Coronavirus (Covid-19) Information

Module PMP-4003:
Teaching 2

Module Facts

Run by School of Psychology

30 Credits or 15 ECTS Credits

Semester 1 & 2

Organiser: Dr Gemma Griffith

Overall aims and purpose

  1. To build on the student’s development as a teacher of mindfulness-based courses.

  2. To gain understanding of the stages of group development and the relevance of this to teaching mindfulness-based approaches.

  3. To gain an understanding of the different styles of group leadership and explore potential leadership styles appropriate in the context of a mindfulness course.

  4. To explore and understand the embodiment of the qualities of mindfulness by the course leader with a particular emphasis on warmth and kindness. To understand experientially the importance of bringing mindfulness to the various elements involved in teaching mindfulness-based courses: the leader’s own internal process; the process of the group; the process of individuals in the group; the course material and the potential choices facing a leader in responding skilfully to all these elements.

  5. To develop understanding of the mindful approaches a leader may use to work with challenge, difficulties, uncertainty and ‘edges’ that arise for the teacher personally, within the group process or with individual participants on a mindfulness-based course.

  6. To develop existing competence and encourage deepening and development of teaching and inquiry skills in mindfulness-based courses by assessed teaching of group exercises, didactic components, and further meditation practices from the curriculum content mainly of Mindfulness-based Stress Reduction (MBSR) and Mindfulness-based Cognitive Therapy (MBCT).

  7. To develop understanding of the considerations necessary to take into account when adapting a mindfulness-based approaches group to a particular client group and when assessing and orientating clients to a mindfulness-based course.

  8. To develop awareness of good practice issues for teachers, which support ongoing development processes in the teaching of mindfulness-based courses.

  9. To develop a reflective and inquiring approach to learning which enables each student to be active in identifying personal learning ‘edges’ in their development as a teacher of mindfulness-based courses, and to engage with peer students in an honest and open reciprocal feedback process on teaching skills as they are practiced within the module.

Course content

This module is suitable for those wishing to build on the core skills of teaching mindfulness-based approaches developed during the other mindfulness-based modules. The module focuses on the skills and knowledge necessary to teach mindfulness-based courses in a group setting: leading practices, group exercises and enquiry; mindful approaches to working with challenge and uncertainty in self and others; adapting mindfulness-based courses to particular client groups and contexts; assessment and orientation of participants; understanding of group process and leadership in mindfulness-based courses; and embodiment of mindfulness process by the teacher of mindfulness-based courses. During teaching days the student group will be facilitated in experiencing the various elements which form and affect a group. In this way the students will experientially develop their understanding of the stages of group development and styles of group leadership. These understandings will be connected through a process of reflection, discussion and analysis with the particular considerations involved in teaching mindfulness-based approaches in a group context.

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. Develop an understanding of the principles involved in: a. developing and adapting mindfulness-based course programmes to particular contexts and client populations, b. managing appropriate referral/assessment/orientation to mindfulness-based courses in different contexts.

  2. Critically understand the theory of stages of group development and group leadership styles in relation to teaching mindfulness-based courses. Understand how this relates to creating an effective learning environment throughout a mindfulness-based course.

  3. Develop an experiential understanding and a theoretical grasp of the process of embodying mindfulness as a teacher of mindfulness-based courses – whilst also demonstrating the importance of bringing mindfulness to the various elements and moment by moment choices involved in teaching – including: • an awareness of the leader’s own internal process; • the process of the group; • the process of individuals in the group; • the course material; • the values and intentions underpinning your teaching; • the potential choices facing a leader in responding skilfully to all these elements.

Assessment Methods

Type Name Description Weight
FORMATIVE ASSESSMENT Assignment 1a

Astrong text reflective overview of your current personal learning themes, in relation to your development as a mindfulness-based teacher. This overview might explore issues which emerged during and around the previous teaching day – including:  your experience within the module group and within the mindfulness groups that you are teaching – and your developing learning / insight around this in relation to group process and theory;  your understanding and development of the underpinning values in relation to being a teacher of mindfulness-based approaches  and your deepening process as a teacher and the learning edges around this

If you have taken your teaching practice in the last teaching day, please include a write up of this within your reflective assignment submission and attach the peer feedback you received in relation to your teaching practice and your reflections upon it.

0
FORMATIVE ASSESSMENT Assignment 1c

a reflective overview of your current personal learning themes, in relation to your development as a mindfulness-based teacher. This overview might explore issues which emerged during and around the previous teaching day – including:  your experience within the module group and within the mindfulness groups that you are teaching – and your developing learning / insight around this in relation to group process and theory;  your understanding and development of the underpinning values in relation to being a teacher of mindfulness-based approaches  and your deepening process as a teacher and the learning edges around this

If you have taken your teaching practice in the last teaching day, please include a write up of this within your reflective assignment submission and attach the peer feedback you received in relation to your teaching practice and your reflections upon it.

0
CLINICAL PRACTICAL ASSESSMENT Assignment 2-Practical

Lead half the student group for a total of 30 minutes in a chosen curriculum element of the 8-week MBSR or MBCT programme, which includes inquiry process/es and short guided practice/s in an experiential group process. This assignment will use MBI-TAC (Mindfulness-Based Intervention – Teaching Assessment Criteria) using all 6 domains. Full information of these criteria is available on Blackboard.

50
ESSAY Assignment 3

Write an essay that explores: 1) the role and potential of the group for teachers and participants of mindfulness-based courses (roughly 60% of the assignment) and 2) the nature of the universal and the specific vulnerabilities of the groups / populations that you teach, demonstrating your understanding of the intention of the mindfulness-based programme / intervention. (roughly 40% of the assignment)

50
FORMATIVE ASSESSMENT Assignment 1b (second formative assignment)

A reflective overview of your current personal learning themes, in relation to your development as a mindfulness-based teacher. This overview might explore issues which emerged during and around the previous teaching day – including:  your experience within the module group and within the mindfulness groups that you are teaching – and your developing learning / insight around this in relation to group process and theory;  your understanding and development of the underpinning values in relation to being a teacher of mindfulness-based approaches  and your deepening process as a teacher and the learning edges around this

If you have taken your teaching practice in the last teaching day, please include a write up of this within your reflective assignment submission and attach the peer feedback you received in relation to your teaching practice and your reflections upon it.

0

Teaching and Learning Strategy

Hours
Practical classes and workshops

Group work and lectures, as well as personal tutorials will be utilised

300

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
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • 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.
  • Communicate psychological concepts effectively in oral form.
  • Be computer literate for the purpose of processing and disseminating psychological data and information.
  • Retrieve and organise information effectively.
  • 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.
  • Reason scientifically and demonstrate the relationship between theory and evidence.

Resources

Talis Reading list

http://readinglists.bangor.ac.uk/modules/pmp-4003.html

Reading list

yes

Pre- and Co-requisite Modules

Courses including this module