Mindfulness Teacher Professional Pathway (MTPP)
Rhedir gan School of Human and Behavioural Sciences
15.000 Credyd neu 7.500 Credyd ECTS
Semester 1 a 2
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- i 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|
Strategaeth addysgu a dysgu
- Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
- Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
- Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
- Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
- Ymwybyddiaeth o ddiogelwch - Bod yn ymwybodol o'ch amgylchedd a hyder o ran cadw at reoliadau iechyd a diogelwch
- Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
- Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
- Mentora - Gallu cefnogi, helpu, arwain, ysbrydoli ac/neu hyfforddi eraill
- Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
- Rheloaeth - Gallu defnyddio, cydlynu a rheoli adnoddau (dynol, ffisegol ac/neu ariannol)
- Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
- Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath
Sgiliau pwnc penodol
- 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.
Goblygiadau o ran adnoddau ar gyfer myfyrwyr
Video Recording equipment required by student. Encrypted memory stick required by student
Crane, R. (2017). Mindfulness-based Cognitive Therapy: Distinctive features. London: Routledge Kabat-Zinn, J. (1913). Full Catastrophe Living: How to cope with stress, pain and illness using mindfulness meditation. New York: Delacote. McCown, D., Reibel, D., & Micozzi, M. S. (2010). Teaching mindfulness: A practical guide for clinicians and educators. New York: Springer. Santorelli S (1999) Heal Thyself: Lessons on Mindfulness in Medicine. Random House Segal ,Z . V., Williams ,J. M. G., Teasdale, J.D .(2013). Mindfulness-based Cognitive Therapy for Depression: A new approach to preventing relapse. (2nd Ed) New York: Guilford Press. Stahl, B. & Goldstein, E. (2010). A mindfulness-based stress reduction workbook. New Harbinger Publications Williams, J. M. G., Teasdale, J. D., Segal, Z. V., and Kabat-Zinn, J. (2007). The Mindful Way Through Depression: Freeing Yourself from Chronic Unhappiness. New York: Guildford Press.