Why are mindfulness courses valuable to clinical psychologists? 

These programs are open to anyone interested in learning more about mindfulness and its applications in daily life to support better health.

All of the courses are designed for adults 18 and older who are interested in exploring a variety of mindfulness-based techniques. The extensive research on mindfulness over the past 40 years demonstrates its efficacy across a wide range of populations and high adaptability to individual needs and preferences (Roach et al., 2019; Smit & Stavrulaki, 2021; Strauss et al., 2021; Goldberg et al., 2020). 

Mindfulness: A Versatile Tool for Clinicians

This wide applicability and adaptability makes mindfulness a versatile tool for clinicians working with diverse populations. However, effectively integrating mindfulness into the therapeutic space requires clinicians to prioritize their own personal practice. Studies suggest that mindfulness training significantly strengthens the therapeutic alliance, the cornerstone of effective therapy, by enhancing therapeutic presence in several key ways:

• Cultivating present-moment awareness: Mindfulness fosters clinicians’ ability to be fully engaged in sessions, leading to a deeper connection with clients and facilitating empathy. (Hunt et al., 2022)
• Improving self-awareness: Through introspection, therapists develop a better understanding of their own thoughts and emotions, enabling more sensitive and responsive interactions. (Bourgault & Dionne, 2019)
• Enhancing emotional regulation: Mindfulness skills equip therapists to manage their own emotions effectively, creating a calmer and more accepting therapeutic environment. (Sooreshjani et al, 2023)
• Boosting empathy and compassion: Deeper self-awareness cultivates a stronger capacity for understanding and relating to clients’ experiences, thereby building a more compassionate therapeutic relationship. (Bourgault & Dionne, 2019; Sooreshjani et al, 2023; Latorre et al., 2023)
• Deepening active listening skills: Mindfulness training strengthens focused attention and presence, allowing therapists to listen intently and remain attuned to subtle client cues. (Jones et al., 2019)

Research on Mindfulness and Clinicians

Overall, mindfulness training equips clinicians with the foundational and advanced skills and qualities necessary to foster a safe and trusting therapeutic space where clients feel heard, understood, and supported. This strengthens the therapeutic alliance, ultimately enhancing the effectiveness of treatment for a wider range of individuals.

1. Bourgault, M., & Dionne, F. (2019) Therapeutic Presence and Mindfulness: Mediating Role of Self-Compassion and Psychological Distress among Psychologists. Mindfulness 10, 650–656. https://doi.org/10.1007/s12671-018-1015-z
2. Goldberg, S. B., Riordan, K. M., Sun, S., Kearney, D. J., & Simpson, T. L. (2022). Efficacy and acceptability of mindfulness-based interventions for military veterans: A systematic review and meta-analysis. Journal of Psychosomatic Research, 138. https://doi.org/10.1016/j.jpsychores.2020.110232.
3. Hunt, C. A., Goodman, R. D., Hilert, A. J., Hurley, W., & Hill, C. E. (2022) A mindfulness-based compassion workshop and pre-session preparation to enhance therapist effectiveness in psychotherapy: A pilot study. Counselling Psychology Quarterly, 35(3), 546-561. https://doi.org/10.1080/09515070.2021.1895724
4. Jones, S. M., Bodie, G. D., & Hughes, S. D. (2019). The Impact of Mindfulness on Empathy, Active Listening, and Perceived Provisions of Emotional Support. Communication Research, 46(6), 838-865. https://doi.org/10.1177/0093650215626983
5. Latorre, C., Leppma, M., Platt, L. F., Shook, N., & Daniels, J. (2023). The relationship between mindfulness and self-compassion for self-assessed competency and self-efficacy of psychologists-in-training. Training and Education in Professional Psychology, 17(2), 213–220. https://doi.org/10.1037/tep0000395
6. Roach, A. T., Mhende, J., Barger, B. A., & Roberts, D.  A. (2019) Implementing Mindfulness Practices With Parents of Young Children in a Low-Socioeconomic Status Neighborhood. Journal of the Georgia Public Health Association, 7(2). https://doi.org/10.20429/jgpha.2019.070206
7. Smit, B., & Stavrulaki, E. (2021) The Efficacy of a Mindfulness-Based Intervention for College Students Under Extremely Stressful Conditions. Mindfulness 12, 3086–3100. https://doi.org/10.1007/s12671-021-01772-9
8. Sooreshjani, M. A., Nikgoo, R., & Hojjatollah Farahani (2023) The indirect effect of compassion for others in the relationship between mindfulness and therapeutic presence. Clinical Psychologist, 27(3), 343-351. https://doi.org/10.1080/13284207.2023.2225697
9. Strauss, C., Gu, J., Montero-Marin, J., Whittington, A., Chapman, C., & Kuyken, W. (2021). Reducing stress and promoting well-being in healthcare workers using mindfulness-based cognitive therapy for life. International Journal of Clinical and Health Psychology, 21(2). https://doi.org/10.1016/j.ijchp.2021.100227

To All Psychologists:  These courses are sponsored by the Mindfulness and Health Institute.  The Mindfulness and Health Institute is approved by the American Psychological Association to sponsor continuing education for psychologists. The Mindfulness and Health Institute maintains responsibility for these programs and their content. 

For professionals who are not psychologists, such as Licensed MFTs, LPCCs, LEPs, LCSWs, LICSWs, this course is an approved continuing education program by the American Psychological Association. CE credit may be applied to other license renewal requirements; please check with your licensing board to determine if this APA CE credit is accepted.