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The Mindfulness-Based Campus-Community Health Program 
Director: Daniel Holland, Ph.D., M.P.H.

Self Care artwork
                                                                                                                        (c) 2006 Aimee Colmery Dixon, "Self Care"


 


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To understand ourselves requires objective, kindly, dispassionate study of ourselves, ourselves being the organism as a whole--our body, our feelings, our thoughts. They are not separate, they are interrelated. It is only when we understand the organism as a whole that we can go beyond and discover still further, greater, vaster things.
Krishnamurti
 
 
Related Publications

Alexander, E. M., & Maisel, E. (1986). The resurrection of the body: The essential writings of F. Matthias Alexander. Boston: Shambhala.

Buell, F. (1999). Report on the contemplative practice fellowship program. Williamsburg, MA: The Center for Contemplative Mind in Society.

Duerr, M. (2004). The contemplative organization. Journal of Organizational Change Management, 17(1), pp. 43-61.

Dumas, J. (2005). Mindfulness-based parent training: Strategies to lessen the grip of automaticity in families with disruptive children. Journal of Clinical Child and Adolescent Psychology, 34(4), 779-791.

Feldenkrais, M. (1977). Awareness through movement. New York: Harper.

Hanna, T. (1988). Somatics: reawakening the mind's control of movement, flexibility, and health. Cambridge, MA: Perseus.

Holland, D. (2003). An example for integrating disability issues into the university curriculum: A course in mindfulness meditation, somatic awareness, and disability studies. Rehabilitation Psychology News, 30(3), http://www.apa.org/divisions/div22/Spring2003news.html#CDIP

Holland, D. (in press). Contemplative education in unexpected places: Teaching mindfulness in Arkansas and Austria. Teachers College Record.

Holland, D. (2005). Mindfulness meditation as a method of health promotion in educational settings: Proposal for an experiential pedagogy. Spektrum Freizeit: Forum für Wissenschaft, Politik und Praxis [Austria], 107-115.

Holland, D., Holland, D. S. (2003). Somatic education as a public health intervention: Enhancing sensory-motor awareness in community-based settings. Somatics, 13(4), 28-31.

Kabat-Zinn, J. (1999). Indra's net at work: The mainstreaming of Dharma practice in society. In G. Watson, S. Batchelor, & G. Claxton (Eds.), The psychology of awakening: Buddhism, science and our day-to-day lives (pp. 226-249). London: Rider.

Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. New York: Hyperion.

Kabat-Zinn, J. (1992). Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain and Illness. New York: Hyperion.

Krishnamurti, J. (1963). Life ahead. New York: Harper & Row.

Napoli, M., Krech, P., Holley, L. (2005). Mindfulness Training for Elementary School Students: The Attention Academy. Journal of Applied School Psychology, 21(1), 99-125.

Rockefeller, S. (1996). Meditation, social change, and undergraduate education. Williamsburg, MA: The Center for Contemplative Mind in Society.

Sagula, D., Rice, K. (2004). The effectiveness of mindfulness training on the grieving process and emotional well-beingof chronic pain patients. Journal of Clinical Psychology in Medical Settings, 11(4), 333-342.

Shapiro, S. Astin, J., Bishop, S. (2005). Mindfulness-Based Stress Reduction for Health Care Professionals: Results From a Randomized Trial. International Journal of Stress Management, Vol 12(2), 164-176.

Weiss, M., Nordlie, J., Siegel, E. (2005). Mindfulness-Based Stress Reduction as an Adjunct to Outpatient Psychotherapy. Psychotherapy and Psychosomatics, 74(2), 108-112.

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