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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
MBCT Programme Handbook; page 2 of 116
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/
MBCT Programme Handbook; page 3 of 116
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
MBCT Programme Handbook; page 4 of 116
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.
MBCT Programme Handbook; page 5 of 116
Meet the Programme Team
Ms Alison Evans
Programme Lead
Professor Willem Kuyken
Programme Lead
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.
MBCT Programme Handbook; page 6 of 116
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.
MBCT Programme Handbook; page 7 of 116
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/
MBCT Programme Handbook; page 8 of 116
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)
5 3/11/11 Session 4 (AE, WK) (LH pm)
6 10/11/11 Session 5 (AE, WK)
7 17/11/11 Session 6 (AE, WK) (LH pm)
8 24/11/11 Session 7 (AE, WK) (LH pm)
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
MBCT Programme Handbook; page 9 of 116
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)
MBCT Programme Handbook; page 10 of 116
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
MBCT Programme Handbook; page 11 of 116
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
MBCT Programme Handbook; page 12 of 116
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.
MBCT Programme Handbook; page 13 of 116
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
MBCT Programme Handbook; page 14 of 116
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
MBCT Programme Handbook; page 15 of 116
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
MBCT Programme Handbook; page 16 of 116
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.
MBCT Programme Handbook; page 17 of 116
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.
MBCT Programme Handbook; page 18 of 116
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.
MBCT Programme Handbook; page 19 of 116
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
MBCT Programme Handbook; page 20 of 116
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.
MBCT Programme Handbook; page 21 of 116
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)
MBCT Programme Handbook; page 22 of 116
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).
MBCT Programme Handbook; page 23 of 116
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
MBCT Programme Handbook; page 24 of 116
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
MBCT Programme Handbook; page 25 of 116
FEEDBACK FORM FOR DELIVERY OF KEY ELEMENTS OF MBCT/MBA WITH
ACCOMPANYING REFLECTIVE COMMENTARY
Student: Year:
First Marker
Date: Moderator
Mark %
DISTINCTION / MERIT / PASS/ REFERRED/ FAIL (highlight as appropriate)
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
MBCT Programme Handbook; page 26 of 116
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.
MBCT Programme Handbook; page 27 of 116
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
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
MBCT Programme Handbook; page 28 of 116
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
MBCT Programme Handbook; page 29 of 116
FEEDBACK FORM FOR CLINICAL PLACEMENTS
Student: Year: First Marker
Date:
Moderator Mark %
DISTINCTION / MERIT / PASS/ REFERRED/ FAIL (highlight as appropriate)
Attached - Mindfulness-Based Interventions Teacher Assessment Criteria (MBI-TAC)
MBCT Programme Handbook; page 30 of 116
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.
MBCT Programme Handbook; page 31 of 116
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.
MBCT Programme Handbook; page 32 of 116
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.
MBCT Programme Handbook; page 33 of 116
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.
MBCT Programme Handbook; page 34 of 116
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)
MBCT Programme Handbook; page 35 of 116
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
MBCT Programme Handbook; page 36 of 116
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.
MBCT Programme Handbook; page 37 of 116
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 Handbook; page 38 of 116
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 Handbook; page 39 of 116
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
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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]
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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:
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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
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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
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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.
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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.
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Table 1: Levels of Mindfulness-Based Teaching Competence (adapted from the Dreyfus Scale of Competence, 1986)
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
How to use the criteria to make assessments of competence
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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.
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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.
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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.
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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?
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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.
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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.
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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
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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.
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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.
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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
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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.
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− 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
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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.
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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.
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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
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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.
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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
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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
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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.
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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
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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
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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.
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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:
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- 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
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(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
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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.
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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.
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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.
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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.
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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
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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)
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Assessing mindfulness-based teacher competence
Teacher:
Date of session and session number:
Assessor:
Date of Assessment:
( ) Videotape ( ) Audiotape ( ) Live Observation
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MBCT Programme Handbook; page 79 of 116
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.
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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
MBCT Programme Handbook; page 81 of 116
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 …………………….
MBCT Programme Handbook; page 82 of 116
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: _________
MBCT Programme Handbook; page 83 of 116
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
MBCT Programme Handbook; page 84 of 116
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.
MBCT Programme Handbook; page 85 of 116
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
MBCT Programme Handbook; page 86 of 116
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
MBCT Programme Handbook; page 87 of 116
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
MBCT Programme Handbook; page 88 of 116
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:
MBCT Programme Handbook; page 89 of 116
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
MBCT Programme Handbook; page 90 of 116
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%
MBCT Programme Handbook; page 91 of 116
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).
MBCT Programme Handbook; page 92 of 116
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).
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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).
MBCT Programme Handbook; page 94 of 116
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/
MBCT Programme Handbook; page 95 of 116
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.
MBCT Programme Handbook; page 96 of 116
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)
MBCT Programme Handbook; page 97 of 116
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
MBCT Programme Handbook; page 98 of 116
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
MBCT Programme Handbook; page 99 of 116
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
MBCT Programme Handbook; page 100 of 116
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
MBCT Programme Handbook; page 101 of 116
MODULE CODE PSYM173 NQF MODULE LEVEL
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
TOTAL STUDENT STUDY TIME
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.
INTENDED LEARNING OUTCOMES (ILO’s)
On successful completion of this module, students should be able to: Module Specific Skills:
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
MBCT Programme Handbook; page 102 of 116
LEARNING/TEACHING METHODS
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.
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 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
MBCT Programme Handbook; page 103 of 116
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 LEARNING RESOURCES
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.
• 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
July2011
MBCT Programme Handbook; page 104 of 116
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
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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
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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).
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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/
MBCT Programme Handbook; page 108 of 116
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.
MBCT Programme Handbook; page 109 of 116
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)
MBCT Programme Handbook; page 110 of 116
MODULE CODE PSYM175 NQF MODULE LEVEL
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
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 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.
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 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
LEARNING/TEACHING METHODS
Details of Learning and Teaching Methods:
MBCT Programme Handbook; page 111 of 116
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.
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 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
MBCT Programme Handbook; page 112 of 116
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 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.
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
MBCT Programme Handbook; page 113 of 116
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
• 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
July2011
MBCT Programme Handbook; page 114 of 116
MODULE CODE PSYM176 NQF MODULE LEVEL
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
PSYM170, PSYM171 (or approved equivalent as agreed through the University’s APL/APEL process)
CO-REQUISITES
DURATION OF MODULE 2 terms
TOTAL STUDENT STUDY TIME
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.
INTENDED LEARNING OUTCOMES (ILO’s)
On successful completion of this module, students should be able to: Module Specific Skills:
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
LEARNING/TEACHING METHODS
MBCT Programme Handbook; page 115 of 116
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.
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 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
MBCT Programme Handbook; page 116 of 116
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 LEARNING RESOURCES
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
• 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
July2011