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New: PSIP curricula detailing Mindfulness-Based Stress Reduction (MBSR) and Positive Adult Development (PAD) strategies are now available for licensing. Visit http://psip.vueinnovations.com to order.
Mindfulness-Based Stress Reduction
Adapted from Mindfulness-Based Stress Reduction by Gordon Peerman, D.Min., and Kathy Woods, M.Ed.
The author would like to thank Gordon Peerman, D. Min., and Kathy Woods, M.Ed., for their immense contribution to this work. Their adapted mindfulness-based stress reduction programs in adults were the basis for the project and have helped ease stress in many parents of children with disabilities.Curriculum Description:
Mindfulness is a way of relating directly to whatever is happening in your life, meeting your experience skillfully and with an open heart. Mindfulness training is an antidote to the habitual response patterns that lock us into routines that undermine emotional and physical health. Jon Kabat-Zinn describes mindfulness as “…moment-to-moment awareness, the complete ‘owning of each moment’ of your experience, good, bad, or ugly” (Kabat-Zinn, 2005).
The Mindfulness-Based Stress Reduction Curriculum was originally designed to be delivered in 6 weeks with 1-1.5 hour sessions each week. This curriculum also can be run back to back in a weekend retreat format if there are time constraints. The group is best facilitated by a group leader who has some training/daily practice in mindfulness-based techniques. It is also necessary to have proper educational training in group facilitation and mental health issues. The sessions include both discussion and practicing mindfulness-based techniques. The information, which includes a Mindfulness practice link, is included for download to help demonstrate the different techniques. The manual also includes weekly practice and assignments to help gain a better understanding of mindfulness practice in daily life.
User Qualifications:
Individuals using the Mindfulness-Based Stress Reduction curriculum with parents, children, and adults with disabilities in a variety of mental health and institutional settings are expected to have received formal educational training in the facilitation of groups, and ongoing supervision on relevant clinical issues such as confidentiality, group dynamics, and referral of individuals who may require additional intervention services. It is important to have some clinical skills in order to assess symptoms in a group setting and refer to the individual to appropriate mental health services within your organization. Most clinical and school psychologists, social workers, and counselors will have received adequate training to effectively carry out this curriculum.
Positive Adult Development
Roxanne Carreon, B.S., Lynnette Henderson, Ph.D., Carol Rabideau, L.C.S.W., Janet Shouse, B.J.
Curriculum Description:
The Positive Adult Development (PAD) curriculum was created to help parents of individuals with intellectual and developmental disabilities manage stress. PAD incorporates evidence-based interventions from the field of positive psychology and emphasizes ways to temper such emotions as guilt, conflict, worry, and pessimism by identifying and using character strengths and virtues, using strengths in new ways, and by practicing exercises involving gratitude, forgiveness, grace, and optimism.
The Positive Adult Development curriculum was originally designed to be delivered over the course of 6 weeks in 1-1.5-hour group sessions each week. This curriculum also can be run back to back in a weekend retreat format if there are time constraints. The groups are best facilitated by peer mentors who are also parents of individuals who have intellectual or developmental disabilities or mental health issues, or by other professionals in the field who have proper educational training in group facilitation. The information, including handouts for tips and techniques, is presented using a PowerPoint presentation and discussion is facilitated by the group leader.
User Qualifications:
Individuals using the Positive Adult Development curriculum with parents, children, and adults with disabilities in a variety of mental health and institutional settings are expected to have received formal educational training in the facilitation of groups, and ongoing supervision on relevant clinical issues such as confidentiality, group dynamics, and referral of individuals who may require additional intervention services. It is important to have some clinical skills in order to assess symptoms in a group setting and refer to the individual to appropriate mental health services within your organization. Most clinical and school psychologists, social workers, and counselors will have received adequate training to effectively carry out this curriculum.
These curricula were developed by staff and faculty at the Vanderbilt Kennedy Center for Excellence in Developmental Disabilities. These curricula were used in the Parent/Child Stress Intervention Project piloted by Elisabeth Dykens, Ph.D., in 2010-2013 with 250 participants. Curricula were edited and designed by the Communications and Graphics staff of the Vanderbilt Kennedy Center. All text is copyrighted by the Vanderbilt Kennedy Center and cannot be used in another context without written permission of Vanderbilt Kennedy Center Communications (kc@vanderbilt.edu, 615-322-8240).
These publications were made possible by Grant No. 1RC1AT005612-01 from the National Center for Complementary and Alternative Medicine (NCCAM). These contents are solely the responsibility of the authors and do not necessarily represent the official views of the NCCAM.
How to get PSIP?
Parent Stress Intervention Program Curriculum is now available for purchase. Please visit http://psip.vueinnovations.com to order.
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