CALIFORNIA STATE UNIVERSITY, NORTHRIDGE DEVELOPING MINDFULNESS SKILLS OF MFT TRAINEES THROUGH AIKIDO A graduate project submitted in partial fulfillment of the requirements For the degree of Master of Science in Counseling, Marriage and Family Therapy By Ryuji Yoneyama December 2016 The graduate project of Ryuji Yoneyama is approved: _________________________________________________ ____________ Dr. Jessica ChenFeng, Ph.D. Date _________________________________________________ ____________ Dr. Bruce Burnam, Ph.D. Date _________________________________________________ ____________ Dr. Dana Stone, Ph.D., Chair Date California State University, Northridge ii DEDICATION Dedicated to my Aikido Master, Mutsuko Minegishi, whose teaching has helped me through hardships in life. iii ACKNOWLEDGEMENTS Firstly, I would like to show my appreciation for my chair, Dr. Stone, and my readers, Dr. ChenFeng and Dr. Burnam. I feel that I would have given up on myself without their encouragement and support throughout the development of this project. Secondly, I want to show my appreciation to my girlfriend who has lovingly supported me and helped edit my project without hesitation. I can’t ask for a better partner who understands the stress and struggles of pursuing a better education. You are the person I can always count on to be by my side when I feel stressed and doubtful of myself. Thirdly, I would like to thank my friends and family for understanding how time consuming the project and graduate school can be. Without their support I would be stressed beyond belief. Last, but definitely not least, a special thanks to my Aikido sensei, Mitsuko Minegishi. Her guidance through my training has made me into the person I am today. Through her mix of gentle and arduous training she has taught me to be strong physically, emotionally, mentally, and spiritually. I will be eternally grateful to you and hope that this project will make you proud. iv TABLE OF CONTENTS Signature Page ii Dedication iii Acknowledgements iv Abstract viii Chapter One: Introduction 1 Background of Problem 2 Purpose and Significance 3 Definition of Terms 3 Chapter Two: Literature Review 6 The Mindful Therapist 6 The Marriage and Family Therapist 6 MFT Trainee and Intern 7 The self of the therapist 8 Using the self of the therapist 10 Self-care 11 Burnout and compassion fatigue 12 Aikido 14 History of Aikido 14 Philosophy of Aikido 16 Aikido Stance and Movements 18 Stance 18 Irimi 18 v Tenkan 19 Irimi-tenkan: joining and blending 20 Aikido and the Therapist 21 Body-Awareness 21 Feldenkrais Method 23 Mind and body 24 Aikido comparisons 24 Yoga 26 Mind and body 26 Aikido comparisons 27 Mindfulness 28 Mechanisms of Mindfulness 30 Intention 30 Attention 31 Attitude 31 Mindfulness Group Work 32 Putting it All Together 33 Summary 33 Chapter Three: Project Development and Procedure 34 Introduction 34 Development of Project 35 Intended Audience 36 Personal Qualifications 36 vi Environment and Equipment 37 Project Outline 37 Chapter Four: Conclusion 40 Summary of Project 40 Recommendations for Implementation 40 Recommendations for Future Research 41 Conclusion 41 References 41 Appendix 54 vii ABSTRACT DEVELOPING MINDFULNESS SKILLS OF MFT TRAINEES THROUGH AIKIDO By Ryuji Yoneyama Master of Science in Counseling, Marriage and Family Therapy Marriage and family therapist (MFT) trainees encounter numerous stressors such as work overload, social conflict and lack of support in the work place, client related issues, personal relational issues, and much more during their graduate program enrollment (Maslach, 2003; Negash & Sahin, 2011). As a result, burnout and compassion fatigue can develop as a consequence of continual exposure to such stressors leading to possible mental and/or physical exhaustion, feelings of cynicism towards a job, and a loss of empathy (Maslach, 2003; O’Brien & Haaga, 2015). The purpose of this project was to develop a group curriculum in which the group leader will educate new MFT trainees about burnout and develop mindfulness skills through the teachings of a Japanese martial art of Aikido. Group sessions provide a psychoeducational portion which provides information on the topics of burnout, self of the therapist, and Aikido, while the experiential portion allows trainees to physically practice Aikido movements. The goal is to develop body-awareness through Aikido movement practice which will lead to a better understanding and growth of mindfulness (Caplan, Portillo, & Seely, 2013; Mehling, Gopisetty, Daubenmier, Price, Hecht, & Stewart, 2009). viii Chapter One: Introduction The Art of Peace begins with you. Work on yourself and your appointed task in the Art of Peace. Everyone has a spirit that can be refined, a body that can be trained in some manner, a suitable path to follow. You are here for no other purpose than to realize your inner divinity and manifest your innate enlightenment. Foster peace in your own life and then apply the Art to all that you encounter. – Ueshiba Morihei (Ueshiba, 1992, p. 3). Ueshiba was the founder of a martial art known as Aikido and a well renowned spiritual philosopher in Japan. He believed that through consistent training of mind and body, an individual would be able to maintain a healthy state of mind and physical shape. Ueshiba taught his students that each Aikido technique should be used as a tool to observe the world within oneself just as much as a tool to interact with one’s surroundings. Dobson and Miller (1978) describe Aikido as a meditation in motion due to the emphasis on heightening one’s awareness during training. The training in one’s awareness of self-emotions and surrounding environments result in development of mindfulness, or according to Lothes, Hakan, and Kassab (2013), the ability to problem solve practically and accept present circumstances in a calm manner. In their meta-analysis across multiple mental health services, Morse, Salyers, Rollins, Monroe-De Vita, and Pfahler (2012) found that 21 – 67% of mental health service providers experience high levels of burnout. Maslach (2003) defines burnout as a chronic strain from prolonged responses to stressors in the environment, which can lead to work fatigue and loss of passion for one’s job. 1 The passion and desire to help others is what drives a therapist to work diligently with each client. Without the passion to work within the field, the therapist can negatively affect the quality of care provided for the client due to impaired job performance (Morse et al., 2012). Burnout creates a rift between the client and therapist, making it difficult for further therapeutic progression. It is as important for the therapist to learn how to cope and resolve issues within the self in order to be an effective therapist. As Virginia Satir stated, “While therapists facilitate and enhance patient’s ability and need to grow, they should at the same time be aware that they have the same ability and need.” (Baldwin & Satir, 1987, p. 22). The goal of this project is to help guide therapist trainees to develop or enhance mindfulness skills in order to delay and/or negate the effects of burnout within the field. Background of Problem Therapy is an overwhelming process for both client and therapist and it is the duty of the therapist to stay present during therapy sessions without interfering feelings in order to resolve issues presented to them by the client. Therapist trainees as well as experienced therapists come across clients who may have experienced a traumatic or life changing event which falls upon the therapist to resolve damaging responses caused by such events. Exposure to client stories of negatively impactful events can cause psychological and physiological strain to therapists of any experience level, which can result in therapists feeling burnout (Collins & Long, 2003; Gilstrap, 1999). Fatigue from listening to clients’ stories can leave a powerful impression which may manifest in many forms such as lack of energy and motivation, periods of physical illness, decline of 2