Run by School of Human and Behavioural Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Thandi Gilder
Overall aims and purpose
- To develop understanding of mindfulness as an approach through the establishment of a daily mindfulness practice.
- To deepen awareness and understanding of the ways we experience ourselves and the world, and of our responses to internal and external events.
- To experience and understand mindful approaches to difficulty both for self and for others.
- To connect this personal understanding with knowledge of the theoretical background and rationale for mindfulness-based approaches, and their use for different client populations.
- To develop an experiential, reflective, investigative approach to learning.
- To understand the origins and context of mindfulness.
This module is comprised of two components. The first is participating in an 8-week mindfulness course in which you will be introduced to mindfulness as a participant on a mindfulness course. This will give you the platform for an experiential understanding of mindfulness.
Alongside this experiential aspect, you will also learn about the theory and research that underpin mindfulness-based approaches including an understanding of mechanisms such as autopilot, psychophysiology of stress and depression as well as exploring the effectiveness of mindfulness-based interventions in the community, with general, as well as specific populations.
Adequate answer to the question, largely based on lecture material. No real development of arguments.
Reasonably comprehensive coverage. Well organised and structured. Good understanding of the material.
Comprehensive and accurate coverage of the area clarity of argument and expression. Depth of insight into theoretical issues.
Display evidence of sustained mindfulness practice.
Show an understanding of origins, principles, theories and rationales supporting the contemporary uses of mindfulness-based approaches.
Explore the use of mindfulness-based approaches for particular client population(s) or area(s) of difficulty.
Demonstrate ability to describe internal experiences and processes.
Demonstrate evidence of development and cultivation of attitudinal foundations of mindfulness.
Critically evaluate and synthesise research and theory to communicate a compelling argument.
Teaching and Learning Strategy
The MBSR curriculum will also require students to engage in a structured daily mindfulness practice of up to one hour per day extra to their study hours. A large part of the learning will arise from the personal discoveries that result from a daily mindfulness practice.
Developing understanding of the theory, rationale and context of mindfulness-based programmes. This will take place through formal presentations and group discussions to develop an integrated knowledge and awareness of the theory and background to mindfulness-based approaches, including research into a variety of mindfulness-based interventions and their use for different client populations. Much of this will be connected to student’s personal experience of mindfulness-based learning processes.
Experiential teaching of the curriculum of Mindfulness-Based Stress Reduction (MBSR) (with some elements of Mindfulness-Based Cognitive Therapy (MBCT) incorporated. Part of this teaching will be a group reflective process led by the tutor, which facilitates the students in investigating and understanding their experience and observations of the mindfulness-based teaching/learning process that they are engaged in. Mindfulness encourages us to learn from our own experience and this will be reflected in the way the module is taught.
Things for you to be aware of: This can seem as if it would be quite an “easy” module, but in practice it does require a lot of time commitment as outlined above – It is not something that you can miss a session of and then catch up through reading, or talking with someone who attended, because the learning comes from your own experience. For that reason it is also very important that you come to every session, unless it is impossible for you to do so – we find that when people miss a few sessions, they do not get so much from the course, and also, because the assessment has a strong experiential component, it is likely to strongly affect the quality of your written work.
Doing this type of course offers an opportunity for change; and of course this can be challenging at times. The tutor is there to support your learning; however, we encourage you to also have your own support system to enable getting the most out of the course, whilst at the same time taking care of yourself. If you have any concerns about signing up for the module, please do contact the module organiser.
- 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.
- 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.
- 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.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/pmp-3001.html
Courses including this module
Compulsory in courses:
- C880: BSC Psych with Cl & Hlth Psych year 3 (BSC/PHS)
- C88B: BSc Psychology w Clin & Health Psy (4yr with Incorp Found) year 3 (BSC/PHS1)
- 8X44: BSc Psychology with Clinical & Health Psychology (Int Exp) year 4 (BSC/PHSIE)
- C88P: BSc Psychology with Clinical & Health Psy with Placement Yr year 4 (BSC/PHSP)
- C808: MSci Psychology with Clinical & Health Psychology year 3 (MSCI/PHS)
Optional in courses:
- X320: BA Astudiaethau Plentyndod ac Ieuenctid a Seicoleg year 3 (BA/APIS)
- MC98: BA Criminology/Psychology year 3 (BA/CRP)
- X319: BA Childhood and Youth Studies and Psychology year 3 (BA/CYP)
- CQ83: BA English Language & Psychology year 3 (BA/ELPSY)
- R181: BA French with Psychology (with International Experience) year 4 (BA/FPIE)
- R1C8: BA French with Psychology year 3 (BA/FPSY)
- R2C8: BA German with Psychology year 3 (BA/GPSY)
- Q1C8: BA Linguistics and Psychology year 3 (BA/LP)
- CL83: BA Sociology/Psychology year 3 (BA/PS)
- CL84: BA Social Policy/Psychology year 3 (BA/SPP)
- C804: BSc Psychology (with International Experience) year 4 (BSC/PIE)
- C800: BSC Psychology year 3 (BSC/PS)
- C81B: BSc Psychology (4 year with Incorporated Foundation) year 3 (BSC/PS1)
- C80F: BSc Psychology year 3 (BSC/PSF)
- C80P: BSc Psychology with Placement Year year 4 (BSC/PSP)
- C801: BSC Psychol w Neuropsychol year 3 (BSC/PSYN)
- C83B: BSc Psychology with Neuropsychology (4yr with Incorp Found) year 3 (BSC/PSYN1)
- C809: BSc Psychology with Neuropsy (with International Experience) year 4 (BSC/PSYNIE)
- C84P: BSc Psychology with Neuropsychology with Placement Year year 4 (BSC/PSYNP)
- C680: BSc Sport and Exercise Psychology year 3 (BSC/SEXP)
- M1C8: LLB Law with Psychology year 3 (LLB/LPSY)
- C810: MSci Psychology with International Experience year 3 (MSCI/PIE)
- C807: MSci Psychology year 3 (MSCI/PS)