On Teaching

  • Commemorating Black History Month: Black History is Everyone’s History

    In commemorating February as Black history month in the United States, I began to reflect upon my own experience of learning about these important African American experiences. Personally, I identify […]

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  • Building a Brave Space in MSC

    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 […]

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  • Loving Others Without Losing Ourselves as MSC Teachers

    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 […]

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  • Chapter 9: Engaging in Inquiry

    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. 

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  • Chapter 8: Facilitating Group Process

    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.”

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  • Chapter 7: Being A Compassionate Teacher (Excerpt)

    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.

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