課程大綱

課程資訊

課程名稱

身心靈整合健康專題
Integrative Body-Mind Spirit Social Work

開課學期

108-1

授課對象

社會科學院社會工作學研究所

授課教師

戴可馨

課號

SW7054

課程識別碼

330EM3670

班次

學分

3.0

全/半年

半年

必/選修

選修

上課時間

星期二7,8,9(14:20~17:20)

上課地點

社318

備註

本課程以英語授課。
限碩士班以上
總人數上限：10人
外系人數限制：1人

Ceiba 課程網頁

http://ceiba.ntu.edu.tw/1081SW7054_

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課程概述

待補
This transformative social work educational course introduces students to Integrative Body-Mind Spirit (I-BMS) Social Work. I-BMS Social Work recognizes body, mind, and spirituality as fundamental domains of human experience interconnected with systems in the environment. I-BMS Social Work is strengths based and integrates indigenous, Eastern and Western philosophies and practice orientations to expand beyond existing social work therapeutic frameworks. I-BMS Social Work aims to facilitate body-mind-spirit connections, foster strengths, promote balance as a key element to transformation and reiterate spirituality as a key domain within the bio-psychosocial-“spiritual” framework. 21st century social work issues are interconnected from the micro to macro levels and overlap within bio-psycho-social-spiritual dimensions. I-BMS SW enables a social justice and human rights lens to address these multi-dimensional issues.

The Course is designed as both experiential and foundational and two classrooms will be utilized. In the lecture classroom, students will learn about I-BMS philosophy, practice skills of engagement, assessment and planning and further demonstrate learnings within an individual and group work assignments. This foundational aspect enable students to acquire a unique set of knowledge, theory, values and skills to approach issues and clients holistically.

In the experiential “integrative” classroom, students will explore their own body mind spirit wellbeing and self-care practices. A primary aspect will be engagement in evidence based yoga and mindfulness practices to become familiar with holistic wellbeing and stress management tools and strategies. The experiential aspect introduces students to whole self-inquiry, exploration, empathy and compassionate engagement to explore “self” (the student/practitioner) experience within the interconnectivity of macro and micro social work practice. The links between their own wellness and social justice advocacy will be explored. Affirming body mind spirit wellness for their own wellbeing creates a foundation for continuous self-care and student / practitioner wellbeing, which is a primary aspect of this Course. Through a combination of lecture, demonstration, readings, group work and experiential and reflective learning assignments, students will acquire skills and knowledge for personal wellbeing and professional growth.

課程目標

待補
Students will be able to:
1. Become familiar with I-BMS Social Work’s philosophical underpinnings, key pillars and aims
2. Learn about, experience and integrate evidence based I-BMS practices, skills and techniques (drawn primarily from yoga and mindfulness practice) intended for self-care and stress reduction
3. Learn about spirituality and its evolving role within the bio-psychosocial paradigm
4. Synthesize and apply knowledge of self-care and wellness practices for personal and professional wellbeing
5. Become familiar with holistic engagement skills and the internal systems at work when social workers engage holistically.
6. Relate how their own self-awareness and BMS balance can enable a holistic perspective and ability to tackle global social work issues.
7. Learn about and demonstrate basic understanding of the neurobiology of trauma, stress and relaxation response systems
8. Learn about and demonstrate familiarity with I-BMS engagement, assessment and planning skills
9. Use critical thinking about existing I-BMS literature, practice, research, and gaps in evidence

課程要求

待補
Students will engage in learning through the following methods: Experiential, Demonstration, Lecture, Small and Large Group Work and Discussion, Role Play, and Web, Audio and Video Supplemental Resources

• Students will be introduced to a variety of evidence based Breath, Yoga and Mindfulness practices. Please inform the Professor of any physical disharmony so asana (yoga posture) practice, can be adjusted accordingly. Please wear comfortable clothing to class for yoga and mindfulness practices.
• Mobile phones cannot be accessed in the integrative classroom.
• Personal information disclosed during any group discussion should be kept confidential.
• Students are encouraged to utilize Professor office hours for further clarification into Course materials, lectures, assignments or for any important matters.

預期每週課後學習時數

Office Hours

另約時間備註： Tuesdays at 1pm or by appointment in Room 220F

指定閱讀

待補
Required Textbooks:
• Integrative Body-Mind-Spirit Social Work: An Empirically-based Approach to Assessment and Treatment, 2nd Edition. 2018, Oxford: Oxford University Press.
• Healing Justice: Holistic Self-Care for Change Makers, 2018, Oxford: Oxford University Press.
Required Other Sources
• E-Journal Articles, Web-based & Videos Resources as listed in each unit covering: I-BMS techniques for a variety of issues; Trauma’s Impact on Brain and Body; Eastern - Western Healing and Wellness Modalities; Spirituality

Required Web Resources
• Integrative Body Mind Spirit Learning Portal, University of Hong Kong: https://learning.hku.hk/ibms/
• Centre on Behavioral Health, University of Hong Kong: http://cbh.hku.hk/
• Self-Care Starter Kit, University of Buffalo: https://socialwork.buffalo.edu/resources/self-care-starter-kit.html
• Center for Spirituality and Healing, University of Minnesota, Learning Modules for Healthcare Professionals: https://www.csh.umn.edu/education/online-modules-and-resources/learning-modules-healthcare-professionals
• National Center for Complementary and Integrative Health: https://nccih.nih.gov
• The Holistic Life Foundation: https://hlfinc.org Videos Resources as listed in each unit covering: I-BMS techniques for a variety of issues; Trauma’s Impact on Brain and Body; Eastern - Western Healing and Wellness Modalities; Spirituality
Required Web Resources
• Integrative Body Mind Spirit Learning Portal, University of Hong Kong: https://learning.hku.hk/ibms/
• Centre on Behavioral Health, University of Hong Kong: http://cbh.hku.hk/
• Self-Care Starter Kit, University of Buffalo: https://socialwork.buffalo.edu/resources/self-carestarter-kit.html
• Center for Spirituality and Healing, University of Minnesota, Learning Modules for Healthcare Professionals: https://www.csh.umn.edu/education/online-modules-and-resources/learningmodules-healthcare-professionals
• National Center for Complementary and Integrative Health: https://nccih.nih.gov
• The Holistic Life Foundation: https://hlfinc.org

參考書目

As Weekly Course Schedule

評量方式
(僅供參考)

No.	項目	百分比	說明
1.	Attendance & Thoughtful Effort	20%	Attendance and Thoughtful Effort: Students will be expected to attend each course session on time. If unable to attend, student should inform Professor in advance. Students will be expected to demonstrate a willingness and open curiosity to participate in all aspects of the Course including self-care plan, small and large group activities, discussions, presentations and role-play. Thoughtful effort is inclusive of verbal participation, engagement in I-BMS practices and assignments, mindful presence in class and considerate listening to others.
2.	Self-Exploration Practice Journals & Final Reflection	35%	Students will keep a journal for the duration of the Course. They will be expected to write in it 4-5 times a week. Students should reflect on their journey of practicing and engaging in an I-BMS practice of their choice. Each journal entry will list a date, time, place practiced, and any observations about the practice such as their state before, during and after the practice. The journal will be collected two times during the Course. Submission 1 should include Journal Introduction Page: 1) an introduction of practice chosen, 2) any previous or current experiences with the practice and 3) any motivation for choosing the particular practice and 4) the journal entries and 5) reflections on any impact the practice has had thus far. Students may also reflect on practices that are experienced in the yoga classroom and should identify the entry as “classroom session” with the date held Submission 2 should include the Journal and Final Reflection. Final Reflection will be a typed and double spaced 6-8 page paper consisting of: 1) a summary of noticeable changes they have observed in themselves and the overall impact of the practice on their body-mind-spirit domains; 2) introspective reflection about whether these practices impacted their stress and resilience levels; 3) their confidence working with diverse issues in their community from a holistic perspective; 4) their thoughts about using I-BMS in their future work; and 5) their thoughts on the professional implications of I-BMS Social Work and gaps in evidence. A minimum of six course resources should be incorporated and cited.
3.	Individual Case Study Assignment	25%	Individual Case Study Assignment: This assignment will be comprised of three components. 1) Bio-Psycho-Social-Spiritual Assessment. Students will be asked to interview one elder. Professor will give options for elderly or indigenous groups participating in this assignment. Students will conduct a bio-psycho-social-spiritual assessment. What body mind spirit practices did this person utilize for their own well-being? What were some of the strengths and challenges they faced within their environment? 2) Students will write up their Assessment and submit to Professor. 3) Students will create a visual presentation (pictures, words , photos, art) on poster board to present their interviewee’s Bio-Psycho-Social-Spiritual Assessment. Poster boards will be displayed in the integrative classroom where students will look, reflect and discuss.
4.	Small Groupwork	20%	Students will either watch a video or read a vignette of a 21st century social work problem such as conflict displacement. They will individually reflect and note their own body mind spirit reactions from the video/vignette. Then, they will work in small groups to: 1) discuss how and in what ways holistic engagement skills could have been used; 2) identify the micro to macro level strengths and challenges arising in the scenario; 3) identify an I-BMS practice/s as a primary aspect of a proposed intervention; 4) describe strengths based I-BMS engagement, planning and treatment aspects; 5) reflect on ethics and 6) address the strengths and limitations of the intervention. Each group will have a chance to summarize their intervention to the class.

課程進度

週次	日期	單元主題
第1週	9/10	I-BMS Course Overview and Introduction Required Resources Lee et al. (2018). Forward, Preface and Acknowledgements, pp. vii-xlvl. Chapter 1. The Coming of Integrative Body –Mind – Spirit Work pp. 3- 24. Pyles (2018). Intro & Chapter 1. Oppression, Trauma, and Healing Justice Please peruse these websites: National Center for Complementary and Integrative Health: https://nccih.nih.gov Centre on Behavioral Health, University of Hong Kong: http://cbh.hku.hk/ Recommended Resources Pyles, L., & Adam, G. (Eds.). (2016). Holistic engagement: Transformative social work education in the 21st century. Oxford University Press. Acknowledgements, About the Editors, Chapter 1. Educating transformative social workers: The case for holistic pedagogies, pp. ix – xiii & 3 – 29. http://96bda424cfcc34d9dd1a0a7f10f87519dba22d2dbc6233a731e5.r41.cf2.rackcdn.com/lorettapyles/lp---2018/pdfs/Educating_Transformative.pdf
第2週	9/17	I-BMS Theoretical, Philosophical and Scientific Underpinnings Required Resources Lee et al. (2018). Chapter 2: The Philosophical Underpinnings of Integrative Body-Mind-Spirit Social Work: Holistic Wellness and the Beauty of Harmony, pp. 25-47. Recommended Resources Episode 38 - Dr. Mo Yee Lee: Integrative Body-Mind-Spirit Social Work - Core Concepts (part 1 of 3). (2010, January 25). inSocialWork® Podcast Series. [Audio Podcast] http://www.insocialwork.org/episode.asp?ep=38
第3週	9/24	Critical Self-Care in 21 Century Social Work **Complete Self-care Assessment Read the Self-care Starter Kit -including all related links at https://socialwork.buffalo.edu/resources/self-care-starter-kit.html.) Complete the “Self-Care Assessment” and bring to class for discussion (not for submission). Required Resources Pyles (2018). Chapter 2. Stress and the Self-Care Revolution May/June 2014 Issue Social Worker Self-Care — The Overlooked Core Competency By Kate Jackson Social Work Today Vol. 14 No. 3 P. 14 https://www.socialworktoday.com/archive/051214p14.shtml Please peruse: Center for Spirituality and Healing, University of Minnesota, Learning Modules for Healthcare Professionals: https://www.csh.umn.edu/education/online-modules-and-resources/learningmodules-healthcare-professionals
第4週	10/01	Neurobiology of Trauma & Stress & I-BMS View of Problems & Change *Please note, 1 extra hour added here (2-5:30) Required Reading / Viewing Chapter 3. Assumptions of Integrative Body-Mind-Spirit Social Work regarding change, pp. 48-70. Stress Effects on the Body: https://www.apa.org/helpcenter/stress-body The Strength-Focused and Meaning-Oriented Approach to Resilience and Transformation (SMART) A Body-Mind-Spirit Approach to Trauma Management Cecilia L. W. Chan PhD , Timothy H. Y. Chan BCogSc & Siv Man Ng RCMP Pages 9-36 Rick Nauert PhD, Yoga, Breathing Exercises Can Help Relieve Depression https://psychcentral.com/news/2017/03/06/yoga-breathing-exercises-can-help-relieve-depression/117247.html ACES Study https://www.youtube.com/watch?v=v3A_HexLxDY Free Healing Justice Webinar (Thursday morning at 8am for live participation).Please sign up at this link asap: https://www.transformnetwork.org/open-conversation-on-healing-justice?fbclid=IwAR1k3k7lE7JpOOVlc3lxExrkUxpHvHQLVk1hImhN33XYUb1Uaf-CYdRhThs
第5週	10/08	Exploring the Whole Self: An Interactive Experience *Please note, 1 extra hour added here (2-5:30) Required Resources: Pyles (2018). Chapter 3. The Whole Self Chapter 4. A Skillful Path of Healing Justice Sengupta, P. (2012). Health impacts of yoga and pranayama: A state of the art review. International Journal of Preventative Medicine, 3(7), 444-458. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415184/
第6週	10/15	BODY: I-BMS Assumptions & Body Techniques *Please note, 1 extra hour added here (2-5:30) Required Resources Lee et al. (2018). Chapters 7. Therapeutic balance: Listening and nurturing the body to access the mind and spirit, pp. 142-160. Chapter 19. Yoga as a method to integrate body-mind-spirit with social work clients, pp. 302-316. Pyles (2018). Chapter 5. Connecting to the Body Recommended Resources West, J., Liang, B., & Spinazzola, J. (2017). Trauma sensitive yoga as a complementary treatment for posttraumatic stress disorder; A Qualitative Descriptive Analysis. International Journal of Stress Management, 24(2), 173-195.
第7週	10/22	MIND: I-BMS Assumptions & Mindfulness **Journal Submission 1 Required Resources Lee et al. (2018). Chapter 6. The power of the mind: Moving beyond cognition and problem resolution, pp. 114-141. Pyles (2018). Chapter 6. Befriending the Mind-Heart http://www.brahmakumaris.org/meditation/raja-yoga-meditation: Read about this style of meditation and then choose a guided meditation to listen to. Birnbaum, L., & Birnbaum, A. (2008). Mindful social work: From theory to practice. Journal of Religion & Spirituality in Social Work: Social Thought, 27(1), 87-104. Recommended Resources Lee et al. (2018). Chapter 23. Mindfulness meditation interventions with children and adolescents: Research findings and implications for social work practice, pp. 349- 358. Prison Mindfulness Institute. (n.d.). Mission, Vision, & Values. Projects. Resources. Retrieved from https://www.prisonmindfulness.org/.
第8週	10/29	SPIRIT: I-BMS Assumptions and Spirit Techniques *Please note, 1 extra hour added here (2-5:30) Required Reading Lee et al. (2018). Chapter 8. Spiritual growth and transformation: Expanding life’s horizons, pp. 161-184. Chapter 9. Centering the self: personal growth and transformation, pp. 185-204. Pyles (2018). Chapter 7. Rediscovering Spirit Recommended Resources American Music Therapy Association. About music therapy (see What is music therapy? Definition and quotes). https://www.musictherapy.org/
第9週	11/05	I-BMS Assessment & Planning *Please note, 1 extra hour added here (2-5:30) Required Reading Lee et al. (2018). Chapter 4. Systemic assessment: Everything is connected, pp. 71-101 Starnino, V. R., Gomi, S. & Canda, E. R. (2012). Spiritual strengths assessment in mental health practice. British Journal of Social Work, 1-19.
第10週	11/12	Spiritually Informed Social Work & Building Empathy Small Group Work *Please note, 1 extra hour added here (2-5:30) Required Reading Pyles, L., & Adam, G. (Eds.). (2016). Holistic engagement: Transformative social work education in the 21st century. Oxford University Press. Chapter 2. A New Model for Holistic Engagement: A Foundation for SW Pedagogies, pp. 31 – 54 Das, M. M. (2017). Spiritually Informed Social Work within Conflict-Induced Displacement. In B. R. Crisp (Ed.), Routledge Handbook of Religion, Spirituality and Social Work. London: Routledge. https://www.scoop.it/topic/self-empathy: Please see this page and choose 1 (or more) article to read about self empathy. Dona Matthews Ph.D., 2019 https://www.psychologytoday.com/us/blog/going-beyond-intelligence/201910/empathy-where-kindness-compassion-and-happiness-begin?_scpsug=crawled,5589,en_c9748f585a4e39600d769bab678b502426b49485537c09eeb2fa7b0fefc9b10c#_scpsug=crawled,5589,en_c9748f585a4e39600d769bab678b502426b49485537c09eeb2fa7b0fefc9b10c Helen Riess, J Patient Exp. 2017 Jun; 4(2): 74–77. Published online 2017 May 9. doi: 10.1177/2374373517699267 The Science of Empathy https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5513638/
第11週	11/19	No Class: (Hours reallocated)
第12週	11/26	No Class: (Hours reallocated)
第13週	12/03	BMS Key Elements-Planning, Treatment, Ethics Please note, 1 extra hour added here (2-5:30) *Individual Case Study Assignment Due Required Reading Lee et al. (2018). Chapter 5. Formulating a treatment plan: A multidimensional approach, pp. 102-113. Chapter 24. Ethics and Integrative Body-Mind-Spirit Social Work, pp. 359-375. Lee, M. Y., Wang, X., Liu, C., Raheim, S., & Tebb, S. (2018). Outcome literature review of integrative body–mind–spirit practices for mental health conditions. Social Work Research, 42(3), 251-266 Recommended Resources Lee et al. (2018). Chapter 15. Moving out of darkness: application of the integrative body-mind-spirit approach in the treatment of depression, pp. 257-269. Episode 40 - Dr. Mo Yee Lee: Integrative Body-Mind-Spirit Social Work - Research and Practice with Female Trauma Survivors (part 2 of 3). (2010, February 22). inSocialWork® Podcast Series. [Audio Podcast] http://www.insocialwork.org/episode.asp?ep=40
第14週	12/10	I-BMS in Diverse Settings, Integrated Health & Multi-Disciplinary Practice Required Resources Lee et al. (2018). Chapter 16. Ecological integrative body-mind-spirit approaches within conflict-induced displacement, pp. 270-281. Pyles (2018). Chapter 8. In the Fabric of Community Pyles (2018). Chapter 9. Cultivating Connections between Person and Planet Recommended Resources An Integrative Body-Mind-Spirit Intervention Program for Enhancing Holistic Well-Being of Young People in Emerging Adulthood, Ng, AHN, Boey, KW, Mok, D, Leung, EKT, Chan, CLW International Medical Journal, 2016, v. 23 n. 3, p. 214-218 http://hub.hku.hk/handle/10722/248556 Please peruse: The Holistic Life Foundation: https://hlfinc.org
第15週	12/17	Learning I-BMS & Healing Justice: Revisiting Key Values Required Resources: Lee et al. (2018). Chapter 25. Learning Integrative Body-Mind-Spirit Social Work, pp. 376-386. Pyles (2018). Chapter 11. Healing Justice on the Frontlines Gary Holden & Kathleen Barker (2018) Should social workers be engaged in these practices?, Journal of Evidence-Informed Social Work Recommended Resources Raheim, S., & Lu, J. J. (2016). Promoting integrative mind-body-spirit practice to advance holistic social work education. In L. Pyles & G. Adams (Eds.), Holistic engagement: Transformative social work education in the 21st century. New York, NY: Oxford University Press. Das, M. M., Chui, C. H.-K., & Chan, C. L. W. (2013). Advocacy. In B. A. Thyer, C. N. Dulmus, & K. M. Sowers (Eds.), Developing Evidence-Based Generalist Practice Skills (pp. 123-147). USA: John Wiley & Sons.
第16週	12/24	I-BMS Course Conclusion & Integrative Session Required Resources: Pyles (2018). Chapter 12. Widening the Circle and Coming Home Recommended Resources Episode 42 - Dr. Mo Yee Lee: Integrative Body-Mind-Spirit Social Work - Myth-Busting to Build Accurate Understanding (part 3 of 3). (2010, March 22). inSocialWork® Podcast Series. [Audio Podcast] Retrieved from http://www.insocialwork.org/episode.asp?ep=42
第17週	12/31	No Class: (Hours reallocated) **Journals Submission 2 & Final Reflection Due