About this course

Learning Objectives

• Identify and explain benefits of mindfulness.
• Apply mindfulness techniques in managing difficult emotions.
• Discuss the integration of mindfulness into behavioral health interventions.

Learning Levels

• Beginner

Course Instructor(s)

• 

  Diana Winston

  Director of Mindfulness Education at UCLA's Mindful Awareness Research Center (MARC)

  Diana Winston is the Director of Mindfulness Education at UCLA’s Mindful Awareness Research Center (MARC) www.uclahealth.org/marc. She is the author of, The Little Book of Being: Practices and Guidance for Uncovering your Natural Awareness, and the co-author, with Susan Smalley, PhD, of Fully Present, the Science, Art and Practice of Mindfulness. Called by the LA Times “one of the nation’s best-known teachers of mindfulness,” she has taught mindfulness since 1999 in a variety of settings including hospitals, universities, corporations, non profits, and schools in the US and Asia. A sought-after speaker, she developed the evidence-based Mindful Awareness Practices (MAPS) curriculum and the Training in Mindfulness Facilitation, which trains mindfulness teachers worldwide. She is a founding board member of the International Mindfulness Teachers Association.

  Her work has been mentioned in the New York Times, O Magazine, Bloomberg, the Los Angeles Times, CNN.com, Women’s Health, and in a variety of magazines, books, and journals. She has been practicing mindfulness meditation since 1989, including a year as a Buddhist nun in Burma. Currently Diana’s most challenging and rewarding practice involves trying to mindfully parent a pre-teen. More recently, Diana’s meditations were featured on the California governor’s Covid-19 Response website. She can be found at www.dianawinston.com and on the UCLA Mindful, Waking Up, and Ten Percent Happier Apps.

Disclosure

References

• Christopher, J. C., Chrisman, J. A., Trotter-Mathison, M. J., Schure, M. B., Dahlen, P., & Christopher, S. B. (2011). Perceptions of the long-term influence of mindfulness training on counselors and psychotherapists: A qualitative inquiry. Journal of Humanistic Psychology, 51(3), 318–349. https://doi.org/10.1177/0022167810381471
• Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., Berger, Z., Sleicher, D., Maron, D. D., Shihab, H. M., Ranasinghe, P. D., Linn, S., Saha, S., Bass, E. B., & Haythornthwaite, J. A. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. JAMA internal medicine, 174(3), 357–368. https://doi.org/10.1001/jamainternmed.2013.13018
• Iwamoto, S. K., Alexander, M., Torres, M., Irwin, M. R., Christakis, N. A., & Nishi, A. (2020). Mindfulness Meditation Activates Altruism. Scientific reports, 10(1), 6511. https://doi.org/10.1038/s41598-020-62652-1
• Kabat-Zinn, J., Wheeler, E., Light, T., Skillings, A., Scharf, M. J., Cropley, T. G., Hosmer, D., & Bernhard, J. D. (1998). Influence of a mindfulness meditation-based stress reduction intervention on rates of skin clearing in patients with moderate to severe psoriasis undergoing phototherapy (UVB) and photochemotherapy (PUVA). Psychosomatic medicine, 60(5), 625–632. https://doi.org/10.1097/00006842-199809000-00020
• Ran, W., Lin-Lin, L., Hong,Z., Wen-Jun, S., Zhi-Yong, C., Shi-Yang, Z., Xing-Hua, L., Chun-Lei, J. (2019). Brief mindfulness meditation improves emotion processing. Frontiers in Neuroscience, 13. https://doi.org/10.3389/fnins.2019.01074
• Reb, J., Allen, T., Vogus, T.J., (2020). Mindfulness arrives at work: Deepening our understanding of mindfulness in organizations. Organizational Behavior and Human Decision Processes,159, 1-7. https://doi.org/10.1016/j.obhdp.2020.04.001.
• Watson, T., Walker, O., Cann, R., & Varghese, A. K. (2022). The benefits of mindfulness in mental healthcare professionals. F1000Research, 10, 1085. https://doi.org/10.12688/f1000research.73729.2
• Zylowska, L., Ackerman, D. L., Yang, M. H., Futrell, J. L., Horton, N. L., Hale, T. S., Pataki, C., & Smalley, S. L. (2008). Mindfulness meditation training in adults and adolescents with ADHD: a feasibility study. Journal of attention disorders, 11(6), 737–746. https://doi.org/10.1177/1087054707308502