Mindfulness Teacher Professional Pathway (MTPP)
Run by School of Human and Behavioural Sciences
15.000 Credits or 7.500 ECTS Credits
Semester 1 & 2
Overall aims and purpose
This module aims to assess competence in teaching mindfulness-based programmes The module is the end point of the Teacher Training Pathway (http://www.bangor.ac.uk/mindfulness/training-pathway), and aims to prepare and assess students capacity for professional teaching of mindfulness-based programmes in their own professional contexts..
To offer students the opportunity for a structured assessment of practical teaching skills, 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).
To continue students engagement in a developmental process that integrates and builds on the personal, theoretical and skills-based learning gathered in previous experience and training, and previous professional development.
To offer students detailed feedback and assessment of competence in teaching a mindfulness-based course within their own professional context.
To inform and engage students in addressing professional and ethical issues that can arise during teaching mindfulness in their own professional context.
This Module is the end-point of the Centre for Mindfulness Research and Practice Teacher Training Pathway (TTP). In order to register for this module students must have completed The Centre for Mindfulness Research and Practice Teacher Training Pathway, (TTP) Parts1 and 2A. www.bangor.ac.uk/mindfulness/training-pathway/index.php.en
The module offers the opportunity for those teaching mindfulness-based courses as part of their work to gain academic credits and have their teaching competence assessed via the Mindfulness-Based Interventions – Teaching Assessment Criteria, and gain an Award 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 be a focus on professional and ethical issues.
C- Meets the criteria in both practical and written assessment Students must meet threshold level in all domains described here. At least two key features at a competent level in most domains, but one or more major problems and/or significant inconsistencies that require further development. Student adequately takes care of participants’ emotional and physical safety. Student would at a very basic level be considered ‘fit for practice’ as co-teachers / under supervision – the participants would not be harmed and are likely to have opportunities for learning. Domain 1: Coverage, pacing and organisation of session curriculum. Domain 2: Relational skills Domain 3: Embodiment of mindfulness Domain 4: Guiding mindfulness practices Domain 5: Conveying course themes through interactive inquiry and didactic teaching Domain 6: Management of group learning environment
A- A* Meets the criteria in both practical and written assessments. Expected key features are present with evidence of considerable ability. The teaching is particularly inspirational and excellent. The teacher no longer uses rules, guidelines or maxims. He/she has deep tacit understanding of the issues and is able to work in an original and flexible manner. The skills are demonstrated even in the face of difficulties (e.g. challenges from the group).Domain 1: Coverage, pacing and organisation of session curriculum. Domain 2: Relational skills Domain 3: Embodiment of mindfulness Domain 4: Guiding mindfulness practices Domain 5: Conveying course themes through interactive inquiry and didactic teaching Domain 6: Management of group learning environment
B- B+ Meets the following criteria in both practical and written assessment: All key features are present in all domains, with very few and very minor inconsistencies and evidence of good ability and skill. The teacher is able consistently to demonstrate these skills over the range of aspects to Mindfulness Based Intervention teaching. Domain 1: Coverage, pacing and organisation of session curriculum. Domain 2: Relational skills Domain 3: Embodiment of mindfulness Domain 4: Guiding mindfulness practices Domain 5: Conveying course themes through interactive inquiry and didactic teaching Domain 6: Management of group learning environment
C- to C+
C-C+Meets the criteria in both practical and written assessment: Most key features are present in all domains, with possibly some good features, but a number of problems and/or some inconsistencies are present. Teacher demonstrates a workable level of competence and they are clearly ‘fit for practice’.Domain 1: Coverage, pacing and organisation of session curriculum. Domain 2: Relational skills Domain 3: Embodiment of mindfulness Domain 4: Guiding mindfulness practices Domain 5: Conveying course themes through interactive inquiry and didactic teaching Domain 6: Management of group learning environment
3 Demonstrate relevant teaching skills by selecting, organising and evaluating teaching materials, to facilitate integration of theoretical and experiential learning .
1 Demonstrate competence in teaching mindfulness based courses, (usually MBSR/MBCT) which would constitute 'fitness to teach', within the students own profession. This will be shown by demonstrating ability to guide the key practices of MBSR/MBCT.
5 Demonstrate responsive and flexible pacing to cover an appropriate curriculum, as well as holding a group learning environment and managing challenges and difficulties
6 Demonstrate good relational skills throughout teaching.
4 Demonstrate relevant qualities for teaching mindfulness-based approaches
including embodiment of mindfulness and warmth of approach.
2) Demonstrate awareness of professional and ethical issues, including use of supervision.
|Recorded teaching 8 week mindfulness course||80.00|
|Report on experience of teaching 8 week mindfulness course||20.00|
Teaching and Learning Strategy
- 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
- 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.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- 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.
- 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.
- Be aware of ethical principles and approval procedures.
Resource implications for students
Video Recording equipment required by student. Encrypted memory stick required by student
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