Overview

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 Strategy

Pass-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. Merit 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. Distinction 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 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.

• Demonstrate appropriate relational skills while teaching a group, particularly when working with challenge, difficulties, uncertainty, and ‘edges’ that arise personally for the teacher, within the group process and with individual participants on a mindfulness-based course.

• Demonstrate competence in understanding, teaching and inquiring into curriculum components of a mindfulness-based course.

• 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.

• 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.