Overview

This module is designed for professionals and practitioners who wish to develop the essential competencies required to apply, facilitate, and teach trauma-informed contemplative approaches across a range of contexts, including education, health and social care, the workplace, and one-to-one or group settings. It offers an in-depth, experiential exploration of contemplative practices such as mindfulness, compassion-based approaches, and reflective awareness, grounded in contemporary theory and evidence-based pedagogy.

Students will actively engage with established contemplative programmes, such as Mindfulness-Based Cognitive Therapy (MBCT) and Mindfulness-Based Stress Reduction (MBSR), while critically examining the principles, processes, and ethical frameworks that underpin their application. Emphasis will be placed on experiential learning, embodiment of contemplative qualities, and the integration of contemplative practices into diverse professional and personal settings.

The module will foster both practical competence and critical understanding. Students will engage in structured opportunities to deliver trauma-informed contemplative guidance and inquiry, receive peer and tutor feedback, and reflect on their development. An ongoing personal contemplative practice will be a central element of learning, providing a foundation for embodied teaching and reflective professional engagement.

The main themes of the module are the underlying pedagogical principles and skills required to deliver contemplative practices. 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 contemplative mindfulness-based courses. Students learn about the theoretical underpinnings of the ways through which participants come to understand the methods and results of contemplative practices. Ethical standards, practice, and principles that underly teaching are explored.

The module will be focused on developing the understanding required and the competence needed to teach contemplative mindfulness practices. The teaching contains a practical element which enables students to practice delivering contemplative meditation guidance and conducting enquiry, which are both essential elements delivering contemplative practices.

Assessment Strategy

-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

• Critically appraise the theories and principles underlying the teaching application of contemplative approaches practices including Mindfulness-Based Stress Reduction (MBSR) and/or Mindfulness-Based Cognitive Therapy (MBCT)

• Critically evaluate the ethical the professional standards, ethics and values mindful attitudes in the application of contemplative approaches for teachers of contemplative and mindfulness-based courses.

• Evaluate the links between adult experiential learning theories and the learning and teaching of contemplative approaches and mindfulness-based courses.

• Evaluate the teaching and learning strategies of contemplative approaches and MBSR and MBCT.

• Evidence a level of teaching competence and skill through practical exercises

• Synthesise in-depth personal reflections on the student's own development and practice of applying, facilitating, and teaching contemplative approaches as a teacher of contemplative and mindfulness-based courses