattering spirituality supervision considerations

Targeted Outcome (WACES)

  • Participants will have an understanding of the application of mindfulness, mattering, and student spirituality within the context of supervision.


Outline

  • Welcome & Introductions

  • Definitions

  • Mindfulness

  • Mattering

  • Connections to Spirituality

  • Implications for Supervision

  • Dialogue

Outline


Mindfulness mattering spirituality supervision considerations

Definitions: Conceptual Framework

Flow

Mindfulness

Resiliency

Positive Psychology

Mattering

Spirituality


Mindfulness mattering spirituality supervision considerations

Definitions: Spirituality

  • 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)


Mindfulness mattering spirituality supervision considerations

Mindfulness

Doris Heritage

  • 14 US Track titles

  • 5 World Cross Country titles

  • Competed in multiple Olympics

  • Coached multiple Olympic teams


Mindfulness mattering spirituality supervision considerations

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 mattering spirituality supervision considerations

Mindfulness

  • Theory

    • Eastern philosophy roots

    • Western tradition distinct

    • Malleable perspectives

    • Novelty production


Mindfulness mattering spirituality supervision considerations

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 mattering spirituality supervision considerations

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 mattering spirituality supervision considerations

Mattering

  • 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)


Mindfulness mattering spirituality supervision considerations

Mattering

  • Theory

    • Awareness, Importance, & Dependence

    • Independent of approval

    • Distinct from perceived self

    • Mattering is acknowledging the cost of relationship and proceeding anyway


Mindfulness mattering spirituality supervision considerations

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)


Mindfulness mattering spirituality supervision considerations

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)


Mindfulness mattering spirituality supervision considerations

Spirituality

  • ACA

    A.1.d; A.9.a.1; C intro; C.5; E.8

  • ACES

    5.c.i; 6.a.iii

  • ASERVIC

    1-14

  • ASCA

    Preamble; E.2.c;

  • CACREP

    2009 Standards

  • Professional/ethical guidelines incorporating spirituality into the counseling context


Mindfulness mattering spirituality supervision considerations

Spirituality

  • “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]

  • Professional/ethical guidelines incorporating spirituality into the counseling context


Mindfulness mattering spirituality supervision considerations

Spirituality

Why then is spirituality overlooked?

  • Null Curriculum

    What we intentionally do not teach

    (Eisner, 1985)

  • Hidden Curriculum

    What we implicitly teach or communicate

    (Kohlberg, 1983)


Mindfulness mattering spirituality supervision considerations

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?


Mindfulness mattering spirituality supervision considerations

Connections with Spirituality

First Steps

  • Social-Psychological Construct

  • Mindfulness & Mattering  Spirituality


Mindfulness mattering spirituality supervision considerations

Connections with Spirituality

  • Mindfulness & Spirituality

    • ThichNhatHanh

      Kingdom of God & Pure Land of the Buddha

    • Cognitive Flexibility vs. Novelty Production in Spirituality

    • Diligence in Spirituality


Mindfulness mattering spirituality supervision considerations

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


Mindfulness mattering spirituality supervision considerations

Integration with Supervision

  • Structural

  • Practical


Mindfulness mattering spirituality supervision considerations

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.)


Mindfulness mattering spirituality supervision considerations

Integration with Supervision

Structural

  • Intentionally expressing care France & Finney (2010)

  • Environment & Community France & Finney (2010)


Mindfulness mattering spirituality supervision considerations

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)


Mindfulness mattering spirituality supervision considerations

Integration with Supervision

Practical

  • Mindfulness as “Reflective Practice +”

    Building & increasing awareness through mindfulness

  • Koan

    Introducing “Being With” paradox

  • Mindfully Spiritual

    Explicitly exploring spirituality


Mindfulness mattering spirituality supervision considerations

Integration with Supervision

Practical

  • Daily Ritual Wicks (2007)

  • Life Map / Spirituality Map Hodge (2006)

  • Circle of Importance Stern (2008)


Dialogue

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 Student

Adjunct Instructor

Accreditation Assistant

Seattle Pacific University

(206)281.2384

[email protected]

http://richardcleveland.me

Twitter: RichieKinz

Richard Cleveland


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