While the primary importance of successful work with high-risk adolescents relies on the work of the relationship and its many components (e.g., relationship spheres, resistance work, the paradox of change, process-level work), there are still important aspects of a mindfulness model of therapy that are best interwoven with the content level of therapy. I do not mean the particulars of explicitly teaching mindfulness to a client (this is something I will cover in Chapter 9), but instead refer here to the potential for using the underlying philosophy of a mindfulness model as a para - digmatic view of the content that a client presents in therapy.