Additional Academic Staff

Name	Email	Location
Charlotte Marshall	charannmar@hotmail.com	Private practice

Administrative contact details

Name	Phone	Email	Location
School Office: Learning & Teaching Team	+61 8313 2128	postgrad_enq@adelaide.edu.au	Level 7, 178 North Terrace, Adelaide

1	Explain the theoretical backgrounds for mindfulness, Acceptance and Commitment Therapy (ACT), Mindfulness-based Cognitive Therapy (MBCT), positive psychology and hope in counselling;
2	Compare and contrast research studies related to the clinical application of mindfulness, ACT, MBCT, positive psychology and hope in counselling;
3	Evaluate the similarities and differences between mindfulness, ACT, MBCT, and other common approaches to counselling and psychotherapy;
4	Discriminate between the indications and contraindications related to use of mindfulness, ACT, and MBCT;
5	Discuss and provide psycho-education for counselling clients regarding the nature of mindfulness, ACT, and MBCT;
6	Demonstrate increased knowledge, skills, and confidence to use the techniques and processes of mindfulness in counselling practice, through written assignments and class presentations;
7	Apply their ability to use of a range of related resources, including websites, apps, books and articles, through class presentations.
8	Evaluate the evidence base of mindfulness, ACT and MBCT in relation to different presenting issues, as well as the strengths and limitations of these approaches in practice.

Harris, R. (2009). ACT made simple. A quick-start guide to ACT basics and beyond. Oakland, CA: New Harbinger Publications

Recommended Texts
Blackledge, J. T., Ciarrochi, J., & Deane, F. P. (Eds.) (2009). Acceptance and commitment therapy: contemporary theory research and practice. Bowen Hills, Qld.: Australian Academic Press.

Flaxman, P. E., Blackledge, J. T., & Bond, F. W. (2011). Acceptance and commitment therapy : distinctive features. New York: Routledge.

Luoma, J. B., Hayes, S. C., & Walser, R. D. (2007). Learning ACT: an acceptance and commitment therapy skills-training manual for therapists. Oakland, CA: New Harbinger.

Siegel, D. J. (2007). The mindful brain: Reflection and attunement in the cultivation of well-being. New York: WW Norton & Co.

Recommended readings
Journal articles and book chapters - these will be available through MyUni.

You are expected to read the relevant readings before sessions:

Baer, R. A., Smith, G. T., & and Allen, K. B. (2004). Assessment of mindfulness by self-report: The Kentucky Inventory of Mindfulness Skills. Assessment, 11,191- 206. doi: 10.1177/1073191104268029

Braboszcz, C., Hahusseau, S., & Delorme, A. (2010). Meditation and neuroscience: From basic research to clinical practice. In R. Carlstedt (Ed.). Integrative clinical psychology, psychiatry and behavioral medicine: Perspectives, practices and research. (pp. 1910 – 1929). New York: Springer Publishing.

Britton, W. B., Shahar, B., Szepsenwol, O., & Jacobs, W. J. (2012). Mindfulness-based cognitive therapy improves emotional reactivity to social stress: Results from a randomized controlled trial. Behavior Therapy, 43, 365 – 380.

Carson, S. H., & Langer, E. J. (2006). Mindfulness and self-acceptance. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 24(1), 29 – 43. doi: 10.1007/s10942-006-0022-5

Fjorback, L. O., Arendt, M., Ørnbøl, E., Fink, P., & Walach, H. (2011). Mindfulness-based stress reduction and mindfulness-based cognitive therapy - a systematic review of randomized controlled trials. Acta Psychiatrica Scandinavica, 124, 102–119. doi: 10.1111/j.1600-0447.2011.01704.x

Grossman, P., Niemannb, L., Schmidtc, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits. A meta-analysis. Journal of Psychosomatic Research, 57,35-43. doi:10.1016/S0022-3999(03)00573-7

Hayes, S. C., Levin, M. E., Plumb-Vilardaga, J., Villatte, J. L., & Pistorello, J. (2013). Acceptance and commitment therapy and contextual behavioural science: Examining the progress of a distinctive model of behavioral and cognitive therapy. Behavior Therapy,44(2), 180–198. doi.org/10.1016/j.beth.2009.08.002.

Ludwig, D. S., & Kabat-Zinn, J. (2008). Mindfulness in medicine. Journal of the American Medical Association, 300(11), 1350 – 1352.

Manicavasagar, V., Perich, T., & Parker, G. (2012). Cognitive predictors of change in Cognitive Behaviour Therapy and Mindfulness-Based Cognitive Therapy for depression. Behavioural and Cognitive Psychotherapy, 40, 227 - 232. doi:10.1017/S1352465811000634

Neth, C. (2008). Personal reflections. Mindfulness practice. The Journal of Pastoral Care & Counseling, 62(1 – 2), 143 – 144.

Newsome, S., Christopher, J. C., Dahlen, P., & Christopher, S. (2006). Teaching counselors self-care through mindfulness practices. Teachers College Record, 108(9), pp. 1881–1900.

Powers, M. B., Zum, M. B., Vörding, V. S., & Emmelkamp P. M. G. (2009). Acceptance and commitment therapy: A meta-analytic review. Psychotherapy & Psychosomatics, 78, 73-80. doi: 10.1159/000190790

Seligman, M. E. P., Rashid, T., & Parks, A. C. (2006). Positive psychotherapy. American Psychologist, 61(8), 774 – 788.

Treadway, M. T., & Lazar, S. W. (2009). The neurobiology of mindfulness. In Clinical handbook of mindfulness (pp. 45 – 57). New York: Springer New York.

Weekly lecture notes, activity handouts and links to background readings will be provided via MyUni.

Course Content
The course content will include the following topics:
Mindfulness: background (including origins, evidence base, definitions, and relationship to neuroscience), similarities and differences with other modalities, psychoeducation, using mindfulness in therapy (techniques and processes), and adaptations for various treatment settings and issues.
ACT: background (including origins, evidence base, definition), similarities and differences with other modalities, psychoeducation, using ACT in therapy (techniques and processes), and adaptations for various treatment settings and issues.
MBCT: background (including origins, evidence base, definitions), similarities and differences with other modalities, psychoeducation, using MBCT in therapy (techniques and processes), and adaptations for various treatment settings and issues.
Implications for therapeutic support from Positive Psychology and hope-focused counselling.
The theory, evidence-base, indications and contraindications, strengths and limitations of each approach will be addressed, along with clinical applications and skills development.

Weekly lectures / small-group learning tasks
This course comprises weekly two-hour lecture / small group learning activities for 12 weeks (not including semester break) in Semester 2, plus a 6 hour workshop on Friday 17 October, for student presentations of experiential therapeutic activities (Assignment 3).
All sessions will be on Thursdays from 5pm – 7pm in the Schulz building, rooms 308a / 308b.

The course comprises two hours every week of lecture, seminar and small-group learning tasks. Sessions will be seminar/workshop format, with a mixture of lectures and interactive exercises, and it is compulsory for all students to attend. Essential readings and on-line video material will be recommended.
Face to Face lectures and practicals: 2 hours / week Plus a 6hr workshop
Core/background readings: 6 hours / week
Preparation of assignments: 4 hours / week

Week	Topic	Lecture / Learning Tasks
1	Course Overview and Introduction to Mindfulness	The origins, applications, research, types of practice of mindfulness. Introduction to Assignment Two: The 8-week mindfulness practice challenge.
2	Acceptance and Commitment Therapy - 1	Guest lecturer: Charlotte Marshall Overview of origins of ACT; Introduction to the ACT Model as a whole and its theoretical underpinnings; Introduction to the components of the ACT
3	Acceptance and Commitment Therapy - 2	Guest lecturer: Charlotte Marshall Practical applications of ACT strategies (including small group discussion and experiential exercises).
4	Acceptance and Commitment Therapy - 3	Guest lecturer: Charlotte Marshall Practical applications of ACT strategies (including small group discussion and experiential exercises).
5	Developing mindfulness skills	Variety of mindfulness practices; Evidence base and outcomes for mindfulness and meditation. Review of assignment progress.
6	The neuroscience of mindfulness	Meditation and relaxation; Mindfulness and self-esteem, impact of practitioner mindfulness on client mindfulness. Small group task: Conditions that support mindfulness practice.
7	Mindfulness applied to counselling	Reflective thinking, internal attunement, neural correlates of mindfulness practice, mindfulness within therapy.
8	Introduction to Mindfulness-Based Cognitive Therapy	Introduction to Mindfulness-Based Cognitive Therapy (MBCT); Mindfulness in depression prevention; The insight meditation tradition.
9	Applications of MBCT	Applications of MBCT; Mindfulness-Based Stress Reduction programs and impact on depression; Relaxation training within counselling.
Workshop	Experiential Skills presentations	Student-lead skills presentations, critiques and de-briefing (Assessment Task 3)
10	Case conceptualisation	Small group learning tasks: planning applications of ACT, Mindfulness, & MBCT
11	Hope in counselling	The counselling relationship and hope through safety, acceptance, understanding and commitment; Supportive identity development; Perspective change.
12	Positive psychology	Therapeutic application of wellbeing theory, optimism, gratitude. Seligman’s PERMA model.

Students must pass each assignment and attend all lectures/sessions to pass. If special circumstances arise which prevent the student attending all sessions, the student should discuss these with the course co-ordinator. If the student nominates illness as the reason for missing lectures, a medical certificate will be required. At the discretion of the course co-ordinator, make-up assignments may be set to ensure appropriate engagement with the relevant knowledge base.

Throughout the course, small-group learning activities will be offered, that lead to students cooperatively arriving at new formulations of the applicability of methods to work with clients. Students are expected to participate fully in all group work.

Assessment Task	Assessment Type	Weighting	Learning Outcome(s)
1 Written Assignment: Model of Treatment Essay	Summative	35%	1-4, 6, 8
2 Mindfulness Practice Journal Synopsis	Summative	20%	1, 6, 8
3 Written and Oral Collaborative Skills Presentation	Summative	35%	1-3, 5, 7, 8
4 Class Participation	Summative	10%	3, 5-7

Remember:
Use a cover page that clearly identifies the word count.
Page numbers must be supplied for any direct quotes.
Reference List – in alphabetical order. In-text citations – in alpha order if more than one. APA style is essential.
Maximum number of 2 secondary references (i.e. someone else’s citing)
Use Australian English as your spelling style.
When you have finished, carefully proof-read your work, and have someone else proof-read it also.

Assessment One
Model of Treatment Essay – Written Assignment
(35%) Word count: 2,000 Due: 1 September, 2014
You will describe a treatment plan for the first two counselling sessions, with an adult client, using one of the approaches covered in the course (Mindfulness, ACT, or MBCT). This plan will be designed to apply to a particular adult client issue (see list below), within a counselling setting.
Possible issues – select one as your focus: Bereavement, Depression, Anxiety, Stress and burnout, Eating disorders, Social isolation, or Substance use disorders.

In your treatment plan:
Summarise the counselling approach you will use and the client issue
Briefly describe why you would use this approach – pros and cons?
Describe the adult client (real or imaginary) e.g. gender, age, family context
Summarise their therapeutic goals (use your imagination here) and your therapeutic goals – are there any similarities or differences?
Set out the logical steps and counselling activities – both general and specific to this course – you would plan to use in sessions one and two

Marking Guide:
Description of approach 20
Rationale for choice of approach 20
Description of counselling issue 10
Planned steps and activities 40
Coherent structure of assignment 5
Correct use of APA 6 referencing 5

Assessment Two
Mindfulness Practice Journal Synopsis.
Critical & personal reflection on an 8-week mindfulness practice challenge
(20%) Word count: 1,500 Due: 6 October, 2014
Provide a written summary of your reflections on weekly experiments with mindfulness practice over the first eight weeks of the course. After researching the various approaches to mindfulness practice and mindfulness-based therapeutic interventions, make a deliberate plan to experiment with finding your preferred style of mindfulness practice, e.g. in stillness (e.g. as a meditation practice), in movement, using a cognitive focus, using a somatic focus, using an emotion focus.

Core areas to reflect / report on:
Ability with attention focus
Observations of cognitive challenges, e.g. your rationale for not practicing
Experiences of keeping awareness in the present moment
Experiences of judgement and abandoning judgement
Mindfulness while being still and while in movement
Comparisons of observations and efforts in the first weeks and last weeks
The development of your own style of mindfulness practice.

Marking Guide:
Overview of mindfulness-based practices 20
Analysis of what supports and what hinders your mindfulness efforts 20
Evidence of working with the 8-week practice challenge 25
Summarising your preferred style of mindfulness practice 15
A summary of advice you could offer to others (e.g. clients)
based on your efforts 20

Assessment Three
Written and Oral Presentation
ACT or Mindfulness Skills Collaborative Presentation
(35%) Due 17 October – Work in pairs to write and present at workshop (a roster for presentations will be drawn up during class)

Part A - Written: Describe the clinical application of a skill from ACT or mindfulness. Identify appropriate user groups and the evidence base (word count 1,500).

Part B - Oral: Present the skill experientially, and provide a description, to the class during the one-day workshop, and facilitate a de-briefing discussion, on Friday 17 October (max 20 minutes).

Marking Guide:
Part A:
Description of the clinical application 20
Identification of appropriate user groups 10
Provision of the evidence base for the application 20
Evidence of wide reading 10
Correct use of APA 6 referencing style 5

Part B:
Clarity and coherence of presentation 20
Use of questioning to engage group reflection and discussion 10
Hardcopy summary of application for the group 5

Assessment Four
Participation
(10%): Assessed by lecturer observation of each student’s contribution to the class interactions and small group discussions. Assessment of class participation is based on consideration of the student’s attendance record, their ability to manage time (in terms of attendance and assignment submission), their engagement in developing and fostering group norms for the class, their willingness to offer questions in class, engagement in small-group discussions and learning tasks, their respectful and professional engagement with peers and staff, evidence of their tolerance with peers and clients, and their ability to modify behaviour in response to feedback from peers or staff.

Be aware that you are required to master APA 6 referencing style, and marks will be deducted for incorrect referencing in all assignments.

All assignment can be submitted in hardcopy, via the assignment box on Level 7, 178 North Terrace or handed to the lecturer in class, OR by email to the Course Administrator, Jacqui Howard, by 4pm on the due date.

Hand-written presentations will not be accepted. All written work must be referenced accurately and consistently, using the American Psychological Society Referencing Format (APA 6). Information regarding this system can be found at http://libguides.library.curtin.edu.au/data/files6/173202/APA_referencing_guide.pdf or more detailed information can be found at http://owl.english.purdue.edu/owl/resource/560/01/. Marks will be deducted for incorrect referencing in all assignments.

In response to previous student feedback, this course has expanded input on ACT.