Exploring the Use of Mindful Andragogy to Create Inclusive Classrooms

ABSTRACT

Researchers have indicated that mindful teaching approaches support students and educators throughout the learning process. The purpose of this hermeneutic phenomenological study was to explore the lived experiences of counselor educators with a daily mindfulness practice in the classroom with culturally diverse students. Relational cultural theory (RCT) concepts of relational connections and disconnections were used to explore the participants’ lived experiences of implementing a mindful teaching approach. Purposeful sampling yielded 10 participants who participated in semi-structured interviews. The data was analyzed to identify essential themes using an inductive approach. Findings may be useful for counselor educators who seek a greater capacity for awareness, acceptance, empathy, self-care, creativity, and presence when working with diverse students in the classroom.     

Relational-Cultural Practice: Working in a Nonrelational World

SUMMARY

While more and more clinicians are practicing a relational-cultural approach to therapy, many work in settings that continue to reinforce the normative values of separation and disconnection. Consequently, practitioners face the challenges of helping clients heal and grow-through-connection while navigating work settings that are all too often professionally disempowering, disconnecting, and isolating, i.e., “cultures of disconnection.” This article begins a conversation about the complexities of practicing Relational-Cultural Theory in nonrelational work situations and explores new possibilities for creating movement and change in these settings.     

How Therapy Helps When the Culture Hurts

SUMMARY

The purpose of psychotherapy is movement toward relational healing. However, the practice itself is embedded in a culture where relational disconnection and power-over arrangements are normative. The purpose of this article is to examine the impact of cultural disconnections on the therapy relationship. Because they embody multiple social identities within a power-over paradigm, both client and therapist are “carriers” of cultural disconnections. The article examines the shifting vulnerabilities associated with those identities that may lead to impasse and violation or contribute to possibilities for growth. Scenarios from clinical practice illustrate how conflict becomes a pathway to deeper connection when embraced with such processes as empathic attunement, authentic responsiveness, and mutuality.