- Discuss the usefulness/purpose of the stress response from a neuro-biopsychosocial perspective
- Bring awareness to ways in which stress impairs healthcare delivery (e.g., burnout, myopic focus) factors.
- Distinguish the somatic components of a typical stress response and predict common body sensations in response to activation.
- Distinguish the underlying cognitive components of the stress response, how cognitive distortions or inaccurate thinking may play a role in amplifying the cycle of stress reactivity, and how to revert it.
- Recognize the emotional components correlated with a stress response, and learn how to respond instead of reacting to unpleasant, unwanted, or even contradictory feelings and sensations both personally and professionally.
- Recognize ways in which reactivity to stress has the potential to impair both emotional (e.g., acute anxiety, depression) and physical (e.g., blood pressure, impaired immune function) wellbeing for patients.
- Explain what mindfulness is from a both a theoretical and scientific perspective, including its direct applications in Western medicine to prevent disease and promote health.
- Apply mindfulness-based tools and other behavioral approaches (e.g., reframing, reassessing, re-evaluating) to help switch “reflexive” self-judgment and criticism for self and others with greater mental flexibility, curiosity, and dynamic inquiry.
- Identify early indicators of provider burnout and employ mindfulness-based skills to enable a renewed commitment to the care of and reconnection with patients.
- Apply mindfulness-based stress management techniques, including “formal” mindfulness meditation, into health-related interventions to increase focused attention, reduce predisposition to automatic negative thoughts and emotions, and promote emotional regulation and relaxation.
- Establish at least three “informal” awareness practices (e.g., mindful listening, mindful speaking, or mindfulness in any other real-life application) to promote sustained focused attention and the ability to shift detrimental cognitive processes both in the personal and the clinical context.
- Distinguish between acceptance of distress (i.e. inviting difficulty) vs. emotional resignation (i.e., staying in hopelessness, resentment, victimhood) and recognize the relevance of this difference as it relates to personal growth and behavior for personal and clinical applications.
- Apply “mindful listening practices” to enhance effective communication and connection.
- Identify at least 2 early indicators of provider burnout and employ mindfulness-based skills to facilitate a renewed commitment to the care of and reconnection with patients.