CARLOS ALBIZU UNIVERSITY

SAN JUAN CAMPUS

MASTERS SYLLABUS
CPEC-608: MINDFULNESS AS AN INTERVENTION IN PSYCHOTHERAPY

SEMESTER: Summer 2020

PROFFESOR: Myriam I. Pérez Ruiz, MS

CONTACT INFORMATION : [myperez@albizu.edu]
mperez910@sunmail.albizu.edu
OFFICE HOURS: Thursday, 6:00pm-7:00pm

CREDITS: 3 CONTACT HOURS: 45

COURSE DESCRIPTION:
Mindfulness intervention has been established by empirical data as a promising
intervention in the treatment of a variety of clinical problem. Its integration in
psychotherapy and psychotherapy models and theories is increasing. This elective
course aim to study mindfulness-based approach and its integration as an effective
intervention in psychotherapy. Diverse mindfulness and acceptance-based programs
and contextual behavioral therapies and mindfulness assessment instruments will be
studied. The efficacy of mindfulness-based interventions, as stated in scientific research
will be revised.

PRE-REQUISITES:
CPFC-505 Ethics and Professional Conduct
CPFC-536 Psychopathology
CPCC 501 Theories of Counseling and Psychotherapy

COURSE OBJECTIVES:
1. Recognize the historical context of mindfulness as part of various meditative
traditions through its integration to western psychotherapy.
2. Describe diverse mindfulness definitions, conceptual operationalization and
proposed mechanism of action.
3. Differentiate among diverse meditation practices in mindfulness and its
corresponding use in clinical practice.
4. Evaluate mindfulness research as a promising intervention in psychotherapy and
its limitations.
 MASTERS SYLLABUS CODE MINDFULNESS AS AN INTERVENTION IN PSYCHOTHERAPY

5. Explain diverse mindfulness based programs and assessments instruments with

promising empirical support in healthy and clinical population.
6. Acknowledge clients’ diversity in the practice of mindfulness interventions and
develop a mindful therapeutic relationship.
7. Demonstrate a mindful ethical and professional behavior maintaining the highest
professional standards.
8. Integrate mindfulness based interventions as part of the psychotherapy plan.
9. Practice diverse mindfulness meditation techniques.
PROGRAM OBJECTIVES AND COMPETENCIES

Evidence knowledge in the basic areas of psychology: biological, cognitive, affective,

social, developmental, historic, ethical and legal bases of human behavior.
 Theoretical and practical knowledge of the foundation of psychology and
Counseling Psychology as scientific disciplines.

Develop skilled psychologist in the practice of Counseling Psychology able to practice in

a variety of work settings promoting professional identity.
 Mastery of theories and application of psychological and counseling
psychology evidence based interventions using a variety of modalities
such as group, psychoeducational interventions informed on a variety of
theoretical approaches.

Understand and demonstrate skills related to cultural sensitivity and individual

differences with social responsibility and commitment.
 Knowledge, skills and attitudes regarding human diversity associated to
culture, national origin, gender, socioeconomic status, sexual orientation,
religion, age, and physical condition.

Develop comprehensive skills and a thorough knowledge of and ability to apply ethical
principles and professional standards to counseling practices.
 Knowledge and appreciation for the ethical principles and the highest
professional standards such: altruism, accountability, duty, excellence,
integrity, commitment and respect for self and others.

REQUIRED TEXT BOOKS

Germer, C. Siegel, R., & Fulton P. (2013). Mindfulness and psychotherapy. New York,
NY: The Guildford Press. ISBN: 978-1-4625-2837-0.

Pollak, S., Pedulla, T., & Siegel, R. (2014). Sitting together: Essential skills for
mindfulness based psychotherapy. New York, NY: The Guildford Press. ISBN:
978-1-4625-2773-1

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COURSE CONTACT HOURS

Professors who teach the course must divide the contact hours the following way:

1. Face-to-face time in the classroom must not be less than 40.0 hours (16 classes, 2.5
hours each class).
2. For the remaining hours (≥ 5 hours), students will conduct research projects or
homework outside the classroom. These projects or homework will include, but are
not limited to: review scientific literature for special projects, articles, interviews and
design, scales, questionnaires, inventories, etc.

METHODOLOGY (according to the strategic plan of the program)

The professor who offers the course will select the specific methodology. Teaching
methodology for this course can include, among others: students centered learning,
cooperative learning, task based learning, project based learning, problem based
learning, inquiry based learning, case study method, conferences or lectures by the
professor, demonstrations and individual meetings with students and working sub-
groups in the classroom.

INSTRUCCIONAL STRATEGIES AND EDUCATIONAL TECHNIQUES 

The specific educational techniques will be selected by the professor who offers the
course. Instructional strategies may include but would not be limited to: practical
demonstration, direct instruction, debates, inquiry based learning, promoting student’s
metacognition, forums, films/videos, Socratic seminar, lectures, critical case analysis,
case presentations, case discussion, research review, role playing, group discussions,
formative assessment process, providing clear and effective learning feedback and
reflections.

COURSE ACTIVITIES AND RESOURCES

The specific activities and resources used in the course will be selected by the
professor who offers the course. These activities could include, but are not limited to:
reading questions, class discussion, problem sets, case studies, student presentations,
interviews, research project, role playing, simulation, portfolios, projects, research
papers and reports, essays, assigned problems and exercises involving practical
situations related to course content, research and other written work. The resources
used in the course could include, but are not limited to: instructional material,
institutional campus resources for teaching and learning, blackboard, tutoring services,
virtual library (COBIMENT), library catalog (Athena), Institutional learning center and
electronic resources.

EVALUATION METHODS

1. Group presentation-workshop- UCA Mindfulness Virtual Week (June, 1-6, 2020)

[May 21 & 28 - Workgroup meeting with professor – (discuss activity)]
2. Mindfulness Intervention Plan-Final evaluation (July, 2, 2020)
3. Class attendance and punctuality is mandatory for all students.

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INSTITUTIONAL ACADEMIC POLICES

ATTENDANCE POLICY
Class attendance is mandatory for all students. The professor or the program should
determine the attendance policy of their courses and make it clear in the syllabus as
part of the evaluations methods, the program manual and the institutional catalog. If the
professor or Program have established an attendance policy, the student will be
dropped from the class, unless the professor recommends otherwise. When a student
misses a class, he/she is responsible for the material presented in class.

ADMINISTRATIVE WITHDRAWAL POLICY (AW)

Administrative withdrawal (AW) may occur when a student is not in compliance with at
least 50% of the course criteria, as specified in the syllabus or when students do not
comply with the fees and payment arrangements made upon enrollment. Administrative
withdrawals due to noncompliance with at least 50% of the course criteria will be
granted up to the last day for total/partial withdrawal, according to the Academic
Calendar.

AMERICANS WITH DISABILITIES ACT (ADA)

Carlos Albizu University (CAU) makes reasonable accommodations for qualified
students with disabilities, in accordance with the Americans with Disabilities Act (ADA).
Students that need special accommodations should request them directly to the
Professional Counselor of the university. The Professional Counselor will provide a
referral to the professor in accordance with institutional procedures. The development of
reasonable accommodations will be provided to the student upon request.

ACADEMIC HONESTY
It is expected that students conduct themselves in a sincere and honest way.  Cheating
(defined as the act or intent of obtaining credit of academic work by the means of
dishonesty, fraud or deceive), plagiarism (the use of ideas, procedures, data or words of
another without giving credit to the original author), and any form of false work
representation is prohibited. The CAU considers these acts of academic dishonesty as
grave violations to the Manual of General Policies of the institution and states them as
sanctionable within the disciplinary procedures.

Calendar

May, 12, 2020

Mindfulness definitions and conceptual operationalization
Historical developments of mindfulness

May, 14, 2020

Mindfulness with John Kabath Zinn
https://www.youtube.com/watch?v=3nwwKbM_vJc

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Assessment

May, 19, 2020

Mindfulness integration in psychotherapy: From mindfulness informed to mindfulness-
based psychotherapy

May, 21, 2020

Developing a mindful therapeutic relationship incorporating ethics and diversity

May, 26, 2020

Mindfulness proposed mechanism of actions and mindfulness assessments instruments

May, 28, 2020

Integration of mindfulness in therapy: Concentration and open monitoring practices

June, 2, 2020
Integration of mindfulness in therapy: Loving kindness, compassion and equanimity
practices

June, 4, 2020
Mid Term Evaluation

June, 9, 2020
Interventions plan: How mindfulness fit?

June, 12, 2020

Mindfulness practices with children’s, adolescents and couples

June, 16, 2020

Mindfulness clinical application in depression

June, 18, 2020

Mindfulness clinical application in anxiety

June, 23, 2020

Mindfulness clinical application in trauma and physical conditions and
psychophysiological disorders

June, 25, 2020

Mindfulness clinical application in addictions and eating disorders

June, 30, 2020

Mindfulness in acceptance-based models and contextual behavioral therapies and
mindfulness-based therapies future directions

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July, 2, 2020
Final class

COURSE SHEDULE

UNIT 1: MINDFULNESS DEFINITIONS AND CONCEPTUAL

OPERATIONALIZATION
Upon successful completion of this unit, students will understand the diversity in
mindfulness definitions linked to its historical origins and the attempts to develop a
conceptual operationalization in science and psychotherapy.

LEARNING OBJECTIVES:

Upon successful completion of this unit, students will be able to:

1. Recognize the origins of the mindfulness concept in the Buddhist traditions.
2. Distinguish between various conceptual operationalization of mindfulness in
psychotherapy.
3. Compare the distinctions and resemblances of mindfulness as a state, practice,
trait and emotional response.

ASSIGNED READINGS:

Bishop, S.R., Lau, M., Shapiro, S., Carlson, L., Anderson, N.D., Carmody, J. et al.
(2004). Mindfulness: A proposed operational definition. Clinical Psychology:
Science and Practice, 11(3), 230-241. doi:10.1093/clipsy/bph077

Bodhi, B. (2011). What does mindfulness really mean? A canonical perspective.

Contemporary Buddhism, 12 (1), 19-39.

Germer, C. (2013). Mindfulness: What is it? What’s does it matter? In C. Germer, R.

Siegel & P. Fulton (Eds). Mindfulness and psychotherapy (pp. 3-35). New York,
NY: The Guildford Press.

UNIT 2: HISTORICAL DEVELOPMENTS OF MINDFULNESS

Upon successful completion of this unit, students will understand the historical and
philosophical roots of mindfulness and its integration in western psychotherapy.

LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to:
1. Identify the classical mindfulness traditions in alleviating suffering.
2. Recognize areas of overlap and variances between Buddhist psychology and
western psychology.
3. Contrast the basic framework for understanding psychological disorder in
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Buddhist psychology and western psychology.

4. Describe the Mindfulness Based Stress Reduction (MBSR) program.

ASSIGNED READINGS:
Fulton, P., & Siegel, R. (2013). Buddhist and Western Psychology: Seeking common
ground. In C. Germer, R. Siegel & P. Fulton (Eds.). Mindfulness and
psychotherapy (pp. 36-56). New York, NY: The Guildford Press.

Olendzki, A. (2013). The roots of mindfulness. In C. Germer, R. Siegel & P. Fulton

(Eds.). Mindfulness and psychotherapy (pp.261-281). New York, NY: The
Guildford Press.

Kabat Zinn, J. (2003). Mindfulness based interventions in context: Past, present, and
future. Clinical Psychology: Science and Practice, 10 (2), 144-156.

UNIT 3: MINDFULNESS INTEGRATION IN PSYCHOTHERAPY: FROM

MINDFULNESS INFORMED TO MINDFULNESS BASED PSYCHOTHERAPY
Upon successful completion of this unit, students will understand mindfulness as a
clinical training and learn various approaches to integrate mindfulness in the
psychotherapy process as part of a comprehensive assessment. Recognition of the
diverse roles of mindfulness in psychotherapy will be developed.

LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to:

1. Evaluate mindfulness as clinical training.

2. Recognize the continuum application, from implicit to explicit, that can be used to
integrate mindfulness in psychotherapy.
3. Assess client needs and psychotherapist preparation to determine how to
integrate mindfulness interventions in psychotherapy either as a mindfulness
informed or mindfulness-based psychotherapy

ASSIGNED READINGS:
Baer, R., (2003). Mindfulness training as a clinical intervention: A conceptual and
empirical review. Clinical Psychology Science and Practice, 10, 125-143.

Fulton, P. (2013). Mindfulness as clinical training. In C. Germer, R. Siegel & P. Fulton

(Eds). Mindfulness and psychotherapy (pp. 59-75). New York, NY: The Guildford
Press.

Pollak, S., Pedulla, T., & Siegel, R. (2014). Sitting together: Essential skills for
mindfulness-based psychotherapy.

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 Ch. 1 Bringing mindfulness into psychotherapy

UNIT 4: DEVELOPING A MINDFUL THERAPEUTIC RELATIONSHIP

INCORPORATING ETHICS AND DIVERSITY
Upon successful completion of this unit, students will be able to exhibit a mindful and
ethical relationship within therapy showing respect for the diverse others.

LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to:
1. Establish a mindful therapeutic relationship applying the practice of relational
mindfulness.
2. Recognize and respect the client’s differences and diversity in the integration of
mindfulness-based approaches in psychotherapy.
3. Demonstrate ethical decisions making.
4. Integrate formal and informal mindfulness meditation practices into daily life and
clinical days.

ASSIGNED READINGS:
Morgan, S.P. (2013). Practical ethics. In C. Germer, R. Siegel & P. Fulton (Eds).
Mindfulness and psychotherapy (pp. 112-129). New York, NY: The Guildford
Press.

Pollak, S., Pedulla, T., & Siegel, R. (2014). Sitting together: Essential skills for
mindfulness-based psychotherapy.
 Ch. 2. Becoming a mindful therapist
 Ch. 3 Cultivation mindfulness in the therapeutic relationship

Surrey, J., & Kramer, G. (2013). Relational mindfulness. In C. Germer, R. Siegel & P.
Fulton (Eds). Mindfulness and psychotherapy (pp. 94-111). New York, NY: The
Guildford Press.

UNIT 5: MINDFULNESS PROPOSED MECHANISM OF ACTIONS AND

MINDFULNESS ASSESSMENTS INSTRUMENTS
Upon successful completion of this unit, students will comprehend the diverse
mindfulness mechanism of action proposed the most utilized mindfulness assessment
instrument in research.

LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to:

1. Appraise the diverse mindfulness mechanism of action proposed in the research

literature.
2. Describe different mindfulness assessment instruments, including but not limited

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to: Freiburg Mindfulness Inventory (FMI), Mindful Attention Awareness Scale

(MAAS), Kentucky Inventory of Mindfulness Skills (KIMS), The Cognitive and
Affective Mindfulness Scale (CAMS), The Mindfulness Questionnaire (MQ) and
the Five Facet Mindfulness Questionnaire (FFMQ).
3. Understand the conceptual and operationalization differences of the mindfulness
assessment instruments.

ASSIGNED READINGS:
Baer, R., Smith, G., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report
assessment methods to explore facets of mindfulness. Assessment, 13, 27-45.
doi: 10.1177/1073191105283504

Carmody, J. Baer, R.A., Lykins, E.L.B., & Olendzki, N. (2009). An empirical study of the
mechanism of mindfulness in a mindfulness-based stress reduction program.
Journal of Clinical Psychology, 65 (6), 613-626.

Grossman, P. (2008). On measuring mindfulness in psychosomatic and psychological

research. Journal of Psychosomatic Research, 64 (4), 405-408.

Hölzel, B.K., Lazar, S., W. Gard, T., Shuman-Oliver, Z., Vago, D.R., & Ott, U. (2011).
How does mindfulness meditation work? Proposing mechanism of action from a
conceptual and neural perspective. Perspective on Psychological Science, 6 (6),
537-559.

Shapiro, S.L., Carlson, L.E., Astin, J., & Freedman, B. (2006). Mechanism of
mindfulness. Journal of Clinical Psychology, 62 (3), 373-386.

UNIT 6: INTEGRATION OF MINDFULNESS IN THERAPY: CONCENTRATION AND

OPEN MONITORING PRACTICES
Upon successful completion of this unit, students will learn how to teach mindfulness to
clients and integrate mindfulness exercises into treatment. Practice of concentration and
open monitor mindfulness meditation will be introduced.

LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to:
1. Develop and employ psychoeducational interventions to introduce mindfulness
meditation to clients.
2. Tailor the mindfulness practices to meet clients’ needs in therapy.
3. Practice concentration and open monitor meditation.

ASSIGNED READINGS:

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Pollak, S. (2013). Teaching mindfulness in therapy. In C. Germer, R. Siegel & P. Fulton

(Eds.). Mindfulness and psychotherapy (pp. 133-147). New York, NY: The
Guildford Press.

Pollak, S., Pedulla, T., & Siegel, R. (2014). Sitting together: Essential skills for
mindfulness-based psychotherapy.
 Ch. 4. Concentration practices: focusing the mind
 Ch. 5. Open monitoring: Expanding the mind.

UNIT 7: INTEGRATION OF MINDFULNESS IN THERAPY: LOVING KINDNESS,

COMPASSION AND EQUANIMITY PRACTICES

Upon successful completion of this unit, students will deepen its therapeutic mindful
presence. Mindful Self Compassion Program and Compassion Focused Therapy will be
reviewed. Practice of loving kindness, compassion and equanimity practices will be
introduced.

LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to:

1. Describe the Mindful Self Compassion Program and the Compassion Focused
Therapy.
2. Practice loving kindness, compassion and equanimity meditation.

ASSIGNED READINGS:
Morgan, W., Morgan, S., Germer, C. (2013). Cultivating attention and compassion. In C.
Germer, R. Siegel & P. Fulton (Eds.). Mindfulness and psychotherapy (pp. 84-
93). New York, NY: The Guildford Press.

Pollak, S., Pedulla, T., & Siegel, R. (2014). Sitting together: Essential skills for
mindfulness-based psychotherapy.
 Ch. 6. Loving-kindness and compassion practice: Engaging the heart
 Ch. 7. Equanimity practice: Finding balance

Germer, C., & Neff, K. (2013). Self-compassion in clinical practice. Journal of Clinical
Psychology: In Session, 69 (8), 1-12. doi:10.1002/jclp.22021

UNIT 8: MID TERM EVALUATION

UNIT 9: INTERVENTIONS PLAN: HOW MINDFULNESS FIT?

Upon successful completion of this unit, students will develop a comprehensive
assessment of the clients characteristic and need to develop a psychotherapy treatment
plan using mindfulness-based intervention.

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LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to:
1. Discern the role that mindfulness intervention will play as part of the intervention
plan and psychotherapy process.
2. Recognize, as a psychotherapist, the personal and professional competencies to
execute mindfulness interventions.
3. Design a psychotherapy intervention plan based on the client problems,
characteristic and specific need.

ASSIGNED READINGS:
Pollak, S., Pedulla, T., & Siegel, R. (2014). Sitting together: Essential skills for
mindfulness-based psychotherapy.
 Ch. 8. Making mindfulness accessible
 Ch. 9. The art of sequencing
 Ch. 10. Beyond symptom relief: deepening mindfulness

UNIT 10: MINDFULNESS PRACTICES WITH CHILDREN’S, ADOLESCENTS AND

COUPLES
Upon successful completion of this unit, students will learn to apply mindfulness-based
interventions with children’s, adolescents and couples.

LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to:

1. Analyze recent empirical studies on the integration of mindfulness-based

approaches in children’s, adolescents and couples.
2. Design mindfulness intervention strategies considering the differences in
developmental stages.

ASSIGNED READINGS:

Black, D. (2015). Mindfulness training for children and adolescents: A state of the
science review. In K. Warren Brown, J. David Creswell & R.M. Ryan (Eds.).
Handbook of mindfulness: Theory, research and practice (283-310). New York,
NY: The Guildford Press.

Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., & Singh, N. N. (2016). A systematic
review of mindfulness-based interventions for youth in school
settings. Mindfulness, 7(1), 34-45.

Goodman, T. (2013). Working with children. In C. Germer, R. Siegel & P. Fulton (Eds.).

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Mindfulness and psychotherapy (pp. 239-258). New York, NY: The Guildford
Press.

McGinn, M., Benson, L., & Christensen, A. (2011). Integrative behavioral couple
therapy: An acceptance-based approach to improving relationship functioning. In
J. Herbert & E. Forman (Eds.). Acceptance and mindfulness in cognitive
behavior therapy: Understanding and applying the new therapies. Hoboken, NJ:
John Wiley and Sons.

UNIT 11: MINDFULNESS CLINICAL APPLICATION IN DEPRESSION

Upon successful completion of this unit, students will evaluate mindfulness-based
approaches in the treatment of depression, informed by recent research. Also, they will
examine the Mindfulness Based Cognitive Therapy, develop a treatment plan and
practice mindfulness-based interventions in the treatment of depression.

LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to:
1. Recognize mindfulness-based approaches in the treatment of depression and
their efficacy informed by recent research.
2. Describe the conceptual, theoretical and intervention model of the Mindfulness
Based Cognitive Therapy.
3. Design a comprehensive treatment plan for depression containing mindfulness-
based approaches.
4. Practice diverse mindfulness-based interventions in the treatment of depression.

ASSIGNED READINGS:

Pedulla, T. (2013). Depression: Finding a way in, finding a way out. In C. Germer, R.
Siegel & P. Fulton (Eds.). Mindfulness and psychotherapy (pp. 148-166). New
York, NY: The Guildford Press.

Roselló, J., Zayas, G., & Lora, V. (2016). Impacto de un adiestramiento en meditación
en consciencia plena (mindfulness) en medidas de ansiedad, depresión, ira y
estrés y consciencia plena: Un estudio piloto. Revista Puertorriqueña de
Psicología, 27 (1), 63-78.

UNIT 12: MINDFULNESS CLINICAL APPLICATION IN ANXIETY

Upon successful completion of this unit, students will evaluate mindfulness-based
approaches in the treatment of anxiety, informed by recent research. Also, they will
examine the Acceptance Based Behavioral Therapy (ABBT), develop a treatment plan
and practice mindfulness-based interventions in the treatment of anxiety.

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LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to:
1. Recognize mindfulness-based approaches in the treatment of anxiety and their
efficacy informed by recent research.
2. Describe the conceptual, theoretical and intervention model of the Acceptance
Based Behavioral Therapy (ABBT).
3. Design a comprehensive treatment plan for anxiety containing mindfulness-
based approaches.
4. Practice diverse mindfulness-based interventions in the treatment of anxiety.

ASSIGNED READINGS:

Bonilla Silva, K., & Infanzón Padilla, Y. (2015). Estudio piloto de un modelo grupal de
meditación de atención plena (mindfulness) de manejo de ansiedad pare
estudiantes universitarios en Puerto Rico. Revista Puertorriqueña de Psicología,
27 (1), 72-87.

Roemer, L. Orsillo, S. (2013). Anxiety: Accepting what comes and doing what matters.
In C. Germer, R. Siegel & P. Fulton (Eds.). Mindfulness and psychotherapy (pp.
167-183). New York, NY: The Guildford Press.

Roemer, L., Orsillo, S.M., & Salter-Pedneault, K. (2008). Efficacy of an acceptance-

based behavior therapy for generalized anxiety disorder: Evaluation in a
randomized controlled trial. Journal of Consulting and Clinical Psychology, 76 (6),
1083-1089.

UNIT 13: MINDFULNESS CLINICAL APPLICATION IN TRAUMA AND PHYSICAL

CONDITIONS AND PSYCHOPHYSIOLOGICAL DISORDERS
Upon successful completion of this unit, students will evaluate mindfulness-based
approaches in the treatment of trauma and physical and psychophysiological disorders,
informed by recent research. Also, they will develop a treatment plan and practice
mindfulness-based interventions in the treatment of trauma and physical and
psychophysiological disorders.

LEARNING OBJECTIVES:

Upon successful completion of this unit, students will be able to:

1. Recognize mindfulness-based approaches in the treatment of trauma and
physical and psychophysiological disorders and their efficacy informed by recent
research.

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2. Design a comprehensive treatment plan for trauma and physical and

psychophysiological disorders containing mindfulness-based approaches.
3. Practice diverse mindfulness-based interventions in the treatment of trauma and
physical and psychophysiological disorders.

ASSIGNED READINGS:
Briere, J. (2013). Mindfulness, insight and trauma therapy. In C. Germer, R. Siegel & P.
Fulton (Eds.). Mindfulness and psychotherapy (pp. 208-224). New York, NY: The
Guildford Press.

Siegel, R. (2013). Psychophysiological disorders: Embracing pain. In C. Germer, R.

Siegel & P. Fulton (Eds.). Mindfulness and psychotherapy (pp. 184-207). New
York, NY: The Guildford Press.

UNIT 14: MINDFULNESS CLINICAL APPLICATION IN ADDICTIONS AND EATING

DISORDERS

Upon successful completion of this unit, students will evaluate mindfulness-based

intervention in the treatment of addictions and eating disorders, informed by recent
research. Also, they will develop a treatment plan and practice mindfulness-based
interventions in the treatment of addictions and eating disorders.

LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to:
1. Recognize mindfulness-based approaches in the treatment of addictions (eg.
Mindfulness Based Relapse Prevention) and eating disorders (eg.
Mindfulness Based Eating Awareness Training) and their efficacy informed by
recent research.
2. Explain the Mindful Eating Questionnaire (MEQ)
3. Design a comprehensive treatment plan containing mindfulness-based
approaches for:
a. Addictions using currents treatment paradigms in dismantling the
addiction loop.
b. Disordered eating
4. Practice diverse mindfulness-based interventions in the treatment of
addictions and eating disorders.

ASSIGNED READINGS:
Brewer, J. (2013). Breaking the addiction loop. In C. Germer, R. Siegel & P. Fulton

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(Eds.). Mindfulness and psychotherapy (pp. 225-238). New York, NY: The
Guildford Press.

Katterman, S., Kleinman, B., Hood, M., Nackers, L., & Corsica, J. (2014). Mindfulness
meditation as an intervention for binge eating, emotional eating, and weight loss:
A systematic review. Eating Behaviors 15, 197-204.
http://dx.doi.org/10.1016/j.eatbeh.2014.01.005
Raya Güimil, D. (2016). Intervenciones basadas en mindfulness aplicadas a trastornos
de la conducta alimentaria. Una revisión bibliográfica. Recuperada de:
http://repositori.uji.es/xmlui/bitstream/handle/10234/165299/TFM_2015_rayaD.pd
f?sequence=1

UNIT 15: MINDFULNESS IN ACCEPTANCE BASED MODELS AND CONTEXTUAL

BEHAVIORAL THERAPIES AND MINDFULNESS BASED THERAPIES
FUTURE DIRECTIONS

Upon successful completion of this unit, students will discern between the most
significant mindfulness and acceptance-based models and contextual behavioral
therapies, informed by research, and distinguish their conceptual and theoretical
differences.

LEARNING OBJECTIVES:

Upon successful completion of this unit, students will be able to:

1. Recognize models and therapies of the third generation of cognitive behavior

therapy, including but not limited to: metacognitive therapy (MT), emotional
schema therapy (EST), dialectic behavior therapy (DBT), behavioral activation
(BA) and acceptance and commitment therapy (ACT).

2. Identify the basic differences between metacognitive therapy (MT), emotional

schema therapy (EST), dialectic behavior therapy (DBT), behavioral activation
(BA) and acceptance and commitment therapy (ACT).

3. Discuss if the mindfulness and acceptance-based models and contextual

behavioral therapies are a new paradigm or an evolution of the cognitive
behavioral model.

ASSIGNED READINGS:
Herbert, J., & Forman, E. (2011). The evolution of cognitive behavior therapy: The rise
of psychological acceptance and mindfulness. In J. Herbert & E. Forman (Eds,).
Acceptance and mindfulness in cognitive behavior therapy: Understanding and
applying the new therapies (pp. 3-25). Hoboken, N.J.: John Wiley and Sons.

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UNIT 16: FINAL EVALUATION

REFERENCES

Baer, R. (Ed.). (2015). Mindfulness based treatment approaches: Clinicians guide to

evidence base and applications. Burlington, MA: Academic Press.

Baum, C., Kuyen, W., Bohus, M., Heidenreich, T. Michalak, J., & Steil, R. (2010). The
psychometric properties of the Kentucky Inventory of Mindfulness Skills in clinical
population. Assessment, 17 (2), 220-229.

Brown, K. W., Creswell, J. D., & Ryan, R. M. (Eds.). (2015). Handbook of mindfulness:

Theory, research, and practice. Guilford Publications.

Cepeda Hernández, S. (2016). Regulación emocional y mindfulness disposicional en

una muestra de hombres que practican terapias alternativas y complementarias.
Revista Griot, 9 (1), 3-18.

Cepeda Hernández, S. (2015). El mindfulness disposicional y su relación con el

bienestar, la salud emocional y la regulación emocional. Revista Internacional de
Psicología, 14 (2). ISSN 1818-1023.

Coronado Montoya, S., Levis, AW., Kwakkenbos, L., Steele, RJ., Turner, EH., &
Thombs, BD. (2016). Reporting of positive results in randomized controlled trials
of mindfulness-based mental health interventions. PLoSONE, 11(4), 1-18.
doi:10.1371/journal.pone.0153220

Didonna, F. (2009). Clinical handbook of mindfulness. New York, NY:Springer.

Economou, P. Farfan, M., Idarraga, A.M., Chafos. (2015). Modismos: Mindfulness and
the importance of language with Latin American clients. Vistas online. Retrieved
from: https://www.counseling.org/docs/default-source/vistas/modismos.pdf?
sfvrsn=6

Fung, T. T., Long, M. W., Hung, P., & Cheung, L. W. (2016). An expanded model for
mindful eating for health promotion and sustainability: Issues and challenges for
dietetics practice. Journal of the Academy of Nutrition and Dietetics, 116(7),
1081-1086.

Herbert, J., & Forman, E. (2011). Acceptance and mindfulness in cognitive behavior
therapy: Understanding and applying the new therapies. Hoboken, N.J.: John Wiley
and Sons.

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 MASTERS SYLLABUS CODE MINDFULNESS AS AN INTERVENTION IN PSYCHOTHERAPY

Hofmann, S.C., Sawyer, A.T., Witt, A.A., & Oh, D. (2010). The effect of mindfulness
based therapy on anxiety and depression: A meta analytic review. Journal of
Consulting and Clinical Psychology, 78 (2), 169-183.

Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your mind to face
stress, pain and illness. New York: Dell Publishing.

Kabat-Zinn, J. (1994). Wherever you go there you are: Mindfulness meditation in

everyday life. New York: Hyperion.

Kabat-Zinn, J. (2003). Mindfulness based intervention in context: Past, present and

future. Clinical Psychology: Science and Practice, 10(2), 144-156.
doi:10.1093/clipsy/bpg016

Linares, L., Estévez, A., Soler, J., & Cebolla, A. (2016). El papel del mindfulness y el
descentramiento en la sintomatología depresiva y ansiosa. Clínica y Salud, 27(2),
51-56.

Muñoz-Martínez, A. M., Monroy-Cifuentes, A. L., & Torres-Sánchez, L. M. (2017).

Mindfulness: process, skill or strategy? A behavioral-analytic and functional-
contextualistic analysis. Psicologia USP, 28(2), 298-303.

Ostafin, B. D., Robinson, M. D., & Meier, B. P. (Eds.). (2015). Handbook of mindfulness

and self-regulation. Springer.

Purser, R. E., Forbes, D., & Burke, A. (Eds.). (2016). Handbook of mindfulness: Culture,
context, and social engagement. Springer.

Roemer, L., & Orsillo, S.M. (2009). Mindfulness and acceptance based behavioral
therapies in practice. New York, NY: Guilford Press.

Schonert-Reichl, K. A., & Roeser, R. W. (Eds.). (2016). Handbook of mindfulness in

education: Integrating theory and research into practice. Springer.

Segal, Z.V., Willliams, J.M.G., & Teasdale, J.D. (2012). Mindfulness based cognitive
therapy for depression: A new approach to preventing relapse (2nd ed.). New York,
NY: Guilford Press.

Veytia-López, M., Guadarrama Guadarrama, R., Márquez-Mendoza, O., & Fajardo

Gómez, R. J. (2016). Mindfulness y síntomas de depresión en adolescentes
mexicanos estudiantes de bachillerato. Actualidades en Psicología, 30(121).

Created by: Dr. Sonia L. Cepeda Hernández

November 2017

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Approved by Curricular Committee November, 09, 2017

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