The Mindfulness-Informed Educator moves a growing body of evidence related to the efficacy of mindfulness- and acceptance-based approaches to the context of higher education, suggesting ways to foster psychological flexibility within and outside of the classroom. In the book, professionals across education and psychotherapy will find best practices for teaching, treating, researching, and serving their communities in ways that are sensitive to context, consistent with their values, and mindful of the diverse array of mental-health and behavioral difficulties experienced by college and university students. Chapters incorporate the most cutting-edge research across disciplines and span educational levels and contexts within higher education, provide strategies for strengthening mindfulness- and acceptance-based pedagogy and program development, and provide user-friendly supplemental materials such as transcripts and sample assignments.
"The Mindfulness-Informed Educator is the first edited volume of its type to integrate acceptance and mindfulness-based streams of research and to meet the growing challenges faced by instructors and mental health professionals working in colleagues and university settings. It’s a scholarly and practical resource that should be read by everyone working in higher education settings."
John P. Forsyth, PhD, professor of psychology and director of the anxiety disorders research program at the University at Albany, SUNY, and coauthor of The Mindfulness & Acceptance Workbook for Anxiety and Acceptance and Commitment Therapy for Anxiety Disorders
"As someone who works in higher educator as a researcher, teacher, clinician, and research and clinical supervisor, I found the evidence-based suggestions for increasing psychological flexibility across higher education contexts provided in The Mindfulness-Informed Educator to be highly relevant. The challenges and future directions as applicable to each population and/or setting are especially helpful. I believe this will be a great addition to many university office bookshelves!"
Amy R. Murrell, PhD, coauthor of The Joy of Parenting: An Acceptance and Commitment Therapy Guide to Effective Parenting in the Early Years
"This book is a gift to educators and clinicians. More than just a book on mindfulness in the training process, the highly expert authors provide an important, innovative and theoretically coherent approach to enhancing training and education through the growth of specific competencies in mindfulness, acceptance, and commitment. I would highly recommend this book to any of us involved in teaching and learning."
Dennis Tirch, PhD, director of the Center for Compassion Focused Therapy
Contributors and Affiliations Acknowledgements PART ONE – SETTING THE SCENE 1.Making the Case: Mindfulness and Acceptance-Based Interventions in Higher Education Jennifer Block-Lerner and LeeAnn Cardaciotto 2. Theoretical Underpinnings: Relational Frame Theory and Contextual Behavioral Science in a Higher Education Context Louise McHugh, Emily K. Sandoz and Nic Hooper 3. The Person of the Professor: Application of Mindfulness and Acceptance for Faculty Well-Being and Vitality LeeAnn Cardaciotto and Jennifer Block-Lerner PART TWO – MINDFULNESS AND ACCEPTANCE-BASED APPROACHES IN THE TRAINING OF BEHAVIORAL HEALTH PROFESSIONALS 4. A Contextual Cognitive-Behavioral Therapy Approach to Clinical Professional Training: Inside the Classroom Sandra Georgescu and Martin Brock 5. An Acceptance-Based Behavioral Approach to Clinical Professional Training: Outside the Classroom Lizabeth Roemer, Elizabeth H. Eustis, Sarah Krill Williston, and Sarah Hayes-Skelton PART THREE - APPLICATION OF MINDFULNESS AND ACCEPTANCE-BASED APPROACHES IN HIGHER EDUCATION: SPECIAL POPULATIONS AND CONTEXTS 6.ACT-Based First Year Experience Seminars (FYSs) Jacqueline Pistorello, Steven C. Hayes , John Seeley, Tony Biglan, Douglas M. Long, Michael E. Levin, Derek Kosty, Jason Lillis, Jennifer Villatte, Chelsea MacLane, Roger Vilardaga, Susan Daflos, Steven Hammonds, Asa Locklear, and Elisa Hanna 7. Acceptance and Commitment Training for Academic Risk Emily K. Sandoz and R. Ashlyne Mullen 8. Acceptance-Based Behavioral Training for Pre-Professional Students Sara B. Danitz, Susan M. Orsillo, Agnes K. Lenda, Kendahl M. Shortway, Jennifer Block-Lerner 9. Mindfulness- and Acceptance-Based Approaches with College Student-Athletes Andrew T. Wolanin and Michael B. Gross 10. Making Time for Now: Brief and Nontraditional Mindfulness and Acceptance-Based Interventions in Undergraduate Education Donald R. Marks, Jennifer Block-Lerner, Christina Barrasso-Catanzaro, and Karolina M. Kowarz PART FOUR – CONCLUSION 11. Applying Prevention Science to Influence a Cultural Revolution in Higher Education LeeAnn Cardaciotto, Laura G. Hill, Jennifer Block-Lerner, and Anthony Biglan Appendix