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Module PMP-4002:
Mindfulness-Teaching 1

Module Facts

Run by School of Psychology

30 Credits or 15 ECTS Credits

Semester 1 & 2

Organiser: Dr Gemma Griffith

Overall aims and purpose

• To support students in a continuing commitment to and refinement of a daily personal mindfulness practice, essential as a basis for mindfulness teaching.

• To increase learning and understanding of the content, principles, intentions and spirit of Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT).

• To develop experiential and theoretical understanding of methods of learning and teaching within mindfulness-based courses.

• To develop the necessary skills, theoretical knowledge and competences required to teach mindfulness-based courses in the student’s professional role, through: practising skills in teaching the core meditation practices; practising leading the enquiry process; and giving and receiving feedback on teaching.

• To develop understanding of ethical practice within this field and explore the student’s integrity of approach as a teacher of mindfulness-based courses

Course content

The module is intended for those who want to engage in a learning process to support existing teaching of mindfulness-based courses, or potential development towards teaching mindfulness-based courses. It will involve active participation in the courses of Mindfulness-Based Cognitive Therapy and Mindfulness-Based Stress Reduction, with reflective and practical processes on the underlying principles and skills required in this teaching. Students are required to continue a commitment to an ongoing daily mindfulness practice as an essential part of understanding and embodying mindfulness qualities when they teach. The programme will be taught through in-depth exploration and investigation with tutors and fellow students on the core teaching themes/strategies that arise within mindfulness-based courses and participants’ responses to these, and detailed consideration of the ways through which those who engage in mindfulness practice come to understanding of the methods and results of the practice. The module will be focused on developing the understanding required and the competence needed to teach mindfulness-based courses. Teaching days will be structured to enable students to practice delivering mindfulness meditation guidance and enquiry, both essential elements of the programme. Detailed peer and tutor feedback will be given.

Assessment Criteria

threshold

50% Material shows a partially comprehensive coverage of the subject, but is lacking in depth or insight, and has some errors or gaps. Evidence is given of the student’s reflection on their development and practice as a mindfulness teacher during the module, with examples of this. Some understanding of ethical standards and integrity of approach is evidenced, together with the way these relate to mindfulness teaching. Theoretical material is mainly accurate, with some clear use of teaching materials and core readings. The writing demonstrates largely correct understanding of the different methods of teaching and learning used in mindfulness-based courses. There is evidence of reflective and experiential learning through the module, with an ability to connect this to theories about teaching of MBCs gained from reading. Some critical evaluation is demonstrated, with some ability to communicate a coherent argument in a logical structure.

good

60% Material has depth and insight, and shows a reasonably comprehensive coverage of the subject, though there may be minor errors or gaps. Strong evidence is given of the student’s reflection on their development and practice as a mindfulness teacher during the module, with clear and detailed examples. Good understanding of ethical standards and integrity of approach is shown, together with the way these relate to mindfulness teaching and to the student’s own experience. Theoretical material is accurate, with good use of teaching materials and core readings, and some evidence of further reading. The writing demonstrates a good understanding of the different methods of teaching and learning used in mindfulness-based courses. There is clear evidence of reflective and experiential learning through the module, with a clear ability to connect this to theories about teaching of MBCs gained from reading. Critical evaluation is demonstrated, with an ability to communicate a coherent argument within a logical structure.

excellent

70% Material has great depth and insight, and shows advanced learning over the module in the areas covered by the assignment. The student demonstrates an excellent ability to reflect on their development and practice as a mindfulness teacher during the module, and gives detailed, insightful examples of this. Work shows skilful insight and understanding about ethical standards, mindful attitudes, and integrity of approach, and the way these relate to mindfulness teaching and to the student’s own experience. Theoretical material is outstanding, with clear evidence of extensive and relevant reading and learning. The writing shows a comprehensive understanding of the different methods of teaching and learning used in mindfulness-based courses. Reflective and experiential learning of a high order is shown, with relevant and insightful connections to conceptual and theoretical understanding about teaching of MBCs from the student’s reading. Evidence is given of exceptional ability to evaluate critically, and to communicate a coherent and clear argument expressed with originality, within a logical structure.

Learning outcomes

  1. Demonstrate the importance of personal integrity of approach, ethical standards and mindful attitudes for teachers of mindfulness-based courses.

  2. Show that you have considered the relevance of adult experiential learning theories to the learning and teaching of mindfulness-based courses.

  3. Reflect on and investigate, in-depth, the student's own development and practice as a teacher of mindfulness-based courses (MBCs).

  4. Identify and critically appraise the theories and principles underlying the teaching of Mindfulness-Based Stress Reduction (MBSR) and/or Mindfulness-Based Cognitive Therapy (MBCT).

  5. Demonstrate familiarity with the teaching and learning strategies of MBSR and MBCT.

  6. Demonstrate a level of competence and skill in teaching that can be a basis for future development in teaching mindfulness-based courses.

Assessment Methods

Type Name Description Weight
ESSAY Assignment 1

Ethics, values and professional conduct lie at the heart of good teaching of mindfulness-based courses. Drawing on your own experience and development as a mindfulness teacher, and on the recommended reading, identify the ethical frameworks that underpin mindfulness-based teaching and critically discuss how they shape your teaching work.

50
DEMONSTRATION/PRACTICE Assignment 2 Part 1 video

Lead the group in a 15-minute part of one of the three main practices of MBSR/MBCT (bodyscan, movement or sitting) followed by a 15-minute enquiry (30 minutes in total). Submit a video-recording of this practice for assessment.

25
ESSAY Assignment 2 part 2 essay

Write a report that analyses and critically evaluates your assessed teaching practice.

25

Teaching and Learning Strategy

Hours
Private study

This includes students setting up their own guided practices in their work context to gain experience as mindfulness teachers. Reading, researching, and writing assignments.

242
Practical classes and workshops

A total of 7 days teaching is given (7 x 8 hours) = 56 hours

The detailed content of the teaching days will be taught in response to the particular needs of the group. In the mornings there will be theoretical, skills and experiential teaching by tutors in the whole group and in discussion groups. In the afternoons, students will divide into 2 teaching practice groups (which stay the same through the year) and work in small reflective practice groups. These small groups will provide the container for experiential teaching practice sessions and reflective discussion, where students practice teaching a part of one of the core meditations and lead an enquiry process, and engage in reflection by giving and receiving peer feedback. Tutors will act as participant consultants to the reflective practice groups, joining the practice sessions and participating in the reflective process. No assessment is involved.

56
Tutorial

To orientate the student to the module and to discuss learning needs and assignments on an individual basis.

2

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

Subject specific skills

  • Communicate psychological concepts effectively in written form.
  • Handle primary source material critically.
  • Be sensitive and react appropriately to contextual and interpersonal psychological factors.
  • Use effectively personal planning and project management skills.
  • Work effectively under pressure (time pressure, limited resources, etc) as independent and pragmatic learners.
  • Problem-solve by clarifying questions, considering alternative solutions, making critical judgements, and evaluating outcomes.

Resources

Resource implications for students

None identified

Talis Reading list

http://readinglists.bangor.ac.uk/modules/pmp-4002.html

Reading list

Talis list provided

Pre- and Co-requisite Modules

Courses including this module