DIP Handbook 2010 2012 1st Draft 1 - University of...

MBCT Programme Handbook; page 1 of 116

Programme Handbook

Postgraduate training in

Mindfulness-based Cognitive Therapies/Mindfulness-based

Approaches

In collaboration with Gaia House Teachers

a Centre for meditation and enquiry


Programme Handbook Year 2

Diploma in Mindfulness-based Cognitive Therapies/Mindfulness-based

Approaches

The handbook is specific to the MBCT Programme. Information relevant to all Postgraduate Programmes in the School of Psychology is at the School intranet site: http://psynet.ex.ac.uk:8200/pg/


Postgraduate Programme in Mindfulness-based Cognitive Therapies/Mindfulness-based Approaches

Table of Contents Page Number

Welcome to the University of Exeter 4

Meet the Programme Team 5

Programme Structure 6

Mindfulness Practice and Gaia House Retreats 7

Outline for Year 2 8 - 9

Tutorial Information 10

Clinical Placement & Supervision Information 11 – 15

Assessment Overview and Timetable 16

Guidance on Assessments and Marking Criteria 17 – 32

Marking Criteria Framework 33

Progression and Award Criteria 34

APPENDICES

Assessment Front Sheets 36 – 37

Mindfulness-Based Interventions Teacher Assessment Criteria

(MBI-TAC) 38 – 80

Supervision Agreement 81

Video Consent Form 82

Supervision Notes 83

Placement Reflection Form 84 - 86

Teaching Feedback Questionnaire 87 - 88

MBCT Programme Specifications 89 - 96

MBCT Module Descriptors 97 - 103

MBA Programme Specifications 104 - 109

MBA Module Descriptions 110 - 117


Welcome to the University of Exeter

College of Life & Environmental Sciences

Mindfulness-based Cognitive Therapies/Mindfulness-based Approaches Programme

Diploma Level

Welcome to the Diploma year of the Mindfulness-based Cognitive Therapies (MBCT) / Mindfulness-based Approaches (MBA) programme. Our aim in this

year is to consolidate and extend on the theoretical and experiential learning from the Certificate to provide students with the skills required to facilitate

MBCT/MBA classes.

Initially this will be in a workshop environment, having an opportunity through direct observation, practice and feedback to develop basic competence in

teaching the key components of mindfulness-based approaches.

Students will then build upon this knowledge by starting to instruct

Mindfulness-based programmes with supervision to a level required for independent professional practice.

Please refer to you Certificate handbook for general University guidelines and

procedures.


Meet the Programme Team

Ms Alison Evans

Programme Lead

[email protected]

Professor Willem Kuyken

Programme Lead

[email protected]

Christina Feldman

Gaia House Teacher

John Teasdale

Gaia House Teacher

Jenny Wilks

Supervisor Liaison

Administrative Support

Miss Pamela Willox, Tel: 01392 725755, E-mail: [email protected]

External Examiner: Rebecca Crane, Bangor Centre for Mindfulness Research and Practice (2008/2012)

Guest speakers, practice supervisors and School of Psychology faculty members

will also contribute to the programme.


Programme Structure

The programme is made up of two levels normally covered over two years, with

an optional third Masters level year.

The first Certificate level year is a foundation year that offers a grounded and experiential understanding of MBCT. Year 1 aims to provide students with a

detailed understanding of mindfulness based on both personal practice and knowledge of theory and research. It establishes the students’ personal practice

and knowledge. It covers several topics:

• Cultivating personal mindfulness practice through regular practice, participation in the 8-week MBCT course and a 4-day silent mindfulness retreat;

• Learning about theory and research relevant to MBCT; • Learning about the Buddhist Psychology that underpins MBCT and;

• Integrating personal mindfulness practice, theoretical knowledge about MBCT and Buddhist Psychology in considering the applications of mindfulness

At the end of the first year students are not yet ready to teach MBCT to clients. Progression into the second year of the programme requires students to re-

register at the end of the first year.

The second Diploma level year lays the groundwork for students’ readiness to

teach MBCT/MBA classes for clients. Year 2 begins with a series of workshops where students are taken through each of the 8 weeks of the course, watching

experienced MBCT teachers on videotape, rehearsing skills on peers and preparing the materials to run an MBCT/MBA course. A 7-day silent retreat further develops

personal mindfulness practice. Year 2 also includes a supervised MBCT/MBA placement in which students have the opportunity to take part in and lead the 8-

week course. The two years include access to a range of learning methods: personal practice

and study (guided reading), lectures, workshops, supervised clinical practice, and

retreats. Formative and summative assessment will include a mixture of reflective diaries, essays, reports of teaching MBCTMBA classes and direct observation of

students teaching MBCT/MBA classes.

The third Masters level year offers an opportunity to pursue an area of interest

within the field of MBCT to further depth following completion of the Diploma.

There are two options: a MBCT empirical paper or a theoretical research paper (10,000 words) Students will mainly be studying independently with regular supervision (face to

face, telephone, email).There may be opportunities for attendance at research seminars

or peer group supervision.


Mindfulness Practice and Gaia House Retreats

Zindel Segal (2002, p.65-66) and his co-authors write that,

The MBCT instructor’s own basic understanding and orientation will be one of the most powerful influences affecting this process [helping individuals make a radical shift]. Whether the instructor realises it or not, this understanding colours the way each practice is presented, each interaction handled.

Becca Crane (2009, p.155-159) writes about Teaching through embodiment

The key distinguishing skill, which is essential for successfully conveying the essence of an MBCT course, is that of being able to teach through an embodiment of the qualities of mindfulness.

Our experience in Exeter is that teaching MBCT classes is enormously rewarding

but requires a particular training that cultivates this basic understanding and

orientation grounded in personal mindfulness practice. The programme will

support students in developing a regular and sustained mindfulness practice on which they can draw in their learning and in their work as an MBCT/MBA therapist.

Continuing to build upon practice forms a vital part of year 2 and informs

teaching.

An important part of this year will be participation in a seven-day retreat at Gaia House. Gaia House has over 25 years experience as a retreat centre creating a retreat environment that supports the cultivation of people’s mindfulness practice.

Retreats at Gaia House are in silence and offer in depth instruction in teaching the

origins of mindfulness. Please refer to their website to read more about the retreats.

Please note that the cost of retreats is additional to the course fee and will be set

independently by Gaia House. We will liaise with Gaia House to reserve places for the retreats and then you will need to confirm and book directly with Gaia House by phone or via their website stating that you are a student on the course.

MORE ABOUT GAIA AND RETREATS

http://www.gaiahouse.co.uk/


Outline for Year 2, term 1

Session Times am: 10.00 - 12.30, pm: 13.30 - 16.30

RETREAT @ GAIA 16TH-23RD SPETEMBER 2011

Week Date Topic

1 6/10/11 Retreat feedback (AE, WK)

Orientations (AE, WK)

2 13/10/11 Session 1 (AE, WK) (LH pm)

3 20/10/11 Session 2 (AE, WK)

4 27/10/11 Session 3 (AE, WK)


6 10/11/11 Session 5 (AE, WK)



9 1/12/11 Session 8 (AE, WK)

10 8/12/11 Placement day with supervisors (AE, WK, JW)

11 15/12/11 Follow ups/reunions (AE, WK)

End of year review (AE, WK)

AE Alison Evans

WK Willem Kuyken LH Lynne Holmes JW Jenny Wilks


Year 2, terms 2 and 3

On placement. Dates and times to be arranged individually for each placement in conjunction with supervisor.

University Days for students

Thursday February 16th With supervisors

10-4.30 with Alison Evans and Claire Brejcha

Thursday May 17th With supervisors

10-4.30

with Alison Evans and Jenny Wilks

Thursday 5th July

final session with Alison Evans and Willem

Kuyken (DVDs to be handed in to programme administrator)


Tutorials In this second year the tutorials are designed to support students learning whilst

on placement. They may be more flexible with students on placements, making more use of telephone and email. The timing of the tutorial will be negotiated between student and tutor.

As with year 1 the tutorials have several specific functions:

• Developmental / formative. The primary function of the tutorials is to support and develop students’ development particularly around teaching

whilst on placement. It aims to provide a formal, structured opportunity for students to reflect on their experience of the teaching, mindfulness practice, teaching, assessment and learning across the programme as a

whole and consider their personal and professional development needs. It

aims to encourage students to engage in self-appraisal – especially recognising and building on strengths and identifying, accepting and

working on areas of weakness. Students are encouraged to identify and

clarify learning goals. This process would normally include being able to

recognise the limits of their competence, work within these limits and make use of others to support their learning and professional development. In

later stages of training, tutorials aims to help students develop their career

plans and to think about how to integrate their basic training with continuing professional development. The tutorials also aim to provide individualised support of people’s mindfulness practice.

Responsibilities for the tutorials are shared by the student and tutor. Role of the Student

(i) Prepare for the meeting by reviewing their reflective journal, supervision notes, tutorial notes and formative feedback (i.e., feedback on assessed work and

clinical placements). Bring copies of their reflective journal and formative feedback to the tutorials (ii) Make notes of each meeting and e-mail these to the tutor who can then

place them in the student’s file. If the tutor and student negotiate that an aspect

of the tutorial is to be confidential, the e-mailed notes would obviously not include reference to this aspect

Role of the Tutor

(i) Prepare for the meeting by reviewing the student’s file.

• For the first tutorial, this would involve reading the student’s application form

• For subsequent tutorials this would normally include reading relevant formative feedback on assignments and assessments

(ii) Support student’s learning by providing constructive feedback about the student’s performance in the programme


Clinical Placements

Prior to the placement commencing Students must ensure they show the

programme administrator a copy of their current CRB check from their current place of work.

During the Diploma year students are expected to develop their competence through a range of experiences including peer teaching and feedback and

placements and supervision. Students are encouraged to use each other as an

important source of learning and support. Students will supplement their learning with extra reading. Personal practice will continue to play a large part of

developing as a teacher. Academic assessments will encourage a reflection of practice and oneself as a teacher. Occasional days will be arranged during the

placement period. These may be around a speaker/training event or some further small group tutorial work.

Students will spend the time on placement building on the teaching in term 1, both integrating and developing this teaching in to real life health care settings.

We have developed a network of supervisors working within the field of

MBCT/MBA in the locality. The supervisors may be able to offer placements in their own workplace with students working alongside them and/or supervising students working in their own workplace making use of videotape and telephone

supervision. A member of the programme team will meet with the network of

supervisors to provide appropriate training and support. This includes providing supervisors access to some of the teaching sessions. We will endeavour to allocate students with their supervisor near the beginning of the Diploma year. We will also

attempt to match students with supervisors/placements that most meet their needs, taking in to account student preferences and placement availability.

Obviously this is not always possible in an ever-changing world so there will be a need for some flexibility. We need to acknowledge that supervisors may have their own style of delivering MBCT/MBA and may have developed the programme in

accordance with their style and clinical setting which should be discussed prior to

and throughout the placement. The clinical placements give an opportunity for the students to observe an

experienced MBCT/MBA teacher and begin to teach MBCT/MBA in a real life

setting. Normally the first placement will provide an opportunity for students to observe and begin to co-lead. Students will attend all 8 weeks of the group with

preparation time beforehand and evaluation/reflection time afterwards with the

supervisor. Hopefully there will be an opportunity to have some experience of

orientations and follow-up sessions. In addition students will receive 1-hour week supervision with their supervisor. Students will have opportunities to work with

their strengths and learning needs, which have been identified in term 1. The

student is there as a learner and a provider of clinical service under supervision. Supervisors retain clinical responsibility for the work under taken when in the

supervisor’s setting. The second group would normally give an opportunity for students to either lead a

group independently or take the lead role. For a number of students this allows

them to work in their own locality with their own client group. They will receive 1


hour of formative supervision each week from their supervisor. These sessions will be videotaped for reflection and maybe sharing some of these with their

supervisor. Students in their own settings retain clinical responsibility through their

usual channels.

Pre placement meetings

Students and supervisors will meet during term 1of year 2 on the

student/supervisor day for approximately 1 hour. There may be occasions where this is carried out over the telephone or at another time/venue. This will be an

opportunity to: - Discuss practicalities e.g. dates and times

- Find out more about the placement and context - Plan a general outline of roles

- Begin to look at student’s strengths and learning needs and how these may be developed during the placement

- Any relevant procedures for the work place

- Discuss videotaping and consent

- Discuss supervision and the supervision agreement -

Please make sure the supervision agreement see Appendix C is completed

and signed prior to the placement commencing. A copy must be given to your

tutor.

Student/supervisor day

There will be a full day in term 1 for supervisors and students to meet. Placements and supervision will be addressed in more detail together and in smaller groups.

Supervision

Role of the supervisor

In preparation for students arriving supervisors will need to check with their

managers/work place for arrangements around honorary contracts for students. When students are on placement in the supervisors’ setting the supervisor has

several roles including being a trainer, facilitating, developing and evaluating the students clinical practice. This will include overseeing and guiding the student, being observed and observing, sharing constructive criticism and enabling the

student to gain some autonomy in the placement depending upon previous

experience. Supervision will be offered for 1 hour each week. The supervisor will be asked to complete one Mindfulness-Based Interventions Teacher Assessment Criteria (MBI-TAC) See appendix B for each MBCT group. The

majority of their feedback to the student will be formative. Please send a copy of

the form to the course administrator. It is useful if you can share the strengths and learning edges with the student. If there are any concerns about the student’s performance please contact the tutor as soon as possible.


When supervising the student from a distance the supervision will take a similar format to above but supervision is likely to be over the telephone with students

reporting their reflections on the group. There will be opportunities for students

and supervisors to make use of videotapes. Students will need to agree this with the supervisor beforehand and arrange the DVD to be sent to the supervisor. It may be helpful for the student and/or supervisor to select a particular part of the

session for consideration if time is limited or detailed feedback is required in a particular area e.g. enquiry. Again the supervisor will complete one Mindfulness-

Based Interventions Teacher Rating Scale (MBI-TRS) for the placement, but the majority of their feedback to the student will be formative.

Content of Supervision

Supervision will begin with setting an agenda/identifying themes and then might

include any of the following:

- A practice, or part of, led by the student or supervisor followed by enquiry/reflection

- Enquiry of the students experience at the time of teaching or in the moment of supervision

- Learning/sharing of techniques around MBCT to enhance skills building.

- Teasing out the underpinning essence of the session/a practice - Reflecting on a member of the group or group process

- Reflecting on personal practice of the student or supervisor and making links with the teaching

- Offering a supportive relationship

- Suggestions of resources or practices that might deepen learning

- Finishing with a checking out of the process.

Role of the student in supervision

Students will need to identify issues for supervision. The student will need to

develop the ability to be able to share freely, to be open to feedback and to reflect upon the feedback discriminating what is useful.

Students must keep notes of supervision, recoding brief notes on the content, process, issues attended to and a record of any learning and action. This is then

emailed to the tutor, supervisor and a copy kept for themselves, within the same


week as the supervision takes place. Please use the supervision notes form – see Appendix E (electronic copies available on ELE)

If students have any concerns about their placement/supervision please contact the programme tutor as soon as possible.

Role of the tutor

The tutors are responsible for setting up placements and ensuring students and supervisors are familiar with the guidelines and roles as outlined in the handbook.

Supervisors will be made aware of any particular issues that may affect the student’s performance on placement.

At the beginning of term 2 tutors will connect with students prior to placement

either in person or via the telephone for a tutorial about the placement and a further tutorial for the next placement will be arranged at an agreed time.

The tutors will monitor training on placement by

- Reading supervision notes - Any contact with the students and supervisors throughout the

placement period via telephone, email or in person at occasional

university days

- Reading end of placement reflections and audits The tutor will communicate between the supervisor and student where necessary

if difficulties arise.

The tutors will be responsible for the final summative assessment of students teaching in year 2.

Role of the supervisor Liaison The liaison supervisor works with the programme leads to identify and

communicate with potential supervisors, and to support them in meeting the criteria for supervising on the course. During the placements the liaison supervisor

will keep in touch regularly with supervisors (via email and in person if necessary) to monitor how the placements are going, clarify any questions arising, and offer support with the aim of preventing or managing any difficulties in the supervisory

relationship. This may include liaising with the student’s tutor in order to facilitate

good communication between all concerned.

Managing difficulties in supervision

Supervision works well when supervisor and student build an open relationship,

with mutual respect and tolerance for difference in style, interests and orientation, and with appropriate support from the Programme team. A good supervision agreement should establish realistic expectations on all sides and should prevent

difficulties from arising. It helps if supervisors and student acknowledge their

strengths and learning needs in the use of supervision, as well as their hopes and


fears for the placement, so that these can be addressed in planning for the placement and for supervision. It is therefore essential to try to build in safe ways

to share feedback, and to address potential differences, difficulties,

disappointments and disagreements. In most cases, supervision goes well – but inevitably problems sometimes develop; these guidelines are intended to help prevent difficulties and give guidance about how to manage difficulties should

they arise.

• Supervisor and student discuss, as part of setting up the supervision agreement, how mutual feedback about student and supervisor

performance will be shared.

• Supervisor and student build in regular time to reflect on how supervision is going – and to find ways to improve the supervision experience if necessary.

• The programme tutor assists in reviewing supervision via the supervision notes and contact from either the supervisor or student and helps problem

solve if difficulties are expressed.

• If the student or supervisors experience difficulties they first discuss the problem with one another in supervision (referring back to the agreements

set out in the supervision agreement).

• If difficulties persist, the student or supervisor contacts the programme tutor, who explores the problem, helps in problem solving, encourages further communication between student and supervisor and monitors the

situation.

. • If difficulties still persist the programme team would look at other possible

solutions.

Reflections on the placement and audit

Students and supervisors are asked to complete a placement reflection form- see appendix F- at the end of each placement and send a copy to the tutor. This will allow space for some students and supervisor to reflect on the time spent

together and help the tutor to have an overview of the placement. The student

and supervisor reflection form is intended to be shared and completed together at the end of the placement.

Patient Confidentiality

When patient material is shared as part of the course students will do so in a manner most likely to protect the identity of the patients; in a manner which honours the limits of confidentiality, explained previously to a patient and with an


understanding that no member of the group will disclose any information about such patients outside the sessions.

Students must ensure that they consider and respect client’s dignity in all written and spoken communications about their clinical work. A good rule of thumb is to consider what would be the answer to the question: ‘would I feel respected if I or

my family were written or spoken about in this way’.

Students must gain consent from patients prior to videoing the groups according to protocol for that clinical area. A sample consent form can be found at the back

of this handbook See appendix D. These DVDs should be treated carefully and kept securely at all times, according to local guidelines. They will be shared by

those that need to see them i.e. the student, supervisor and programme with a

small selection going to the external examiner(s). If posting these DVDs to a supervisor please use Special Delivery

http://www.royalmail.com/portal/rm/jump1?catId=400023&mediaId=126800769.

The final DVDs that are submitted to the University for Summative Assessment should be brought in by hand on the final teaching day, and given to the programme administrator.

A copy of these DVDs will be stored securely at the university and all other copies should be destroyed after the placement by the student/supervisor.

Professional Practice

Abide by Codes of Practice as defined by your professional and/or accreditation body.


Assessment Overview

Formative and summative assessment will include a mixture of reflective journals,

essays, reports of teaching MBCT classes and direct observation of teaching MBCT classes. Module Assignment / assessment (credit

value) Due Date Due Returned1

Introduction to being an

MBCT/MBA instructor

PSYM172/PSYM175

Assessment of a student delivering

several key elements of MBCT/MBA

(based on live observation) with students’ accompanying reflective

commentary including a transcript (1500 words) (50%).

Year 2, end of term 1

15th Dec

2011 1pm

4 weeks later

One essay (2,000 words) on a topic

chosen by the student within the domain of MBCT ethics and values

and approved in advance by Programme Leads (50%)

Year 2, end

of term 2

22nd March

2012 1pm

4 weeks

later

Placement: Instructing MBCT/MBA

PSYM173/PSYM176

Observation of the student (live or DVD)

Instructing a 8 week MBCT/MBA course by core staff (50%)

Year 2, end

of term 3

5th July 2012

1pm

4 weeks

later

Written Report about the 8 week MBCT/MBA group, 4000 words (50%)

Year 2, end of term 3

26th July

2012

1pm

4 weeks later

1 We will endeavour to return work within 4 working weeks of the deadline.


Guidance on Assessments and Marking Criteria

Essays

The essay title for term 1 of year 2 PSYM172/PSYM175 should be on a topic

chosen by the student within the domain of MBCT/MBA ethics and values. The topic should be substantively different from previous essays and audit/evaluation, and agreed in advance by the programme leads.

The following are some guidelines for the essays:

1. The essay should be no more than the word limit. 2. The essay should be well structured to include an introduction, which

identifies the key issues to be addressed in the essay and provides the

reader with a guide for the arguments, which will follow. 3. The main arguments of the essay should be ordered logically and an

emphasis should be placed on a clear and critical analysis rather than an

exhaustive review of the relevant issues.

4. The essay should be brought to a close with a well-argued conclusion supported by evidence and outlining the implications.

It is recommended that before submission the essay be exchanged with a peer for peer review and feedback. Students may also discuss their proposed essay with their tutors or others associated with the course.


MARKING GUIDELINES FOR ESSAYS

Excellent/Very Good Good/Satisfactory Requires Revision INTRODUCTION TO THE ESSAY

a) Interpretation of the title

The introduction makes explicit the subject matter of the essay and

convincingly addresses the issues raised or implied by the title.

The introduction gives a reasonable idea of what the title means.

The introduction lacks any description of the title, or

is confused or unclear.

b) Scene setting The introduction provides a clear and compelling rationale for the choice of topic (e.g., professional relevance, relevance to student’s

professional development). Key concepts and terms are defined in

an informed and useful way. A convincing rationale is given for

the inclusion and exclusion of material.

The introduction provides an adequate rationale for the choice of topic. Key concepts and terms are defined. The introduction adequately

states the areas to be covered with an explanation for why material is

included or excluded.

The introduction provides either no rationale or an inadequate rationale for the choice of topic.

Important terms and concepts are incorrectly or

poorly defined or no attempt is made to define

them. The introduction provides either no

description of the areas to be covered or does so inadequately.

c) Route map The introduction provides a clear

and useful guide that fully enables the reader to make sense of what

follows.

The introduction provides an

adequate guide that enables the reader to make sense of what

follows.

The introduction provides

no or confused directions as to what follows.

2. DEVELOPMENT OF THE ESSAY

a) Structure The essay has a clear and coherent overall structure, with good linkage between elements.

The essay has adequate overall structure, with linkage between elements.

The material is jumbled or out of order causing misunderstandings or confusion.

b) Development of

argument and ideas

Arguments and ideas are

developed very effectively. The essay is written in a logical,

sequential and sophisticated manner.

The essay has an adequate flow that

enables the argument to be developed.

The essay is incoherent

with insufficient building of the argument.

c) Focus The essay answers the question and keeps to the point. The

essay contains only material that is highly relevant to the title.

The essay answers the questions and largely keeps to the point.

The essay deviates from the title, fails to draw the

material towards a focal point or fails to address

the title fully. d) Use of sources The essay demonstrates an

excellent or very good understanding of how to draw on a wide range of sources, identifying key material that is central to the understanding and development of the argument. The essay includes an appropriately wide selection of the most salient current material and important historical sources.

The writer draws on high quality primary sources. Sources are

cited appropriately and flawlessly.

The essay demonstrates an adequate

understanding of how to draw on a wide range of sources, identifying key material that is central to the understanding and development of the argument.

Important sources are

either not used or used inappropriately.

e) Grasp of theory

The essay shows evidence of deep, thorough and extensive

The essay demonstrates adequate knowledge of relevant theory.

The essay demonstrates inaccurate, only partly


knowledge of relevant theory. Further, the essay demonstrates a deep understanding of the

relevance and impact of theory upon professional practice.

accurate or superficial knowledge of theory.

f) Constructive critical analysis

The essay critically evaluates theories, ideas and evidence in a

focused, rigorous and balanced way to develop the arguments effectively. The material is well

integrated. The essay uses the critical analysis constructively

and creatively (e.g. to build theory, to recommend further

research, to draw out implications for professional

practice or personal or service development).

The essay uses appropriate evidence to build the main argument(s). The

essay is critical in its appraisal of previous work and accurately identifies the most important flaws. A

reasonable attempt is made to integrate the material.

The essay’s thesis is not supported by appropriate

evidence, or evidence is not well synthesised. The essay fails to be

appropriately critical, applies critical analysis in

an unfocused or unbalanced way or is

lacking in critical analysis.

h) Professional issues

The essay demonstrates that the author possesses a deep and sophisticated understanding of the influence of the wider political, legal, organisational

and systemic frameworks upon professional practice. A high level of integrity is demonstrated in consideration of professional practice and views espoused are highly consistent with guidelines for professional conduct.

The essay demonstrates that the author has an awareness of the influence of the wider political, legal, organisational and systemic frameworks upon professional

practice. Views espoused are in commensurate with the appropriate guidelines for professional conduct.

The essay omits consideration of the wider influences or addresses these issues in an incoherent or confused

manner. Views are espoused in a muddled way leading to doubt about whether or not they are commensurate with guidelines for professional conduct.

i) Evidence of

original thought

The essay’s overall thesis builds on existing theory, evidence and

ideas to provide an insightful and original synthesis, viewpoint

or analysis.

The essay contains ideas that are original in part.

The essay is derivative or provides a synthesis that

is flawed.

3. CONCLUSION a) Summary of the argument

The work is brought appropriately together with a succinct and clear summary of the information and ideas presented leading to a compelling conclusion.

The summary follows clearly from the information and ideas presented and provides a reasonable and useful conclusion.

The essay fails to provide a summary/conclusion, or does so in a perfunctory way or introduces new or irrelevant material.

b) Implications The essay draws out the implications of the ideas (this may include research and or health/social policy) and/or for the student’s continuing professional development. Recommendations are firmly grounded in the review and are presented in a highly accessible

way.

The conclusions draw out the implications of the ideas. The recommendations are grounded in the review and are well presented.

The conclusion either fails to draw out the implications, or does so in a way that is not grounded in the review.


FEEDBACK FORM FOR ESSAY

Student: Year: First Marker: Date: Moderator: Mark: %

DISTINCTION / MERIT / PASS/ REFERRED/ FAIL (highlight as appropriate)

Conforms to regulations: YES/NO

a) Overall evaluation and particular strengths of the work

b) Introduction to the essay c) Development of the essay

d) Conclusion

e) Changes required (if appropriate)


Delivery of Key elements of MBCT/MBA with Accompanying Reflective Commentary This assessment, which normally takes place in term 1 of the Diploma year, is intended to give

students an opportunity to develop basic competence in teaching the key components of

MBCT/MBA in the safety of their peer group and with teaching and formative feedback from the programme tutors.

Delivery of key elements

Students will have opportunities throughout the term to teach key elements of the MBCT/MBA

course to their peers and tutors. This will include: The key practices

Inquiry

CBT exercises

For the most part the sessions and practices are organised in advance so that students have an opportunity to plan and prepare for the teaching.

Accompanying Reflective Commentary (including transcript)

Alongside the teaching of key elements students will keep an accompanying reflective

commentary. This could include reflections on: -

• Their own teaching and feedback

• Observation of others’ teaching

• The MBCT/MBA curriculum and rationale for its different elements

• Personal practice and its relevance to the teaching

• Self- evaluation

Using 1500 words students can present this in any way that feels appropriate to them. In addition, this assessment should include as an appendix a transcript of one of the core

MBCT/MBA practices using the students own words (e.g. body scan, mindful movement, sitting).


Marking Guidance for Delivery of Key Elements of MBCT/MBA with Accompanying

Reflective Commentary

The tutors will keep notes of students teaching and any feedback throughout the term, making use of students’ self-reflections, peer feedback and the tutors own reflections. These

observations along with the student’s accompanying reflective commentary will then form the

basis for the tutors completing a Mindfulness-based Interventions Teacher Assessment Criteria (MBI-TAC).

A rating of advanced beginner or above overall and normally in all teaching domains is the required level of competence for this assessment.

Levels of Competence

Generic definition of overall competence level Competence band

Numerical

band

Few key features are demonstrated. The teacher makes errors and

displays poor and unacceptable teaching, leading to negative

therapeutic consequences. No real evidence that the teacher has grasped the fundamentals of the MBI teaching process.

Incompetent

Absence of key features,

or highly inappropriate

performance

0

At least one key feature at an adequate level in most domains, but

numerous substantive problems and overall lack of consistency

require considerable further development.

Beginner

Aspects of competence

demonstrated but

significant problems

evident

1

Several key features at a competent level in most domains, but one or

more major problems and/or significant inconsistencies that require

further development. Participants’ emotional and physical safety is

adequately taken care of. Teacher would at a very basic level be considered ‘fit for practice’ – the participants would not be harmed

and are likely to have opportunities for learning.

Advanced Beginner

Evidence of some

competence, but

numerous problems and

lack of consistency

2

Most key features are present in all domains, with possibly some

good features, but a number of problems and/or some inconsistencies

are present. Teacher demonstrates a workable level of competence

and they are clearly ‘fit for practice’.

Competent

Competent, with some

problems and/or

inconsistencies

3

All key features are present in all domains, with very few and very

minor inconsistencies and evidence of good ability and skill. The

teacher is able consistently to demonstrate these skills over the range

of aspects to MBI teaching.

Proficient

Sustained competence

demonstrated with few or

minor problems and/or

inconsistencies

4


Expected key features are present with evidence of considerable

ability. The teaching is particularly inspirational and excellent. The

teacher no longer uses rules, guidelines or maxims. He/she has deep tacit understanding of the issues and is able to work in an original and

flexible manner. The skills are demonstrated even in the face of

difficulties (e.g. excessive avoidance).

Advanced

Excellent teaching

practice, or very good

even in the face of

participant difficulties

5


FEEDBACK FORM FOR DELIVERY OF KEY ELEMENTS OF MBCT/MBA WITH

ACCOMPANYING REFLECTIVE COMMENTARY

Student: Year:

First Marker

Date: Moderator

Mark %


Feedback for delivery see attached Mindfulness-Based Interventions Teacher Assessment

Criteria (MBI-TAC)

Feedback for Accompanying Reflective Commentary

• Their own teaching and feedback

• Observation of others’ teaching

• The MBCT/MBA curriculum and rationale for its different elements • Personal practice and its relevance to the teaching

• Self- evaluation

• Transcript of one of the core practices


Clinical Placements

Students will complete a placement normally across terms 2 and 3 of the Diploma year. This will be an opportunity to develop MBCT/MBA skills to a competent level building on what has been learnt in term 1 of the Diploma year and the learning from the Certificate year.

Students are encouraged to negotiate with their supervisor to find ways of working with their strengths and needs. This will include opportunities to observe supervisors’ working as an MBCT/MBA teacher and opportunities to demonstrate competence as an independent

MBCT/MBA teacher with input from the supervisor. The balance will be negotiated between the supervisor, student and programme tutor, but will take in to account the student’s readiness to

teach under supervision at any given time.

Feedback on MBCT/MBA skills and reflective evaluation will form an important part of this

process.

Further information on placements can be found in the handbook.


Assessment Guidance for Clinical Placements

� The supervisor will complete the Mindfulness-Based Interventions Teacher Assessment Criteria (MBI-TAC) for each placement with a recommendation of the competency level of the student overall and in each teaching domain. Tutors will take this into account when

assessing the module, but it is not the definitive assessment.

� For the second placement a member of the core programme team will observe 2 randomly selected videotapes, one from early in an MBCT/MBA group (sessions 2,3 or4) and one from later in the group (session 5,6 or7). From observation of these tapes the member of the

core programme team will complete a summative MBI-TAC form. This assessment, taking in to account the supervisor’s recommendation will be the definitive assessment

� Students need to reach a competency level of Competent or above overall and normally in

all domains of the MBI-TAC for the second placement.

Levels of Competence


Numerical

band

Few key features are demonstrated. The teacher makes errors and

displays poor and unacceptable teaching, leading to negative

therapeutic consequences. No real evidence that the teacher has

grasped the fundamentals of the MBI teaching process.

Incompetent



performance

0

At least one key feature at an adequate level in most domains, but

numerous substantive problems and overall lack of consistency

require considerable further development.

Beginner


demonstrated but


evident

1

Several key features at a competent level in most domains, but one or

more major problems and/or significant inconsistencies that require

further development. Participants’ emotional and physical safety is

adequately taken care of. Teacher would at a very basic level be considered ‘fit for practice’ – the participants would not be harmed

and are likely to have opportunities for learning.

Advanced Beginner

Evidence of some

competence, but


lack of consistency

2


good features, but a number of problems and/or some inconsistencies

are present. Teacher demonstrates a workable level of competence

and they are clearly ‘fit for practice’.

Competent


problems and/or

inconsistencies

3


All key features are present in all domains, with very few and very

minor inconsistencies and evidence of good ability and skill. The

teacher is able consistently to demonstrate these skills over the range

of aspects to MBI teaching.

Proficient




inconsistencies

4


ability. The teaching is particularly inspirational and excellent. The teacher no longer uses rules, guidelines or maxims. He/she has deep

tacit understanding of the issues and is able to work in an original and

flexible manner. The skills are demonstrated even in the face of difficulties (e.g. excessive avoidance).

Advanced

Excellent teaching


even in the face of


5


FEEDBACK FORM FOR CLINICAL PLACEMENTS

Student: Year: First Marker

Date:

Moderator Mark %


Attached - Mindfulness-Based Interventions Teacher Assessment Criteria (MBI-TAC)


Written Report of MBCT Group (4000 words)

This piece of work presents the student with an opportunity to demonstrate the ability to engage in, critically reflect upon and learn from clinical experience in a written form. Students

are encouraged to present their work in a clear and concise form. Students may use lists, bullet

points, tables, and graphs in addition to text as long as the work is a complete and coherent account of an MBCT/MBA group. Within the word count students will need to be selective about what can be reported, but we would suggest that students show the work to their supervisors

to ensure that the report represents the work undertaken.

The following headings are suggested

- Background and context - a clear rationale for the work undertaken. It should place the

work within its relevant service, clinical and/or research context and give a clear rationale

if/when MBCT/MBSR has been adapted.

- Description of the practical work – a concise description of the work undertaken with

sufficient detail for the reader to understand and evaluate what was done. This could include

the main themes around the intervention and responses to experiences arising in the group. Patient confidentiality should be maintained at all times. The work should also demonstrate an awareness of professional issues such as risk and non-discriminatory practice.

- Evaluation – the report should present the outcomes with supported evidence showing effectiveness, acceptability and broader implications.

- Critical review – The report should conclude with a reflective, balanced and professional critical review. A consideration of what has been learned should be included. If there were

substantial issues or difficulties (e.g., high rates of drop out), students should include here a reflection on these issues and what was learned.


WRITING AND MARKING GUIDELINES FOR WRITTEN REPORT OF MBCT/MBA GROUP

Excellent/Very Good Good/Satisfactory Requires revision

1. CONTEXT AND BACKGROUND

a) Theoretical/background Compelling rationale for the piece of work and relevant theory(ies) thoroughly described.

Good rationale for the piece of work and theory(ies) described

adequately.

Insufficient or no theoretical rationale

b)NHS, services, patient and professional context

The work is clearly placed within the relevant context (NHS, service, client, community and/or

professional).

The work is adequately placed within the relevant context

(NHS, service, client, community and/or professional).

The work is inadequately placed within the relevant context (NHS, service,

client, community and/or professional).

c) Approach A clear justification is given for the choice of

approach used in the practical work. The

methodology is appropriate.

An adequate justification is given

for the choice of approach used

in the practical work. The methodology is appropriate.

An inadequate justification is given for

the choice of approach used in the

practical work. The approach is inappropriate.

2. DESCRIPTION OF PRACTICAL WORK

a) Description

b) Theory-practice links

A clear and succinct description of the

practical work undertaken by the student. The practical work clearly, logically and

sequentially follows from the preceding context and background (1).

A fair description of the practical

work undertaken by the student. The practical work follows from the

preceding context and background.

A muddled or incomplete description

of the practical work. Practical work not by student.

The practical work is unrelated to the preceding context and background.


c) Professional practice The description of the practical work

demonstrates excellent professional practice.

The description of the practical work

demonstrates competent professional practice.

The description of the practical work

fails to demonstrate good professional practice.

d)Ongoing interventions and

therapeutic issues

The report convincingly records interventions,

their rationale and their impact on the

unfolding progress of the work. Therapeutic issues are explored both convincingly and

reflectively. There is excellent evidence of collaborative work/ liaison. The work

demonstrates highly effective clinical decision-making.

Interventions are satisfactorily

recorded. Where appropriate,

therapeutic issues are explored as the work progresses.

The subsequent intervention(s) are

presented haphazardly or lack a

cohesive rationale. Therapeutic issues are ignored or insufficiently explored.

The therapeutic intervention is unclear or inappropriate. There is no

appropriate discussion of follow-up.

e) Awareness of risk Shows a constructive and balanced approach to the awareness of risk assessment and

management issues and methods.

Shows adequate awareness of risk assessment and management issues

and methods.

Shows inadequate awareness of risk assessment and management issues

and methods. 3. EVALUATION

a) Evaluation of outcome and

further recommendations

Demonstrates excellent/very good ability to

use appropriate methods to evaluate the

effectiveness, acceptability and broader impact of the clinical work, and to use this

information to inform and shape practice and recommendations. Where appropriate, this

may also involve devising innovative procedures. Further recommendations are

posited based on thoughtful reflection about

the work.

The outcome of the work is

documented. Further

recommendations are plausible, but not based sufficiently on the

evidence summarised by the report.

Outcome issues are either ignored or

presented in an unconvincing way.

Recommendations are either omitted or are presented in a way that is

insufficiently related to the work.


4. CRITICAL REVIEW There is a reflective, balanced and

professional critical review. Shows high awareness of professional, legal and ethical issues in complex clinical contexts. There is a

mature awareness of cultural and equal opportunities practice. There is reflective

consideration about what has been learned

from the clinical work, and the work suggests an ability to generalise this knowledge to

future work. There is also an awareness of limits of competence and what remains to be

learned. If problems occurred in the work, a consideration of what might have been done

differently would be included here. There is

evidence of excellent use of supervision to reflect on practice and make appropriate use

of feedback given. There is evidence of developing cultural competencies.

There is a good critical review.

There is some evidence of the development of cultural competencies.

The critique of important aspects of

the work is either missing or inadequate.


FEEDBACK FORM FOR A WRITTEN REPORT OF MBCT/MBA GROUP

Student: Year:

First Marker Date:

Moderator Mark %

DISTINCTION / MERIT / PASS/REFERRED/ FAIL (highlight as appropriate)

Conforms to regulations: YES/NO

a) Background and context

b) Description of the practical work c) Evaluation d) Critical review

e) Changes required (if appropriate)


The marking criteria shown are adopted as a framework:

Marks Range Marking Criteria

70% and above Distinction. Work of exceptional

standard reflecting outstanding

competence / knowledge of material and critical ability.

60 – 69% Merit. Work with a well-defined

focus, reflecting a good working competence / knowledge of material and good level of competence in its

critical assessment.

50 – 59% Pass. Work demonstrating

adequate competence / working knowledge of material and evidence

of some analysis.

40 – 49% Referred. Limited competence / knowledge of core material and

limited critical ability.

39% and below Fail. Lacking in basic competence / knowledge and critical ability.

Progression and Award Criteria

PG Dip MBCT/MBA

• A Postgraduate Diploma is awarded when a student gains all 120 credits of the


PG Dip programme.

• A Postgraduate Diploma with Distinction is awarded when a student gains a credit-weighted mean of at least 70% overall.

• A Postgraduate Diploma with Merit is awarded when a student gains a credit-weighted mean of at least 60% overall.

PG Cert MBCT

• A Postgraduate Certificate is awarded when a student gains all 60 credits of the PG Cert MBCT programme.

• A Postgraduate Certificate with Distinction is awarded when a student gains a credit-weighted mean of at least 70% overall.

• A Postgraduate Certificate with Merit is awarded when a student gains a credit-weighted mean of at least 60% overall.


APPENDICES

A. Front sheets B. Mindfulness-Based Interventions Teacher Assessment Criteria (MBI-TAC)

C. Supervision Agreement

D. Video Consent Form E. Supervision Notes F. Placement reflection form

G. Teaching Feedback Questionnaire H. MBCT Programme Specifications

I. MBCT Module Descriptions J. MBA Programme Specifications

K. MBA Module Descriptions


MBCT Programme Front Sheet

#1

This form is to be attached to the front of each piece of written work submitted.

NAME: __________________________________________

ID NUMBER: _____________________________________

MODULE NUMBER: PSY __________________________________________________

MODULE TITLE & TYPE: _________________________________________________

ESSAY/ASSIGNMENT TITLE: ______________________________________________

_____________________________________________________________________

_____________________________________________________________________

DEADLINE DATE: ______________________________________________________ WORD COUNT: _______________________________________________________

“I certify that all material in this assignment/assessment which is not my own work has been identified and properly attributed. I have conducted the work in line with the appropriate professional practice guidelines.”

Signed ............................................................................................................

“I confirm that all names and identifying information has been changed to protect confidentiality.” Signed ............................................................................................................

For Office use only:


MBCT Programme Front Sheet

#2

This form is to be attached to the front of each piece of written work submitted.

ID NUMBER: _____________________________________

MODULE NUMBER: PSY____________________________

MODULE TITLE & TYPE: _________________________________________________

ESSAY/ASSIGNMENT TITLE: ______________________________________________

_____________________________________________________________________

_____________________________________________________________________

DEADLINE DATE: _________________________________

WORD COUNT: ___________________________________

For Markers only: MARK:

The Bangor, Exeter & Oxford

DOCUMENT IN DEVELOPMENT – PLEASE DO NOT CIRCULATE OR USE WITHOUT THE

AUTHORS‟ PERMISSION MBCT Programme Handbook; page 40 of 116

Mindfulness-Based Interventions

Teaching Assessment Criteria

(MBI-TAC)

for assessing the competence and adherence of mindfulness-based class-based teaching

within the UK context

Crane, R.S.*, Soulsby, J.G., Kuyken, W., Williams, J.M.G., Eames, C.

January 2011

*Address for correspondence:

Rebecca Crane

Centre for Mindfulness Research and Practice

School of Psychology

Dean St Building

Bangor University

Bangor LL57 1UT

Tel: 01248 382939

Email: [email protected]



Introduction These assessment criteria are intended to enable the teaching of Mindfulness-Based Interventions

(MBIs) within the UK to be assessed for adherence and competence. The MBI-TAC has been

developed over the last three years in the context of Mindfulness-Based Stress Reduction (MBSR)

and Mindfulness-Based Cognitive Therapy (MBCT) programmes and in this context MBIs refers to

these programmes.

The intention of the Teaching Assessment Criteria The criteria have been developed to respond to the range of contexts in which the competence of

the teacher is a central question. This includes training programmes and supervision during which

the criteria are used as a developmental tool to offer clear feedback to trainees and pointers for

development; also research programmes and module assessments in which consistent, reliable and

valid assessment of competence is required. One cannot expose oneself to the rigour of being

assessed for competence without experiencing some vulnerability, so this work asks for deep

sensitivity and respect from all of us involved in it. In all contexts nurturing the development of

trainees is the core issue of concern and we strongly recommend that assessments are accompanied

by qualitative feedback and sensitive guidance.

The field of MBIs is developing at a fast pace. Training programmes need to respond to good

practice issues at an equally fast pace to build integrity into these developments. The three Master’s

programmes offering mindfulness-based teacher training represented by the authors (Bangor,

Exeter and Oxford) all include assessment of teaching competence within their trainings. It was

clear that a robust methodology was required that enabled consistency and reliability both within

the training team and nationally and established a level of expected competence which represents

readiness to practice in the UK context.

Researchers also need tools to establish that mindfulness-based courses are being taught

competently, especially in efficacy and effectiveness research. Several of our research trials have

already made use of the MBI-TAC to ensure the integrity of the mindfulness interventions. Process

outcome research using criteria such as this can begin to ask key questions like “Is mindfulness-

based teacher competence essential to delivering good outcomes?” and “Which domains of

mindfulness-based teacher competence best predict outcomes?”

When making assessments of competence prior to the development of the criteria our experience

was that we had a surprising degree of consistency of judgement within core teams. However, there

were a number of challenges. In particular, the criteria on which assessments were made were not

clearly stated, leading to a lack of transparency to trainees and making the basis on which final

grades were decided difficult to defend.

Discriminations about competence will always have an element of subjectivity to them. Our

intention is to create a system which supports the process of forming these judgments and brings

some consistency and transparency to the process.

In the transition from early vision of an approach or research on it to mainstream application there

is commonly slippage from the core model which can dilute its potency. A key part of our intention

is to provide the discipline of a structure to return to which offers a reminder of what is considered

core to skilful mindfulness-based teaching.

The structure of the Teaching Assessment Criteria The 6 domains of competence within the MBI-TAC:



Domain 1: Coverage, pacing and organisation of session curriculum

Domain 2: Relational skills

Domain 3: Embodiment of mindfulness

Domain 4: Guiding mindfulness practices

Domain 5: Conveying course themes through interactive inquiry

and didactic teaching

Domain 6: Management of group learning environment

Within each domain are a number of ‘key features’ which describe its main aspects. These are the

important features that need to be considered when scoring each domain. When assessing the domain,

first identify whether the features are present; then consider whether the teacher should be regarded as

competent with the features. If the teacher includes most of the key features and uses them

appropriately (i.e. misses few relevant opportunities to use them), the teacher should be assessed

highly. The tables of ‘Examples’ give some guidance on what teaching ‘looks like’ at each of the

competence levels within each domain. These should be regarded as guidance rather than absolute

assessment criteria.

Each domain has a one page descriptor which introduces the domain, summarises the key features

within the domain and presents a table of examples of observations of teaching at the range of

competence levels. Following this there is more detailed guidance of the domain and the characteristics

of the features within it.

Some of what we don’t know about mindfulness-based teacher competence In developing the domains, it was clear that all the competences represented by each domain are

absolutely crucial to the overall process - if any were not present, the teaching would have

significant flaws and gaps. Also, each domain represents a distinct aspect of the teaching process.

Certainly some domains are more substantial / multi-faceted and therefore have more key features

describing them. However, it is less clear whether certain domains are more important than others.

At this stage in the development of our understanding about teaching processes it is not known

which particular competences best predict participant outcome. The decision was therefore made to

give each domain equal priority in the profile and summary score.

It is possible for two teachers to be both adherent and competent and to be quite different in style

and emphasis. Given that it is not yet clear how particular emphases within the teaching process or

styles of teaching relate to outcomes for participants, the criteria do accommodate some variation. It

is important therefore that assessors bring an open mind to the process of viewing and judging the

teaching of others, recognising and setting aside personal bias and preference.

Some limitations of the competence criteria It is important to remember that these assessment criteria are a tool which can support consistent

assessment of teacher competence, but (given that the assessor does not have access to the entire

picture) do not offer a complete picture of the teacher’s capacity and competence. The assessor can

only base assessments on observations of the ‘person’ of the teacher and her/his behaviours. It is

therefore helpful to use the criteria in conjunction with other assessment methodologies such as

reflective assignments in which the teacher tracks their awareness of inner process. Notably, there

are some key areas that cannot be assessed via direct observation of teaching. A prior requisite of

the assessment process is ensuring that a basis of good practice for mindfulness-based teaching is in



place. The following guidance for good practice has been drawn up and agreed by the UK

Mindfulness Trainers’ Network (2010).

Another challenge in discerning and labelling the component parts of a complex process is that it

can introduce a sense of rigidity – even though a significant component part is evidence of

flexibility, responsiveness and sensitivity of the teacher to present moment experience. We

encourage the user of the criteria to shift attention regularly from close-up observation of detail to

wider-angle attention on the feel of the whole, to guard against moving into overly rigid

interpretation.

For newer teachers the experience of having competence assessed can have the effect of bringing

attention to the component parts of the teaching in ways which encourage ‘thinking about’ rather

than ‘being with’ the process. There is some inevitability to this natural way of learning about and

integrating new skills. As new learning is assimilated the process seems initially like a bag of

A mindfulness-based teacher will normally have the following:

1. A professional qualification in clinical practice, education or social context or equivalent life experience recognised by the community in which the teaching will take place.

2. Knowledge and experience of the populations that the mindfulness-based approach will be delivered to, including experience of teaching, therapeutic or other care provision with groups

and individuals.

3. A professional mental health training that includes the use of evidence-based therapeutic approaches (if delivering MBCT).

4. Familiarity through personal participation with the mindfulness-based course curriculum that they are teaching, with particular in-depth personal experience of the three core practices of

mindfulness-based programmes – body scan, sitting meditation and mindful movement (plus any

other core practice that is a necessary part of the programme being taught e.g. specific other

practices taught in the Breathworks programme).

5. Completion of an in-depth, rigorous mindfulness-based teacher training programme or supervised pathway over a minimum duration of 12 months.

6. Ongoing adherence to the appropriate ethical framework of their background and within which they are working.

7. Engagement in a regular supervision process with (an) experienced mindfulness-based teacher(s) which includes:

− Opportunity to reflect on/inquire into personal process in relation to personal mindfulness practice and mindfulness-based teaching practice;

− Receiving periodic feedback on teaching from an experienced mindfulness-based teacher through video recordings, supervisor sitting in on teaching sessions, or co-

teaching and building in feedback sessions.

8. Participation in residential teacher-led mindfulness meditation retreats. 9. Ongoing commitment to a personal mindfulness meditation practice through daily formal and

informal practice and attendance on retreat.

10. Ongoing contacts with mindfulness-based colleagues, built and maintained as a means to share experiences and learn collaboratively.

11. Engagement in further training to develop skills and understanding in delivering mindfulness-based approaches, including keeping up to date with the current evidence base for mindfulness-

based approaches

UK Mindfulness-Based Teacher Trainer Network, Guidance for Good Practice, 2010



techniques and methods, which then gradually become integrated into the person as natural way of

being. It can help to watch recordings of one’s own teaching and to use this time as an opportunity

to reflect on the elements which make up the whole, and then while teaching to prioritise attending

to the immediacy of the moment.

It is important to bear in mind that when a teacher is at times assessed at the higher end of the

competence criteria, this reflects that the teacher does have the capacity to teach at this level – even

though there will be inevitable variations in competence. Conversely, when a teacher is assessed at

the lower end, this reflects that at the moment of assessment competence was not demonstrated. To

take into account this variability, the training courses represented by the authors require submission

of recording of the teaching of a whole 8-session course to enable sampling of the teacher’s

practice.

Principles to bear in mind when using the assessment criteria In assessing competence using these criteria, assessors should bear a number of principles in mind:

• The scaling assumes that competences develop over time, moving towards greater competence

with training, practice and feedback.

• Assessors should agree beforehand (i) which domains are being assessed and (ii) what is the

unit of assessment (e.g., leading a particular practice and inquiry; a curriculum element within the

8-week course; a whole session; or the entire 8-week course). Not all domains of competence

would be expected to be observable if the unit of assessment is a component of the 8-week course.

• Observable data should be used as evidence to make assessments. If there are contextual

reasons that have compromised the demonstration of competence it is important that the assessor is

informed of this so these can be taken into account while assessing if appropriate to do so (e.g., the

session was co-taught by two teachers, or a participant asked that their contributions to the session

be edited out of the DVD).

• If certain behaviours are expected, but are absent, then this can be used to assess the domain.

Again, a narrative note can indicate what was expected but missing.

• Competence in one domain does not necessarily imply competence in another domain.

• The descriptors of competence level within a domain are progressive – i.e. higher level skills

include skills already described in previous bandings.

• The domains are not ranked in any order of importance but some are more substantial than

others – i.e. there are a greater number of features to take into account when assessing.

• The domains describe processes which are at play throughout the teaching. At any one moment

several domains will be in action. For example, during the teacher-led dialogue which follows a

mindfulness practice, Domain 1 will be relevant (appropriateness of the contents of the themes that

are being drawn out, pacing of the session); Domain 2 will be relevant (the relational aspect of the

conversations); Domain 3 will be relevant (the embodiment of mindfulness during the inquiry

process); Domain 5 will be relevant (the quality of the teaching process inherent within the

dialogue); and Domain 6 will be relevant (the quality of awareness and responsiveness to the group

process during the dialogue).

• The skills and processes represented by the domains are all highly interconnected with each

other making it challenging to discriminate what aspect of the teaching to assess within each

domain. As far as is possible, it is important that the assessor is clear within which domains the

various elements of the teaching process are assessed. Refer to the key features when making these

discriminations. Additional guidance for discriminating is given as ‘NBs’ under the features within

each domain.



Levels of competence The Dreyfus Scale of Competence (Dreyfus, 1986) underpins the competence descriptions (see

Table 1). In the original Dreyfus scale there are five levels, to this the further level of

'incompetence' is added here; the term novice is replaced by ‘beginner’; and the term ‘expert’ is

replaced by ‘advanced’ as outlined below, with an equivalent numerical band to the right of the

table. The assessment criteria also draws on work evaluating competence of psychological

practitioners by Sharpless & Barber (2009).

The levels within the assessment criteria represent the range of teaching competence which is

realistically expected in mindfulness-based teaching practice in the UK. Each level represents a

developmental stage – it is natural for teachers to move through them over time as skills and

understanding develop, and if the appropriate training and good practice processes such as

supervision are in place. ‘Beginner’ and ‘advanced beginner’ are appropriate levels for teachers in

the early stages of training; ‘competent’ is an appropriate level for a student teacher graduating

from a full teacher training programme/supervised pathway with some early teaching experience in

the field; ‘proficient’ is an appropriate level for a teacher who has taught a significant number of

classes and is now deeply familiar with and at home within the teaching process; and the

‘advanced’ level is likely to be a teacher with considerable depth and length of experience and with

a maturity to their teaching practice. In practice any one teacher is unlikely to demonstrate

consistent levels of competence – some variability between adjacent levels is normal.

Discriminating which level the teaching falls under within each domain is the most challenging

aspect of this process and requires practice in using the assessment criteria and comparing results

against benchmarked assessments (see section on training below). The tables of examples given

under the summary for each domain are intended to support these discriminations.



Table 1: Levels of Mindfulness-Based Teaching Competence (adapted from the Dreyfus Scale of Competence, 1986)


Numerical

band

Few key features are demonstrated. The teacher makes errors

and displays poor and unacceptable teaching, leading to negative therapeutic consequences. No real evidence that the teacher has

grasped the fundamentals of the MBI teaching process.

Incompetent



performance

0

At least one key feature at an adequate level in most domains,

but numerous substantive problems and overall lack of

consistency require considerable further development.

Beginner


demonstrated but


evident

1

Several key features at a competent level in most domains, but one or more major problems and/or significant inconsistencies

that require further development. Participants’ emotional and

physical safety is adequately taken care of. Teacher would at a very basic level be considered ‘fit for practice’ – the participants

would not be harmed and are likely to have opportunities for

learning.

Advanced Beginner

Evidence of some

competence, but


lack of consistency

2


good features, but a number of problems and/or some

inconsistencies are present. Teacher demonstrates a workable

level of competence and they are clearly ‘fit for practice’.

Competent


problems and/or

inconsistencies

3

All key features are present in all domains, with very few and

very minor inconsistencies and evidence of good ability and

skill. The teacher is able consistently to demonstrate these skills

over the range of aspects to MBI teaching.

Proficient




inconsistencies

4


ability. The teaching is particularly inspirational and excellent. The teacher no longer uses rules, guidelines or maxims. He/she

has deep tacit understanding of the issues and is able to work in

an original and flexible manner. The skills are demonstrated

even in the face of difficulties (e.g. excessive avoidance).

Advanced

Excellent teaching


even in the face of


5

How to use the criteria to make assessments of competence



The criteria extends over six bands from “incompetent”, where the teacher did not adhere to that aspect of

the programme nor demonstrate competence, to “advanced” where there is adherence and very high skill.

Thus the process assesses both adherence to programme method and skill of the teacher. Using the

summary sheet (see p.41) mark with an 'X' on the appropriate column/row, the level to which you

think the teacher has fulfilled the core function in each of the domains being assessed.

It is recommended that the following process is used while making competence assessments when

watching DVD recordings (it is not recommended to use the MBI-TAC from audio recordings

which give too little information for effective assessment):

1. Watch the entirety of the piece of teaching that is being assessed. Bring mindful attention to your experience while engaging in experiencing the teaching – place yourself in the position of

participant, including participating in mindfulness practices.

2. During this first viewing have the scoring sheet near to hand as an aide memoire to the domains and key features. If it is helpful make notes under relevant sections.

3. At the end of the teaching, take a mindful pause and settle into your direct experience. From this place make a global assessment of the teacher’s competence level.

4. Now take time to consider each individual domain and the features within it, discerning how the teacher’s skills were demonstrated within these and making an assessment accordingly. Place an

X in the appropriate level. Written feedback under the headings ‘Teaching strengths’ and

‘Learning needs’ can be given on the following sheet.

5. Finally step back from the detail and review the overall profile of competence across the domains, considering how these relate to your initial global assessment. If there is any

uncertainty at this point, return to the teaching recording to gather direct evidence to challenge

or support your assessments.

The assessments yield a multi-dimensional profile of scores. Assessments may well vary across

different domains. When using the assessment criteria to support teacher development (e.g. as part

of a supervision process) this profile will offer what is needed. For the purpose of a summative

assessment (e.g., to assess a teacher’s readiness to teach in a therapy trial or pass an assessed

training module) the profile can be summed into an overall score. In such contexts it may be

reasonable to expect that all domains be assessed at least at the advanced beginner or the competent

level depending on the nature of the assessment context. Local versions of the summary assessment

sheet can be developed which integrate appropriate marking criteria and allow for an overall

average score to be realised.

Where inconsistency of competence is demonstrated within a domain (e.g. proficient examples of

guiding practice in early part of session and beginner level example demonstrated at end of session) the

average of these should be taken for the overall score with a narrative note explaining this.

Using the assessment criteria in the presence of challenges and difficulties For all domains, focus on the skill of the teacher while taking into account challenges and

difficulties that arise in the session. In instances where the group or individuals are presenting

unusually challenging difficulties, the assessor needs to assess the teacher’s therapeutic skills in

applying the methods within the context of the difficulties. A central theme of mindfulness-based

interventions is learning to be with and work with difficulty, therefore credit should be given for

demonstrations of appropriate skilful interventions and interactions when working with challenge and

difficulty. For example the assessor may place the score the next higher level when the teacher is

dealing skilfully with a substantial level of difficulty.



Training to use the Teaching Assessment Criteria Assessors should themselves be at the level of ‘proficient’ mindfulness-based teachers and should

have received training in the use of these assessment criteria. They were developed with an

awareness of both the potential and the risks of applying such methods to assessing something as

complex and multidimensional as teaching mindfulness-based interventions. It is important that

users of the criteria also bring these understandings to the process. Furthermore, as with any new

tool it takes some time to become familiar with the contents, structure and process of the MBI-

TAC, to reach a common understanding of what the domains mean, and to discern the competence

level of the teaching. Experience indicates that reliability of assessments increases as the assessor

becomes familiar with the criteria and with the process of using it to assess competence. It has been

found very helpful for new users to co-assess with more experienced assessors, discussing the

process and reaching a consensus. We suggest that prior to using the criteria the user participates in

the training process developed by the authors; this familiarises the user with the process, its

development and background, and enables assessment results to be compared with benchmarked

assessments. It is also clear that the assessor must be deeply familiar (from the perspective of being

a teacher) with the particular mindfulness-based programme that they are assessing.



Domain 1: Coverage, pacing and organisation of session curriculum

Overview: The teacher adequately addresses and covers the curriculum content of the session. This

involves creating a skilful balance between the needs of the individual, the group and the

requirements of teaching the course. The teacher is well organised with relevant course materials

and teaching aids readily available and the room appropriately prepared for the group. The session is

well 'time managed' in relation to the curriculum. The session is well paced with a sense of

spaciousness, steadiness and lack of time pressure. Digressions are steered back into the session

curriculum with tact and ease.

Five key features need to be considered when assessing this domain: (i) responsiveness and flexibility in adhering to session curriculum (ii) adherence to the form of the programme and coverage of themes and curriculum content (iii) appropriateness of the themes and content (to stage of programme and to the participants) (iv) level of organisation of teacher, room and materials (v) the degree to which the session flows and is appropriately paced

N.B.

− Assessors must themselves have teaching experience of the particular MBI that is under review.

− Assessor requires a written guide to the particular course curriculum that is being followed – if any

adaptations to the curriculum have been made the rationale for these must be clear to the assessor.

Examples

Incompetent Curriculum not covered or highly inappropriate curriculum. No attempt made to structure

session time. Session seemed aimless or overly rigid.

Beginner Curriculum inappropriate at times e.g. curriculum choices departed from the usual content with

no clear rationale for this; or session had some direction, but the teacher had significant

problems with pacing or time management (e.g., too slowly paced, too rapidly paced, time

boundaries not adhered to); or lack of organisation; or considerable inconsistency in covering

curriculum themes.

Advanced

Beginner

Several key features at competent level but some difficulty clearly evident: e.g. some skill in

maintaining the form of the programme or covering the curriculum shown, but significant

curriculum element missing or curriculum element which is not part of session introduced without clear rationale, or some problems with managing time. Content of curriculum themes

mostly appropriate but with some problems.

Competent Most key features present but with some inconsistency e.g. appropriate curriculum moderately well covered; overly focused on the individual, leading to somewhat compromised curriculum;

teacher introducing areas of discussion which are inappropriate for group stage; teacher used

time effectively by tactfully limiting peripheral and unproductive discussion and/or by pacing

the session as was appropriate for the group., content of curriculum themes appropriate.

Proficient All key features present. Appropriate curriculum and well covered. Appropriate form of

programme clearly evidenced and adhered to with ease and spaciousness. Evidence of balanced

allocation of time. Teacher maintained appropriate control over flow of dialogue and pacing of

session. Content of curriculum highly appropriate.

Advanced Excellent coverage of curriculum with high degree of flexibility, responsiveness, spaciousness

and appropriate pacing while simultaneously thoroughly addressing the key curriculum themes

for the session.



Domain 1: Coverage, pacing and organisation of session curriculum – guidance

notes

(i) responsiveness and flexibility in adhering to session curriculum

Mindfulness-based teaching requires that time is given to exploring important issues with

sensitivity and simultaneously that time is used in an intentional and focused way. Effective

coverage and pacing of the session curriculum offers an opportunity to embody the possibility of

balancing working responsively with the present moment whilst holding an awareness of

overarching intention. Skilful teaching therefore requires a dynamic balance between staying with

the core intention for the session and responding to the spontaneity of the moment. Generally, the

teacher will have a session plan to work to with approximate times allotted to each part of the

session curriculum. A key skill is to hold this plan flexibly and lightly, to enable appropriate

responsiveness to the moment. This is particularly emphasised in teaching MBSR, where content is

transferable both between and within sessions. The main requirement is that the session themes are

conveyed. A teacher may appropriately decide to drop a particular planned exercise should the

material be naturally arising through other aspects.

It is important that the teacher conveys a strong sense of intention so that it is clear to the

participants that the choice of focus for the time together is carefully planned and particular. Within

this it is important to honour the contributions of participants. For example, at times it can be

fruitful to use seemingly unproductive digressions to build cohesion in the group or to weave them

in as examples of the kinds of mind patterns highlighted by mindfulness-based teaching processes

(e.g. recognising rumination in action; seeing the pressure to have rationales for what we do and to

search for outcomes).

(ii) adherence to the form of the programme and coverage of themes and curriculum content This feature assesses the presence or absence of appropriate curriculum content and themes and the

adherence to the overall form of the programme/session. There are some curriculum elements to

each session that are ‘non-negotiable’ and need always to be in place:

− at least 30 minutes of mindfulness practice; each session other than session 1 begins with practice;

− practice and home practice review/inquiry; discussion of home practice for forthcoming week;

− final mindfulness practice/mindful pause to close session, or some approach that ensures sessions end with a mindful awareness of the ending and transition;

− the session themes need to be conveyed both through the process and content of the teaching session.

The intention and aims of curriculum elements that the teacher uses within the session need to be

clearly aligned with the kind of course (e.g. MBSR or MBCT), with the client group, and with the

overarching intentions of the session. The assessor requires contextual information to clarify these,

and also rationales for curriculum content that departs from the usual MBSR or MBCT curriculum.

Curriculum guides for MBSR and MBCT courses are available elsewhere and are not reproduced

here (see Blacker et al., 2009, and Segal et al., 2002b in the Reference List on p.38). The principles

to bear in mind here are that MBSR courses usually aim to highlight general patterns that create

human suffering, while MBCT courses also aim to highlight patterns that perpetuate specific

vulnerabilities (such as depression recurrence). Good practice guidelines ask that MBCT teachers

have a professional mental health training that includes the use of evidence-based therapeutic

approaches.

Questions to ask when assessing this feature: Did the teacher adhere to the expected curriculum for

the session? Was the content of the dialogue appropriate to the stage of the course?



It is important to bear in mind the building blocks that are needed to enable participants to apply

new mindfulness skills in the face of difficulty. For example, it may be inappropriate at an early

stage in the programme to be encouraging participants to deliberately ‘turn towards’ difficult

experience.

(iii) appropriateness of the themes and content (to stage of programme and to the participants)

This feature assesses the teacher’s ability to recognise participants’ needs and adapt the session

accordingly. The pacing of the material should always be accommodated to the participant’s needs

and speed of learning. For example, when there is evidence of difficulties (e.g. emotional or

cognitive difficulties), more time and attention may need to be given. In such circumstances the

agenda items may be shuffled or adapted accordingly. In some extreme circumstances (e.g.

participant expressing distress) the structure and pacing of the session will need to change

drastically in accordance with the needs of the situation.

(iv) level of organisation of teacher, room and materials

What was the level of organisation of the teacher, the room and the materials? Has the teacher pre-

arranged the room with the required number of chairs; have all the required materials for the

particular session such as CDs and handouts been prepared; are appropriate teaching aids available

and used? (NB The skill with which teaching aids are used is assessed in Domain 5 Conveying

course themes through interactive inquiry and didactic teaching.)

(v) the degree to which the session flows and is appropriately paced

Was there any time during the session when the session moved too slowly or quickly? Do you think

the session flowed well overall? Did the participants or the teacher appear rushed? Did the teacher

give the participants sufficient space and time to sense and think?

The session should be well time managed, such that it is neither too slow nor too quick. For

example, the teacher may unwittingly belabour a point after the participant has already grasped the

message, or may spend time gathering much more direct ‘noticing’ than is necessary. In these

cases, the sessions can seem painfully slow and inefficient. On the other hand, the teacher may

intervene before having gathered enough direct ‘noticing’ to draw out the learning themes. In

summary, if the session is conducted too slowly or too quickly, the learning process may be

impeded and this could de-motivate the participant.

Was the teacher able to work skilfully with digressions? The teacher may appropriately politely

interrupt peripheral discussion and direct the participant back to the agenda. The session should

move through discrete phases which are clearly connected. It is important that the teacher maintains

an overview of the session to allow correct pacing throughout without seeming preoccupied with

‘time pressure’.

Was the pacing of the session adapted well to the needs of the participants? Was there sufficient

time allocated to each element of the session - e.g. was there sufficient time left for home practice

assignment? A well paced session should address the intentions of the session without needing to

exceed the time allocated.

The teacher may be observed using phrases similar to the following to build effective pacing into

the session…

We may have strayed off our focus a little, shall we get back and focus on the key exploration for

this session?

• Let’s pause there – the point you’ve just raised is important and will be addressed in …..

• Do you mind stopping a moment, you’ve given me lots of information already. Just to make

sure I have understood completely, let’s look together at what you are describing here.

• Please summarise your experience in a few words or a short sentence.



Domain 2: Relational skills

Overview: Mindfulness-based teaching is highly relational – mindfulness practice engages us in a

process of developing a new relationship both with ourselves and our experience. The qualities that

the teacher brings to participants and the teaching process mirror the qualities that participants are

learning to bring to themselves during the MBI programme. Mindfulness is the awareness which

emerges through paying attention to experience in a particular way: on purpose (the teacher is

deliberate and focused when relating to participants in the sessions); in the present moment (the

teacher has the intention to be whole heartedly present with participants); and non-judgmentally

(the teacher brings a spirit of interest, deep respect and acceptance to participants) (Kabat-Zinn

1990).

Five key features need to be considered in assessing this domain: (i) authenticity and potency – relating in a way which seems genuine, honest and confident (ii) acceptance – actively attending to and connecting with participants and their present moment experience

and conveying back an accurate and empathic understanding of this (iii) compassion and warmth – conveying a deep awareness, sensitivity, appreciation and openness to

participants’ experience

(iv) conveying genuine interest in each participant and his/her experience whilst respecting each participants’ vulnerabilities, boundaries and need for privacy

(v) mutuality – engaging with the participants in a mutual collaborative working relationship

N.B. – The relational aspect to mindfulness teaching is particularly related to Domain 3 Embodiment of

mindfulness. The intention in Domain 2 is to encompass those parts of the process which rely on the interpersonal connection between participant and teacher.

Examples

Incompetent Teacher has poor relational and interpersonal skills – they consistently ‘miss the point’ of

what participants are communicating. Aspects of the interpersonal process are destructive.

Beginner At least one key feature adequate or some skill demonstrated in aspects of the key features but

with significant levels of inconsistency; e.g. lack of genuineness, or compassion and warmth, or empathy, or a sense of disconnection.

Advanced

Beginner

Several key features competent e.g. some aspects of relational skills are adequate and

participants’ safety is not compromised or there are no aspects of the relational process which

are destructive to participants; or teacher’s style at times impedes his/her ability to establish a relationship which enables engaged exploration (e.g. lack of responsiveness, curiosity not

conveyed, hesitant style, intellectualisation, judgemental tone)

Competent Teacher relates in an acceptable way with most key features present. Effective working

relationships are generally formed with participants. Mostly the teacher’s relational style facilitates participants in feeling at ease, accepted and appreciated. Some minor problems or

inconsistencies.

Proficient All key features present with only a few minor inconsistencies. Teacher demonstrates very good

relational skills with all features demonstrated and few minor inconsistencies. Teacher is

strongly attuned to participants, the interactions are sensitive and responsive and respectful. The teacher creates a relational process which allows participants to deeply engage with their

learning.

Advanced The teacher demonstrates excellent relational effectiveness with a keen grasp of the

participant’s world; consistently good levels of collaboration, compassion, openness, warmth, acceptance and responsiveness to participants.



Domain 2: Relational skills – guidance notes

(i) authenticity and potency – relating in a way which seems genuine, honest and confident

The teacher is honest and open in their relationships with participants. They relate in a way which is

naturally aligned with how they are as a person. One can sense that instead of being caught into

habitual, automatic reactions, the teacher’s words are conscious responses based firmly on an

awareness of what is internally perceived and sensed, so conveying authenticity and congruence to

participants. There is a sense of ease, naturalness and presence – how the teacher presents within

the teaching feels like the person they are. There is a sense of honesty about who they are, so there

isn’t much to ‘figure out’ about them as a person. In a large part this sense of authenticity is

conveyed by the teacher being thoroughly at home within the teaching – it is clear that the teacher

‘knows’ what s/he is teaching from deep personal experience. This leads to potency and confidence

in responding to the process and to participants. This confidence is different from knowing the

answers to things – but is a confidence in the process of the teaching – a sense of being comfortable

with not knowing what will happen next, but bringing to it an open, curious attitude of ‘lets explore

this together and see where it takes us’.

(ii) acceptance – actively attending to and connecting with participants and their present moment

experience, and conveying back an accurate and empathic understanding of this

This feature refers to the ability of the teacher to ‘tune’ into or empathise with what the participant

is conveying. The skill relates to how well the teacher can step into the participant’s world, see and

experience life the way the participant does, and convey this understanding back to the participant.

Active listening skills are essential to empathic listening and responding. Empathy concerns the

teacher's ability to make the participant aware that their difficulties are recognised and understood.

The teacher accurately summarises both the content of what participants express and its emotional

tone. The teacher demonstrates genuine interest in the participant’s ‘internal reality’ and

communicates (through appropriate verbal and non-verbal responses) enough understanding of this

to help the participant feel understood. The teacher is able and willing to ‘meet’ the participant

where they are in this moment and to respond in an attuned way to this. The teacher is completely

willing to ‘meet’ each individual where they are in this moment, to respond in an attuned way to

this and to explore and honour their experience just as it is. There is a clear movement from

connecting with the individual, to attending to participants’ experience and being responsive to it.

In practice during conversations with participants in the class, the teacher will be checking with

them the accuracy of their understanding – e.g. ‘So let me check I am hearing you correctly….’;

‘So you noticed…..’

The respect inherent within this feature includes working sensitively with cultural diversity and

respecting difference.

(iii) compassion and warmth – conveying a deep awareness, sensitivity, appreciation and

openness to participants’ experience

Whilst empathy is the sense of ‘feeling with’ another being; compassion is the movement of mind

which seeks to alleviate the suffering. In the moment of relational contact, there is a sense that this

individual who is here with me really matters. For compassion to be authentic it must recognize and

appreciate individual sovereignty. Unlike sympathy or pity, it boosts the other’s self-esteem and

cultivates human dignity. There is thus the recognition of the human-ness of experience – knowing

that in another moment it could be my turn to be ‘in the fire’ of painful experience. Compassion is

thus accompanied by humility and recognition of interconnectedness – my ability to be

compassionate and giving does not make me better than the recipient. Compassion strengthens our

ability to remain human and to be open to the experiences of others. Compassion particularly finds



expression when painful experience is present. Warmth is an aspect of compassion – a warm person

conveys to the other a sense of feeling appreciated, respected and accepted.

(iv) conveying genuine interest in each participant and his/her experience whilst respecting

each participants’ vulnerabilities, boundaries and need for privacy

The relational style engages the participant in an active exploration of their own experience rather than

relying on the expertise of the teacher. The teacher brings a gentle but alive curiosity to the

explorations which unfold in the session. The teacher has a strong degree of responsibility to create

the particular conditions for this learning to take place, but beyond this ensures that the participant

takes responsibility for their own learning process. The intention is to empower the participant to

come to know that they are their own experts – they already have a ‘fund of relevant experience and

skills’ (Segal et al., 2002, p.92). This is conveyed in a range of ways including a strong invitation to

take care of themselves within the learning process and only to follow the guidance and participate

as much as feels appropriate and right to them (Crane, 2008). There is an absence of agenda in the

sense that the teacher is not endeavouring to create change – but is rather offering a space within

which the participant can engage in exploration in this moment. The teacher will invite participants

to explore their experience, to move towards painful experience, and to bring curiosity to all this.

This will be done with deep sensitivity to and respect of the participant’s boundaries and

vulnerabilities as they are in this moment. In practice, the teacher will ask permission of the

participant while engaged in exploration together e.g. ‘Is that enough or shall we go on a little

further?’ or ‘would you mind if we explore this together for a bit?’ The teacher will demonstrate

awareness of and respect for participants’ individual vulnerabilities and need for privacy, and also

the particular boundaries and requirements of the participant population being taught, including

having regard to ethnic and cultural sensitivities.

(v) mutuality – engaging with the participants in a mutual collaborative working relationship Another key characteristic of the relational style between participants and teacher is the sense of

mutuality and shared exploration. The processes of mind that are under investigation fall into a

continuum of experience which everyone can relate to. There is therefore no way in which the

teacher separates themselves from the process of investigation. In the spirit of adventure that is core

to this learning style, the process of exploration within the sessions becomes a collaborative venture

between all those engaged in it – there is a feeling of ‘co-journeying’ and of a highly participatory

learning process involving participants and teacher alike.

Appropriate use of humour can help to promote engagement, a willingness and openness to engage

in learning and exploration, and to establish and maintain a good therapeutic relationship.



Domain 3: Embodiment of mindfulness

Overview: Mindfulness practice permeates the teacher and is expressed through two interconnected

aspects to embodiment – ‘present moment focus’, and bringing the attitudinal foundations of

mindfulness to moment by moment experience. Embodiment of mindfulness involves the teacher

sustaining connection and responsiveness to moment by moment arising (within self, within

individuals and within the group) and bringing the core attitudinal foundations of mindfulness

practice to all of this. These attitudes are non-judging, patience, beginner's mind, trust, non-striving,

acceptance, and letting go (Kabat-Zinn, 1990).

Five key features need to be considered in assessing this domain: (i) expression of present moment focus and attitudinal foundations of mindfulness practice through

behaviour and verbal and non verbal communication

(ii) conveying present moment responsiveness to internal and external experience (iii) simultaneously conveying steadiness, calm, ease, non-reactivity, and alertness and vitality (iv) conveying the attitudinal foundations of mindfulness practice through the teacher’s way of being (v) conveying ‘in the moment’ (rather than focused on outcome) trust and confidence in the process of

bringing mindful attention to experience

N.B. – Assessment of present moment awareness of and responsiveness to coverage and pacing of the teaching process is assessed in Domain 1 Coverage, pacing and organisation of session curriculum, and to

the group process is assessed in Domain 6 Management of group learning environment.

Examples

Incompetent Embodiment not conveyed – e.g. consistent lack of present moment focus. Attitudinal

qualities are not in evidence.

Beginner At least one key feature adequate. Lack of consistent present moment focus, or teacher not

calm, at ease and alert, or attitudinal qualities often not clearly in evidence e.g. teacher tends to default to seeing and working with things through their critical thinking and

problem solving mind, or works in a goal orientated way; lack of spirit of exploration.

Advanced

Beginner

Several key features at competent level. Teacher does evidence embodiment of several

principles of mindfulness practice within the teaching process but there is lack of

consistency, or teacher demonstrates some skilful present moment internal and external connectedness but this is not sustained throughout.

Competent Most key features are present with an acceptable level of skill and some minor inconsistency;

teacher generally demonstrates an ability to communicate the attitudinal qualities of

mindfulness practice through their ‘way of being’ in the areas of language, bodily expression and behaviour and is mostly present moment focused.

Proficient All key features are present with a good level of skill – sustained levels of present moment

focus through the teaching and demonstration of the range of attitudinal qualities of

mindfulness throughout with very minor inconsistencies.

Advanced Teacher demonstrates exceptionally high levels of awareness of and responsiveness to the

present moment throughout the teaching process, or works with high levels of internal and

external connectedness. Attitudinal qualities of mindfulness present in a particularly inspiring

way.



Domain 3: Embodiment of mindfulness – guidance notes

A critical dimension of the teaching process is the way in which the teacher communicates

authenticity through sustaining connection to their own personal mindfulness practice whilst

teaching. A teacher who is embodying mindfulness has taken in, at a level which goes deeper than

conceptual understanding, what it means to directly connect with and relate to experience and the

world through awareness of the present moment and with acceptance. It is through this that the

teacher learns to be deeply present with participants and their difficulties without moving in to fix

things; to be willing to teach through a felt knowing of their own vulnerability; to bring gentleness

and compassion to themselves and participants; to have enough familiarity with this process of

being and learning to be able to trust in the unfolding of it; to inspire confidence in using

mindfulness processes to turn towards difficulties through their own experience of doing this; and

to be able to articulate the subtlety of experience in a way which resonates with meaning for the

participants in the group.

As this process develops the teacher becomes able to operate within this being mode of non-

judgmental, present-centred awareness even in the sometimes charged and intense environment of

the mindfulness-based class. The teacher’s actions are thus arising from openness to this moment in

its fullness and uncertainty, and from a willingness to not know the answer. This is significantly

different to potentially limiting actions on the part of the teacher that are based on previous

expertise, intellectualisations of the current situation, or an inner urge to do something that would

help resolve the presenting difficulty (Crane, 2008).

(i) expression of present moment focus and attitudinal foundations of mindfulness practice

through behaviour and verbal and non-verbal communication

The teacher offers a demonstration of present moment focus and the seven attitudinal foundations

to mindfulness practice so these are observable through the teacher’s behaviour and their verbal and

non-verbal communication. The expression of embodiment can be particularly sensed through the

teacher’s body – i.e. their posture, physical groundedness and steadiness, physical sense of ease,

calm and alertness, steadiness, rhythm and pitch of voice tone, etc.

(ii) conveying present moment responsiveness to internal and external experience Key feature (ii) relates to the teacher’s connection and responsiveness to their own personal

experience during teaching.

All other aspects of present moment focus are assessed as they arise within the other domains – i.e.:

− to the individuals within the group evidenced by appropriate awareness of and responsiveness to ‘in the moment’ interpersonal issues arising within the process on an

individual level (assessed in Domain 2 Relational skills).

− to the group – evidenced by appropriate awareness of responsiveness to ‘in the moment’ issues arising within the process on a group level (assessed in Domain 6 Management of

group learning environment)

− to the teaching process – evidenced by appropriate responsiveness to curriculum choices (assessed in Domain 1 Coverage, pacing and organisation of session curriculum) and

interactive teaching (assessed in Domain 5 Conveying course themes through interactive

inquiry and didactic teaching)

Formal mindfulness practices offer the opportunity to develop a finely tuned ability to ‘read the

internal weather’ of one’s being, which can then be brought to the experience of being in relation

with another. For the teacher, incorporating mindful awareness of their process while teaching



offers a way to bring a present moment awareness of all of themselves (thoughts, emotions,

sensations and actions) so that they become an embodied presence of what is being taught. In

particular this allows the possibility of attending closely to the ever shifting ‘feeling tone’ within

the body and of using this invaluable source of information as a barometer to check in with and

inform responses to participants. The teacher’s present moment focus is grounded through their

connection with this personal direct experience. Their responses to individuals, to the group and to

the teaching process are informed and supported by this sense of connectedness to personal direct

experience – allowing for truly authentic responsiveness.

In practice this process is evidenced by a relaxed calmness, together with alertness, aliveness and

vitality shown though language, bodily expression and behaviour. The teacher’s sensitivity to

personal direct experience influences their choices within the group - e.g. through attuning to an

individual during mindful dialogue; through the use of breathing spaces to open participants to

difficulty arising within the group; through appropriate sharing of ‘in the moment’ personal direct

experience. The teacher embodies a sense of ‘surrender’ to the moment and to what is needed now.

Through this ‘way of being’ there is a clear demonstration to the group of ‘mindfulness in action’ –

a lived example of the essence of mindfulness practice and principles. The teacher operates

predominantly in ‘being’ rather than ‘doing’ mode. The teacher is immersed in the process.

The teacher will use their attentional skills in both a wide and narrow angle way at different

moments within the teaching – at times the teacher will guide the focus very clearly to one

particular aspect of experience, and at others widen it, to encourage participants’ minds to open to

new learning and possibilities.

(iii) simultaneously conveying steadiness, calm, ease, non-reactivity, and alertness and vitality

Mindfulness training develops the capacity to reside with a steady mind which is simultaneously

alert and vital. The practitioner develops the finely tuned attention of a cat, forever watchful and

patient, as it sits in front of a mouse hole, waiting for its prey to emerge. In this way there is a

greater chance that the inevitable inner reactivity which emerges in the form of constellations of

thoughts, emotions and body sensations are seen as they arise. A teacher who has this way of being

built into him/her through a deep and sustained mindfulness practice will bring this spirit into the

teaching process. Thus even within the sometimes charged and fluid atmosphere of a mindfulness-

based class there is evidence of the teacher bringing steadiness and calm along with an enlivened

(iv) conveying the attitudinal foundations of mindfulness practice – non-judging, patience,

beginner's mind, trust, non-striving, acceptance, and letting go – through the teacher’s way of

being

The attitudinal qualities that are inherent within the programme (non-judging, patience, beginner's

mind, trust, non-striving, acceptance, and letting go) are taught through embodied process

throughout the teaching of mindfulness-based courses, as well as sometimes being conveyed

verbally through interactive teaching (assessed in Domain 5). Participants are learning to learn in

new ways through the modelling offered by the teacher of this way of being with experience. The

attitudinal foundations (Kabat-Zinn, 1990, Ch.2) to mindfulness practice which are being conveyed

in this process are laid out below:

− Non-judging – opening to an awareness of the stream of our inner and outer experience just as it is, without adding interpretation or judgement – but in a way which enables one to open to a

seeing of the internal process of automatically judging it and reacting to it. The teacher and

participant are developing a stance of ‘impartial witness’ to experience. The teacher brings an

intention not to judge their own personal or the participant’s expressed experience, but instead

to cultivate an attitude of friendly interest to it.



− Patience – the teaching process simply works with experience as it is right now and allows an understanding that things can only emerge in their own time.

− Beginner’s mind – a willingness to ‘suspend’ what we know and to approach experience with a fresh interest and curiosity. So that rather than seeing things through a fog of preconceptions we

are bringing clarity and vitality to experience. In this way mindfulness practice enables us to

develop a perspective on our experience that is not based on our history.

− Trust – developing a faith in the validity of one’s own thoughts, feelings and intuition. The teacher is conveying a sense of trust in the individual’s expertise in relation to their own

experience. The practice followed by inquiry thus offers a structure and a process for enabling

one to witness personal experience and an encouragement to rely on the validity of this

evidence.

− Non-striving – the teacher embodies an attitude of willingness to allow the present to be the way it is and for each participant to be the way they are. The process is explicitly not trying to

fix problems or attain any goal, but rather is intending to uncover an awareness of the actuality

of experience, and a willingness to let it be the way it is.

− Acceptance – the teacher embodies a willingness to see things as they actually are in the present moment, and offers a way of opening to and being with the reality of things without

struggling to change them. The teacher models accepting self, others and experience with an

attitude of friendliness.

− Letting go – the inquiry process nurtures the development of an ability to stay present and acknowledge the arising and passing of experience such as thoughts and emotions without

becoming entangled in the content of it. The mindfulness-based teaching process puts a

particular emphasis on coming to know our conditioned tendency to hold onto the pleasant,

ignore the neutral, and reject the unpleasant, and to see the ways in which this perpetuates our

difficulties. The teacher works with letting go of expectations and of needing to guide the

process towards a particular outcome, having no agenda other than exploring and understanding

the actuality of participants’ experience in each moment.

In addition to these qualities, Kabat-Zinn (1990) also describes the energy and motivation that is

brought to mindfulness practice as ‘commitment, self discipline and intentionality’ – the

development of perseverance and resolve to stay with the process of investigation of personal

experience. Intentionality is a key area that the teacher is embodying within the teaching process.

Intentionality: In order to set the stage for this particular form of experiential learning, a certain

sort of intention and purpose needs to be cultivated. Sustaining a commitment to a regular

mindfulness practice requires a strong degree of determination, persistence and motivation.

However, if this is approached in our customary way of adding ‘doing the practice’ to our ‘to do’

lists, we are approaching the cultivation of ‘being mode’ of mind through ‘doing mode’ of mind.

This immediately has the effect of undermining what we are cultivating. The combination of

working in non-striving ways whilst also being focused, clear and directional forms a paradox

which is central and inherent to approaches based on mindfulness.

Awareness itself needs no ‘doing’ in order for it to happen – it is underlying every experience. The

curious thing is that the process of bringing attention to experience does not involve doing anything

other than having an intention to stay with and open our eyes to the process. The primary thing to

take care of in this process is to clearly establish an intention to be present and to turn towards

experience.

The practice of mindfulness therefore encourages us to pay attention to the intention and motivation

that we bring to both formal and informal practice, in the class and at home. The teacher is helping



participants relate the practice to a ‘personally valued vision’ (Segal et al., 2002, p.92). This is quite

subtle and is conveyed through careful use of language (e.g. the phrase ‘try to keep your attention

on your breath’ has quite a different effect from ‘as best you can returning the attention to the

breath each time it slips away’); and through the teacher giving expression to the qualities of ‘non-

striving’ alongside ‘firm intention’ in their entire way of being during the teaching (Crane, 2008).

(v) conveying ‘in the moment’ (rather than focused on outcome) trust and confidence in the

process of bringing mindful attention to experience

The process of mindfulness offers us all the opportunity to step aside from our usual process of

endeavouring to ‘improve ourselves’ and ‘trying’ to reach a new place. The paradox of the learning

process is that although there are clear reasons for us all being engaged in an exploration of how we

deal with the pain of our lives, there is nothing to be achieved here that is not already present in this

moment. This is conveyed through the teacher’s capacity to honour and inhabit the process of

unfolding within the class without moving towards premature explanation or synthesis; or moving

into a mode of problem solving or conceptualising.



Domain 4: Guiding mindfulness practices

Overview: The teacher offers guidance that describes accurately what the participant is being

invited to do in the practice, and includes all the elements required in that practice. The guidance

enables participants to relate skilfully to mind wandering (seeing this as a natural mind process,

working gently but firmly to cultivate the skill to recognise when the mind has wandered and to

bring the attention back). The guidance suggests the attitudes to bring to self and experience

throughout the practice. The practice balances spaciousness with precision. Skilful use of language

is key to conveying all this.

Three key features need to be considered in assessing this domain: (i) language is clear, precise, accurate and accessible whilst conveying spaciousness and non-striving (ii) the teacher guides the practice in a way which makes the key learning for each practice available to

participants (see guidance notes below for checklists)

(iii) the particular elements to consider when guiding each practice are appropriately present (see guidance notes below for checklists)

N.B. – Embodiment of mindfulness is a crucial underpinning to practice guidance, and should be assessed

under Domain 3 Embodiment of mindfulness.

Examples

Incompetent Guidance is inaccurate and unclear. Key feature(s) of practice are not present.

Beginner At least one key feature at an adequate level. Some attempts to offer guidance in an appropriate way, but significant errors, gaps and inconsistencies.

Advanced

Beginner

Several key features at a competent level but with significant inconsistencies e.g. some

guidance offered clearly, accurately and appropriately but language conveys a sense of striving

for results. Adequate care taken of participants’ emotional and physical safety.

Competent Most key features present at a competent level with some inconsistency e.g. guidance is

generally clear and accurate with most key features present. Safety well attended to, but slight

lack of precision, sense of spaciousness not conveyed, or language not always invitational.

Proficient All key features present with only minor inconsistencies e.g. practice guidance is good,

conveys both precision and spaciousness, elements to consider in guiding are clearly

integrated, key learning for practice is available to participant through the guidance.

Advanced Exceptionally skilful guidance with all features consistently present with very good level of skill. Safety well attended to with creative and inspiring guidance on working with physical

and emotional ‘edges’ and boundaries.



Domain 4: Guiding mindfulness practices – guidance notes

Mindfulness practice guiding offers an opportunity to integrate teaching on the cultivation of

mindfulness, and space for participants to experience and experiment with the process for

themselves. Given the subtlety of the messages being conveyed and the paradox inherent within

these, great delicateness and sensitivity is needed when guiding. The teacher should demonstrate

familiarity with the key intentions of mindfulness practice generally and also the specific intentions

of each practice (see below for summary of these).

Guidance notes on feature (i) are offered under ‘language’ below. Guidance notes for features (ii)

and (iii) are tailored to specific meditations and are given below with a box for each practice on

feature (ii) (key learning specific to the practice) and feature (iii) (elements to consider in guiding

the practice).

(i) language is clear, precise, accurate and accessible whilst conveying spaciousness and non-

striving

General points:

− Accessibility - i.e. using everyday language and avoiding jargon

− Using words belonging to different senses to support range of different ways of experiencing the sensations – feeling, seeing or hearing them – e.g. ‘feeling’, ‘in the mind’s eye’,’ listening to

the messages from…’; some words are general across senses, e.g. ‘noticing’, ‘experiencing’,

‘sensing’

Guidance on where to place attention (see practice specific issues below)

− Requirement for accuracy and precision – i.e. clear articulation of what the participant is

specifically being invited to do

Offering guidance on working with mind wandering:

− Being clear that mind wandering is part of the process; i.e. our intention is not to keep the attention one pointedly on for example the breath but to become aware of the activities of our

mind as we repeatedly invite awareness to come back to one particular place. So our ‘job’ is not

to stop the mind wandering but to work in a particular way when we become aware that it has

wandered. This way is to:

o acknowledge that the mind has wandered (some teachers suggest noting where the mind has gone before returning)

o bring attention back to the object of awareness with firmness and gentleness o do this again and again with acceptance and without judgement

− Offering spaces of silence for participants to practice independently with periodical reminders; the length of silence can increase with the experience of the group

All practices need to incorporate 3 layers of guidance:

1. instructions on where to place awareness (described below in relation to each practice)

This needs to be integrated and interspersed with guidance on:

2. working with mind wandering

3. the attitudes to cultivate while doing the practice



Offering guidance on the attitudinal qualities to cultivate:

Be attentive to the presence/absence within practice guidance of:

− guidance on the spirit to bring to the practice. Inviting gentleness, lightness of touch, curiosity about the experiences unfolding; balancing gentleness with a firmness of intention; taking care

of self; letting go of judgement and self-criticism

− Encouraging non-striving by reminding participants about letting go of needing / wanting to ‘do’ anything. E.g. “allowing experience to be as it is”; “seeing if the breath breathes itself and

simply bringing awareness to the experience of this”.

− avoiding language which might feed into a sense of striving – words such as ‘trying’, ‘working’, ‘seeing if you can…’ can be unhelpful

− spaciousness – balancing silence with guidance, and using language economically

− using present participles (attending, bringing awareness’ etc.) to convey a feeling of guiding/inviting rather than ordering, to reduce resistance

− sometimes using ‘the’ rather than ‘your’ – e.g. ‘the breath’ – to encourage participants to be less identified with the body

The inclusion of appropriate attitudes in practice guidance is assessed in this Domain, while the

teacher’s own conveying of the attitudinal foundations through their way of being is assessed in

Domain 3 Embodiment of mindfulness.

Guidance for features:

(ii) the teacher guides the practice in a way which makes the key learning for each practice

available to participants

(iii) the particular elements to consider when guiding each practice are appropriately present

These are offered below in relation to each meditation practice.



Raisin practice

Body Scan

Raisin practice – elements to consider in guiding (feature iii):

− Hygiene considerations – using a spoon, clean bowl, pouring out raisins in front of participants, kitchen paper to hand, may suggest in orientation that participants wash hands for

eating meditation before class;

− Offering option not to eat raisin – explore with other senses;

− Choosing to offer participants just one raisin - or two or three. Potential to guide the first one interactively as a group – inviting them to call out ‘feeling’ words which can give the flavour

of what is being asked for here; the next one you can ask them to eat it in silence with you

guiding and the next one in silence completely with no guidance (if only one, ask them to eat

in silence with you guiding)

− Inviting letting go of knowing that this is a raisin and to see it ‘fresh’ as a child first encounters experience

− Consider emphasising the attitudes of curiosity, interest, exploration

− In the inquiry there are several areas that are useful to explore with participants:

o Lots of direct noticing of the sensations of the experience from all senses

o Elicit observations about how it might have felt different from their usual experience of eating a raisin

o Help the group to gather the observations about the nature of our minds, the ways we generally pay attention and how this relates to our well-being; in

particular the following themes may emerge in the group dialogue:

(a) if we are on autopilot, we cannot see our moods begin to change or go down

(b) the raisin practice can help us realise that there are other things to be seen, that there is

more to life than our preconceptions, deductions, opinions and theories; slowing down even

the most routine activities might transform them; paying attention to our experience in this

‘curious’, open way may show us aspects of our experience that we had not seen before; the

experience itself is different

(c) the mind is always making associations from present-moment experience to memories,

deeper level understanding, stories, etc. but we are not usually aware of where it is taking us;

mostly we do not choose where our mind goes; we see how difficult mind states might easily

take hold when we are unawares, because analysing the past and worrying about the future

can be ‘second nature’ to us

(d) the difference between eating this way and usual attitudes to eating; impulses around

food are often unconscious, powerful and uncontrolled

Raisin practice – key learning (feature ii):

− Experiencing the difference between mindful awareness and automatic pilot

− Experiencing how bringing attention to experience can reveal new aspects to it and can transform our experience of it

− The present is the only time we have to know anything

− Experiencing how the mind wanders



Body scan

Sitting meditation

Body scan – key learning (feature ii):

− Direct experiential knowing of physical sensations

− Learning to be intentional about how we pay attention

− Relating skilfully to the mind wandering when it occurs (acknowledging and bringing back) and to difficulties + guidance about how to handle difficulties (sleepiness, discomfort, etc.)

− Guidance on allowing things to be as they are – no goals to be achieved, no special state, no right way for the body to feel

− Guidance to direct breath through/to different parts of the body + taking attention to experience of this

− Guidance on beginning to notice and relate differently to our sensations and mental states, including boredom, irritation, impulses, etc.

Body scan – elements to consider in guiding (feature iii):

− Start and end by bringing attention to the whole body

− Pay particular attention to detail of body sensations; give examples of words describing sensations – warm, cold, tingling, numbness, etc.

− Give participants the option to come back to the breath at any time to stabilise their attention – remind them of this during the practice

− Allow the absence of feeling particular or any sensations to be just as important as their presence

− Instruct to let go of the last body region before moving awareness to the next

− Be aware of exactly where and how teacher is asking participants to place their attention

− Vary instructions between both narrow angle, detailed awareness of a small part of the body, and wide angle awareness of a larger area of the body such as the trunk, or the whole body

− Periodically through the practice offer guidance on dealing with distraction

− Offer guidance which invites participants to move into a direct ‘being with’ body sensations rather than looking at them from a distance

− Skilful guidance of awareness of breath within the body scan

− Balance guidance which gives the flavour of being with, allowing, and accepting alongside that giving a flavour of exploration, curiosity, aliveness, adventure



Sitting meditation

Sitting meditation – key learning (feature ii):

− Anchoring to present moment through body sensations

− Experiencing connections between body posture and mental and emotional experience

− Dealing skilfully with mind-wandering

− Learning gentleness, encouraging curiosity, learning acceptance

− Mindfulness of ‘feel of things’ (pleasant/unpleasant/neutral)

− Noticing aversion

− Learning to consciously widen and narrow the focus of awareness

− Mindfulness of the natural flux of experience

− Cultivating being fully with experience AND having an observer stance simultaneously

− Learning to receive experience as it is, as distinct from mental labels, stories about it, etc.

− Learning to see recurring patterns in the mind and how they develop, play out, etc.

− Seeing more deeply into the nature of human experience and life

Sitting meditation – elements to consider in guiding (feature iii):

Posture Giving practical information on helpful posture using e.g. chair, stool, cushion. Supporting the

transition from ‘doing’ into ‘being’ mind: a clear focus on posture at the beginning of the practice helps

to establish the intention of the practice and to facilitate the transition into this period of deliberate

cultivation of ‘being mind’.

Breath

Anchoring in the present moment: reconnecting with a specific aspect of experience in the here and

now. Guidance on where in body to pay attention to breath sensations. Avoidance of language that

encourages thinking about the breath rather than being directly in connection with it.

Body sensations

− Transition from breath - expand the attention around the sensations of breathing to an awareness of sensations in the body as a whole

− Offering explicit guidance about how to place attention

− Offering clear guidance here on options for working with discomfort / pain / intensity whether it is of a physical or emotional origin.

Sounds Receiving the sounds as they come and go; listening to sounds as sounds – noticing loudness, tone,

length, etc.; seeing sounds as events in the mind; noticing layers of meaning added to the direct

experience of sounds

Thoughts and emotions

− Relating to thoughts similarly to how we relate to sounds – seeing their arising and passing away

− Seeing recurring patterns and how these develop and play out within the mind

− Using metaphors to help point towards what is being invited here.

− Acknowledging the challenge

− Use the breath as an anchor when the mind becomes unsettled

− Expanding the attention to include emotions, naming these, seeing how they play out in body sensations

Mindfulness of the full range of experience – choiceless awareness

− Being with and bringing an open attention to whatever is arising in each moment – the breath, body, thoughts, sounds, emotions etc.

− Noticing recurring patterns in the body and mind − Coming back to the breath as an anchor as often as is needed.



The three minute breathing space (3MBS)

The three minute breathing space – elements to consider in guiding (feature iii):

− Guidance on posture – communicate the effect of coming to an upright and dignified posture. If this is not possible (in using the additional 3MBS in difficult situations, for

example) then inviting participants to make a first move of becoming aware of their

posture is helpful

− Precision in communicating the 3 steps of the practice during guidance – the instructions need to be carefully targeted towards what is intended

− Including instructions on mind wandering and working with this

− Helping participants recognise and practice the three steps of the 3MBS

NB – the 3MBS and other practices need to be accompanied by a teaching process which

supports participants in practising at home and integrating the process into their everyday

lives. This aspect of the teaching is rated in Domain 5 Conveying course themes through

interactive inquiry and didactic teaching – examples of how this needs to be attended to in

relation to the 3MBS are cited below in italics:

− Preparing participants to integrate this into their day – encourage participants to anchor

the practice to a specific activity in their day

− It is useful to guide the practice and then afterwards to explain about the three parts – perhaps using the flip chart

− Encouraging participants to use the 3MBS as a natural first step – whenever things feel

difficult or there is confusion; using the 3MBS during class when strong emotions have

been explored, or there is another need to re-ground in present moment experience, can

be a good reminder of this

− Clarity in developing the application of the 3MBS through the 8 weeks

The three minute breathing space – key learning (feature ii):

The learning is encapsulated within the three steps to the practice. Each step needs to be

clearly conveyed:

1. Awareness – step out of automatic pilot, recognise and acknowledge all of one’s current experience (sensations, emotions, thoughts)

2. Gathering – bringing the attention to the sensations of the breath in a particular place in the body

3. Expanding the awareness into the body as a whole using the particular sensations of the breath as an anchor, while opening to the range of experience being perceived



Mindful movement

Mindful movement – key learning (feature ii):

− Building on the foundation of the body scan in learning how we can bring awareness to and inhabit bodily experience/sensation

− Experiencing awareness of the body in motion, as it often is in life

− Relating to the body with friendliness; for some increasing enjoyment of the body’s capacities

− Movements and postures offer an embodiment of life experiences and processes

− Seeing habitual tendencies played out

− Working with physical boundaries/intensity offers a parallel to working in similar ways with emotional experience; experiencing that physical movement can change emotional experience

− Learning and experiencing working with present moment acceptance, including of our physical limitations, and learning to relate in new ways to pain

− Learning new ways of taking care of ourselves

Mindful movement – elements to consider in guiding (feature iii):

Ensuring that participants engage in the practices in ways that are safe and respectful

to their body is a major consideration in guiding movement practices i. Giving clear and precise guidance on ways of working with physical boundaries at the

beginning of the practice

ii. Interspersing the practice with reminders about working within safe limits for your body in

this moment

iii. Offering guidance in particular on:

a. Potential adaptations for postures as they are taught b. Reminders to hold postures for the amount of time that is right for each participant regardless of how long the teacher or others hold a posture

c. Reminders that it is OK not to do a posture and either to do something different, or to sit/lie and possibly to visualise the body doing the posture

iv. Always encouraging participants to err on the side of caution

v. Always encouraging participants to listen to the wisdom of their own body and allow this

to override any guidance you may be giving

vi. Reminding participants not to be competitive with themselves or others

Breath guidance Helpful guidance regarding the breath includes:

i. Generally, guiding participants to breathe in as they form the intention to move and then to move with the out breath

ii. Encouraging participants to breath fully and freely in whatever way feels most natural as they move

iii. Guidance on relaxing into postures and breathing with or into regions of greatest intensity

Ensuring that guidance is given in ways which invite detailed awareness of moment by

moment experience

i. Giving plenty of space within the practice: a. Dwell in the postures long enough to let go into them b. Rest between postures to enable the effects of the movement to be sensed

ii. Encouraging participants to explore and discover the creative edge between exploring / investigating / discovering, and accepting / letting be / being with



Domain 5: Conveying course themes through interactive inquiry and didactic

teaching

Overview: This domain assesses the process though which the course themes are conveyed to

participants. These are at times explicitly drawn out and underlined by the teacher and at other

times emerge implicitly within the process. The domain includes inquiry, group dialogue, use of

stories and poems, facilitating group exercises, orienting participants to session/course themes and

didactic teaching.

Five key features need to be considered in assessing this domain: (i) supporting participants to notice and describe the different elements of direct experience and their

interaction with each other; teaching themes are consistently linked to this direct experience

(ii) exploring the different layers within the inquiry process (direct experience, reflection on direct experience, and linking both to wider learning) with a predominant focus on process rather than content

(iii) teaching of themes conveys understanding of underpinning theoretical principles (iv) teaching skills – teaching is, concise, clear, participatory, playful, alive, responsive, and makes skilful use of

teaching aids (v) fluency – teacher conveys ease, familiarity with and confident knowledge of the material

N.B. – Course themes are conveyed through all elements of the course; this domain only covers the teacher’s

skill during the inquiry process, didactic teaching and facilitation of group exercises (not leading

mindfulness practices) – This domain assesses the process through which the teacher conveys the teaching themes – the

presence of the themes themselves are rated in Domain 1 Coverage, pacing and organisation of session

curriculum

– Embodiment of mindfulness is a crucial underpinning to interactive teaching and should be assessed

under Domain 3 Embodiment of mindfulness.

Examples

Incompetent Teaching process unclear and inconsistent with principles of mindfulness-based teaching, e.g. no

attempt to elicit specific elements of direct experience; participants not engaged; teacher not

familiar with material; reliance on didactic teaching, debate or persuasion.

Beginner At least one key feature at an adequate level. Teaching process conveys some teaching themes

but considerable inconsistency, e.g. teaching style dull and un-engaging.

Advanced

Beginner

Several key features at a competent level – teaching process is adequate but basic with

significant inconsistencies, e.g. lack of clarity in communicating themes; lack of familiarity with material; lack of relevancy of material to participants.

Competent Most key features present at a competent level – teaching process generally conveys key teaching themes in an understandable and accessible manner. Teacher, for the most part, supports

participants to investigate their experience through inquiry rather than through discussion,

didactic teaching, or problem solving. Some inconsistencies or gaps – e.g. teacher not fully integrating direct experience of participants into the material.

Proficient All key features present with good level of skill and only minor inconsistencies. e.g. teacher knows material well; participants’ direct experience thoroughly integrated into the teaching; good

connection with participants; teaching is ‘alive’ and learning is obviously taking place.

Advanced Highly skilful and inspiring teaching skills as evidenced by precision and sensitivity in drawing

out elements of experiencing; working in an interactive and participatory way with the group to

explore these; range of key teaching themes conveyed in a highly accessible and engaging

manner and connected with the personal direct experience of participants and of the teacher when appropriate; teacher thoroughly ‘at home’ and familiar with the material from a range of

angles; teaching feels ‘alive’ and highly engaging.



Domain 5: Conveying course themes through interactive inquiry and didactic

teaching – guidance notes

A large part of each session is taken up by interactive teaching processes – reviewing the

experience of mindfulness practices during the session and at home (inquiry), drawing out

experience during and after group exercises, and offering didactic teaching in an interactive and

participatory manner. This exploratory way of approaching experience illuminates the habitual

tendencies and patterns of the human mind and offers an embodiment of a potential way of being

and working with experience beyond the programme. The teacher demonstrates skilful and creative

use of a range of different methods of teaching, including the use of metaphor, poems and stories.

Participants’ difficulties (e.g., avoidance, distress, emotional reactivity) in sessions are crucial

opportunities to convey course themes, and the way the teacher works in these moments should be

given weight in assessing overall, and in this domain in particular.

(i) supporting participants to notice and describe the different elements of direct experience

and their interaction with each other; teaching themes are consistently linked to this direct

experience

The teaching is based on experiential processes, rather than ‘thinking about’ things in our usual

way. Participants are given opportunities to become aware of and discriminate the different

elements of direct experience – sensations, thoughts, feelings – both retrospectively tracking these

as they arose in a mindfulness practice and tracking them now as they arise in the moment.

Style of questioning/dialoguing in mindfulness-based teaching include:

− Use of open rather than closed questions which only require a “yes” or “no” answer

− Questions/statements that open space – “would you be willing to tell me more?”; ‘hows?’

and ‘whats?’ rather than ‘whys?’

− Avoiding questions/statements that close/fill the space – e.g. yes/no, fixing/solutions, self

stories

− Attentive and positive non-verbals

− Alternate questions and statements

− Opening the space – creating and recognising possibilities

− Sensing when inquiry is appropriate in group discussions – sometimes a question needs an

answer, sometimes inquiry, sometimes nothing but ‘thank you’ or a smile

− Humility – the other person is the expert in their own experience

(Blacker, Stahl & Meleo-Meyer, 2006)

(ii) exploring the different layers within the inquiry process (direct experience, reflection on direct

experience, and linking both to wider learning) with a predominant focus on process rather than

content

How much time is allowed for the actuality of experience and relationship with experience to be

explored before introducing broader teaching themes?

One can think of the dialogue as having three concentric circles and layers of inquiry (see also

Table 2 on p.33):

1. Layer 1 – noticing sensations, thoughts, feelings (direct experience within self)

Areas of exploration/questioning include:



- What did you notice? (e.g. physical sensations, including sounds, feelings, colours, textures,

movement)

- How did it feel?

- Where were these occurring - specific location or through the whole body?

- Did the sensations change or were they constant?

- Emotions/feelings, and thoughts connected to them

- Thoughts about now, the past, the future?

- When your mind wandered where did it go?

Thoughts? – Memories, worries, planning, time, food?

Sensations? – Restlessness, pain, hot/cold

Emotions? – Sad, angry, fearful, happy, secure, loving

2. Layer 2 – dialoguing about them (placing the direct noticing in a personal context of

understanding) e.g.: - How did you feel when your mind wandered?

- What did you do when your mind wandered (let it wander, get involved in the thoughts,

bring it back – with gentleness, firmness, guilt, annoyance, amusement, judgement, etc.)

- Explore the sensations of reactions/responses – what were the sensations of e.g. gentleness,

guilt, pushing away, holding on, tuning out, opening to, etc?

- How did bringing awareness to this experience affect it?

- Is this pattern of experience that you describe familiar? – in what ways?

3. Layer 3 – linking them to the aims of the programme (placing the learning in layers 1

and 2 in a wider context of understanding)

Within MBSR this linkage process is in relation to the broad application of mindfulness skills to the

areas of living life, managing stress, communicating, making choices about self care, and so on.

The encouragement is for the participants themselves to come naturally to a process of making the

links in relation to the application of the learning to their life through the process of integration of

the material offered in the programme and the mindfulness-based learning. This is true also in

MBCT, but there is a greater emphasis within the linkage process on connecting direct experience

and learning with an understanding of the particular vulnerability which the programme is adapted

for – e.g. relapse prevention in depression, chronic fatigue etc. This process is held mainly by the

teacher who supports participants in integrating their direct experience with contextual

understanding about the particular challenge they are working with.

So linkage is helping participants to illuminate their seeing of:

− The ways in which their mind becomes ‘caught’ or stuck through their particular way of relating to experience

− The ways in which their learning about mindfulness has relevance within the various spheres of their life

− The ways in which their learning about mindfulness has relevance to the particular vulnerability that they are working with (e.g. susceptibility to depression, chronic fatigue etc.)

It is important that the teacher takes time with each ‘circle’, and if the group rushes to discuss or

‘talk about’, to allow time for participants to come back to simply describing what they noticed.

There is no need to stick rigidly to a certain ‘progression’ through the inquiry; better to see the

‘circles’ as a map for the teacher.

Table 2: The three concentric circles and layers of inquiry



(iii) teaching of themes conveys understanding of underpinning theoretical principles

Jung’s well known quote is apt here – “Learn your theories as well as you can, but put them aside

when you touch the miracle of the living soul” (Contributions to Analytical Psychology, 1928).

The mindfulness-based teaching process is designed generally to convey the themes implicitly

(through an experiential process of personal discovery) rather than explicitly (through a conceptual

process of understanding principles and rationales). The challenge for the mindfulness-based

teacher is to know the underpinning theoretical principles thoroughly so that they can inform

direction and emphasis within this implicit teaching process, and so that they are readily available

for occasional moments of brief didactic teaching.

The majority of the material for exploration within the group is generated by the participants rather

than by the teacher – but it is also the teacher’s responsibility to bring in carefully chosen material

to inform and add context and understanding to the processes that are under exploration.

(iv) teaching skills – teaching is concise, clear, participatory, playful, alive, responsive, and

makes skilful use of teaching aids

Concise and clear – the teaching crystallises key processes in an accessible manner.

Participatory – the teaching process draws on all ways in which humans experience – thinking,

sensing and feeling – and aims to engage all these elements within participants during the teaching.

Didactic teaching is based on material drawn from direct experience; experience of participants is

invited in relation to material offered. As much material as possible is drawn out of the direct

experience of the group, so that any didactic material is ‘woven’ from lived experience – the

teacher collaborates with participants to link direct observations of experience to learning relevant

to the participant and to the aims of the programme. When teaching didactically the teaching is

brief and clear; engages all elements of experiencing (thinking, sensing and feeling) and encourages

interactive responses from participants’ own experience.

Playful, alive and responsive – the teaching is engaging and inspiring; the participants and the

teacher are mutually engaged in a creative exploration of the material; it is a highly ‘in the moment

process’ – the teacher is responsive to the material as it arises in the moment rather than working

from a plan or script; the teacher supports participants in navigating towards dimensions of the

material which are highly relevant to the immediacy of participants’ experience; the teacher shows

a) NOTICING - Direct experiential

knowing

b) DIALOGUE - Exploring the effects of bringing awareness to

direct experience

c) LINKING - Exploring how this

learning relates to

ways of being with

inner and outer

experiences in daily

life



skill in deflecting participants from getting stuck in their stories, and instead keeps the focus on

immediate experience.

Use of teaching aids – teacher makes skilful and appropriate use of flip chart or other teaching aids

(the provision of appropriate teaching aids is assessed in Domain 1 Coverage, pacing and

organisation of session curriculum; the use of these aids is assessed here). The teacher integrates

direct experiential teaching with teaching drawn from other sources e.g., stories, poetry and

quotations, which point to other ways of experiencing.

(iv) fluency – teacher conveys ease, familiarity with and confident knowledge of the material

Ease – the teacher is clearly at home within the material.

Familiarity with the material – teacher clearly knows what they are teaching – and is able to move

around flexibly within its territory.

Confidence in the teaching process – the teacher conveys their knowledge and experience and so

inspires confidence in the process of the teaching.



Domain 6: Management of group learning environment

Overview: The whole teaching process takes place within the context of a group, which if

facilitated effectively becomes a vehicle for communicating the universality of the processes under

exploration. The teacher creates a ‘container’ or learning environment within which the teaching

can effectively take place. The teacher works responsively with group process through bringing an

appropriate leadership style to the teaching; through taking good care of managing group safety,

trust and boundary issues; through employing a teaching style which takes account of the individual

within the context of the group, and balances the needs of both; through using the group process to

draw out universal learning themes; through working with and responding to group development

processes by managing the various phases of group formation, development and ending. The

teacher is able to ‘tune into’, connect with, and respond appropriately to shifts and changes in group

mood and characteristics.

Four key features need to be considered in assessing this domain: (i) creating and sustaining a rich learning container which is made safe through careful management of

issues such as ground rules, boundaries and confidentiality, but which is simultaneously a place in

which participants can explore and take risks

(ii) clear management of group development processes over the 8 weeks – in particular management of beginnings, challenges from within the group and endings

(iii) the teacher consistently takes account of and responds to learning processes on a group level (iv) a leadership style which offers sustained ‘holding’, demonstrating authority and potency without

imposing the teacher’s views on participants

Examples

Incompetent Group learning environment is managed ineffectively and unsafely.

Beginner At least one key skill at an adequate level – e.g. teacher shows some attention to group safety, but lacks awareness in managing group stages, boundaries or process.

Advanced

Beginner

Several key features at a competent level but some inconsistency in managing aspects of

group process – e.g. group boundaries and safety are adequately taken care of, but

communication style during inquiry may be overly focused on the individual to the exclusion of awareness of group process, or awareness of normal group development

processes may not be clearly integrated into teaching,

Competent Most key features present to a competent level of skill with some gaps or inconsistencies –

e.g. sensitivity and awareness of group process is generally integrated into the teaching, and

safety is well attended to, but lack of potency, or sustained ‘holding’ of the group

environment

Proficient Teacher demonstrates well developed skills in working with and facilitating group learning

environment. All key features present with only a few minor inconsistencies. The teacher

skilfully includes the group in the field of his/her awareness; is connected with the issues arising in the group and responds to them appropriately.

Advanced Teacher demonstrates excellent group working skills as evidenced by a highly responsive and

skilful way of working with group process while meeting the needs of individuals. All key

features present to high skill level.



Domain 6: Management of group learning environment – guidance notes

(i) creating and sustaining a rich learning container which is made safe through careful

management of issues such as ground rules, boundaries and confidentiality, but which is

simultaneously a place in which participants can explore and take risks

Given the interactive, participatory and moment-to-moment dynamic of MBI teaching there is

much that is unpredictable and unknown. Each group will be different – a co-creation between the

participants and the teacher. The teacher’s role within this is to create the conditions within which

the learning can take place. This requires attention to both creating a place of safety and a place in

which participants can engage in an exploration of themselves in ways which they may never

previously have done. Both aspects of this paradox need to be in place.

Attending to safety The teacher clearly works with sensitivity to the inevitable vulnerabilities which being in a group

arouses within the individual. For example, s/he responds skilfully to expressions of difference and

to competition within the group, holding boundaries whilst demonstrating acceptance and curiosity.

S/he is attuned to and able to manage the basic group issues of inclusion, belonging and control.

Group safety is also attended to in the following ways:

− group boundaries are established and maintained (e.g. “let me know if you can’t come / arrive on time / attend each week”)

− confidentiality issues are comprehensively addressed

− the intention of the group is clearly conveyed (implicitly and at times explicitly)

− digressions away from the core intention of the group or away from established norms of MBI teaching processes are promptly responded to – the working ethos of the group is maintained

− participants are encouraged to adopt towards each other the attitudes that are being cultivated within the group (respect for each others’ contributions, stepping back from giving each other

advice)

− encouragement to express and explore a range of different experiences among group members - whether experienced as positive or negative. This cultivates a sense that there is room in the

group for all experience to be safely explored.

(ii) clear management of group development processes over the 8 weeks – in particular

management of beginnings, challenges from within the group and endings

The teacher deliberately works with and responds to group development processes with appropriate

management of beginnings (including establishing safety, ground rules, confidentiality, group

norms etc. both at the beginning and as appropriate as the group develops); ‘storming’ – turning

towards and working with difficulty in appropriate ways within the group; and endings –

deliberately working with ending processes through preparing for the end of the group from session

six onwards, allowing space to acknowledge the impact of ending, exploring experiences/concerns

relating to the end of the group, and attending to ongoing needs.

(iii) the teacher consistently takes account of and responds to learning processes on a group

level

The teacher deliberately uses the group context within which the learning happens to underline the

general nature of the human mind. Inquiry is an engagement with an individual within the context

of a group of participants. The teacher needs to balance these processes, drawing out from the

particularities of the individual the generalities that might relate to participants more broadly.

Skilful teaching will involve moving between responding to the individual and relating the learning

to the wider group – a movement from the personal to the universal.



An individual question might take the form of: “What is happening in your body now as you talk?”

A group question might take the form of: “What do you all notice in your experience when….”

The internal process of the teacher will include bringing a deliberate focus of attention towards the

group process. Much of this will take place internally and will be observable only on a subtle level

or not at all. However, the teacher will be enabled through this to attune to and then respond to

shifts in group energy and or the prevailing moods (e.g. restlessness, anxiety) through making

choices (e.g. about moving the group on, shifting focus, inserting a mindfulness practice, actively

acknowledging felt experience in the group, etc.).

(v) a leadership style which offers sustained ‘holding’, demonstrating authority and potency

without imposing the teacher’s views on participants

Creating and sustaining a context within which it is possible to take risks/explore edges

The leadership style that the teacher adopts conveys a sense of:

- purposefulness of intention (this is different from striving for particular outcomes)

- confidence and faith in the process of bringing mindful attention to experience: faith in this

context arises out of the experience the teacher has in this process – through this s/he is able to

invite the trust of participants in engaging in this learning process over these 8 weeks with an open

mind

- potency – the teacher carries influence and authority in a way which inspires the respect of

participants and simultaneously encourages them to look towards their own expertise

- authority – whilst it is important to convey confidence it is unhelpful to convey a strong sense

of expertise or of always knowing the answers. The approach is one of co-journeying – a sense of

mutual exploration – ‘let’s explore this together’. The teacher and participants are relating to each

other based on what they learn and share. The connection is compassionate – a sense of deep

understanding of the challenges that we all face. This important sense that the teacher stands side by

side with the participants within the process of exploration is balanced with the teacher needing to

convey confidence and a sense of authority. Not a hierarchical authority – but a clear sense of being

thoroughly ‘at home’ within this process of learning and having trodden this path for oneself,

knowing it well. An authority which is derived from: personal practice, psychological and spiritual

development, experience of teaching mindfulness, and expertise in a professional discipline; the

experience which leads to this authority is unique and thoroughly processed. When the teacher talks

or acts from this material her/his real or symbolic authorship of it is evident – both the person and

the knowledge s/he reveals speaks volumes (McCown et al., 2010). The confidence that this stance

instils can free participants to feel contained and safe; it can enable them to trust and open to the

process – a sense that there is something here to lean on while they engage in this learning process.

In order for the participants to be able to disclose and explore difficult material there must be both

trust and confidence in the teacher.



Reference List

Blacker, M, Meleo-Meyer, F., Kabat-Zinn, J, Santorelli, S. (2009). Stress Reduction Clinic

Mindfulness-Based Stress Reduction (MBSR) Curriculum Guide. Center for Mindfulness in

Medicine, Health Care and Society, University of Massachusetts Medical School.

Blacker, M, Stlahl, R. & Meleo-Meyer,F. (2006) Clinical Applications of Mindfulness-Based Inquiry:

Working with Stress, Change and Identity. Handout from workshop at Center for Mindfulness,

Massachusetts annual conference ‘Integrating Mindfulness-Based Interventions into Medicine,

Health Care, and Society’

Center for Mindfulness (CFM) (2004) 'Mindfulness-Based Professional Education and Training

Programs', Centre for Mindfulness in Medicine, Health Care and Society, University of

Massachusetts Medical School.

Coelho, H. F., Canter, P. H., & Ernst, E. (2007). Mindfulness-based cognitive therapy: Evaluating

current evidence and informing future research. Journal of Consulting and Clinical

Psychology, 75, 1000-1005.

Crane, R. S. (2009). Mindfulness-Based Cognitive Therapy: Distinctive Features. London:

Routledge.

Drefus, H. L. & Drefus, S. E. (1986). Mind Over Machine: The power of human intuition and

experience in the age of computers. New York: Free Press.

Jung, C. G. (1928). Contributions to Analytical Psychology. London: Routledge & Kegan Paul.

Kabat-Zinn, J. (1990). Full Catastrophe Living: Using the wisdom of your body and mind to face

stress, pain and illness. New York: Dell Publishing.

Kabat-Zinn, J.(2003). Mindfulness-Based Interventions in Context: Past, Present and Future.

Clinical Psychology Science and Practice, 10,144-156.

Kabat-Zinn, J., & Santorelli, S., (2005). Mindfulness-Based Stress Reduction Professional Training

Manual. Center for Mindfulness in Medicine, Health Care and Society, University of

Massachusetts Medical School.

McCown, D. Reibel, D. & Micozzi, M. S. (2010). Teaching Mindfulness: A practical guide for

clinicians and educators. New York: Springer.

Santorelli, S. (1999). Heal Thy Self: Lessons on Mindfulness in Medicine, New York: Bell Tower.

Segal, Z. V., Teasdale, J. D., Williams, J. M. G., & Gemar, M. C. (2002a). The mindfulness-based

cognitive therapy adherence scale: Inter-rater reliability, adherence to protocol and treatment

distinctiveness. Clinical Psychology & Psychotherapy, 9, 131-138.

Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2002b). Mindfulness-based cognitive therapy

for depression: A new approach to preventing relapse. New York: Guilford Press.

Sharpless, B. A. & Barber, J. P. (2009). A conceptual and empirical review of the meaning,

measurement, development, and teaching of intervention competence in clinical psychology.

Clinical Psychology Review, 29, 47-56.

Williams, J.M.G., Crane, R.S., Soulsby, J.S. (2007). Aims and Intentions The Mindfulness-based

Curriculum in Practice: Summary outline, intentions and rationale for practices. Bangor and

Oxford University, unpublished handout.

Williams, J.M.G. (2008). Mindfulness, Depression and Modes of Mind. Cognitive Therapy

Research, 32, 721-733



Acknowledgements

The authors would like to thank:

− The teachers from the Center For Mindfulness, Massachusetts, for their vision and practical help, particularly Jon Kabat-Zinn, Saki Santorelli, Melissa Blacker, Ferris Urbanowski and

Pam Erdmann. They have been the root of our trainings to teach mindfulness-based

interventions through their support, encouragement, trainings, retreats, and supervision. They

have conveyed to us both the spirit and rigour of what must be asked from teachers of

mindfulness-based interventions, and also a clear sense that it is possible to transplant this

work, and make the teaching and training workable in the UK.

− Thorsten Barnhoffer, Trish Bartley and Alison Evans for early piloting of the criteria and sharing their experiences.

− Michael Chaskalson, Cindy Cooper, David Elias, Eluned Gold, Vanessa Hope, Mariel Jones, Jody Mardula, Sholto Radford, Bethan Roberts, Sarah Silverton, who shared their experiences

of using the criteria in December 2010 and contributed significantly to its refinement.

− Students on the CMRP training programme who have given permission to use recordings of their teaching for research on the criteria.

− Feedback and contributions from Trish Bartley, Eluned Gold, Jody Mardula, Sarah Silverton.

− I.A. James, I.-M. Blackburn & F.K. Reichelt for permission to base aspects of these criteria on the Revised Cognitive Therapy Scale, CTS-R (2001)



Assessing mindfulness-based teacher competence

Teacher:

Date of session and session number:

Assessor:

Date of Assessment:

( ) Videotape ( ) Audiotape ( ) Live Observation

DOCUMENT IN DEVELOPMENT – PLEASE DO NOT CIRCULATE OR USE WITHOUT THE AUTHORS‟ PERMISSION


MINDFULNESS-BASED INTERVENTIONS – TEACHING ASSESSMENT CRITERIA: SUMMARY SHEET

Domain Key features

(use following pages to offer qualitative feedback)

Incompet-

ent

1

Beginner

2

Advanced

Beginner

3

Competent

4

Proficient

5 Advanced

6

Coverage, pacing

and organisation of

session curriculum

Responsiveness and flexibility in adhering to session curriculum; adherence to programme form and coverage;

appropriateness of themes and content; organisation of

teacher, room and materials; session flow and pacing

Relational skills Authenticity and potency; acceptance; compassion and

warmth; interest and curiosity, mutuality

Embodiment of

mindfulness

Expression through body; present moment connectedness;

steadiness, calm, ease, non-reactivity and alertness and

vitality; attitudinal underpinnings to mindfulness practice; confidence, and trust in the process of

mindfulness.

Guiding mindfulness

practices

Language is clear, precise, accurate and accessible whilst

spacious and non-striving; key learning for each practice

available to participants (see guidance for checklists); elements to consider when guiding each practice are

appropriately present (see guidance for checklists).

Conveying course

themes through

interactive inquiry

and didactic

teaching

Notice and describe the different elements of direct

experience and interaction with each other; exploring –

focus on process rather than content; theoretical

principles; teaching skills; fluency

Management of

group learning

environment

Creating and sustaining learning container; management of group development processes; responds to learning

processes on group level; leadership style.

DOCUMENT IN DEVELOPMENT – PLEASE DO NOT CIRCULATE OR USE WITHOUT THE AUTHORS‟ PERMISSION MBCT Programme Handbook; page 80 of 116

INDFULNESS-BASED INTERVENTIONS – TEACHING ASSESSMENT CRITERIA

COMMENTARY SHEET

Domain Teaching strengths

Learning needs

1. Coverage,

pacing and

organisation of

session

curriculum

2. Relational skills

3. Embodiment of

mindfulness

4. Guiding

mindfulness

practices

5. Conveying

course themes

through

interactive

inquiry and

didactic teaching

6. Management of

group learning

environment


Supervision Agreement

To be completed prior to the start of placement with a copy emailed to tutor

Student: Programme Tutor: Supervisor:

Placement Dates:

(Please add any additional responsibilities that have been mutually agreed)

Programme Tutor Responsibilities

• Be available via telephone or email for problem solving/advice.

• Share any concerns that may impact on placement/clinical work with student and supervisor.

• Monitor placement via supervision notes and any other contact

•

•

Supervisor Responsibilities

• Take responsibility for formative evaluation of students performance

• Provide one hour supervision per week.

• Address issues in supervisor/student relationship.

• Seek advice from tutor if required.

• Share any concerns that may impact on placement/clinical work initially with the student and if not resolved with tutor.

•

•

Student Responsibilities

• Attend and prepare for supervision.

• Pass on information re strengths and learning needs and discuss implications for this placement – identifying what needs taking forward and what needs leaving behind.

• Share any concerns that may impact on placement/clinical work initially with supervisors and if not resolved with programme tutor.

• •

Signed:

Supervisor …………………….. Date ……………………

Student …………………….. Date …………………….


Consent Form for Video Recording

It is important to ensure that students leading Mindfulness Based Cognitive Therapy /Mindfulness-based approaches groups receive supervision and that their skills are monitored to ensure competency.

One way of achieving this is to video sessions so that the supervisor can observe the

student teaching and provide useful supervision, and for assessment purposes by course tutors.

The video camera will be arranged so that it does not capture the faces of group members, and no names or other identifying information will be used to label the DVD. The DVD will be kept confidential and destroyed as soon as the assessment process is

complete.

I understand that ____________________________ is currently undertaking specialist

post-graduate qualification training in MBCT/MBA and as part of this training; their supervisor/tutor will watch DVDs of their teaching.

Please sign below to indicate you have read this information sheet and that you agree to

the sessions being recorded as described.

Name __________________________________

Signature_______________________________

Date: _________


SUPERVISION NOTES

To be completed weekly by the student after supervision and emailed to Tutor

and Supervisor within the week Date: Student Name:

What has gone well?

What has been disappointing?

Changes?

Any Other Issues


STUDENT AND SUPERVISOR PLACEMENT REFLECTION FORM

To be completed and shared together at the end of placement and emailed to tutor.

Student Name:

Supervisor Name: Placement Setting:

Placement Start and End dates:

Student reflections on the placement

Might include reflections on your learning around core mindfulness skills, working with

challenges and uncertainties, group process skills, supervision and self appraisal.


Supervisor reflections on the placement Might include reflections on the supervision process, challenges and uncertainties of

working with a student, what has worked well, your learning as a supervisor


Are there any changes that would improve this placement for future students?

Student:

Supervisor:

Any other comments.

Signed Student: __________________________________ Date: ________

Signed Supervisor: _______________________________ Date: _________

X3 Copies needed Self Supervisor Tutor


TEACHING FEEDBACK QUESTIONNAIRE Year : Term : Date: Please rate the session by circling the appropriate number for each criterion using the following ratings: 5 = Excellent 4 = Good 3 = Satisfactory 2 = Unsatisfactory 1 = Unacceptable N/A = Not Applicable

Please feel free to provide as much additional comment and/or as many suggestions as you wish. 1. ACADEMIC CONTENT (Depth and breadth of coverage, up to date material)

5 4 3 2 1 N/A

2. PRESENTATION (Clarity, interesting or stimulating material)

5 4 3 2 1 N/A

3. SUPPORT MATERIAL (Reading lists, handouts, audio visual aids)

5 4 3 2 1 N/A

4. CLINICAL INTEREST (Perceived relevance, personal interest)

5 4 3 2 1 N/A

5. STUDENT PARTICIPATION (Quality and quantity)

5 4 3 2 1 N/A

6. HELPED DEVELOPMENT OF CLINICAL SKILLS

5 4 3 2 1 N/A

7. HELPED THEORETICAL DEVELOPMENT

5 4 3 2 1 N/A

8. PERSONAL INVOLVEMENT (Felt involved personally)

5 4 3 2 1 N/A

TURN OVER


From this session I learned: I would recommend this session to be repeated next intake: YES NO DON’T KNOW (circle the appropriate comment) General Comments:


PROGRAMME SPECIFICATION TEMPLATE MPAP/FORM/4

1 Awarding Institution: University of Exeter

2 College(s)/Teaching Institution:

College of Life and Environmental Sciences

3 Programme accredited/validated by:

Not applicable

4 Final Award(s): Diploma

5 Programme Title: Mindfulness-based Cognitive Therapies (MBCT)

6 UCAS Code (UG programmes):

7 NQF Level of Final Award(s): M

8 Credit (CATS and ECTS)

9 QAA Subject Benchmarking Group (UG programmes): Not applicable

10 Date of Production/Revision: August 2011


11 Programme Structures and Requirements, Levels, Modules, Credits and Awards

The programme is a Diploma offered part-time over two academic years. On successful completion of the Certificate in Mindfulness-based Cognitive Therapies modules (PSYM170 Introduction to MBCT, term 1, 30 credits and PSYM171 MBCT Theory/Research and Buddhist Psychology, Terms 2 & 3; 30 credits) students will be re-registered on the Diploma in MBCT. The Diploma requires additional completion of: PSYM172 Introduction to being an MBCT instructor (Term 1, 30 credits) PSYM173 Placement: Instructing MBCT (Terms 2 & 3; 30 credits) The Diploma lays the groundwork for students’ readiness to offer MBCT classes for clients. It begins with a series of workshops where students are taken through each of the 8 weeks of the course, watching experienced MBCT therapists on videotape, rehearsing skills on peers and preparing the materials to run an MBCT course. A 7-day silent retreat further develops personal mindfulness practice (as part of PSYM172). The Diploma also includes 2 supervised MBCT placements in which students have the opportunity to take part in and lead an 8-week MBCT course in medical and/or mental health NHS settings. On completion of these four modules, the student can be considered for the award of a postgraduate Diploma in MBCT. There is no nationally recognised MBCT professional qualification but the 3 courses (Bangor, Exeter & Oxford) are working collaboratively to ensure appropriate standards (Crane, R.S., Kuyken, W., Hastings, R.P., Rothwell, N., and Williams, J.M.G. (2010). Training teachers to deliver mindfulness-based interventions: Learning from the UK experience. Mindfulness, 1, 74-86). Students will need to:

Commit at least a day a week of work over 2 years. If appropriate, students must secure employer’s approval for the time required to attend the course before applying. As part of that day-a-week commitment, students must attend the University of Exeter 1 day a week during term time in year 1 and during term 1 of year 2, during terms 2 & 3 of year 2 committing to a day a week at a placement venue. The programme term dates can be found in the programme handbook. In addition, students must set aside about 6-7 hours weekly for personal study and practice. In addition, students must attend a 4-day residential retreat in year 1 and a 7-day residential retreat in year 2.

The course team will facilitate a setting for the placement, but students may need to travel to a different work location. If students are unable to do this they can independently negotiate a supervisor approved by the course team, but would have to organise remuneration for the supervisor independently.

Stage 1:

CODE TITLE CREDITS

COMPULSORY

NONCONDONABLE

PSYM172 Introduction to being an MBCT instructor 30 Y

PSYM173 Placement: Instructing MBCT 30 Y

Classification of awards will normally correspond to the following percentage marks:

Class I 70% + Class II Division I 60-69% Class II Division II 50-59% Class III 40-49%


12 Educational Aims of the Programme

To provide an education of high quality across a range of areas of psychology in a stimulating and supportive environment that is enriched by research and/or current practice in the discipline where appropriate; To provide training in scientific skills of problem analysis, research design, evaluation of empirical evidence and dissemination in the context of psychology; To provide a range of academic and key skills that will prepare our students confidently for employment, future study, or training for professional practice; Additional aims specific to the Diploma in MBCT: To develop students’ “readiness” to offer MBCT to clients in health care settings. The aim would be that students will develop competence in established evidence-based applications of MBCT (especially for the prevention of relapse in recurrent major depression) and would also be able to contribute to the developing field of the application and evaluation of MBCT for other client groups in physical and mental health-care settings.

13 Programme Outcomes Linked to Teaching, Learning & Assessment Methods

A Specialised Subject skills knowledge & experience 1 Experiential understanding of mindfulness practices

Learning/ Teaching strategies (in/out of class) Outcome 1 is developed primarily through participation in the 8-week MBCT programme, personal mindfulness practice (module PSYM170) and participation in intensive residential retreats (PSYM171 and 172). Students will have opportunities for inquiry / reflection with peers and teachers through personal practice, tutorials and workshops as part of the course curriculum. Discussion and guidance from teachers, retreat leaders and peers will be the main modalities to support this learning. A reflective journal kept throughout the course, essays and presentations to peers / staff (PSYM170-173) will also support this learning.

Assessment Methods Observation of students’ offering MBCT (PSYM172&173).


B Academic Discipline Core skills knowledge & experience 1. Theoretical and research knowledge about MBCT 2. Understanding of Buddhist Psychology

Learning Teaching/ strategies (in/out of class) Teaching/learning methods and strategies Outcomes B1 and 2 are developed throughout the programme in workshops, presentations and written work, most notably in PSYM171, but also PSYM170 and 172. This involves in depth focus on the theory and research underpinning MBCT, including access to the work carried out in the Mood Disorders Centre and exploration of the lineage of mindfulness in Buddhist Psychology with the input of experienced Buddhist teachers. All presented and written work attracts formative feedback from teachers that is intended to enable students to plan future improvements. Students may discuss their progress further with programme staff during tutorials.

Assessment Essay and written proposal for the evaluation of an MBCT group.

C Personal/ Transferable/ Employment skills knowledge& experience 1. The requisite values and competencies needed to begin to offer MBCT

Learning/ Teaching strategies (in/out of class) Outcome C is developed through observing and reflecting on a range of established mindfulness practitioners (live and on video tape); rehearsing new skills with peers and instructing MBCT groups under supervision (Modules PSYM172 and 173).

Assessment Methods Outcome C will be assessed through live or recorded (audio or video) observation of students’ offering MBCT, initially practising on peers (PSYM172) and then in clinical settings under supervision (PSDYM173). Students will also be required to write up a report of an MBCT group that they instructed / co-instructed (PSYM173).

D Key Skills 1. Ability to reflect upon learning, to set personal learning goals and evaluate progress 2. Ability to communicate understanding of theory and application to practice in written and verbal formats

Learning/ Teaching strategies (in/out of class) Outcomes D1 & D2 will be developed through workshops, presentations and completing assignments and supported through formative assessment and tutorials. These outcomes are supported through all 4 of the programme’s modules (PSYM170-173).


Assessment Methods Essays, reflective journal, report of running an MBCT group. These outcomes are assessed through all 4 of the programme’s modules (PSYM170-173).


14 Support for Students and Students’ Learning

Personal and Academic tutoring(standard entry) It is University policy that all schools should have in place a system of academic and personal tutors for their students. The role of academic tutors is to support students on individual modules; the role of personal tutors involves advice and support provided to the student across the programme and extends to personal difficulties such as accommodation, financial difficulties and sickness. (TQA Manual Sept 2009). Each student can expect reasonable access to all teaching staff through appointments. Students are allocated a personal tutor at the start of the programme with scheduled meetings arranged between the tutor and the student. There is also the provision of students being able to talk, email, call their tutor or another member of the academic staff. Learning Resources (standard entry) At Exeter, the University Library maintains its principal collections in the main library buildings on the Streatham and St Luke's campuses, together with a number of specialist collections in certain Schools. The total Library collection comprises over a million volumes and 3000 current periodical subscriptions. There are several books relating to this programme available from the University main library along with access t o several journals throught the library website. The programme has its own dedicated ELE pages where programme information and resources can be located. IT Services provide a wide range of services throughout the Exeter campuses including open access computer rooms, some of which are available 24 hours, 7 days a week. Helpdesks are maintained on the Streatham and

St Luke's campuses, while most study bedrooms in halls and flats are linked to the University's campus network. Washington Singer laboratories has a dedicated postgraduate computer room for personal study and printing facilities. Student/Staff Liaison Committee enables students & staff to jointly participate in the management and

review of the teaching and learning provision. The following units at Exeter between them provide a wide range of student support services:

• Student Counselling Service - available free of charge to all students, to provide confidential help and support. http://services.exeter.ac.uk/counselling/contacting.html

• Student Health Centre http://centres.exeter.ac.uk/shc/

• Study Skills Service - can provide one-to-one guidance and information on all aspects of academic study and skills http://as.exeter.ac.uk/support/development/

• Family Centre (Streatham campus) provides high quality care and education for early-years children of students and staff. http://www.exeter.ac.uk/staff/services/family/

• Student Advice Centre (Guild of Students) The University of Exeter Students' Guild is the students' union of the University of Exeter http://www.exeterguild.org/Page/support/

• Student complaints procedure http://admin.exeter.ac.uk/calendar/live/taught/complaints.htm

• Chaplaincy - here to support and encourage students from Christian and non-Christian faiths http://as.exeter.ac.uk/support/chaplaincy/?n=Main.HomePage

• The International Student Support Office supports non UK students across all University of Exeter campuses. http://as.exeter.ac.uk/support/international/aboutus/

• INTO University of Exeter partnership provides English Language and other preparatory courses for international students. http://centres.exeter.ac.uk/into/index.php?page=1

• Disability Resource Centre: The University is committed to supporting disabled students, staff and visitors on all its campuses. The Disability Resource Centre (DRC) aims provide advice, guidance, signposting to other services and, in some cases, face-to-face assistance.

• The University Careers Advisory service provides expert advice to all students to enable them to plan their futures, through guidance interviews, psychometric testing, employer presentations, skills events, practice job interviews and CV preparation. Further information can be obtained on-line here: http://www.studenthelp.ex.ac.uk/studenthelp/


15 Admission Criteria

(Standard entry) All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience. The university's Admissions policy is explained at http://www.exeter.ac.uk/undergraduate/applications/ . Candidates must satisfy the general admissions requirements of the University. These are published in full at http://www.exeter.ac.uk/undergraduate/applications/ Candidates must satisfy the general admissions requirements of the University and of the College of Life and Environmental Sciences and must meet the following additional criteria:

• A first degree in Psychology or related topic at similar level

• Requisite personal and interpersonal qualities (e.g. genuineness, compassion, warmth, empathy, potency – please see item 2 of the Mindfulness-Based Interventions Teacher Assessment Criteria MBI-TAC in the handbook)

• A health / mental health professional qualification (at degree level or equivalent); and/or UKCP or BAC accredited counsellors/psychotherapists; and/or complementary health practitioners with appropriate certification requisite for practice as a health care practitioner

• At least 2 years of post-qualification health / mental health experience

• Some relevant experience as a group facilitator

• A personal mindfulness practice including experience of participation in teacher-led mindfulness meditation retreats

• Basic CBT knowledge and skills.

16 Regulation of Assessment and Academic Standards

(Standard entry) Each academic programme in the University is subject to an agreed College assessment marking strategy, underpinned by institution-wide assessment procedures. The security of assessment and academic standards is further supported through the external examiners appointed for each programme. Their responsibilities are described in the University's code for external examiners and include access to draft papers, course work and examination scripts. Attendance at the Board of Examiners and the provision of an annual report are both required. Clear procedures are also in place for the monitoring of these annual reports at both College and University level. See the University's TQA Manual for details of these processes: http://www.ex.ac.uk/admin/academic/tls/tqa/ ) The assessment conventions for the Diploma in MBCT are printed in the Programme Handbook.


17 Indicators of Quality and Standards

(Standard Entry) The University and its constituent Colleges draw on a range of data in their regular review of the quality of provision. The College will document, on an annual basis through the Annual Programme Monitoring cycle, the performance in each of its programmes, against a range of quality parameters: � Admissions, progression and completion data • In Year Analysis data • Previous monitoring report • Monitoring of core (and optional) modules • External examiner’s reports and University and School responses • Any Professional, Statutory and Regulatory Body/accrediting body or other external reports • Consultation with employers and former students • Staff evaluation • Student evaluation • Programme aims

The School of Psychology was subject to QAA Subject Review in 2000, when the provision was awarded 23/24 points

18 Methods for Evaluating and Improving Quality and Standards

(Standard entry)The University has procedures in place for the regular review of its educational provision, including the annual review of both modules and programmes which draw on feedback from such sources as external examiners' reports, student evaluation, student achievement and progression data. In addition, subject areas are reviewed every four years through a periodic subject review scheme that includes external input. These procedures are recorded in codes of practice contained in the TQA Manual. Certain programmes are also subject to review and/or accreditation by professional and statutory bodies, while nearly all subject areas are reviewed from time to time by the national Quality Assurance Agency for HE; see the QAA web site for review reports on subjects at Exeter.

August2011 (revised)


MODULE CODE PSYM172 NQF MODULE LEVEL

M

MODULE TITLE

Introduction to being an MBCT instructor

LECTURER(S) Programme Leads and guest lecturers

CREDIT VALUE

30 ECTS VALUE 15

PRE-REQUISITES

PSYM170, PSYM171 (or approved equivalent as agreed through the University’s APL/APEL process)

CO-REQUISITES

None

DURATION OF MODULE 10 weeks (Oct – Dec)

TOTAL STUDENT STUDY TIME

300 hours: 70 hour’s seminars/workshops; 70 hours personal mindfulness practice on the residential week; balance in personal study and assignments.

AIMS

This module aims to enable students to consolidate and extend the students’ theoretical and experiential understanding of the curriculum of MBCT programmes, and to begin to transfer this into the practical clinical skills necessary for the teaching of MBCT to patients in clinical settings. The module provides students with the opportunity, through direct observation, practice and feedback, to develop basic competence in teaching the key components of mindfulness-based approaches.

INTENDED LEARNING OUTCOMES (ILO’s)

On successful completion of this module, students should be able to: Module Specific Skills:

a. Understanding of the curriculum of MBCT and the rationale for its different elements

b. Basic skills in leading the key MBCT practices c. Reflective awareness of the ethical requirements of MBCT instruction and their

personal implications d. Ability to sustain and refine personal mindfulness practice and an appreciation of

its relevance in underpinning MBCT instruction. Discipline Specific Skills:

e. Understanding and critical evaluation skills to apply theoretical ideas and evidence

f. Demonstrated ability to select, organise and evaluate material to produce a coherent argument

Personal and Key Skills:

g. Ability to reflect upon learning, to set personal learning goals and evaluate progress

h. Ability to communicate understanding of theory and application to practice in written and verbal formats

LEARNING/TEACHING METHODS


Details of Learning and Teaching Methods: A residential week of mindfulness practice. Teaching will occur in the first term [of the second year] and will use a flexible workshop style, using video and ‘live’ observation and practice to develop and consolidate the foundational skills necessary for effective delivery of MBCT. The teaching will be based on ongoing experiential learning, interwoven with didactic input and feedback as appropriate on key aspects of teaching mindfulness-based approaches Students will observe on video several experienced teachers leading the key practices of MBCT. They will then be required to deliver to their peers (and course tutors) core elements of MBCT, with detailed tutor and peer feedback on teaching skills. They will also be encouraged to integrate understandings arising from their ongoing daily mindfulness practice with the development of their experiential understanding of the delivery of the components of MBCT.

ASSIGNMENTS & ASSESSMENTS

Formative or % Contribution:

Form of Assessment:

Size of the assessment e.g. duration/length

ILO’s assessed by this assessment:

Feedback method:

Formative Students will be expected to continue to keep a reflective journal of their personal practice of mindfulness including their experience on the residential week.

Over the whole course

D, G May be feedback in tutorials or group reflections

50% Live Observation - Assessment of a student delivering several key elements of MBCT

Over one term A, B, C, G, H Mindfulness Based Interventions – Teaching Assessment Criteria (MBI-TAC)

Students’ reflective commentary including a transcript

1500 words A, B, D, G, H Written Feedback

50% Essay – on a topic chosen by the student within the domain of MBCT ethics and values and approved in advance by

2000 words C, D, E, F, H Written feedback


programme leads

SYLLABUS PLAN

Each week we will take a session of the 8-week MBCT programme and explore the component parts using a flexible workshop style. At times we will meet as a large group to look at video tapes of others teaching MBCT as a basis for reflection and critical discussion, and to have an opportunity to dialogue around other issues arising from each session. At times we will form smaller groups. Each week the groups will spend time teaching the core elements of MBCT to their peers and receiving feedback. We will rotate who delivers the teaching and enquiry throughout the weeks. There is a possibility of videoing this teaching for further reflection.

INDICATIVE LEARNING RESOURCES

Indicative basic reading list:

Crane, R.(2009). Mindfulness-based Cognitive Therapy: Distinctive features .London: Routledge.

Crane, R., Kuyken, W., Hastings, R. P., Rothwell, N., & Williams, J. M. G. (2010).

Training teachers to deliver mindfulness-based interventions: Learning from the UK experience. Mindfulness, 74-86.

Didonna, F., & Kabat-Zinn, J. (2011). Clinical handbook of mindfulness. New York:

Springer. Germer, C. K., Siegel, R. D., & Fulton, P. R. (2005). Mindfulness and psychotherapy.

New York: Guildford. Kabat-Zinn, J. (1990). Full Catastrophe Living: How to cope with stress, pain and

illness using mindfulness meditation. New York: Delacote. McCown, D., Reibel, D., & Micozzi, M. S. (2010). Teaching Mindfulness: A practical

guide for clinicians and educators. New York: Springer.

Segal, Z . V., Williams, J. M. G., Teasdale, J.D. (2002). Mindfulness-based Cognitive Therapy for Depression: A new approach to preventing relapse. New York: Guilford Press.

Teasdale, J. D., Segal, Z. V., & Williams, J. M. G. (2003). Mindfulness training and

problem formulation. Clinical Psychology-Science and Practice, 10, 157-160.

Williams .J.M.G., Teasdale ,J.D., Segal, Z.V., & Kabat-Zinn ,J. (2007). The Mindful Way Through Depression: Freeing Yourself from Chronic Unhappiness. New York: Guildford Press.

Other resources:

• Mirroring home practice around the relevant practice maybe using CDs from different


teachers e.g.

• Jon Kabat-Zinn CDs are available through www.mindfulnesscds.com

• Mark Williams CDs are available through www.mbct.co.uk

• Various teachers from Bangor Centre for mindfulness research and practice are available through www.bangor.ac.uk/mindfulness

ORIGIN/ LAST REVISION DATE

July 2011



M

MODULE TITLE

Placement: Instructing MBCT

LECTURER(S) Programme team and approved MBCT supervisors in clinical settings.

CREDIT VALUE

30 ECTS VALUE 15

PRE-REQUISITES

PSYM170, PSYM171

CO-REQUISITES

PSYM172 Introduction to being an MBCT Instructor

DURATION OF MODULE 2 terms


300 hours: 120 hours on clinical placements (MBCT group preparation, instruction and supervision); 28 hours seminars/workshops; balance of time in personal study and assignments.

AIMS

The module aims to enable students to build on previous experience and knowledge in order to practise, develop and consolidate skills in instructing MBCT with supervision, to a level required for independent professional practice in medical and/or mental health NHS settings. It also aims to develop students’ understanding of the need for mindfulness instructors to exemplify the qualities of mindfulness and the importance of bringing mindfulness itself to the various elements involved in teaching MBCT, including group processes, individual members’ needs, and the MBCT curriculum.



a. Core mindfulness skills b. Ability to lead the key practices of MBCT in a clinical setting (physical or mental

health care) c. Ability to work with appropriate adherence to the MBCT protocol d. Working with challenges and uncertainties that may arise for the instructor and

MBCT group participants, individually and as a group, during MBCT courses e. Teaching skills for translating mindfulness practice into practical, readily

accessible language throughout the class f. Group process skills - well-developed skills in working with and facilitating groups

Discipline Specific Skills:

g. Ability to make use of supervision h. Ability to select, organise and evaluate material

Personal and Key Skills:

i. Accurate reflective self-appraisal j. Ability to communicate understanding of theory and application to practice in

different formats k. Organisational skills: ability to organise time, self and others effectively l. Ethical integrity



Details of Learning and Teaching Methods: Teaching will take place in the second and third terms [of the Diploma year] and involve participatory and interactive learning, skills practice, observation and feedback on MBCT skills. Most of the practical elements of the module will take place in approved clinical settings, working with clinical populations under supervision from experienced MBCT instructors. Students will be assigned to a training placement and will be directly observed instructing an 8-week MBCT course (this may include assessment and follow-up sessions). Students will instruct a second 8-week MBCT course; this may be instructed independently with supervision for 1 hour a week for the duration of the course. Where a supervisor has more than one student from the programme, some supervision may be carried out in small groups. Students will be able to observe their supervisor undertaking MBCT instruction and begin to start to teach and moving towards more independent teaching in the second 8-week group under supervision. As well as keeping a written reflective log of their experience in the groups, students will or videotape their work. The tapes will be used as a basis for formative assessment in supervision, and a section will be used for summative assessment.



Form of Assessment:



Feedback method:

Formative Observation of the student (live or DVD) Instructing a 8 week MBCT course by their allocated supervisor

Over the time of instructing a 8 week MBCT course

A, B, C, D, E, F, J, K

Verbal through supervision

50% Observation of the student (live or DVD) Instructing a 8 week MBCT course by core staff

Over the time of instructing a 8 week MBCT course

A, B, C, D, E, F, J, K

Mindfulness Based Interventions – Teaching Assessment Criteria (MBI-TAC)

50% Written report about the 8 week MBCT course

4000 words C, G, H, I, K Written Feedback

SYLLABUS PLAN

The core of the module will be a placement in a clinical setting during which the student will lead two MBCT groups (co-running or leading) with ongoing supervision from an


approved instructor, using live observation and supervision. There will also be a daylong workshop each term on relevant topics which could include peer supervision on videos of the student’s work, critical analysis on videos of experienced instructors in MBCT and discussion of the opportunities / challenges developing MBCT in health care settings. There will be final daylong workshop of mindfulness practice and reflection/feedback on the module.


Indicative basic reading list: Crane, R.(2009). Mindfulness-based Cognitive Therapy: Distinctive features .London:

Routledge Kabat-Zinn, J. (1990). Full Catastrophe Living: How to cope with stress, pain and illness using mindfulness meditation. New York: Delacote. Segal ,Z . V., Williams ,J. M. G., Teasdale, J.D .(2002). Mindfulness-based Cognitive

Therapy for Depression: A new approach to preventing relapse. New York: Guilford Press.

Williams, J. M. G., Teasdale, J. D., Segal, Z. V., & Kabat-Zinn, J. (2007). The Mindful Way

Through Depression: Freeing Yourself from Chronic Unhappiness. New York: Guildford Press.

• Mirroring home practice around the relevant practice maybe using CDs from different teachers e.g.





July2011


PROGRAMME SPECIFICATION TEMPLATE MPAP/FORM/4

1 Awarding Institution: University of Exeter

2 College(s)/Teaching Institution:

College of Life & Environmental Sciences

3 Programme accredited/validated by: Not applicable

4 Final Award(s):

Diploma

5 Programme Title: Mindfulness-based Approaches (MBA)

6 UCAS Code (UG programmes):

7 NQF Level of Final Award(s): M

8 Credit (CATS and ECTS)

9 QAA Subject Benchmarking Group (UG programmes): N/A

10 Date of Production/Revision: July 2011

11 Programme Structures and Requirements, Levels, Modules, Credits and Awards

The programme is a Diploma offered part-time over two academic years. On successful completion of the Certificate in Mindfulness-based Cognitive Therapies modules (PSYM170 Introduction to MBCT, term 1, 30 credits and PSYM171 MBCT Theory/Research and Buddhist Psychology, Terms 2 & 3; 30 credits) (or approved equivalent as agreed through the University’s APL/APEL process)students will be re-registered on the Diploma in Mindfulness-based Approaches. The Diploma requires additional completion of: PSYM175 Introduction to being a Mindfulness-based instructor (Term 1, 30 credits) PSYM176 Placement: Instructing Mindfulness-based approaches (Terms 2 & 3; 30 credits) The Diploma lays the groundwork for students’ readiness to offer Mindfulness-based approaches.. This will be based on the traditional 8 week Mindfulness course.. It begins with a series of workshops where students are taken through each of the 8 weeks of the course, watching experienced Mindfulness-based therapists on videotape, rehearsing skills on peers and preparing the materials to run a Mindfulness-based course. A 7-day silent retreat further develops personal mindfulness practice (as part of PSYM175). The Diploma also includes 2 supervised Mindfulness-based placements in which students have the opportunity to take part in and lead an 8-week Mindfulness-based course in an appropriate setting. On completion of these four modules, the student can be considered for the award of a postgraduate Diploma in Mindfulness-based Approaches. There is no nationally recognised MBCT/MBA professional qualification but the 3 courses (Bangor, Exeter & Oxford) are working collaboratively to ensure appropriate standards (Crane, R.S., Kuyken, W., Hastings, R.P., Rothwell, N., and Williams, J.M.G. (2010). Training teachers to deliver mindfulness-based interventions: Learning from the UK experience. Mindfulness, 1, 74-86). Students will need to:

Commit at least a day a week of work over 2 years. If appropriate, students must secure employer’s approval for the time required to attend the course before applying. As part of that day-a-week commitment, students must attend the University of Exeter 1 day a week during term time in year 1 and during term 1 of year 2, during terms 2 & 3 of year 2 committing to a day a week at a placement venue. The programme term dates can be found in the programme handbook. In addition, students must set aside about 6-7 hours weekly for personal study and practice. In addition, students must attend a 4-day residential retreat in year 1 and a 7-day residential retreat in year 2. The course team will facilitate a setting for the placement, but students may need to travel to a different work location. If students are unable to do this they can independently negotiate a supervisor approved by the course team, but would have to organise remuneration for the supervisor independently.

CODE TITLE CREDITS COMPULSORY NONCONDONABLE

PSYM175 Introduction to being a Mindfulness-based instructor 30 Y

PSYM176 Placement: Instructing Mindfulness-based approaches 30 Y


12 Educational Aims of the Programme

To provide an education of high quality across a range of areas of psychology in a stimulating and supportive environment that is enriched by research and/or current practice in the discipline where appropriate; To provide training in scientific skills of problem analysis, research design, evaluation of empirical evidence and dissemination in the context of psychology; To provide a range of academic and key skills that will prepare our students confidently for employment, future study, or training for professional practice; Additional aims specific to the Diploma in MBA: To develop students’ “readiness” to offer Mindfulness-based Approaches to people in a setting specific to their professional orientation. The aim would be that students will develop competence in established evidence-based applications of Mindfulness-based Approaches and would also be able to contribute to the developing field of the application and evaluation.

13 Programme Outcomes Linked to Teaching, Learning & Assessment Methods

A Specialised Subject skills knowledge & experience 1 Experiential understanding of mindfulness pratices

Learning/ Teaching strategies (in/out of class) Outcome A is developed primarily through participation in the 8 week MBCT programme, personal mindfulness practice (module PSYM170) and participation in intensive residential retreats (PSYM171 and 175). Students will have opportunities for inquiry / reflection with peers and teachers through personal practice, tutorials and workshops as part of the course curriculum. Discussion and guidance from teachers, retreat leaders and peers will be the main modalities to support this learning. A reflective journal kept throughout the course, essays and presentations to peers / staff (PSYM170/171/175/176) will also support this learning.

Assessment Methods Observation of students’ offering Mindfulness-based Approaches (PSYM175&176).

B Academic Discipline Core skills knowledge & experience 1 Theoretical and research knowledge about MBCT/Mindfulness-based Approaches 2 Understanding of Buddhist Psychology

Learning Teaching/ strategies (in/out of class) Outcomes B6 and72 are developed throughout the programme in workshops, presentations and written work, most notably in PSYM171, but also PSYM170 and 175. This involves in depth focus on the theory and research underpinning MBCT/MBA, including access to the work carried out in the Mood Disorders Centre and exploration of the lineage of mindfulness in Buddhist Psychology with the input of experienced Buddhist teachers. All presented and written work attracts formative feedback from teachers that is intended to enable students to plan future improvements. Students may discuss their progress further with programme staff during tutorials.

Assessment Methods

Essay – on a topic chosen by the student within the domain of MBA ethics and values and approved in advance by programme leads PSYM175 Written Report about the instruction of an 8 week MBA course.PSYM176


C Personal 1 The requisite values and competencies needed to begin to offer Mindfulness-based Approaches

Learning/ Teaching strategies (in/out of class) Outcome C is developed through observing and reflecting on a range of established mindfulness practitioners (live and on video tape); rehearsing new skills with peers and instructing Mindfulness-based groups under supervision (Modules PSYM175 and 176).

Assessment Methods Outcome C will be assessed through live or recorded (audio or video) observation of students’ offering Mindfulness-based Approaches, initially practising on peers (PSYM175) and then in clinical settings under supervision (PSDYM176). Students will also be required to write up a report of an Mindfulness-based group that they instructed / co-instructed (PSYM176).

D Key Skills 1 Ability to reflect upon learning, to set personal learning goals and evaluate progress 2 Ability to communicate understanding of theory and application to practice in written and verbal formats

Learning/ Teaching strategies (in/out of class) Outcomes D1 & D2 will be developed through workshops, presentations and completing assignments and supported through formative assessment and tutorials. These outcomes are supported through all 4 of the programme’s modules (PSYM170/171/175/176).

Assessment Methods Essays, reflective journal, report of running an Mindfulness-based group,and ratings on the Mindfulness Based Interventions – Teaching Assessment Criteria (MBI-TAC) completed by the programme leads These outcomes are assessed through all 4 of the programme’s modules (PSYM170/171/175/176).


14 Support for Students and Students’ Learning

Personal and Academic tutoring(standard entry) It is University policy that all schools should have in place a system of academic and personal tutors for their students. The role of academic tutors is to support students on individual modules; the role of personal tutors involves advice and support provided to the student across the programme and extends to personal difficulties such as accommodation, financial difficulties and sickness. (TQA Manual Sept 2009). Each student can expect reasonable access to all teaching staff through appointments. Students are allocated a personal tutor at the start of the programme with scheduled meetings arranged between the tutor and the student. There is also the provision of students being able to talk, email, call their tutor or another member of the academic staff. Learning Resources (standard entry) At Exeter, the University Library maintains its principal collections in the main library buildings on the Streatham and St Luke's campuses, together with a number of specialist collections in certain Schools. The total Library collection comprises over a million volumes and 3000 current periodical subscriptions. There are several books relating to this programme available from the University main library along with access t o several journals throught the library website. The programme has its own dedicated ELE pages where programme information and resources can be located. IT Services provide a wide range of services throughout the Exeter campuses including open access computer rooms, some of which are available 24 hours, 7 days a week. Helpdesks are maintained on the Streatham and St Luke's campuses, while most study bedrooms in halls and flats are linked to the University's campus network. Washington Singer laboratories has a dedicated postgraduate computer room for personal study and printing facilities. Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision. There are termly meetings between the staff and the students where the programme is reviewed. The following units at Exeter between them provide a wide range of student support services:

• Student Counselling Service - available free of charge to all students, to provide confidential help and support. http://services.exeter.ac.uk/counselling/contacting.html

• Student Health Centre http://centres.exeter.ac.uk/shc/

• Study Skills Service - can provide one-to-one guidance and information on all aspects of academic study and skills http://as.exeter.ac.uk/support/development/

• Family Centre (Streatham campus) provides high quality care and education for early-years children of students and staff. http://www.exeter.ac.uk/staff/services/family/

• Student Advice Centre (Guild of Students) The University of Exeter Students' Guild is the students' union of the University of Exeter http://www.exeterguild.org/Page/support/

• Student complaints procedure http://admin.exeter.ac.uk/calendar/live/taught/complaints.htm

• Chaplaincy - here to support and encourage students from Christian and non-Christian faiths http://as.exeter.ac.uk/support/chaplaincy/?n=Main.HomePage

• The International Student Support Office supports non UK students across all University of Exeter campuses. http://as.exeter.ac.uk/support/international/aboutus/

• INTO University of Exeter partnership provides English Language and other preparatory courses for international students. http://centres.exeter.ac.uk/into/index.php?page=1

• Disability Resource Centre: The University is committed to supporting disabled students, staff and visitors on all its campuses. The Disability Resource Centre (DRC) aims provide advice, guidance, signposting to other services and, in some cases, face-to-face assistance.

• The University Careers Advisory service provides expert advice to all students to enable them to plan their futures, through guidance interviews, psychometric testing, employer presentations, skills events, practice job interviews and CV preparation. Further information can be obtained on-line here: http://www.studenthelp.ex.ac.uk/studenthelp/


15 Admission Criteria

(Standard entry) All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience. The university's Admissions policy is explained at http://www.exeter.ac.uk/postgraduate/entryreqs/ Candidates must satisfy the general admissions requirements of the University and of the College of Life and Environmental Sciences and must meet the following additional criteria: These criteria vary to the Diploma in Mindfulness-based Cognitive Therapy. Students will be advised at interview which of the stream they should apply for.

• A first degree in Psychology or related topic at similar level

• Requisite personal and interpersonal qualities (e.g. genuineness, compassion, warmth, empathy, potency – please see item 2 of the Mindfulness-Based Interventions Teacher Assessment Criteria MBI-TAC in the handbook)

• Knowledge of the populations that the mindfulness-based approach will be delivered to, including experience of teaching, therapeutic or other care provision with groups and individuals.

• Some relevant experience as a group facilitator

• A personal mindfulness practice including experience of participation in teacher-led mindfulness meditation retreats

• In some settings it will be appropriate for applicants to be expected to have a professional qualification with appropriate certification requisite for practice. For example a teacher wishing to apply mindfulness in schools would be expected to have appropriate teaching qualifications and classroom experience. This will vary depending on the context in which the qualification is envisaged to be used.

16 Regulation of Assessment and Academic Standards

(Standard entry) Each academic programme in the University is subject to an agreed College assessment marking strategy, underpinned by institution-wide assessment procedures. The security of assessment and academic standards is further supported through the external examiners appointed for each programme. Their responsibilities are described in the University's code for external examiners and include access to draft papers, course work and examination scripts. Attendance at the Board of Examiners and the provision of an annual report are both required. Clear procedures are also in place for the monitoring of these annual reports at both College and University level. See the University's TQA Manual for details of these processes: http://www.ex.ac.uk/admin/academic/tls/tqa/ )

17 Indicators of Quality and Standards

(Standard Entry) The University and its constituent Colleges draw on a range of data in their regular review of the quality of provision. The College will document, on an annual basis through the Annual Programme Monitoring cycle, the performance in each of its programmes, against a range of quality parameters:

• Admissions, progression and completion data • In Year Analysis data • Previous monitoring report • Monitoring of core (and optional) modules • External examiner’s reports and University and School responses • Any Professional, Statutory and Regulatory Body/accrediting body or other external reports • Consultation with employers and former students • Staff evaluation • Student evaluation • Programme aims The Discipline was subject to QAA Subject Review in 2000, when the provision was awarded 23/24 points.


18 Methods for Evaluating and Improving Quality and Standards

(Standard entry)The University has procedures in place for the regular review of its educational provision, including the annual review of both modules and programmes which draw on feedback from such sources as external examiners' reports, student evaluation, student achievement and progression data. In addition, subject areas are reviewed every four years through a periodic subject review scheme that includes external input. These procedures are recorded in codes of practice contained in the TQA Manual. Certain programmes are also subject to review and/or accreditation by professional and statutory bodies, while nearly all subject areas are reviewed from time to time by the national Quality Assurance Agency for HE; see the QAA web site for review reports on subjects at Exeter.

July 2011 (revised)



M

MODULE TITLE

Introduction to being an Mindfulness-based instructor

LECTURER(S) Programme Leads and guest lecturers

CREDIT VALUE

30 ECTS VALUE 15

PRE-REQUISITES


CO-REQUISITES

None

DURATION OF MODULE 10 weeks (Oct-Dec)


300 hours: 70 hours seminars/workshops; 70 hours personal mindfulness practice on the residential week; balance in personal study and assignments.

AIMS

This module aims to enable students to consolidate and extend the students’ theoretical and experiential understanding of the curriculum of Mindfulness based programmes, and to begin to transfer this into the practical skills necessary for the teaching of Mindfulness-based programmes. The module provides students with the opportunity, through direct observation, practice and feedback, to develop basic competence in teaching the key components of mindfulness-based approaches.



a. Understanding of the curriculum of Mindfulness-based Approaches (MBA) and the rationale for different elements

b. Basic skills in leading the key Mindfulness practices c. Reflective awareness of the ethical requirements of Mindfulness-based

instruction and their personal implications d. Ability to sustain and refine personal mindfulness practice and an appreciation of

its relevance in underpinning Mindfulness-based instruction. Discipline Specific Skills:

e. Understanding and critical evaluation skills to apply theoretical ideas and evidence

f. Demonstrated ability to select, organise and evaluate material to produce a coherent argument

Personal and Key Skills: g. Ability to reflect upon learning, to set personal learning goals and evaluate

progress h. Ability to communicate understanding of theory and application to practice in

written and verbal formats


Details of Learning and Teaching Methods:


This module will be taught alongside the Diploma in Mindfulness-based Cognitive Therapy. A residential week of mindfulness practice. Teaching will occur in the first term [of the second year] and will use a flexible workshop style, using video and ‘live’ observation and practice to develop and consolidate the foundational skills necessary for effective delivery of Mindfulness-based approaches. The teaching will be based on ongoing experiential learning, interwoven with didactic input and feedback as appropriate on key aspects of teaching mindfulness-based approaches Students will observe on video several experienced teachers leading the key practices of Mindfulness-based Cognitive Therapy (MBCT) and Mindfulness-based stress reduction (MBSR). They will then be required to deliver to their peers (and course tutors) core elements of Mindfulness based Approaches, with detailed tutor and peer feedback on teaching skills. They will also be encouraged to integrate understandings arising from their ongoing daily mindfulness practice with the development of their experiential understanding of the delivery of the components of Mindfulness-based Approaches.



Form of Assessment:



Feedback method:

Formative Students will be expected to continue to keep a reflective journal of their personal practice of mindfulness including their experience on the residential week.

Over the whole course

d, g May be feedback in tutorials or group reflections

50% Live Observation - Assessment of a student delivering several key elements of MBA

Over one term A, B, C, G, H Mindfulness Based Interventions – Teaching Assessment Criteria (MBI-TAC) completed by the programme leads AE/WK

Students’ reflective commentary including a transcript

1500 words A, B, D, G, H Written Feedback From AE/WK

50% Essay – on a topic chosen by the student within

2000 words C, D, E, F, H Written feedback from a member of the course team


the domain of MBA ethics and values and approved in advance by programme leads

AE/WK/JW

SYLLABUS PLAN

Each week we will take a session of the 8-week MBCT/MBSR programme and explore the component parts using a flexible workshop style as outlined in the learning and teaching methods. Some of the supervisors will be present at these sessions. At times we will meet as a large group to look at video tapes of others teaching MBCT/MBSR as a basis for reflection and critical discussion, and to have an opportunity to dialogue around other issues arising from each session. At other times we will form smaller groups. Each week the groups will spend time teaching the core elements of Mindfulness-based Approaches to their peers and receiving feedback. We will rotate who delivers the teaching and enquiry throughout the weeks. There is a possibility of videoing this teaching for further reflection.


Indicative basic reading list:

Crane, R.(2009). Mindfulness-based Cognitive Therapy: Distinctive features .London: Routledge.

Crane, R., Kuyken, W., Hastings, R. P., Rothwell, N., & Williams, J. M. G. (2010).

Training teachers to deliver mindfulness-based interventions: Learning from the UK experience. Mindfulness, 74-86.

Didonna, F., & Kabat-Zinn, J. (2011). Clinical handbook of mindfulness. New York:

Springer. Germer, C. K., Siegel, R. D., & Fulton, P. R. (2005). Mindfulness and psychotherapy.

New York: Guildford. Kabat-Zinn, J. (1990). Full Catastrophe Living: How to cope with stress, pain and

illness using mindfulness meditation. New York: Delacote. McCown, D., Reibel, D., & Micozzi, M. S. (2010). Teaching Mindfulness: A practical

guide for clinicians and educators. New York: Springer.

Segal, Z . V., Williams, J. M. G., Teasdale, J.D. (2002). Mindfulness-based Cognitive Therapy for Depression: A new approach to preventing relapse. New York: Guilford Press.

Stahl, B & Goldstein, E. (2010). A mindfulness-based stress reduction workbook. New

Harbinger Publications. Teasdale, J. D., Segal, Z. V., & Williams, J. M. G. (2003). Mindfulness training and


problem formulation. Clinical Psychology-Science and Practice, 10, 157-160.

Williams .J.M.G., Teasdale ,J.D., Segal, Z.V., & Kabat-Zinn ,J. (2007). The Mindful Way Through Depression: Freeing Yourself from Chronic Unhappiness. New York: Guildford Press.

A full reading list can be found in the handbook Access to the programme online E-Learning Environment will be available upon

registration






July2011



M

MODULE TITLE

Placement: Instructing Mindfulness-based Approaches

LECTURER(S) Programme team and approved Mindfulness-based supervisors in various settings

CREDIT VALUE

30 ECTS VALUE 15

PRE-REQUISITES


CO-REQUISITES

DURATION OF MODULE 2 terms


300 hours: 120 hours on placements (Mindfulness-based group preparation, instruction and supervision); 28 hours seminars/workshops; balance of time in personal study and assignments.

AIMS

The module aims to enable students to build on previous experience and knowledge in order to practise, develop and consolidate skills in instructing Mindfulness-based Approaches (MBA) with supervision, to a level required for independent professional practice. It also aims to develop students’ understanding of the need for mindfulness instructors to exemplify the qualities of mindfulness and the importance of bringing mindfulness itself to the various elements involved in teaching Mindfulness-based Approaches, including group processes, individual members’ needs, and the curriculum.



a. Core mindfulness skills b. Ability to lead the key practices of Mindfulness-based Approaches c. Working with challenges and uncertainties that may arise for the instructor and group

participants, individually and as a group, during Mindfulness-based courses d. Teaching skills for translating mindfulness practice into practical, readily accessible

language throughout the class e. Group process skills - well-developed skills in working with and facilitating groups

Discipline Specific Skills: f. Ability to make use of supervision g. Ability to select, organise and evaluate material

Personal and Key Skills: h. Accurate reflective self-appraisal i. Ability to communicate understanding of theory and application to practice in different

formats j. Organisational skills: ability to organise time, self and others effectively k. Ethical integrity



Details of Learning and Teaching Methods: This module will be taught alongside the Diploma in Mindfulness-based Cognitive Therapy. Teaching will take place in the second and third terms [of the Diploma year] and involve participatory and interactive learning, skills practice, observation and feedback on Mindfulness-based skills. Most of the practical elements of the module will take place in approved settings, working with specific populations under supervision from experienced instructors. Students will be assigned to a training placement and will be directly observed instructing parts of the 8-week Mindfulness-based course (this may include assessment and follow-up sessions). Students will instruct a second 8-week Mindfulness-based course, this may be instructed independently with supervision for 1 hour a week for the duration of the course. Where a supervisor has more than one student from the programme, some supervision may be carried out in small groups. Students will be able to observe their supervisor undertaking Mindfulness-based instruction and begin to start to teach and moving towards more independent teaching in the second 8-week group under supervision. As well as keeping a written reflective log of their experience in the groups, students will videotape their work. The tapes will be used as a basis for formative assessment in supervision, and a section will be used for summative assessment.



Form of Assessment:



Feedback method:

Formative Observation of the student (live or DVD) Instructing an 8 week MBA course by their allocated supervisor

Over the time of instructing a 8 week MBA course

A, B, C, D, E, F, J, K

Verbal through supervision process with allocated supervisor

50% Observation of the student (live or DVD) Instructing a 8 week MBA course by core staff

Over the time of instructing a 8 week MBA course

A, B, C, D, E, F, J, K

Mindfulness Based Interventions – Teaching Assessment Criteria (MBI-TAC) completed by member of programme team AE/WK/JW

50% Written report about the 8 week MBA course using the following headings: Background and context, Description of

4000 words C, G, H, I, K Written Feedback by member of programme team AE/WK/JW


the practical work, Evaluation, Critical review

SYLLABUS PLAN

The core of the module will be a placement during which the student will take part in facilitation of two Mindfulness-based groups with ongoing supervision from an approved instructor, using live observation and supervision. There will also be a daylong workshops each term on relevant topics which could include peer supervision on videos of the student’s work, critical analysis on videos of experienced instructors in Mindfulness-based Approaches and discussion of the opportunities / challenges developing Mindfulness-based Approaches. There will be final workshop of mindfulness practice and reflection/feedback on the module.


Indicative basic reading list: Crane, R.(2009). Mindfulness-based Cognitive Therapy: Distinctive features .London:

Routledge Kabat-Zinn, J. (1990). Full Catastrophe Living: How to cope with stress, pain and illness using mindfulness meditation. New York: Delacote. Segal ,Z . V., Williams ,J. M. G., Teasdale, J.D .(2002). Mindfulness-based Cognitive Therapy

for Depression: A new approach to preventing relapse. New York: Guilford Press. Stahl, B & Goldstein, E. (2010). A mindfulness-based stress reduction workbook. New

Harbinger Publications. Williams, J. M. G., Teasdale, J. D., Segal, Z. V., & Kabat-Zinn, J. (2007). The Mindful Way

Through Depression: Freeing Yourself from Chronic Unhappiness. New York: Guildford Press.

A full reading list can be found in the handbook Access to the programme online E-Learning Environment will be available upon registration






July2011

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