Lecture type	Total
Lectures	30

* Load is given in academic hour (1 academic hour = 45 minutes)

Course objectives:
Introduce students to theoretical concepts and techniques of contemplative science and practice (with special emphasis on mindfulness / focused awareness techniques) for the purpose of applying and planning mindfulness programs in socio-pedagogical work.

Expected outcomes:
Define and describe the basic theoretical concepts and methods of contemplative science
Demonstrate an understanding and application of professional terminology in contemplating a focused awareness approach
Understand and argue elements of mindfulness programs for different user groups (children, youth, populations at risk)
Analyze the applicability of mindfulness techniques in sociopedagogical practice
Plan the application of mindfulness techniques in sociopedagogical practice

Topics:
Course presentation and arrangements
Contemplative practice and mindfulness
Nature of mind, awareness, perception and attention
Mindfulness program development and informal mindfulness practice
Empathy and compassion
Compassion and mindfulness practice 1.
Compassion and mindfulness practice 2.
Neurological research and the effects of contemplative practice
Mindfulness in the promotion of mental health and prevention of PUP, Children and youth 1.
Mindfulness in the promotion of mental health and prevention of PUP, Children and youth 2.
Mindfulness in the promotion of mental health, Programs for professionals in the education system and professionals in helping professions
Mindfulness in behavioral problems treatment
Mindfulness in penal institutions
Mindfulness and new technologies
Challenges of research and measurement
Course evaluation

Exam:
Student work will be evaluated through a written exam.

1. Mindfulness training as a clinical intervention: a conceptual and empirical review, , Baer, R.A., , 2003.
2. From mindfulness to right mindfulness: the intersection of awareness and ethics, , Greenberg , M. T. and Mitra, J., , 2015.
3. Teaching mindfulness to children, , Hooker, K.E. and Fodr, I., , 2008.
4. Improving classroom learning environments by sultivating awareness ans resilience in education (CARE): results of two pilot studies, , Jennings, P., Snowberg, K., Coccia, M. and Greenberg, M., , 2011.
5. Improving classroom learning environments by sultivating awareness ans resilience in education (CARE): results of randomized control trial, , Jennings, P., Snowberg, K., Frank, J. L., Coccia, M. A. and Greenberg, M., , 2013.
6. Gdje god da kreneš već si tamo, , Kabat-Zinn, J., , 2001.
7. The dialectical behaviour therapy skills workbook: Practical DBT exercises for learning, , McKay, M., Wood, J.C., Brantley, J., , 2007.
8. Moć sadašnjeg trenutka, , Tolle, E., , 2003.
9. The mindful way through depression, , Williams, M., Teasdale, J., Segal, Z. and Kabat-Zinn, J., , 2008.

Socijalna pedagogija, 1. semestar - Regular studij - Social Pedagogy
Socijalna pedagogija, 1. semestar - Regular studij - Social Pedagogy

Socijalna pedagogija, 1. semestar - Regular studij - Social Pedagogy
Socijalna pedagogija, 1. semestar - Regular studij - Social Pedagogy