Sydney Spears, Ph.D, LCSW, MSC Teacher, reflects on the shared humanity present in the black experience and drawls parallels to her deepening understanding of her ancestral history.
Practitioners of compassion inevitably ask, “What specific actions should I take?” to address injustice in their lives. Cultivating the qualities of mindfulness, common humanity and kindness is a good foundation for compassionate action, and when we add a measure of wisdom, we can surely change the world for the better.
I was touched today upon reading this beautiful poem by Micky ScottBey Jones, and it inspired me to reflect on how we might be sure our MSC teaching spaces are…
As we support our participants during the COVID-19 pandemic, our key guiding principle as teachers is empowerment. Our role is to help participants restore a kind of “inner authority.” We…
Teachers can focus on three components of inquiry, which we refer to in MSC as the “three R’s,” as a guide for how to engage in inquiry. Radical acceptance is the overall attitude of the inquiry process; resonance is the primary mode of engagement; and resource-building is the desired outcome of inquiry.
Another excerpt from, “Teaching the Mindful Self-Compassion Program: A Guide for Professionals”, this time about working with groups and specifically Trauma survivors. ““Safety first” is a general rule of MSC training and it applies particularly when working with trauma survivors. Like everyone else, trauma survivors like to challenge themselves, but they also need special instruction in how to titrate the intensity of their experience and return to safety.”
Another installment of our series of excerpts from “Teaching the Mindful Self-Compassion Program: A Guide for Professionals” by Chris Germer and Kristin Neff. Translations of the Professional Guide are forthcoming throughout 2020 and 2021. Here is the chapter on embodying compassion.
The following is an excerpt from Teaching the Mindful Self-Compassion Program: A Guide for Professionals by Chris Germer and Kristin Neff. Translations of the Professional Guide are forthcoming throughout 2020 and 2021. See…
This excerpt from Chapter 1 of Teaching the Mindful Self-Compassion Program: A Guide for Professionals, explains some of the essential elements of the Mindful Self-Compassion program and answers frequently asked questions. May this Professional Guide serve you and inform your teaching!
Art is a valuable tool in expressing preverbal ideas that may otherwise remain trapped in the body. Here, Helga Luger-Schreiner inspires us to consider art as a tool when making contact with our own bodies, feelings, and emotion, allowing us to not only express unsaid truths, but also to appreciate ourselves for our creativity.
Six years in the making, a comprehensive textbook describing the Mindful Self-Compassion program will finally be released this August. This is THE authoritative guide to conducting the MSC.
As teachers of MSC, our own embodiment serves as a living model for those whom we teach. In this article, Beth Mulligan shares a touching narrative written by one of her participants as his deep practice in retreat made way for his own inner ally to emerge.
Finding the right co-teacher is probably more of an art than a science. Here are 12 questions to help you along the way.
Who am I to teach MSC? I’ve no Masters in Mindfulness. I don’t hold a PhD in Self-Compassion. I am not a researcher, a clinician or a psychologist. I am no expert in this field. I cannot quote chapter and verse regarding the research of MSC and I cannot remember all the science behind all the benefits. Sometimes I can barely remember what day it is!
As a zoom host and MSC Mentor, I often hear about how people are adjusting the MSC curriculum. I also field questions about when and how to decide to make an adjustment. While there are some adaptations that are important and skillful, beautiful actually, others seem to actually detract from the program. …