ABSTRACT

In this final chapter, I present how to explicitly teach mindfulness to highrisk adolescents. I have deliberately positioned this chapter at the end of this book because of the misapplication within which many therapists teach mindfulness: as an isolated technique, while paying little to no attention to building an authentic relationship. The ability to engage high-risk adolescents in explicit mindfulness practice is strongly influenced by the conditions set forth in the therapeutic relationship. Thus, it was imperative for me to cover the building of an authentic relationship, the necessary facilitator qualities, working with resistance, and how to approach change and spiritual worldviews prior to presenting methods for teaching mind - fulness explicitly. All too often, clinicians look for quick fixes and solutionfocused techniques that can benefit their clients. While these clinicians’ motivations may be pure, this limited use of the mindfulness practice does not do justice to the power that the therapeutic relationship and its potential for growth has when working from a continually mindful perspective.