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Common Ground: The Relational Dimensions of Mindfulness and Psychotherapy
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- 자료유형학술지논문
- 저자명Cohen, V.
- 학회/출판사/기관명Taylor & Francis
- 출판년도2014
- 언어영어
- 학술지명/학위논문주기HUMANISTIC PSYCHOLOGIST
- 발행사항Vol.42No.3[2014]_x000D_
- ISBN/ISSN0887-3267
- 소개/요약This article explores the importance of the relationship between a teacher of meditation and his or her student. Mindfulness meditation is receiving a lot of attention in the psychotherapy literature currently. It is generally viewed as a technique that is taught in groups and then practiced individually by clients or participants. What does not appear to be generally understood is that the teaching and learning of meditation is understood in Eastern traditions as intimately related to the relationship that develops between the teacher and student. This, in fact, is very similar to what we are coming to understand about the importance of the therapeutic relationship to the outcome of therapy, regardless of technique or orientation of the therapist. Personal experiences of the author in a relationship with a meditation teacher are compared with those from a psychoanalytic therapy experience. Meditation is construed from this perspective not only as a technique that is learned and practiced but also as an innate human capability that is activated in the context of a very special kind of relationship with a person who has fully unfolded this capacity in his or her own experience.
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