Mindfulness Teaching Project
Run by School of Psychology
60 Credits or 30 ECTS Credits
Semester 1 & 2
Organiser: Dr Gemma Griffith
Overall aims and purpose
To offer students the opportunity for a structured assessment of both practical and theoretical work, 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 April 2015). This recognition is in the form of the CMRP’s CPD Certificate of Competence in Teaching Mindfulness-Based Courses, and is in addition to the academic award.
To engage students in a developmental process that integrates and builds on the personal, theoretical and skills-based learning gathered in previous experience and training, and previous modules in this Master’s programme.
To engage students in a residential training retreat offering the opportunity for the development of a deeper understanding of the practice and theory of mindfulness, and its use as a vehicle for change.
To offer students an individual supervision process focused around teaching a mindfulness-based course, through which they can concentrate their learning process in a detailed way.
To offer students detailed feedback and assessment of competence in teaching a mindfulness-based course within their own professional context.
For students to be familiar with the research and theoretical literature on the teaching of Mindfulness-Based programmes, and be able to critically reflect on their own teaching practice within the context of this research literature.
The module offers the opportunity for those teaching mindfulness-based courses as part of their work to gain a Masters (MA) grounded in their teaching practice. Students who attain a mark of at least 50% in their teaching practice (Assignment 1) as assessed by the Mindfulness-Based Interventions – Teaching Assessment Criteria, will also gain a CPD Certificate 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 at Masters level for mindfulness-based teaching competence. Students will be encouraged to integrate the following areas: awareness of personal process, experience of teaching practice, the theories and rationales underlying mindfulness-based courses. They will be expected to present a critical review of the research literature surrounding Mindfulness-Based teaching and of the particular population they work with within their professional context. 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.
Students are required to demonstrate they meet Mindfulness Network UK minimum standard guidelines for mindfulness teachers They must submit supervision statements (not associated with credit) to demonstrate they meet minimum good practice guidelines
C- to C+
Pass Level C (C– = 50-53%, C = 54-56%, C+ = 57-59%) Reasonably comprehensive coverage, indicating generally accurate understanding, based on teaching material and some core readings. Some critical appraisal. Shows some ability in articulating teaching processes and underlying theories but material is lacking in depth and insight. Demonstrates some skills but with areas which need development.
Distinction (A– = 70-77%, A = 78-83%, A+ = 84-89%, A* = 90-100%) Has sophisticated knowledge of mindfulness-based approaches from both an experiential and a conceptual/theoretical angle. Is able to outline and critically appraise personal experience in relation to the theory. Demonstrates outstanding depth of ability in synthesising understanding of teaching with understanding and insight into personal process. Demonstrates high levels of skills in articulating the teaching processes and underlying theories of mindfulness-based courses. Demonstrates outstanding and insightful understanding of the particular ways in which mindfulness has its effects and the implications of this for understanding and skills in teaching. Very comprehensive and accurate coverage, indicating that the student has gone beyond the core readings and explored the topic in depth. Writes coherently with clarity of argument and expression.
Pass Level B (B– = 60-63%, B = 64-66%, B+ - 67-69%) Comprehensive and accurate coverage, showing good use of teaching material and core readings, and demonstrating some ability to appraise the evidence critically. Is able to articulate teaching processes and underlying theories using critical appraisal, showing knowledge of mindfulness-based courses from both an experiential and a conceptual/theoretical angle. Synthesises understanding of teaching theory and process, with understanding and insight into personal process. Able to articulate clearly the particular ways in which mindfulness has its effects and the implications of this for teaching practice.
Reflect critically on their personal process during the teaching, including how they dealt with difficulty and their own ‘edges’ during teaching by using mindfulness principles and practice, and demonstrate how the insights that come to light through the process are integrated into the teaching
Conduct a critical literature review of mindfulness-based teaching in the context of their chosen participant population/organisational setting. Articulate the rationale for their choice of Mindfulness-Based Programme curriculum.
Synthesise understanding and awareness of ways of developing an effective and ethically based culture of learning within the group, including in this the importance of sensitivity to participants’ different learning styles and the ways that teaching methods can accommodate these. Critically incorporate theoretical underpinnings into their account.
Critically evaluate how awareness of group process and theory informs the teaching process
Critically explore hypothesised mechanisms of mindfulness in relation to their chosen participant population
Critically synthesise and analyse the underlying theories and rationale for mindfulness-based teaching practice. Through relating these theories to their direct experience of teaching the video-recorded mindfulness-based course, and to their understanding of mindfulness-based courses in general.
Demonstrate critical discussion of the theoretical perspectives that inform this work (e.g. cognitive science, Buddhist psychology, physiological effects of psychological processes, etc.)
Articulate the rationale for their chosen methods of participant referral, assessment and orientation, including ethical issues
Achieve a level of competence in mindfulness-based teaching practice which would constitute ‘fitness to teach’ mindfulness-based courses within the student’s own professional context. This includes demonstrated competence across all six Domains of the Mindfulness-Based Interventions:Teaching Assessment Criteria (MBI:TAC). 1) Coverage, pacing and organisation, 2) Relational skills, 3) Embodiment of mindfulness, 4) Guiding mindfulness practices, 5) Conveying course themes through interactive inquiry and didactic teaching, 6) Facilitating the group learning environment.
|DEMONSTRATION/PRACTICE||Assignment 1 - Assessed teaching practice||50|
|ESSAY||Assignment 2: Essay||50|
Teaching and Learning Strategy
Tutorials – half hour orientation / tutorial work + 4 hrs supervision during the year after the teaching block - as well as in small groups using video conferencing technology (3 hours).
opportunity to integrate the learning and heighten awareness and understanding of the learning and teaching process.
Tutorials will support students in their study and assignment work at home during the module, as will resources made available through Blackboard
Private Study – study, personal practice, reading time, preparing and writing assessments. This includes the set-up and delivery of an 8-week Mindfulness-based Course (typically this is around 70 hours of work for one course)
|Practical classes and workshops||
• Residential training – 7 day Teacher Development Retreat Level 2 Mindfulness meditation practice – 2 full days (at beginning of teaching block) + 2 hrs on each of 5 remaining teaching days Seminars – 3.5 hrs on each of 5 teaching days Practical sessions – teaching practice for 3 hrs on each of 5 teaching days (both doing the teaching, and giving feedback to peers’ teaching) Lectures – ½ hour on each of 5 teaching days
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- 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
- Information retrieval - Able to access different and multiple sources of information
- 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
- 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)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- 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.
- 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.
- Problem-solve by clarifying questions, considering alternative solutions, making critical judgements, and evaluating outcomes.
- 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.
- Be aware of ethical principles and approval procedures.
Resource implications for students
In addition, students are required to meet the additional cost of: • Supervision (minimum of 6x30 minute sessions, costing approx. £30/session in 2019) • Residential accommodation on the 7-day training retreat, paid directly to the venue • Insurance for their teaching practice (if not already covered by their place of work e.g. NHS, University, School). Approx. £80-100 per annum We have operated with these extra costs for students for many years and find that they are not a barrier to module entry. We make it clear that these extras are so they meet the minimum standard Good Practice Guidelines for mindfulness teachers in the UK.
Core Reading Core Reading
Baer, R. E. (2015) Ethics, Values, Virtues, and Character Strengths in Mindfulness-Based Interventions: a Psychological Science Perspective. Mindfulness, 6 (4), 956-969
Crane, R.S. , (2017), Mindfulness-Based Cognitive Therapy: The CBT Distinctive Features Series (Windy Dryden Ed). London: Routledge.
Crane, R.S. (2014) Some Reflections on Being Good, On Not Being Good and On Just Being, Mindfulness. 6, 5: 1226–1231, DOI 10.1007/s12671-014-0350-y
Crane, R.S., Stanley, S., Rooney, M., Bartley, T., Cooper, C., Mardula, J. (2014). Disciplined Improvisation: characteristics of inquiry in mindfulness-based teaching, Mindfulness. 6, 5: 1104–1114, DOI 10.1007/s12671-014-0361-8
Kabat-Zinn, J. (2013). Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain and Illness. New York: Dell.
Segal, Z.V., Williams, J.M.G. & Teasdale, J.D. (2012). Mindfulness–based cognitive therapy for depression: A new approach to preventing relapse. New York: Guilford.
Santorelli, S. (1999) Heal thy self: Lessons on mindfulness in medicine. New York: Bell Tower.
McCown, D, Reibel, D, & Micozzi, M.S. (2010). Teaching mindfulness: A practical guide for clinicians and educators. New York: Springer
Baer, R. E. (Ed.) (2005). Mindfulness-Based Treatment Approaches: Clinician's Guide to Evidence Base and Applications (Practical Resources for the Mental Health Professional). Burlington, MA: Academic Press. 2nd Edition
Beck, A.T., Rush, J.A., Shaw, B.F., Emery, G. (1987). Cognitive therapy of depression. New York: Guildford.
Brown, A. (1974). Group work (3rd Ed). Ashgate Publishing.
Brown, B. (2013) Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent and Lead, Penguin
Crane, R.S., Brewer, J., Feldman, C., Kabat-Zinn, J., Santorelli, S., Williams, J.M.G. and Kuyken, W. (2017) What defines mindfulness-based programs? The warp and the weft, Psychological Medicine, 47,6:990–999. doi: 10.1017/S0033291716003317.
Crane, R.S. (2017) Implementing Mindfulness in the Mainstream: making the path by walking it, Mindfulness, 8, 3: 585–594doi:10.1007/s12671-016-0632-
Didonna, F. (2009). Clinical handbook of mindfulness. New York: Springer.
Harari, Y.N. (2011) Sapiens: A Brief History of Humankind, Harper
Lakey, G. (2010) Facilitating Group Learning: Strategies for Success with Adult Learners. Jossey Bass
Palmer, P.J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Wiley.
Sears, R.W. (2015) Building Competence in Mindfulness-Based Cognitive Therapy: Transcripts and Insights for Working With Stress, Anxiety, Depression, and Other Problems, Routledge
Westbrook, D., Kennerley, H., & Kirk J. (2007). An introduction to Cognitive Behaviour Therapy: Skills and applications. London: Sage
Williams, J.M.G., Teasdale, J.D., Segal, Z.V., & Kabat-Zinn, J. (2007). The mindful way through depression: Freeing yourself from chronic unhappiness. New York: Guilford.
Pre- and Co-requisite Modules
Courses including this module
Compulsory in courses:
- C8CR: MA Teaching Mindfulness-Based Courses year 1 (MA/TMIND)
- C8FA: MA Teaching Mindfulness-Based Courses (4 yr) year 1 (MA/TMIND4)