Mindfulness is a burgeoning field of study and practice within mental health care and medicine. Yet ethical codes, and the philosophy of the therapist-client relationship, differ greatly between disciplines, and even more between those disciplines and mindfulness-based approaches. The potential for ethical dilemmas is therefore significant.
Donald Mc Cown breaks new ground by taking a focused look at an ethics derived from contemporary clinical mindfulness practice itself. What does a secular ethics of mindfulness look like? Who is competent to work therapeutically with mindfulness, and how does one delimit areas and levels of competence? How do clinicians ethically understand the therapist-client relationship from the therapeutic position of mindfulness? And how do clinicians respond when the necessary restraints of their professional role and ethics code come into conflict with the mindfulness-based relationship and therapeutic position?
This book makes a vital contribution to the understanding of ethics as the cornerstone of mindfulness-based practice, and will be of interest to all those involved in delivering mindfulness-based interventions, including psychologists, counselors, spiritual directors, occupational therapists, physicians, nurses, and educators.
Table of Content
Foreword by Kenneth Gergen. Start Here: A Final Scene as a Prologue. Part I: In Search of What’s Already There. 1. The Unique Situation of the MBIs. Growth and Proliferation of Identities. Place and Person of the Teacher. 2. Potential Approaches to Ethics in the MBIs. Professional Codes. The Health Care Ethos. The Temptation of Buddhist Ethics. Moving Toward a Deeper Understanding of the MBIs. Part II: Where Something Ethical Happens. 3. Definitions of Mindfulness in the MBIs. A Scientific Definition. A Western Social Psychology Definition. An ‘Eastern’ Definition. A Definition from Neuroscience. Turning Definitions Upside Down, or Inside Out. A Definition for Co-creation. Not Mindfulness, but its Pedagogy in the Practice. 4. Investigating the Curriculum and Pedagogy. Defining the Metastructure of the MBIs. Qualities Revealed in the Curriculum. Describing the Pedagogy of the MBIs. Qualities Revealed in the Pedagogy. Toward a Model of Ethical Space. Part III: Dimensions of an Ethical Space. 5. Describing How an MBI Gathering ‘Works’. Mapping the Work of the Gathering. None of these Maps are the Territory. A Review of the Relational View. 6. Building a Multidimensional Model. The Doing Dimension. The Non-doing Dimension. The Third Dimension. The Model of Ethical Space. Part IV: Always Room for More Implications. 7. Putting First-order Morality First. Bringing the Gathering Together. Letting the Ethical Space Work. Tensions in the Ethical Space. Maintaining the Ethical Space. Using the Ethical Space. 8. Addressing the Urgencies of the Community. First: Defining Mindfulness. Second: Ensuring Teacher Quality. The View from the Ethical Space. Clarifies the Urgency. Approaching Conclusions. Don’t Stop Now: Ongoing Practice as Epilogue. References. Index.
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