| Mindfulness research has proliferated in field of psychology, evidencing a plethora of benefits including the power to bolster well-being, increase awareness and compassion and reduce stress, among many. Thus far, most research has focused on the effects of mindfulness and mindfulness-based interventions on patients, yet little has been studied about mindfulness of the clinician facilitating the approach. Not only is there an ever-growing demand for clinicians to obtain training in mindfulness due to the prevalence of mindfulness-based interventions, it has become apparent that the positive effects of mindfulness may have much to offer clinicians including a means of supporting self-care to prevent burnout and engendering qualities that may enhance the therapeutic relationship.;This study explores the experience of a course that establishes mindfulness as the basis of clinical training in a ten-week summer doctorate program for psychotherapists-in-training. Course material incorporates theory, research and practice of mindfulness as described by Jon Kabat-Zinn as "paying attention in a particular way, on purpose, in the present moment, non-judgmentally." Qualitative research was conducted using grounded theory analysis and Dedoose software to examine the effects of this course using students' journals and the final paper collected over a period of two summers. Themes fit into five major categories (1) Intellectual Understanding, (2) Relationship to Practice, (3) Effects of Practice, (4) Reflection on Course, and (5) Application.;Findings support current literature in promulgating mindfulness as valuable contribution to training. Participants reported the experience of mindfulness to increase well-being, the ability to cope, shift perception of negative events, have increased compassion for self and other and find relaxation in the midst of stressful events amongst a myriad of other effects. Overall, participants impressed a profound appreciation for the increased ability to be mindful as the affects of mindfulness practice related to both their professional abilities and personal relationships. This study provides a foundation for training programs to consider the integration of mindfulness in curricula in order to foster a richer educational experience. |
