Assignment Prompt & Instructions
PowerPoint APA ed.7
Instruction, videos and readings attached
– a year ago
**files (10)**
– ## Table5.docx
– ## Videos.docx
– ## 1-DiscussionContemporaryTheoryPresentationAssignmentInstructionsSweetStudy.docx
– ## Discussion-ContemporaryTheoryPresentationGradingRubric.pdf
– ## Read-ChristianCounselingConnectionVol.20Iss.1.pdf
– Read-MindfulnessandChristianDevotionalMeditation.pdf
– Read-ChristianDevotionalMeditation.docx
– Read-HealingofMemoriesModels-Research-FutureDirections.pdf
– Reading-Chapter5SeligmanKressReichenberg.docx
– Reading-Chapters11and13TanS-Y.docx
**## Table5.docx**
**Table 5.1 Development and Progression of the Three Generations of Behavior Therapy**
## image7.png
## image8.png
## image9.png
## image1.png
## image2.png
## image3.png
## image4.png
## image5.png
## image6.png
**## Videos.docx**
[https://canvas.liberty.edu/courses/816237/pages/watch-christian-meditation-for-anxiety?module_item_id=84651995](https://canvas.liberty.edu/courses/816237/pages/watch-christian-meditation-for-anxiety?module_item_id=84651995)
[https://canvas.liberty.edu/courses/816237/pages/watch-grace-focused-meditation?module_item_id=84652000](https://canvas.liberty.edu/courses/816237/pages/watch-grace-focused-meditation?module_item_id=84652000)
[https://canvas.liberty.edu/courses/816237/pages/watch-behavior-therapy?module_item_id=84652007](https://canvas.liberty.edu/courses/816237/pages/watch-behavior-therapy?module_item_id=84652007)
[https://canvas.liberty.edu/courses/816237/pages/watch-biblical-perspectives-on-behavior-therapy?module_item_id=84652012](https://canvas.liberty.edu/courses/816237/pages/watch-biblical-perspectives-on-behavior-therapy?module_item_id=84652012)
[https://canvas.liberty.edu/courses/816237/pages/watch-loving-kindness-meditation?module_item_id=84652016](https://canvas.liberty.edu/courses/816237/pages/watch-loving-kindness-meditation?module_item_id=84652016)
[https://canvas.liberty.edu/courses/816237/pages/watch-sq3r-reading-method?module_item_id=84652021](https://canvas.liberty.edu/courses/816237/pages/watch-sq3r-reading-method?module_item_id=84652021)
[https://canvas.liberty.edu/courses/816237/pages/watch-the-9-best-scientific-study-tips?module_item_id=84652027](https://canvas.liberty.edu/courses/816237/pages/watch-the-9-best-scientific-study-tips?module_item_id=84652027)
[https://canvas.liberty.edu/courses/816237/modules/items/84652031](https://canvas.liberty.edu/courses/816237/modules/items/84652031)
**## 1-DiscussionContemporaryTheoryPresentationAssignmentInstructionsSweetStudy.docx**
EDCO 715
**Discussion: Contemporary Theory Presentation Assignment Instructions**
Overview
You will research, evaluate, and present a contemporary counseling theory to the class. It will address the major components of the theory as outlined below. It would simulate you making a presentation to your peers. You may develop your presentation using
**PowerPoint**.
Instructions
1. Your presentation should address the following Content areas:
1. Central constructs for the theory,
2. What causes dysfunction in the theory’s view?
3. What is the nature of therapy for this model?
4. Role of assessment (Does the model encourage a careful diagnostic interview? Self-report testing? Other forms of assessment?)
· Role of the client and the counselor
. (Is the counselor directive/non-directive? Educational? Active or Passive?)
. What personal qualities in the client will help the client take a role that will help the therapy be successful?
· Goals of therapy
. What is the therapy trying to accomplish? For example, traditional psychoanalytic therapy is trying to help the client resolve unconscious conflicts and to resolve the transference reaction with the therapist. What is your therapy model trying to do?
· Example techniques (Here are some sample techniques. There are many more. Interpretation of unconscious processes? Identification of cognitive distortions? Utilization of coping skills (such as relaxation training, assertiveness training, etc.)?
· the therapy process (How does the therapy develop over time?)
5. One or more case examples to demonstrate the therapy
6. Critique of the theory
· How well-supported is this theory empirically?
· What aspects of this theory need further research?
· How well does the theory address faith and cultural dimensions?
· How compatible is this theory to a Christian worldview?
. Any recommended modifications, additions, or deletions to make the theory more compatible with the Christian worldview?
. Any areas for further theological reflection related to this theory?
7. Key resources to learn this approach
2.
**Use your creativity in the development of this presentation**. You may develop a PowerPoint presentation; however, you may also utilize an Adobe creative suite software, make a video, narrated PowerPoint, web page, etc. There are possibilities to complete this assignment. Many of these theories also have videos demonstrating their usage in Liberty’s online library databases (specifically, see the Counseling and Therapy in Video online database and the PsycTherapy online database in Liberty’s library database collection). Thus, you may be able to create brief therapy clips from these that can be incorporated into your presentation. Also, therapy demonstrations can sometimes be found on YouTube or other websites. Include therapy sample links if available as a part of your presentation.
Page 1 of 2
**## Discussion-ContemporaryTheoryPresentationGradingRubric.pdf**
Criteria Ratings Points
Creativity
and
Originality
28 to >25.0 pts
Advanced
The presentation
development
reflects creative
elements that
engage the reader.
25 to >23.0 pts
Proficient
The presentation
development
reflects some
creative elements.
23 to >21.0 pts
Developing
Presentation is
original but needs
more creativity.
21 to >0.0 pts
Below
Expectations
Presentation is
not original and
does not contain
creative elements.
0 pts
Not
Present
28 pts
Presentation:
Content
150 to >137.0 pts
Advanced
Presentation gives
content accuracy
describing the
therapy model. All
components as
described in the
assignment have
been thoroughly
addressed.
Assertions are
relevant and
properly supported
by evidence,
including critiques
of the theory. The
presentation offers
a solid summary of
the central tenets
of the theory and
gives one or more
case examples.
137 to >125.0 pts
Proficient
Presentation gives
content accuracy
describing the
therapy model. All
components as
described in the
assignment have
been thoroughly
addressed.
Assertions are
somewhat relevant
and somewhat
supported by
evidence, including
critiques of the
theory. The
presentation offers
a summary of the
central tenets of the
theory and gives
one or more case
examples.
125 to >113.0 pts
Developing
Presentation gives
content some
accuracy describing
the therapy model.
Some components
as described in the
assignment have
been addressed.
Assertions are
somewhat relevant
and somewhat
supported by
evidence, including
critiques of the
theory. The
presentation gives a
minimal summary of
the central tenets of
the theory and
gives one or more
case examples.
113 to >0.0 pts
Below
Expectations
Presentation
gives little content
accuracy
describing the
therapy model.
Few components
as described in
the assignment
have been
addressed.
Assertions are not
relevant and not
supported by
evidence,
including critiques
of the theory. The
presentation gives
few central tenets
of the theory and
does not give one
or more case
examples.
0 pts
Not
Present
150
pts
Discussion: Contemporary Theory Presentation Grading Rubric |
EDCO715_B02_202530
Criteria Ratings Points
Replies:
Content
18 to >16.0 pts
Advanced
Responses are
well organized and
reflect thorough,
thoughtful review
of the presentation.
Responses interact
with those making
comments on the
student’s
presentation.
16 to >15.0 pts
Proficient
Responses are
organized and
reflect thoughtful
review of the
presentation.
Responses interact
with those making
comments on the
student’s
presentation.
15 to >13.0 pts
Developing
Responses are
somewhat
organized and
reflect some review
of the presentation.
Responses interact
with those making
comments on the
student’s
presentation.
13 to >0.0 pts
Below
Expectations
Responses are
not organized and
minimally reflect
review of
presentation.
Minimal
interaction with
those making
comments on the
student’s
presentation.
0 pts
Not
Present
18 pts
Presentation:
Structure
42 to >38.0 pts
Advanced
All quality technical
aspects (i.e.
backgrounds,
fonts, image and
grammar).
38 to >35.0 pts
Proficient
Mostly technical
aspects are quality
(i.e. backgrounds,
fonts, image and
grammar).
35 to >31.0 pts
Developing
Some technical
aspects are quality
(i.e. backgrounds,
fonts, image and
grammar).
31 to >0.0 pts
Below
Expectations
Few technical
aspects are
quality (i.e.
backgrounds,
fonts, image and
grammar).
0 pts
Not
Present
42 pts
Replies:
Structure
42 to >38.0 pts
Advanced
Both responses
are at least 250
words each. There
are very few
spelling and
grammar errors.
38 to >35.0 pts
Proficient
Both responses
organized; spelling
and grammar are
accurate with no
typos. One
response is under
the required word
count.
35 to >31.0 pts
Developing
Both responses
somewhat
organized; some
spelling and
grammar errors.
Both responses are
under the required
word count.
31 to >0.0 pts
Below
Expectations
Both responses
are not organized.
Both responses
contain many
spelling and
grammar errors.
Both responses
are significantly
under the
required word
count.
0 pts
Not
Present
42 pts
Total Points: 280
Discussion: Contemporary Theory Presentation Grading Rubric |
EDCO715_B02_202530
**## Read-ChristianCounselingConnectionVol.20Iss.1.pdf**
Christian Counseling Connection 7
CLINICAL
Fernando Garzon, Psy.D.
Counseling approaches applying mindfulness principles have been growing in
popularity (e.g., Hayes, Strosahl & Wilson, 1999; Roemer & Orsillo, 2009).
Consequently, it is not uncommon for therapists to open their sessions with
a “mindfulness moment” to encourage both client and counselor to be more
fully aware of present moment experiences and processes. From a Christian psychology
perspective, mindfulness leaves out important Christian worldview components that
can produce different therapeutic results with clients. In this article, I use an example to
highlight what those different results might be.
Let’s begin by taking a look at a typical mindful-
ness present moment awareness exercise based on
Roemer and Orsillo (2009, pp. 119-124), and then
incorporating Christian worldview principles into it
(Garzon, 2013, pp. 65-67). I note where the Chris-
tian worldview additions begin and then explain
what they contribute afterward.
Make yourself comfortable in your chair, closing
your eyes and placing your feet squarely on the
floor. Notice what sounds you hear in the room
[name examples]… begin to turn your aware-
ness to your body. Notice how you’re sitting in
the chair, that your hands are folded… feel your
feet in your shoes pressing against the floor,
your hips against the chair…. There’s no need
to change anything, simply be with your body… notice any areas of tension, giv-
ing yourself permission to be with that tension. This is not a time to struggle with
what is… observe what your mind is doing, what thoughts or images are occurring,
where it is going…. Just be aware of your experience, what is happening right now
in this moment… [Christian additions begin here:]. While you’re observing this
experience, I invite you to become aware of God’s presence with us in this room
today, that He’s here with us and wants to be with you in your experience. [Care-
fully observe the client’s nonverbal behavior. If the client appears to be responding
positively, continue with the remainder of the script.] I invite you to surrender all
you are experiencing to Him in this moment… releasing your tensions, thoughts,
and worries into His hands. [At times, the counselor may sense a Scripture is ap-
propriate to encourage this release, such as Matthew 11:28-30.] As you let go of
these things, become aware that God has a purpose in our meeting today. Open up
to what this purpose might be… and when you are ready, return your focus to the
room.
The Christian counselor then explores the experience with the client and any sense
of God’s presence or purpose for that day’s session. When positive, the client reports a
deepened sense of God’s involvement in his or her life. A script might be given to the
client to encourage using this activity out of sessions. When negative, examining the
experience in detail may lead to an awareness of a negative God image and God attach-
ment issues that can be treated in therapy.
Underlying premises highlight key differences between mindfulness and Christian
present moment awareness that can produce various results. In both Buddhist and
secularized versions of mindfulness, present moment awareness adopts a reduction-
istic closed system perspective. All cognitive and emotional experiences originate in
the brain and are the sole result of its processing. This stands in stark contrast to the
Christian worldview, which sees such processes in an open system, with the reality of
God’s Trinitarian immanence being a potential component for the client’s cognitive
and emotional processes with which to interact. In short, God is with us in our present
moment experiences. Training Christian clients with secular or Buddhist mindfulness
to ignore this reality minimizes a valuable resource for healing in the present moment.
We are not alone. God wants to be with us in our present moment experience, whatever
that experience might be.
The previous exercise also highlights that the present moment takes on additional
qualities when placed in a relational context with our loving, compassionate God. Both
the Christian present moment orientation and mindfulness concur that struggling with
uncomfortable internal experiences, or even sinful reactions, can sometimes worsen
those experiences (see Romans 7:15-25). Thus,
acceptance of self-experience is a mutual starting at-
titude for both exercises. However, in Christian pres-
ent moment awareness, this is only the beginning.
Important theistic relational components are
also involved to further healing. Themes of grace,
trust in the Lord, and surrender of the struggle to
God become powerful additions to acceptance.
These instill hope, deepen the client’s relationship
with the Lord, and build the client’s faith that the
unpleasant experience or sinful reaction does not
have to control him or her. Thus, strength in the
Lord (not self-effort) and the power of His might
(Ephesians 6:10) grows in Christian present mo-
ment awareness. A sense that God may have a higher
purpose in the present moment is also cultivated. These would be missed when only
mindfulness present moment awareness is practiced.
The main point of this brief article is not to attack empirically supported mindful-
ness, but emphasize the differences between mindfulness and Christian present moment
awareness that create meaningfully diverse results. Since mindfulness operates from a
truncated view of reality, it can inadvertently teach Christian clients to leave out the
most important part of reality, God, from their present moment awareness. Incorpo-
rating the reality of God’s immanence in present moment awareness can correct this
secular/Buddhist worldview omission and simultaneously cultivate a deeper relationship
with the most powerful healing resource available to any client—the Lord Himself. This
is a worthy goal from a Christian psychology perspective.
Fernando Garzon, Psy.D., is a professor at Liberty University in the
Center for Counseling and Family Services. Dr. Garzon’s research in-
terests focus on spiritual interventions in psychotherapy, lay Christian
counseling approaches (Freedom in Christ, Theophostic Ministry, etc.),
Christian psychology pedagogy, and multicultural issues. His clinical
experience encompasses outpatient, managed care, hospital, pastoral
care, and church settings.
References
Garzon, F.L. (2013). Christian devotional meditation for anxiety. In J. Aten, E. Johnson, E. Worthington &
J. Hook’s (Eds.), Evidence-Based Practices for Christian Counseling and Psychotherapy. pp. 59-76. Downers
Grove, IL: Intervarsity Academic Press.
Hayes, S.C., Strosahl, K.D. & Wilson, K.G. (1999). Acceptance and Commitment Therapy. New York, NY: The
Guilford Press.
Roemer, L.O. & Orsillo, S.M. (2009). Mindfulness & Acceptance-based Behavioral Therapies in Practice. New York,
NY: Guilford Press.
Mindfulness or Christian Present Moment Awareness?
Different Options with Different Results
from the Society for Christian Psychology
Christian Psych Notes
“From a Christian
psychology perspective,
mindfulness leaves out
important Christian
worldview components
that can produce different
therapeutic results
with clients.”
Basic HTML VersionPage 7 / 16
Basic HTML VersionPage / 16
**Read-MindfulnessandChristianDevotionalMeditation.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-mindfulnessandchristiandevotionalmeditation-pdf)
**Read-ChristianDevotionalMeditation.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-christiandevotionalmeditation-docx)
**Read-HealingofMemoriesModels-Research-FutureDirections.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-healingofmemoriesmodels-research-futuredirections-pdf)
**Reading-Chapter5SeligmanKressReichenberg.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapter5seligmankressreichenberg-docx)
**Reading-Chapters11and13TanS-Y.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapters11and13tans-y-docx)
**Reading-Chapters11and13TanS-Y.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-chapters11and13tans-y-docx)
**## Table5.docx**
**Table 5.1 Development and Progression of the Three Generations of Behavior Therapy**
## image7.png
## image8.png
## image9.png
## image1.png
## image2.png
## image3.png
## image4.png
## image5.png
## image6.png
**## Videos.docx**
[https://canvas.liberty.edu/courses/816237/pages/watch-christian-meditation-for-anxiety?module_item_id=84651995](https://canvas.liberty.edu/courses/816237/pages/watch-christian-meditation-for-anxiety?module_item_id=84651995)
[https://canvas.liberty.edu/courses/816237/pages/watch-grace-focused-meditation?module_item_id=84652000](https://canvas.liberty.edu/courses/816237/pages/watch-grace-focused-meditation?module_item_id=84652000)
[https://canvas.liberty.edu/courses/816237/pages/watch-behavior-therapy?module_item_id=84652007](https://canvas.liberty.edu/courses/816237/pages/watch-behavior-therapy?module_item_id=84652007)
[https://canvas.liberty.edu/courses/816237/pages/watch-biblical-perspectives-on-behavior-therapy?module_item_id=84652012](https://canvas.liberty.edu/courses/816237/pages/watch-biblical-perspectives-on-behavior-therapy?module_item_id=84652012)
[https://canvas.liberty.edu/courses/816237/pages/watch-loving-kindness-meditation?module_item_id=84652016](https://canvas.liberty.edu/courses/816237/pages/watch-loving-kindness-meditation?module_item_id=84652016)
[https://canvas.liberty.edu/courses/816237/pages/watch-sq3r-reading-method?module_item_id=84652021](https://canvas.liberty.edu/courses/816237/pages/watch-sq3r-reading-method?module_item_id=84652021)
[https://canvas.liberty.edu/courses/816237/pages/watch-the-9-best-scientific-study-tips?module_item_id=84652027](https://canvas.liberty.edu/courses/816237/pages/watch-the-9-best-scientific-study-tips?module_item_id=84652027)
[https://canvas.liberty.edu/courses/816237/modules/items/84652031](https://canvas.liberty.edu/courses/816237/modules/items/84652031)
**## 1-DiscussionContemporaryTheoryPresentationAssignmentInstructionsSweetStudy.docx**
EDCO 715
**Discussion: Contemporary Theory Presentation Assignment Instructions**
Overview
You will research, evaluate, and present a contemporary counseling theory to the class. It will address the major components of the theory as outlined below. It would simulate you making a presentation to your peers. You may develop your presentation using
**PowerPoint**.
Instructions
1. Your presentation should address the following Content areas:
1. Central constructs for the theory,
2. What causes dysfunction in the theory’s view?
3. What is the nature of therapy for this model?
4. Role of assessment (Does the model encourage a careful diagnostic interview? Self-report testing? Other forms of assessment?)
· Role of the client and the counselor
. (Is the counselor directive/non-directive? Educational? Active or Passive?)
. What personal qualities in the client will help the client take a role that will help the therapy be successful?
· Goals of therapy
. What is the therapy trying to accomplish? For example, traditional psychoanalytic therapy is trying to help the client resolve unconscious conflicts and to resolve the transference reaction with the therapist. What is your therapy model trying to do?
· Example techniques (Here are some sample techniques. There are many more. Interpretation of unconscious processes? Identification of cognitive distortions? Utilization of coping skills (such as relaxation training, assertiveness training, etc.)?
· the therapy process (How does the therapy develop over time?)
5. One or more case examples to demonstrate the therapy
6. Critique of the theory
· How well-supported is this theory empirically?
· What aspects of this theory need further research?
· How well does the theory address faith and cultural dimensions?
· How compatible is this theory to a Christian worldview?
. Any recommended modifications, additions, or deletions to make the theory more compatible with the Christian worldview?
. Any areas for further theological reflection related to this theory?
7. Key resources to learn this approach
2.
**Use your creativity in the development of this presentation**. You may develop a PowerPoint presentation; however, you may also utilize an Adobe creative suite software, make a video, narrated PowerPoint, web page, etc. There are possibilities to complete this assignment. Many of these theories also have videos demonstrating their usage in Liberty’s online library databases (specifically, see the Counseling and Therapy in Video online database and the PsycTherapy online database in Liberty’s library database collection). Thus, you may be able to create brief therapy clips from these that can be incorporated into your presentation. Also, therapy demonstrations can sometimes be found on YouTube or other websites. Include therapy sample links if available as a part of your presentation.
Page 1 of 2
**## Discussion-ContemporaryTheoryPresentationGradingRubric.pdf**
Criteria Ratings Points
Creativity
and
Originality
28 to >25.0 pts
Advanced
The presentation
development
reflects creative
elements that
engage the reader.
25 to >23.0 pts
Proficient
The presentation
development
reflects some
creative elements.
23 to >21.0 pts
Developing
Presentation is
original but needs
more creativity.
21 to >0.0 pts
Below
Expectations
Presentation is
not original and
does not contain
creative elements.
0 pts
Not
Present
28 pts
Presentation:
Content
150 to >137.0 pts
Advanced
Presentation gives
content accuracy
describing the
therapy model. All
components as
described in the
assignment have
been thoroughly
addressed.
Assertions are
relevant and
properly supported
by evidence,
including critiques
of the theory. The
presentation offers
a solid summary of
the central tenets
of the theory and
gives one or more
case examples.
137 to >125.0 pts
Proficient
Presentation gives
content accuracy
describing the
therapy model. All
components as
described in the
assignment have
been thoroughly
addressed.
Assertions are
somewhat relevant
and somewhat
supported by
evidence, including
critiques of the
theory. The
presentation offers
a summary of the
central tenets of the
theory and gives
one or more case
examples.
125 to >113.0 pts
Developing
Presentation gives
content some
accuracy describing
the therapy model.
Some components
as described in the
assignment have
been addressed.
Assertions are
somewhat relevant
and somewhat
supported by
evidence, including
critiques of the
theory. The
presentation gives a
minimal summary of
the central tenets of
the theory and
gives one or more
case examples.
113 to >0.0 pts
Below
Expectations
Presentation
gives little content
accuracy
describing the
therapy model.
Few components
as described in
the assignment
have been
addressed.
Assertions are not
relevant and not
supported by
evidence,
including critiques
of the theory. The
presentation gives
few central tenets
of the theory and
does not give one
or more case
examples.
0 pts
Not
Present
150
pts
Discussion: Contemporary Theory Presentation Grading Rubric |
EDCO715_B02_202530
Criteria Ratings Points
Replies:
Content
18 to >16.0 pts
Advanced
Responses are
well organized and
reflect thorough,
thoughtful review
of the presentation.
Responses interact
with those making
comments on the
student’s
presentation.
16 to >15.0 pts
Proficient
Responses are
organized and
reflect thoughtful
review of the
presentation.
Responses interact
with those making
comments on the
student’s
presentation.
15 to >13.0 pts
Developing
Responses are
somewhat
organized and
reflect some review
of the presentation.
Responses interact
with those making
comments on the
student’s
presentation.
13 to >0.0 pts
Below
Expectations
Responses are
not organized and
minimally reflect
review of
presentation.
Minimal
interaction with
those making
comments on the
student’s
presentation.
0 pts
Not
Present
18 pts
Presentation:
Structure
42 to >38.0 pts
Advanced
All quality technical
aspects (i.e.
backgrounds,
fonts, image and
grammar).
38 to >35.0 pts
Proficient
Mostly technical
aspects are quality
(i.e. backgrounds,
fonts, image and
grammar).
35 to >31.0 pts
Developing
Some technical
aspects are quality
(i.e. backgrounds,
fonts, image and
grammar).
31 to >0.0 pts
Below
Expectations
Few technical
aspects are
quality (i.e.
backgrounds,
fonts, image and
grammar).
0 pts
Not
Present
42 pts
Replies:
Structure
42 to >38.0 pts
Advanced
Both responses
are at least 250
words each. There
are very few
spelling and
grammar errors.
38 to >35.0 pts
Proficient
Both responses
organized; spelling
and grammar are
accurate with no
typos. One
response is under
the required word
count.
35 to >31.0 pts
Developing
Both responses
somewhat
organized; some
spelling and
grammar errors.
Both responses are
under the required
word count.
31 to >0.0 pts
Below
Expectations
Both responses
are not organized.
Both responses
contain many
spelling and
grammar errors.
Both responses
are significantly
under the
required word
count.
0 pts
Not
Present
42 pts
Total Points: 280
Discussion: Contemporary Theory Presentation Grading Rubric |
EDCO715_B02_202530
**## Read-ChristianCounselingConnectionVol.20Iss.1.pdf**
Christian Counseling Connection 7
CLINICAL
Fernando Garzon, Psy.D.
Counseling approaches applying mindfulness principles have been growing in
popularity (e.g., Hayes, Strosahl & Wilson, 1999; Roemer & Orsillo, 2009).
Consequently, it is not uncommon for therapists to open their sessions with
a “mindfulness moment” to encourage both client and counselor to be more
fully aware of present moment experiences and processes. From a Christian psychology
perspective, mindfulness leaves out important Christian worldview components that
can produce different therapeutic results with clients. In this article, I use an example to
highlight what those different results might be.
Let’s begin by taking a look at a typical mindful-
ness present moment awareness exercise based on
Roemer and Orsillo (2009, pp. 119-124), and then
incorporating Christian worldview principles into it
(Garzon, 2013, pp. 65-67). I note where the Chris-
tian worldview additions begin and then explain
what they contribute afterward.
Make yourself comfortable in your chair, closing
your eyes and placing your feet squarely on the
floor. Notice what sounds you hear in the room
[name examples]… begin to turn your aware-
ness to your body. Notice how you’re sitting in
the chair, that your hands are folded… feel your
feet in your shoes pressing against the floor,
your hips against the chair…. There’s no need
to change anything, simply be with your body… notice any areas of tension, giv-
ing yourself permission to be with that tension. This is not a time to struggle with
what is… observe what your mind is doing, what thoughts or images are occurring,
where it is going…. Just be aware of your experience, what is happening right now
in this moment… [Christian additions begin here:]. While you’re observing this
experience, I invite you to become aware of God’s presence with us in this room
today, that He’s here with us and wants to be with you in your experience. [Care-
fully observe the client’s nonverbal behavior. If the client appears to be responding
positively, continue with the remainder of the script.] I invite you to surrender all
you are experiencing to Him in this moment… releasing your tensions, thoughts,
and worries into His hands. [At times, the counselor may sense a Scripture is ap-
propriate to encourage this release, such as Matthew 11:28-30.] As you let go of
these things, become aware that God has a purpose in our meeting today. Open up
to what this purpose might be… and when you are ready, return your focus to the
room.
The Christian counselor then explores the experience with the client and any sense
of God’s presence or purpose for that day’s session. When positive, the client reports a
deepened sense of God’s involvement in his or her life. A script might be given to the
client to encourage using this activity out of sessions. When negative, examining the
experience in detail may lead to an awareness of a negative God image and God attach-
ment issues that can be treated in therapy.
Underlying premises highlight key differences between mindfulness and Christian
present moment awareness that can produce various results. In both Buddhist and
secularized versions of mindfulness, present moment awareness adopts a reduction-
istic closed system perspective. All cognitive and emotional experiences originate in
the brain and are the sole result of its processing. This stands in stark contrast to the
Christian worldview, which sees such processes in an open system, with the reality of
God’s Trinitarian immanence being a potential component for the client’s cognitive
and emotional processes with which to interact. In short, God is with us in our present
moment experiences. Training Christian clients with secular or Buddhist mindfulness
to ignore this reality minimizes a valuable resource for healing in the present moment.
We are not alone. God wants to be with us in our present moment experience, whatever
that experience might be.
The previous exercise also highlights that the present moment takes on additional
qualities when placed in a relational context with our loving, compassionate God. Both
the Christian present moment orientation and mindfulness concur that struggling with
uncomfortable internal experiences, or even sinful reactions, can sometimes worsen
those experiences (see Romans 7:15-25). Thus,
acceptance of self-experience is a mutual starting at-
titude for both exercises. However, in Christian pres-
ent moment awareness, this is only the beginning.
Important theistic relational components are
also involved to further healing. Themes of grace,
trust in the Lord, and surrender of the struggle to
God become powerful additions to acceptance.
These instill hope, deepen the client’s relationship
with the Lord, and build the client’s faith that the
unpleasant experience or sinful reaction does not
have to control him or her. Thus, strength in the
Lord (not self-effort) and the power of His might
(Ephesians 6:10) grows in Christian present mo-
ment awareness. A sense that God may have a higher
purpose in the present moment is also cultivated. These would be missed when only
mindfulness present moment awareness is practiced.
The main point of this brief article is not to attack empirically supported mindful-
ness, but emphasize the differences between mindfulness and Christian present moment
awareness that create meaningfully diverse results. Since mindfulness operates from a
truncated view of reality, it can inadvertently teach Christian clients to leave out the
most important part of reality, God, from their present moment awareness. Incorpo-
rating the reality of God’s immanence in present moment awareness can correct this
secular/Buddhist worldview omission and simultaneously cultivate a deeper relationship
with the most powerful healing resource available to any client—the Lord Himself. This
is a worthy goal from a Christian psychology perspective.
Fernando Garzon, Psy.D., is a professor at Liberty University in the
Center for Counseling and Family Services. Dr. Garzon’s research in-
terests focus on spiritual interventions in psychotherapy, lay Christian
counseling approaches (Freedom in Christ, Theophostic Ministry, etc.),
Christian psychology pedagogy, and multicultural issues. His clinical
experience encompasses outpatient, managed care, hospital, pastoral
care, and church settings.
References
Garzon, F.L. (2013). Christian devotional meditation for anxiety. In J. Aten, E. Johnson, E. Worthington &
J. Hook’s (Eds.), Evidence-Based Practices for Christian Counseling and Psychotherapy. pp. 59-76. Downers
Grove, IL: Intervarsity Academic Press.
Hayes, S.C., Strosahl, K.D. & Wilson, K.G. (1999). Acceptance and Commitment Therapy. New York, NY: The
Guilford Press.
Roemer, L.O. & Orsillo, S.M. (2009). Mindfulness & Acceptance-based Behavioral Therapies in Practice. New York,
NY: Guilford Press.
Mindfulness or Christian Present Moment Awareness?
Different Options with Different Results
from the Society for Christian Psychology
Christian Psych Notes
“From a Christian
psychology perspective,
mindfulness leaves out
important Christian
worldview components
that can produce different
therapeutic results
with clients.”
Basic HTML VersionPage 7 / 16
Basic HTML VersionPage / 16
**Read-MindfulnessandChristianDevotionalMeditation.pdf**
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**Read-ChristianDevotionalMeditation.docx**
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**Read-HealingofMemoriesModels-Research-FutureDirections.pdf**
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**Reading-Chapter5SeligmanKressReichenberg.docx**
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**Reading-Chapters11and13TanS-Y.docx**
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**## Table5.docx**
**Table 5.1 Development and Progression of the Three Generations of Behavior Therapy**
## image7.png
## image8.png
## image9.png
## image1.png
## image2.png
## image3.png
## image4.png
## image5.png
## image6.png
**## Videos.docx**
[https://canvas.liberty.edu/courses/816237/pages/watch-christian-meditation-for-anxiety?module_item_id=84651995](https://canvas.liberty.edu/courses/816237/pages/watch-christian-meditation-for-anxiety?module_item_id=84651995)
[https://canvas.liberty.edu/courses/816237/pages/watch-grace-focused-meditation?module_item_id=84652000](https://canvas.liberty.edu/courses/816237/pages/watch-grace-focused-meditation?module_item_id=84652000)
[https://canvas.liberty.edu/courses/816237/pages/watch-behavior-therapy?module_item_id=84652007](https://canvas.liberty.edu/courses/816237/pages/watch-behavior-therapy?module_item_id=84652007)
[https://canvas.liberty.edu/courses/816237/pages/watch-biblical-perspectives-on-behavior-therapy?module_item_id=84652012](https://canvas.liberty.edu/courses/816237/pages/watch-biblical-perspectives-on-behavior-therapy?module_item_id=84652012)
[https://canvas.liberty.edu/courses/816237/pages/watch-loving-kindness-meditation?module_item_id=84652016](https://canvas.liberty.edu/courses/816237/pages/watch-loving-kindness-meditation?module_item_id=84652016)
[https://canvas.liberty.edu/courses/816237/pages/watch-sq3r-reading-method?module_item_id=84652021](https://canvas.liberty.edu/courses/816237/pages/watch-sq3r-reading-method?module_item_id=84652021)
[https://canvas.liberty.edu/courses/816237/pages/watch-the-9-best-scientific-study-tips?module_item_id=84652027](https://canvas.liberty.edu/courses/816237/pages/watch-the-9-best-scientific-study-tips?module_item_id=84652027)
[https://canvas.liberty.edu/courses/816237/modules/items/84652031](https://canvas.liberty.edu/courses/816237/modules/items/84652031)
**## 1-DiscussionContemporaryTheoryPresentationAssignmentInstructionsSweetStudy.docx**
EDCO 715
**Discussion: Contemporary Theory Presentation Assignment Instructions**
Overview
You will research, evaluate, and present a contemporary counseling theory to the class. It will address the major components of the theory as outlined below. It would simulate you making a presentation to your peers. You may develop your presentation using
**PowerPoint**.
Instructions
1. Your presentation should address the following Content areas:
1. Central constructs for the theory,
2. What causes dysfunction in the theory’s view?
3. What is the nature of therapy for this model?
4. Role of assessment (Does the model encourage a careful diagnostic interview? Self-report testing? Other forms of assessment?)
· Role of the client and the counselor
. (Is the counselor directive/non-directive? Educational? Active or Passive?)
. What personal qualities in the client will help the client take a role that will help the therapy be successful?
· Goals of therapy
. What is the therapy trying to accomplish? For example, traditional psychoanalytic therapy is trying to help the client resolve unconscious conflicts and to resolve the transference reaction with the therapist. What is your therapy model trying to do?
· Example techniques (Here are some sample techniques. There are many more. Interpretation of unconscious processes? Identification of cognitive distortions? Utilization of coping skills (such as relaxation training, assertiveness training, etc.)?
· the therapy process (How does the therapy develop over time?)
5. One or more case examples to demonstrate the therapy
6. Critique of the theory
· How well-supported is this theory empirically?
· What aspects of this theory need further research?
· How well does the theory address faith and cultural dimensions?
· How compatible is this theory to a Christian worldview?
. Any recommended modifications, additions, or deletions to make the theory more compatible with the Christian worldview?
. Any areas for further theological reflection related to this theory?
7. Key resources to learn this approach
2.
**Use your creativity in the development of this presentation**. You may develop a PowerPoint presentation; however, you may also utilize an Adobe creative suite software, make a video, narrated PowerPoint, web page, etc. There are possibilities to complete this assignment. Many of these theories also have videos demonstrating their usage in Liberty’s online library databases (specifically, see the Counseling and Therapy in Video online database and the PsycTherapy online database in Liberty’s library database collection). Thus, you may be able to create brief therapy clips from these that can be incorporated into your presentation. Also, therapy demonstrations can sometimes be found on YouTube or other websites. Include therapy sample links if available as a part of your presentation.
Page 1 of 2
**## Discussion-ContemporaryTheoryPresentationGradingRubric.pdf**
Criteria Ratings Points
Creativity
and
Originality
28 to >25.0 pts
Advanced
The presentation
development
reflects creative
elements that
engage the reader.
25 to >23.0 pts
Proficient
The presentation
development
reflects some
creative elements.
23 to >21.0 pts
Developing
Presentation is
original but needs
more creativity.
21 to >0.0 pts
Below
Expectations
Presentation is
not original and
does not contain
creative elements.
0 pts
Not
Present
28 pts
Presentation:
Content
150 to >137.0 pts
Advanced
Presentation gives
content accuracy
describing the
therapy model. All
components as
described in the
assignment have
been thoroughly
addressed.
Assertions are
relevant and
properly supported
by evidence,
including critiques
of the theory. The
presentation offers
a solid summary of
the central tenets
of the theory and
gives one or more
case examples.
137 to >125.0 pts
Proficient
Presentation gives
content accuracy
describing the
therapy model. All
components as
described in the
assignment have
been thoroughly
addressed.
Assertions are
somewhat relevant
and somewhat
supported by
evidence, including
critiques of the
theory. The
presentation offers
a summary of the
central tenets of the
theory and gives
one or more case
examples.
125 to >113.0 pts
Developing
Presentation gives
content some
accuracy describing
the therapy model.
Some components
as described in the
assignment have
been addressed.
Assertions are
somewhat relevant
and somewhat
supported by
evidence, including
critiques of the
theory. The
presentation gives a
minimal summary of
the central tenets of
the theory and
gives one or more
case examples.
113 to >0.0 pts
Below
Expectations
Presentation
gives little content
accuracy
describing the
therapy model.
Few components
as described in
the assignment
have been
addressed.
Assertions are not
relevant and not
supported by
evidence,
including critiques
of the theory. The
presentation gives
few central tenets
of the theory and
does not give one
or more case
examples.
0 pts
Not
Present
150
pts
Discussion: Contemporary Theory Presentation Grading Rubric |
EDCO715_B02_202530
Criteria Ratings Points
Replies:
Content
18 to >16.0 pts
Advanced
Responses are
well organized and
reflect thorough,
thoughtful review
of the presentation.
Responses interact
with those making
comments on the
student’s
presentation.
16 to >15.0 pts
Proficient
Responses are
organized and
reflect thoughtful
review of the
presentation.
Responses interact
with those making
comments on the
student’s
presentation.
15 to >13.0 pts
Developing
Responses are
somewhat
organized and
reflect some review
of the presentation.
Responses interact
with those making
comments on the
student’s
presentation.
13 to >0.0 pts
Below
Expectations
Responses are
not organized and
minimally reflect
review of
presentation.
Minimal
interaction with
those making
comments on the
student’s
presentation.
0 pts
Not
Present
18 pts
Presentation:
Structure
42 to >38.0 pts
Advanced
All quality technical
aspects (i.e.
backgrounds,
fonts, image and
grammar).
38 to >35.0 pts
Proficient
Mostly technical
aspects are quality
(i.e. backgrounds,
fonts, image and
grammar).
35 to >31.0 pts
Developing
Some technical
aspects are quality
(i.e. backgrounds,
fonts, image and
grammar).
31 to >0.0 pts
Below
Expectations
Few technical
aspects are
quality (i.e.
backgrounds,
fonts, image and
grammar).
0 pts
Not
Present
42 pts
Replies:
Structure
42 to >38.0 pts
Advanced
Both responses
are at least 250
words each. There
are very few
spelling and
grammar errors.
38 to >35.0 pts
Proficient
Both responses
organized; spelling
and grammar are
accurate with no
typos. One
response is under
the required word
count.
35 to >31.0 pts
Developing
Both responses
somewhat
organized; some
spelling and
grammar errors.
Both responses are
under the required
word count.
31 to >0.0 pts
Below
Expectations
Both responses
are not organized.
Both responses
contain many
spelling and
grammar errors.
Both responses
are significantly
under the
required word
count.
0 pts
Not
Present
42 pts
Total Points: 280
Discussion: Contemporary Theory Presentation Grading Rubric |
EDCO715_B02_202530
**## Read-ChristianCounselingConnectionVol.20Iss.1.pdf**
Christian Counseling Connection 7
CLINICAL
Fernando Garzon, Psy.D.
Counseling approaches applying mindfulness principles have been growing in
popularity (e.g., Hayes, Strosahl & Wilson, 1999; Roemer & Orsillo, 2009).
Consequently, it is not uncommon for therapists to open their sessions with
a “mindfulness moment” to encourage both client and counselor to be more
fully aware of present moment experiences and processes. From a Christian psychology
perspective, mindfulness leaves out important Christian worldview components that
can produce different therapeutic results with clients. In this article, I use an example to
highlight what those different results might be.
Let’s begin by taking a look at a typical mindful-
ness present moment awareness exercise based on
Roemer and Orsillo (2009, pp. 119-124), and then
incorporating Christian worldview principles into it
(Garzon, 2013, pp. 65-67). I note where the Chris-
tian worldview additions begin and then explain
what they contribute afterward.
Make yourself comfortable in your chair, closing
your eyes and placing your feet squarely on the
floor. Notice what sounds you hear in the room
[name examples]… begin to turn your aware-
ness to your body. Notice how you’re sitting in
the chair, that your hands are folded… feel your
feet in your shoes pressing against the floor,
your hips against the chair…. There’s no need
to change anything, simply be with your body… notice any areas of tension, giv-
ing yourself permission to be with that tension. This is not a time to struggle with
what is… observe what your mind is doing, what thoughts or images are occurring,
where it is going…. Just be aware of your experience, what is happening right now
in this moment… [Christian additions begin here:]. While you’re observing this
experience, I invite you to become aware of God’s presence with us in this room
today, that He’s here with us and wants to be with you in your experience. [Care-
fully observe the client’s nonverbal behavior. If the client appears to be responding
positively, continue with the remainder of the script.] I invite you to surrender all
you are experiencing to Him in this moment… releasing your tensions, thoughts,
and worries into His hands. [At times, the counselor may sense a Scripture is ap-
propriate to encourage this release, such as Matthew 11:28-30.] As you let go of
these things, become aware that God has a purpose in our meeting today. Open up
to what this purpose might be… and when you are ready, return your focus to the
room.
The Christian counselor then explores the experience with the client and any sense
of God’s presence or purpose for that day’s session. When positive, the client reports a
deepened sense of God’s involvement in his or her life. A script might be given to the
client to encourage using this activity out of sessions. When negative, examining the
experience in detail may lead to an awareness of a negative God image and God attach-
ment issues that can be treated in therapy.
Underlying premises highlight key differences between mindfulness and Christian
present moment awareness that can produce various results. In both Buddhist and
secularized versions of mindfulness, present moment awareness adopts a reduction-
istic closed system perspective. All cognitive and emotional experiences originate in
the brain and are the sole result of its processing. This stands in stark contrast to the
Christian worldview, which sees such processes in an open system, with the reality of
God’s Trinitarian immanence being a potential component for the client’s cognitive
and emotional processes with which to interact. In short, God is with us in our present
moment experiences. Training Christian clients with secular or Buddhist mindfulness
to ignore this reality minimizes a valuable resource for healing in the present moment.
We are not alone. God wants to be with us in our present moment experience, whatever
that experience might be.
The previous exercise also highlights that the present moment takes on additional
qualities when placed in a relational context with our loving, compassionate God. Both
the Christian present moment orientation and mindfulness concur that struggling with
uncomfortable internal experiences, or even sinful reactions, can sometimes worsen
those experiences (see Romans 7:15-25). Thus,
acceptance of self-experience is a mutual starting at-
titude for both exercises. However, in Christian pres-
ent moment awareness, this is only the beginning.
Important theistic relational components are
also involved to further healing. Themes of grace,
trust in the Lord, and surrender of the struggle to
God become powerful additions to acceptance.
These instill hope, deepen the client’s relationship
with the Lord, and build the client’s faith that the
unpleasant experience or sinful reaction does not
have to control him or her. Thus, strength in the
Lord (not self-effort) and the power of His might
(Ephesians 6:10) grows in Christian present mo-
ment awareness. A sense that God may have a higher
purpose in the present moment is also cultivated. These would be missed when only
mindfulness present moment awareness is practiced.
The main point of this brief article is not to attack empirically supported mindful-
ness, but emphasize the differences between mindfulness and Christian present moment
awareness that create meaningfully diverse results. Since mindfulness operates from a
truncated view of reality, it can inadvertently teach Christian clients to leave out the
most important part of reality, God, from their present moment awareness. Incorpo-
rating the reality of God’s immanence in present moment awareness can correct this
secular/Buddhist worldview omission and simultaneously cultivate a deeper relationship
with the most powerful healing resource available to any client—the Lord Himself. This
is a worthy goal from a Christian psychology perspective.
Fernando Garzon, Psy.D., is a professor at Liberty University in the
Center for Counseling and Family Services. Dr. Garzon’s research in-
terests focus on spiritual interventions in psychotherapy, lay Christian
counseling approaches (Freedom in Christ, Theophostic Ministry, etc.),
Christian psychology pedagogy, and multicultural issues. His clinical
experience encompasses outpatient, managed care, hospital, pastoral
care, and church settings.
References
Garzon, F.L. (2013). Christian devotional meditation for anxiety. In J. Aten, E. Johnson, E. Worthington &
J. Hook’s (Eds.), Evidence-Based Practices for Christian Counseling and Psychotherapy. pp. 59-76. Downers
Grove, IL: Intervarsity Academic Press.
Hayes, S.C., Strosahl, K.D. & Wilson, K.G. (1999). Acceptance and Commitment Therapy. New York, NY: The
Guilford Press.
Roemer, L.O. & Orsillo, S.M. (2009). Mindfulness & Acceptance-based Behavioral Therapies in Practice. New York,
NY: Guilford Press.
Mindfulness or Christian Present Moment Awareness?
Different Options with Different Results
from the Society for Christian Psychology
Christian Psych Notes
“From a Christian
psychology perspective,
mindfulness leaves out
important Christian
worldview components
that can produce different
therapeutic results
with clients.”
Basic HTML VersionPage 7 / 16
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