Mindfulness, Mattering & Spirituality: Supervision Considerations

1. Mindfulness, Mattering & Spirituality: Supervision Considerations Richard Cleveland 2012 WACES conference, Portland Oregon

2. 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.).

3. Targeted Outcome (WACES) • Participants will have an understanding of the application of mindfulness, mattering, and student spirituality within the context of supervision.

4. Welcome & Introductions • Definitions • Mindfulness • Mattering • Connections to Spirituality • Implications for Supervision • Dialogue Outline

6. Definitions: Conceptual Framework Flow Mindfulness Resiliency Positive Psychology Mattering Spirituality

7. 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)

8. Mindfulness Doris Heritage • 14 US Track titles • 5 World Cross Country titles • Competed in multiple Olympics • Coached multiple Olympic teams

9. 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)

10. Mindfulness • Theory • Eastern philosophy roots • Western tradition distinct • Malleable perspectives • Novelty production

11. 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)

12. 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)

13. 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)

14. Mattering • Theory • Awareness, Importance, & Dependence • Independent of approval • Distinct from perceived self • Mattering is acknowledging the cost of relationship and proceeding anyway

15. 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)

16. 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)

17. 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

18. 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

19. 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)

20. 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?

21. Connections with Spirituality First Steps • Social-Psychological Construct • Mindfulness & Mattering  Spirituality

22. Connections with Spirituality • Mindfulness & Spirituality • ThichNhatHanh Kingdom of God & Pure Land of the Buddha • Cognitive Flexibility vs. Novelty Production in Spirituality • Diligence in Spirituality

23. 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

24. Integration with Supervision • Structural • Practical

25. 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.)

26. Integration with Supervision Structural • Intentionally expressing care France & Finney (2010) • Environment & Community France & Finney (2010)

27. 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)

28. Integration with Supervision Practical • Mindfulness as “Reflective Practice +” Building & increasing awareness through mindfulness • Koan Introducing “Being With” paradox • Mindfully Spiritual Explicitly exploring spirituality

29. Integration with Supervision Practical • Daily Ritual Wicks (2007) • Life Map / Spirituality Map Hodge (2006) • Circle of Importance Stern (2008)

30. Dialogue

31. 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 rclevela@spu.edu http://richardcleveland.me Twitter: RichieKinz Richard Cleveland