Assessed Teaching Prac
Run by School of Psychology
30 Credits or 15 ECTS Credits
Semester 1 & 2
Organiser: Dr Gemma Griffith
Overall aims and purpose
To offer students the opportunity for a structured assessment of both practical and theoretical work, with recognition of competence in teaching a mindfulness-based course, based on the UK Network of Mindfulness-Based Teacher Trainers’ Good Practice Guidelines for teachers of mindfulness-based courses (current version is dated November 2011). This recognition is in the form of the CMRP’s CPD Certificate of Competence in Teaching Mindfulness-Based Courses, and is in addition to an academic award.
To engage students in a developmental process that integrates and builds on the personal, theoretical and skills-based learning gathered in previous experience and training, and previous modules in this Master’s programme.
To engage students in a residential training retreat offering the opportunity for the development of a deeper understanding of the practice and theory of mindfulness, and its use as a vehicle for change.
To offer students an individual supervision process focused around teaching a mindfulness-based course, through which they can concentrate their learning process in a detailed way.
To offer students detailed feedback and assessment of competence in teaching a mindfulness-based course within their own professional context.
The module offers the opportunity for those teaching mindfulness-based courses as part of their work to gain an academic postgraduate award. Students who attain a mark of at least 50% in their teaching practice (Assignment 1) as assessed by the Mindfulness-Based Interventions – Teaching Assessment Criteria, will also gain a CPD Certificate of Competence in Teaching Mindfulness-Based Courses. This award also recognises that they have met the Centre for Mindfulness Research and Practice’s highly regarded and stringent standards of training to teach mindfulness-based courses. For the student this experience will combine a focus on both personal and professional development with an opportunity to gain recognition for mindfulness-based teaching competence. Students will be encouraged to integrate the following areas: awareness of personal process, experience of teaching practice, and the theories and rationales underlying mindfulness-based courses. The module will offer a structure for assessing the student teacher while they work within their own professional context, and with the client group they customarily train in mindfulness. There will also be the opportunity to demonstrate responsible and sensitive use of supervision processes during the teaching required by the module.
Reasonably comprehensive coverage, indicating generally accurate understanding, based on teaching material and some core readings. Some critical appraisal. Shows some ability in articulating teaching processes and underlying theories but material is lacking in depth and insight. Demonstrates some skills but with areas which need development.
Comprehensive and accurate coverage, showing good use of teaching material and core readings, and demonstrating some ability to appraise the evidence critically. Is able to articulate teaching processes and underlying theories using critical appraisal, showing knowledge of mindfulness-based courses from both an experiential and a conceptual/theoretical angle. Synthesises understanding of teaching theory and process, with understanding and insight into personal process. Able to articulate clearly the particular ways in which mindfulness has its effects and the implications of this for teaching practice.
Has sophisticated knowledge of mindfulness-based approaches from both an experiential and a conceptual/theoretical angle. Is able to outline and critically appraise personal experience in relation to the theory. Demonstrates outstanding depth of ability in synthesising understanding of teaching with understanding and insight into personal process. Demonstrates high levels of skills in articulating the teaching processes and underlying theories of mindfulness-based courses. Demonstrates outstanding and insightful understanding of the particular ways in which mindfulness has its effects and the implications of this for understanding and skills in teaching. Very comprehensive and accurate coverage, indicating that the student has gone beyond the core readings and explored the topic in depth. Writes coherently with clarity of argument and expression.
- Achieve a level of competence in mindfulness-based teaching practice which would constitute ‘fitness to teach’ mindfulness-based courses within the student’s own professional context. In relation to this students will be able to demonstrate:
a. Responsive and flexible pacing, good organization and coverage of a mindfulness-based course curriculum that is suitable for the participants being instructed
b. A high level of relational skills appropriate to teaching a mindfulness-based course in a genuine, warm and collaborative way
c. Ability to guide participants competently in core mindfulness-based meditation practices within a professional setting
d. Ability to convey course themes in clear, accessible language through interactive teaching, including use of the enquiry process to guide participants’ exploration and understanding of their practice, and apposite use of didactic teaching and group exercises
e. Clear embodiment of the core values and attitudinal foundations of mindfulness-based approaches within the teaching process
f. Management of group process, combining safety and exploration, and balancing the needs of individuals and the group
- Critically analyse the underlying theories and rationale for mindfulness-based teaching practice. Through relating these theories to their direct experience of teaching the video-recorded mindfulness-based course, and to their understanding of mindfulness-based courses in general, successful students will demonstrate their ability to:
a. Articulate the rationale for their choice of curriculum
b. Articulate the rationale for their chosen methods of participant referral, assessment and orientation, including ethical issues
c. Reflect on their personal process during the teaching, including how they dealt with difficulty and their own ‘edges’ during teaching by using mindfulness principles and practice, and demonstrate how the insights that come to light through the process are integrated into the teaching
d. Demonstrate and evaluate how awareness of group process and theory informs the teaching process
e. Demonstrate understanding and awareness of ways of developing an effective and ethically based culture of learning within the group, including in this the importance of sensitivity to participants’ different learning styles and the ways that teaching methods can accommodate these
f. Demonstrate critical discussion of the theoretical perspectives that inform this work (e.g. cognitive science, Buddhist psychology, physiological effects of psychological processes, etc.)
|CLINICAL PRACTICAL ASSESSMENT||8 week course recording||
Students are required to submit one copy of clear audio-visual recordings of themselves teaching a whole MBSR or MBCT course, demonstrating Learning Outcome 1, a-f.
Students are required to submit a written assignment (word limit 4000) in which they critically appraise the mindfulness-based course that is being assessed in Assignment 1. Present your work in a clear and concise form. You may use lists, bullet points, tables, and graphs in addition to text, as long as the work is a complete and coherent account of your MBSR or MBCT group. Within the word count you will need to be selective about what can be reported. The following headings are suggested (but not mandated): Background and context – an analysis of the context and population that the course was offered to with a clear rationale for the chosen curriculum. Analysis of the practical work – a concise reflective analysis of the teaching process from both a personal and theoretical perspective. The work should also demonstrate an awareness of professional issues such as integrity, ethics, risk, non-discriminatory practice. Evaluation – analysis of the outcomes and learning from the course. This can include material from sources such as participant feedback and service evaluation, with your own analysis of effectiveness and participant acceptability. Address how equality and diversity were supported in the marketing and delivery of your service or could be strengthened going forward. If there were issues or difficulties (e.g., high rates of drop out), you could include here a reflection on these issues and what was learned.
Teaching and Learning Strategy
|Practical classes and workshops||
Intensive teacher training retreat (TTR2) plus individual tutorials.
group online tutorial
- 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
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- 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.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- 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
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- Understand the scientific underpinnings of psychology as a discipline.
- Apply multiple perspectives to psychological issues and integrate ideas and findings across the multiple perspectives in psychology.
- 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.
- 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.
- Reason scientifically and demonstrate the relationship between theory and evidence.
- Employ evidence-based reasoning and examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in psychology.
Resource implications for students
Students are required to supply their own video recording equipment
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/pmp-4011.html
Core Reading Brandsma, R (2017) The Mindfulness Teaching Guide: essential skills and competencies for teaching mindfulness-based interventions, New Harbinger Publications, Baer, R. E. (2015) Ethics, Values, Virtues, and Character Strengths in Mindfulness-Based Interventions: a Psychological Science Perspective. Mindfulness, 6 (4), 956-969 Crane, R, (2017), Mindfulness-Based Cognitive Therapy: The CBT Distinctive Features Series (Windy Dryden Ed). London: Routledge. Crane, R.S. (2014) Some Reflections on Being Good, On Not Being Good and On Just Being, Mindfulness. 6, 5: 1226–1231, DOI 10.1007/s12671-014-0350-y Crane, R.S., Stanley, S., Rooney, M., Bartley, T., Cooper, C., Mardula, J. (2014). Disciplined Improvisation: characteristics of inquiry in mindfulness-based teaching, Mindfulness. 6, 5: 1104–1114, DOI 10.1007/s12671-014-0361-8 Kabat-Zinn, J. (2013). Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain and Illness. New York: Dell. Segal, Z.V., Williams, J.M.G. & Teasdale, J.D. (2012). Mindfulness–based cognitive therapy for depression: A new approach to preventing relapse. New York: Guilford. Santorelli, S. (1999) Heal thy self: Lessons on mindfulness in medicine. New York: Bell Tower. McCown, D, Reibel, D, & Micozzi, M.S. (2010). Teaching mindfulness: A practical guide for clinicians and educators. New York: Springer.
Pre- and Co-requisite Modules
Courses including this module
Compulsory in courses:
- C8CP: Diploma Teaching Mindfulness-Based Courses year 1 (DIP/TMIND)
Optional in courses:
- C8BS: Diploma Mindfulness-Based Approaches year 1 (DIP/MIND)
- C8BV: MA Mindfulness-Based Approaches (5yr) year 1 (MA/MIND)
- C8EK: MA Mindfulness Based Approaches (3yr) year 1 (MA/MIND3)
- C8BT: MSc Mindfulness-Based Approaches (5yr) year 1 (MSC/MIND)
- C8EL: MSc Mindfulness Based Approaches (3yr) year 1 (MSC/MIND3)