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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)281.2384rclevela@spu.eduhttp://richardcleveland.meTwitter: RichieKinz