Rebecca Crane PhD directs the Centre for Mindfulness Research and Practice at Bangor University and has played a leading role in developing its training and research programme since it was founded in 2001. She teaches and trains internationally in both Mindfulness-Based Cognitive Therapy and Mindfulness-Based Stress Reduction (MBSR). Her research and publications focus on how the evidence on mindfulness-based interventions can be implemented with integrity into practice settings. She has written Mindfulness-Based Cognitive Therapy Distinctive Features 2017, co-authored Mindfulness-Based Cognitive Therapy with People at Risk of Suicide, 2017, co-edited Essential Resources for Mindfulness Teachers, 2021, and is a Principle Fellow with the Higher Education Academy. 

Centre for Mindfulness Research and Practice

Room 328, Brigantia Building, Bangor University

Gwynedd LL57 2AS

United Kingdom

Tel: +44 (0) 1248 388066 

Email: r.crane@bangor.ac.uk

bangor.ac.uk/mindfulness

implementing-mbct.co.uk

PROFESSIONAL MEMBERSHIPS AND AWARDS

  • Professional: Certification as a teacher of Mindfulness-Based Stress Reduction
    University of Massachusetts, MA, 2010
  • MA: Masters in Mindfulness-Based Approaches
    University of Wales, Bangor, 2002–2005
  • Professional: Accredited Member, British Association for Counselling and Psychotherapy (MBACP)
    1994
  • Other: Post Graduate Diploma In Counselling
    University of Wales, Bangor, 1992–1994
  • Professional: Diploma in Occupational Therapy
    Dorset House School of Occupational Therapy, Oxford, 1984–1987
  • PhD: From research to practice: integrity and pragmatics in implementing mindfulness-based interventions
    2010–2015
  • Professional: Professional Registration, Occupational Therapist with the Health & Care Professions Council

I founded the first Master's programme in the field of mindfulness at Bangor University. It has gone from strength to strength since we started out in 2003. Students can choose the route that most suits their interests - a route leading to certification in MBCT or MBSR; a route leading to an empirical thesis; and options to take your Masters in 3 years or up to five years. 

I also train internationally in MBCT and MBSR. And offer training in the use of our competence framework - the MBI:TAC. 

My research investigates the practical implications of the evidence for mindfulness-based interventions – how do we support implementation in main stream settings in ways that preserve the integrity and effectiveness of the approach whilst also adapting to fit the context? Specifically my research investigates the process of MBCT implementation in the UK health service; ways of assessing mindfulness-based teaching competence; the links between training level, teaching competence and participant outcome; and adaptations of existing models of delivery.

I am keen to explore the role that mindfulness training can play in wider systemic transformation to reverse climate breakdown and enable flourishing for humans and the natural systems we are part of,  and aim to integrate social justice frameworks into the way I approach teaching and research. 

Prof Rebecca Crane is a member of the Clinical, Health, & Behavioural Psychology research group.

2025

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2002

2024

2023

2022

  • Book Launch: Teaching Mindfulness-based Groups; The inside Out model.

    1 Nov 2022

    Activity: Oral presentation (Speaker)
  • Retreat for British Association of Mindfulness-Based Approaches

    Guided day of practice

    27 Mar 2022

    Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Contributor)
  • Mindfulness-Based Interventions: Teaching Assessment Criteria: Level 2 Training

    Level 2 MBI:TAC training: Deepening for trainers and supervisors

    In this deepening training we will aim to create a container within which participants can investigate and deepen their understanding and appreciation of both the mindfulness-based teaching process, and of their own process as they engage with reviewing teaching practice. We will give time both to the content issues that are raised when reviewing teaching (e.g. how to prioritise different elements; distinctions between domains and competence levels; curriculum questions); and process themes (e.g., the vulnerability that is inherent in investigating mindfulness teaching skills; the personal process issues that are triggered by assessing/reviewing teaching).

    The skill of reliably discerning competence level takes time and practice. In the first instance, the benchmarked competence level (i.e. an assessment point that has been centrally agreed by a team of experienced MBI:TAC Raters is communicated to the participants in advance of reviewing the clip. Their task is to discern what features within the teaching have led to this assessment outcome. Participants then progress to discerning the competence level, building up the domains gradually and cross checking against established benchmarks.

    Week by week, the training will include audio-visual teaching clips that progressively expand the elements of curriculum and domains to systematically build participants’ assessment skills. Participants will be given access each week to a benchmarked assessed teaching clip to review on their own between sessions and will subsequently be given weekly feedback on their assessment reliability. In this way participants can gradually fine tune their skills in assessing in line with benchmarked assessments.

    There will also be training in ways of skilfully offering feedback to supervisees and trainees which is both accurate and precise, and is strengths based and encouraging.

    Delivery format: 9 x 3-hour sessions delivered via zoom. 5 of these will be teacher led (at 2-week intervals) – and 4 (scheduled in the intervening weeks) will be peer led. Participants will be given home practice involving assessing clips of recorded MBP teaching and reading material.

    Open to:Practitioners who have completed the level 1 MBI:TAC training and who are in supervisory and/or training roles

    Learning aims:

    Building on the learning aims of the level 1 training this deepening training aims to:

    Refine and differentiate the structure and meaning of the six competence levels within the MBI:TAC

    Build skills in conducting assessments reliably, through repeated practice in reviewing teaching practice and then cross-checking scores against central benchmarks

    Build skills in offering verbal and written feedback which enables transparent understanding of how the assessment point was determined, what teaching strengths and learning needs were observed, and how the teacher could build their skills going

    1 Mar 2022 – 12 Apr 2022

    Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Contributor)

2021

2020

  • Advisor to Mindfulness Wales charity

    12 Dec 2020 – 31 Dec 2021

    Links:

    Activity: Types of Public engagement and outreach - Work on advisory panels for social community and cultural engagement (Contributor)
  • MBCT: the evolving story

    1 day workshop for mindfulness teachers and trainees

    6 Nov 2020

    Activity: Invited talk (Speaker)
  • Mindfulness-Based Interventions: Teaching Assessment Criteria Level 1 training

    Level 1 MBI:TAC training: Introduction to the tool Descriptor: This level is designed as a foundational introduction to the use of the tool. By the end of the training participants will have enough familiarity with the tool to use it to support their own learning and development as mindfulness-based teachers, and if they are already supervising and training to begin to integrate it into these contexts. Further training will be required to resource participants to use the tool within training contexts, to offer structured feedback, and to conduct reliable assessments. The course is anchored in the curriculums of MBSR and MBCT but is relevant and open to those teaching other curriculums. The training starts with presentations on the rationale and process for the development of the MBI:TAC, then covers the structure of the tool, and methodologies for reviewing teaching practice. Participants are then given repeated opportunities to review video clips of mindfulness-based teaching practice. The clips include a range of experience and competence levels, and varied elements from the curriculums of MBCT and MBSR. This will be followed by explorations of and training in the use of the MBI:TAC to reliably recognize the ‘key features’ within the 6 Domains of MBI-TAC. In the early stages of reviewing clips, participants are being trained to ‘feature spot’ aspects of the teaching, and to use the MBI:TAC as a ‘lens’ through which to view the phenomenon of mindfulness-based teaching. Participants are given space to explore skilful ways of offering feedback to the teacher that is accurate, honest and supportive of learning. In the final phase of the training, participants are given space to explore the edges, potentialities and cautions when implementing the MBI:TAC in training and supervision. There will be a focus on a personal and collective exploration of integrity in mindfulness-based teaching and the use of the MBI:TAC as a ‘lens’ through which to engage in this exploration. We will reflect on the vulnerability inherent in exploring our teaching in this way and the personal process themes that are triggered. We will consider how participants can take forward their learning and practice beyond the workshop. Delivery format: Ideally delivered as a 2 day workshop. Could be adapted to zoom delivery. Open to: Trained and participant mindfulness-based teachers. Participants must have completed a level 1 or equivalent mindfulness-based teacher training, and have taught a minimum of 2 mindfulness-based courses. Learning aims: examine the particular nature of fidelity and integrity in mindfulness-based teaching present the rationale for the development of the MBI:TAC develop knowledge of the design and structure of the MBI:TAC Enable participants to develop a ‘way of looking’ at mindfulness-based teaching which enables a ‘seeing’ of both the whole and the elements of the teaching process acquire practice skills in reviewing mindfulness-based teaching using the MBI:TAC explore how this tool may be sensitively used to support personal learning and learning of others in supervision and training contexts discuss the potential and limitations of the MBI:TAC enable personal and collective examination of current and future directions for supporting clarity and consensus on mindfulness-based teaching integrity. Precourse reading (available for download at www.bangor.ac.uk/mindfulness/publications): Crane, R.S., Eames, C., Kuyken, W., Hastings, R. P.1, Williams, J.M.G., Bartley, T., Evans, A.,Silverton, S., Soulsby, J.G., Surawy, C. (2013) Development and validation of the Mindfulness-Based Interventions – Teaching Assessment Criteria (MBI:TAC), Assessment, doi: 10.1177/1073191113490790 Crane R.S., Kuyken, W., Williams, J. M. G., Hastings, R., Cooper, L., Fennell, M.J.V. (2012), Competence in teaching mindfulness-based courses: concepts, development, and assessment, Mindfulness, 3, 76–84. DOI: 10.1007/s12671–011–0073–2 Crane, R.S., Soulsby, J.G., Kuyken, W., Williams, J.M.G., Eames, C., (2012) The Bangor, Exeter & Oxford Mindfulness-Based Interventions Teaching Assessment Criteria (MBI:TAC) for assessing the competence and adherence of mindfulness-based class-based teaching (mbitac.bangor.ac.uk/documents/MBITACmanualsummaryandaddendums0517.pdf)

    5 Oct 2020 – 2 Nov 2020

    Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Speaker)
  • Global Advances in Health and Medicine (Journal)

    Editorial Board - appointed in October 2020

    1 Oct 2020

    Links:

    Activity: Editorial activity (Editorial board member)
  • Mindfulness (Journal)

    Appointed to the International Advisory Board https://www.springer.com/journal/12671/editors

    1 Oct 2020

    Links:

    Activity: Editorial activity (Editorial board member)
  • Member of editorial board

    30 Jul 2020 – 31 Dec 2021

    Links:

    Activity: Types of External academic engagement - Membership of peer review panel or committee (Contributor)
  • Member of international advisory committee

    30 Jul 2020 – 31 Dec 2021

    Links:

    Activity: Types of External academic engagement - Membership of peer review panel or committee (Contributor)
  • Coming Home to Ourselves

    The work of Friends of Bangor is to support connection. This practice will ground this work of connection in the immediacy of the arising of experience moment-by-moment, somatically, cognitively and affectively. We will come together as a community to draw on the supportive container that community offers to our practice. The guided practices will build our capacities to connect more intimately with ourselves, offering us the ground for our work of authentically connecting with each other. Part of the practice will be in silence as we engage with the core practices that are part of the mindfulness-based programmes. Through the lens of these practices we will have the opportunity to personally investigate experience. There will be time towards the end of the day to engage together in dialogue about our experiences of the day.

    20 Jun 2020

    Links:

    Activity: Invited talk (Speaker)
  • Mindfulness: A developing field

    Where have we come from? Where are we now? Where are we going?

    Over the last 30 years, the field of mindfulness-based approaches has emerged and found its way into the mainstream. The work is having a strong positive influence on the lives of individuals and organisations. These developments are founded on an incredible upsurge of research and practice based work. The Centre for Mindfulness Research and Practice (CMRP) at Bangor University is coming up to its 20th year and has been a part of this global journey. Each one of us individually is part of the journey. These journeys are continually emergent as we grow and develop, as the work moves through developmental milestones, and as the context within which our work is situated shifts. This talk will encourage us all to take a step back and reflect on this journey and our part in it; it will point to current themes and priorities that CMRP are engaged in responding to; and will reflect on how we each can lay foundations for the future that will support the ongoing emergence of this work.

    2 Jun 2020

    Links:

    Activity: Invited talk (Speaker)
  • Relational Mindfulness Bringing mindfulness into our relationships at home and at work A 3-Day Workshop

    Who is the workshop for?

    Those who:

    • are interested in exploring mindfulness in the contexts of our relationships in our personal and work lives

    • work one to one, such as coaches, therapists, yoga teachers, physiotherapists, nurses, complementary therapists, teachers, carers, community health workers, etc.,

    • are mindfulness teachers who want to deepen into the relational aspect of mindfulness practice

    • have completed an 8-week MBSR, MBCT or similar course and have an established on-going mindfulness practice.

    • Are mindfulness practitioners who want to explore the relevance of mindfulness in their personal relationships whether work-related or not.

    What does the workshop entail?

    This workshop will be taught experientially, with a focus on developing and reflecting on a personal mindfulness meditation practice as the basis for our relationships with others. We will explore the importance of awareness of our internal process in developing awareness of interpersonal process.

    The workshop will include:

    • Experiential engagement in the core mindfulness practices that are part of MBSR/MBCT: the basis for cultivating the ability to embody mindfulness.

    • An overview of the origins and theoretical bases of mindfulness: including the theories and attitudinal foundations behind mindfulness.

    • Development of mindful 'presence' in relationship: experiencing and practising how mindful awareness and embodiment can enhance the relationship process and support the ability to be fully present with another.

    • Mindfulness and self-care: how mindfulness practice can support us in dealing skilfully with interpersonal challenges.

    • Ways to build mindfulness into the process whilst engaging with clients: this course is not about learning how to teach the 8-week course to individuals, but instead exploring the various ways mindfulness skills can be used within the relational aspect of your work

    The trainer will integrate relevant theory and context on the use of mindfulness in one-to-one work within an experiential training process. Time will be given to guided meditation practice, interpersonal mindfulness practices, silent reflective time and to exploring together in dialogue in small and large groups as we learn through our individual and collective experience. The intention is to create an open, spacious learning environment, which will encourage and support spontaneity and creativity.

    7 Feb 2020 – 9 Feb 2020

    Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Speaker)
  • Building Teaching Skills

    The training will combine time for engagement in personal mindfulness practice in a supportive context with the opportunity to link the learnings from this with a focused engagement in building the particular skills needed to skilfully offer mindfulness-based courses. We will use the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) as a supportive ‘lens’ through which we can explore the teaching process. The work will not involve assessing each others practice, but rather coming alongside each other to reflect on our strengths and learning needs as teachers and to build our skills with the support of peers and the facilitators.

    Our time will be spent together in silence as we practice and in small and large group reflection and investigation as we learn through our individual and collective experience. Participants will have opportunities to lead practices and investigate personal and co-participant’s experiences of these.

    The seven day programme will commence with time for orientation and welcome, followed by 1.5 days of guided silent practice. The intention of this is to facilitate the transition into and access to a deeper and wider spaciousness of mindful awareness which will inform the developmental processes that will follow. We will then journey together in small groups through the 8-week programme being teachers and participants for each other, and taking time to pause, step back, reflect and offer supportive feedback on the various domains of the MBI:TAC. The programme will offer an integration of interactive training and development processes within the context of periods of silent formal and informal meditation practice.

    We will use the Mindfulness-Based Interventions: Teaching Assessment Criteria within the training as a support to developing teaching skills. Through the programme participants will become increasingly familiar with the criteria as a tool for reflective development. We will use the criteria as a support to offering feedback on teaching practice to each other and to ourselves. Throughout this we will keep in mind the importance of developing our teaching towards expected norms whilst supporting ourselves to discover our own authentic expression as a teacher.

    25 Jan 2020 – 1 Feb 2020

    Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Speaker)

2019

  • Developing Mindfulness in Wales

    This conference brought together mindfulness activity in Wales with policy perspectives from Welsh Government. I was part of the organising team that brought together the event. It led to the foundation of Meddylgarwch Cymru/MIndfulness Wales - mindfulness-wales.org

    21 Nov 2019

    Links:

    Activity: Types of Public engagement and outreach - Public lecture/debate/seminar (Organiser)
  • The Mindful Elite: Talk by Jaime Kucinskas plus Panel Discussion

    Part of the panel discussion

    20 Nov 2019

    Activity: Types of External academic engagement - Contribution to the work of national or international committees and working groups (Speaker)
  • Mindfulness-Based Stress Reduction (MBSR): updates and current directions

    This day long intensive will investigate the origins, intentions, curriculum and teaching process of Mindfulness-Based Stress Reduction (MBSR). It is intended for those who have taken a mindfulness-based teacher training and would like to deepen and refresh their connection to the specifics of MBSR.

    The process will support participants to reconnect to the roots of all mindfulness-based developments, and will involve dialogue on the place of the MBSR programme now in the context of other curriculum choices.

    We will connect to the responsivity and flexibility of the MBSR teaching process: time will be given to exploring how as teachers we can adapt our teaching style and practice guidance to the context and group we are connecting with in this moment.

    The training will involve some didactic elements, experiential engagement with aspects of MBSR curriculum, and group dialogue and inquiry.

    1 Nov 2019

    Activity: Invited talk (Speaker)
  • How to be an effective mindfulness-based teacher

    Keynote talk

    25 Oct 2019

    Links:

    Activity: Invited talk (Speaker)
  • The Role of Kindly Presence in Depression Prevention

    Opening talk at Symposium of 'The Role of Presence in Health and Happiness'

    24 Sep 2019

    Activity: Invited talk (Speaker)
  • Coming Home to Ourselves - a 7 day mindfulness retreat

    This retreat taught over seven days will be structured and held so as to create a safe and supportive environment for this work of “coming back home to ourselves”. Residential retreat offers a unique opportunity to cultivate a continuity of mindfulness that allows us to deepen our understanding of the workings of our own heart, mind and body.

    The retreat will be shaped around the Buddhist psychological framework of the four foundations of mindfulness, as well as drawing from the contemporary understandings informing mindfulness-based programmes. We will practise with and build on the meditation forms familiar to those within Mindfulness-Based Stress Reduction/Cognitive Therapy. There will be periods of guided and unguided sitting, lying, walking and mindful movement practice, opportunities for informal practice, and meetings to explore first person experience with the teachers and their support team. The retreat will also include each day a short period of carefully guided interpersonal mindfulness practice drawn from Insight Dialogue to enable us to inquire into the teaching themes with the support of a co-meditator.

    The overall container of the retreat will be one of noble silence: a chance to be in community with like-minded people without the need to “be” anyone in particular. There will be opportunities for sharing and connecting at the end of our time together.

    The retreat is ideal for those who have taken an 8-week mindfulness course and wish to deepen their learning, those who are training to teach mindfulness-based courses and for established mindfulness-based teachers.

    19 Aug 2019 – 26 Aug 2019

    Activity: Types of Public engagement and outreach - Public lecture/debate/seminar (Speaker)
  • Bardsey Island Mindfulness retreat

    An opportunity for experienced mindfulness-based teachers, trainers and supervisors to come together for retreat and community. We will gather on Bardsey Island – a place of pilgrimage since the 13th century. It was also the place that MBCT crystallised as a programme, and the CMRP team began to form during a retreat led by Ferris Urbanowski in 1998, so it holds a special place in the development of our work.
The retreat will offer a daily rhythm of guided practice structured around the four foundations of mindfulness, including periods of sitting practice, mindful walking and movement; time for informal practice, including solitary space to rest into the experience of being on Bardsey island; spaces for communal activity such as meal preparation; and spaces for interpersonal mindfulness practice, and held reflections and dialogue on our practice, work and current life themes. We will practice in silence through each morning and have spaces for connecting in dialogue during the afternoons.

    6 Jul 2019 – 13 Jul 2019

    Activity: Types of Public engagement and outreach - Public lecture/debate/seminar (Speaker)
  • MBCT - the evolving story

    This day will chart the unfolding of the story of MBCT research and practice, interweaving presentations with practice and dialogue.

    Participants will be supported to situate ourselves within the evolving story with invitations to inquire into the role we are all playing – how is our MBCT practice situated? What are the questions and dilemmas we are experiencing?

    11 Jun 2019

    Activity: Invited talk (Speaker)
  • Introduction to the MBI:TAC

    14 May 2019 – 15 May 2019

    Activity: Invited talk (Speaker)
  • Building Mindful Inquiry Skills

    One day Masterclass: Teacher-led interactive investigation is at the core of mindfulness-based teaching. This is the skill area that most teachers find the most challenging. This two-day, experiential training will provide an opportunity to develop understanding, skill and confidence in the inquiry process.

    12 May 2019

    Activity: Invited talk (Speaker)
  • MBCT: The evolving story

    11 May 2019

    Activity: Invited talk (Speaker)
  • MBCT - The Evolving Story

    This day will chart the unfolding of the story of MBCT research and practice, interweaving presentations with practice and dialogue. Participants will be supported to situate ourselves within the evolving story with invitations to inquire into the role we are all playing – how is our mindfulness-based teaching practice situated? What are the questions and dilemmas we are experiencing?

    11 May 2019

    Activity: Invited talk (Speaker)
  • Guided day of mindfulness practice

    A day of guided mindfulness practice

    Guided by Nolitha Tsengiwe, Rebecca Crane and Mark Williams

    In the midst of the fullness of the conference, we will take a day to step into deeper connection with the immediacy of experience. During the day you will be guided in the various forms of mindfulness practice that are part of mindfulness-based programs, interspersed with some space for first person and collective inquiry into what is being known in experience. To allow space for deeper listening, we will give over some of the time to practising together in silence during both the formal and informal parts of the day. Coming into deeper contact with experience in these ways is tender, and at times is challenging. We need support to do this work - the solidarity and kindness of a community of colleagues and friends practising alongside us, along with the guidance from the teachers will offer the holding space within which to drop into our mindfulness practice: an engagement that is simultaneously deeply personal and individual, and deeply social and collective.

    24 Mar 2019

    Links:

    Activity: Types of Public engagement and outreach - Public lecture/debate/seminar (Contributor)
  • Inhabiting the tensions: balancing fidelity and creativity in adapting Mindfulness-Based Programs

    Keynote talk at the Institute for Mindfulness, South Africa conference

    23 Mar 2019

    Links:

    Activity: Invited talk (Speaker)
  • Masterclass on supervision for mndfulness teachers

    Preconference workshop at the IMISA conference

    22 Mar 2019

    Links:

    Activity: Types of Public engagement and outreach - Public lecture/debate/seminar (Contributor)
  • Meeting with the First Minister of Wales, Mark Drakeford

    Meeting to present the role and potential of mindfulness in public life in Wales

    11 Mar 2019

    Activity: Types of Public engagement and outreach - Public lecture/debate/seminar (Contributor)
  • Making the Path by Walking it: Implementing mindfulness in the mainstream, Keynote, Israel

    Mindfulness training is becoming increasingly accessible to everyday people in the mainstream. The integration between contemplative practices and contemporary science has the potential to radically transform perspectives and relieve suffering for individuals and communities. We can begin to imagine the possibility that on a societal level embedding mindfulness practice into everyday life could become recognised and promoted as a pragmatic way to support wellbeing - in similar ways to how physical exercise is perceived. This emerging interest and engagement with contemplative practices in mainstream culture and institutions holds great promise. The promise that wisdom and compassion become more readily accessible to us – both individually and collectively.

    There are though particular sensitivities related to bringing contemplative practices into the mainstream. How do we meet the implementation challenge of enabling the accessibility whilst supporting the integrity of the approach? How do we ensure that teachers are well prepared to guide others in mindfulness? What ethical issues need consideration when bringing practices that emerged in religious contexts into the secular mainstream? How does this emerging field skilfully navigate the tensions inherent in mainstreaming an approach that involves a paradigm shift to mainstream frameworks for understanding human experience? How do we do the work of ‘mainstreaming’ language and approach whilst also retaining the essential and unique elements of the foundations on which mindfulness-based programmes rest? How do we invite systemic transformation rather than ‘quick fixes’?

    The talk will review empirical and practice based work in these areas in relation to developments that support integrity and ethical understanding, the work of training teachers, of assessing teacher competence, and of implementing mindfulness-based programmes, and will consider challenges and questions for the field in the future.

    4 Feb 2019

    Activity: Invited talk (Speaker)

2018

2017

2016

2015

  • Mind and Life Europe Conference

    Keynote talk: Crane, R.S. (2015) From Research to Practice: integrity and pragmatics in implementing mindfulness-based interventions, Keynote at the European Mind and Life, Germany

    2015

    Activity: Participation in Academic conference (Speaker)
  • The Mindfulness Network (External organisation)

    Trustee for The Mindfulness Network

    2015 →

    Activity: Membership of board (Member)

2014

2013

2009

2001

  • Supporting Integrity with MBI-TAC: Cultivating Mindfulness Teaching Competence

    The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) offers a map of the territory of mindfulness-based program (MBP) teaching skill, a way of assessing these, and a way of reflecting on skill development. The talk will offer an overview of the particular characteristics of teaching skill in the MBP context, how the MBI:TAC tool organises these into a framework, and how the tool can be used in research and practice contexts.

    27 Nov 2001

    Links:

    Activity: Invited talk (Speaker)
  • Making Research Doable

    Mindfulness-Based practice is at the meeting place of contemplative teachings that arose primarily in the East, with contemporary western empiricism, science, and theory. This interface is a rich and fertile ground for investigating human experience, and for understanding the causes and ways of skilfully addressing distress and enabling flourishing. As mindfulness-based programme (MBP) teachers therefore, we need fluency in these divergent disciplines. Importantly though, we do not need a formal training in research to enable us to bring a research mindset to our MBP teaching practice.

    This talk will examine how MBP teachers can build science, theory, and research into their practice in ways that are doable, inspiring and growth enhancing for both the teacher and their MBP participants.

    6 Nov 2001

    Activity: Invited talk (Speaker)
  • Making Research Doable

    Mindfulness-Based practice is at the meeting place of contemplative teachings that arose primarily in the East, with contemporary western empiricism, science, and theory. This interface is a rich and fertile ground for investigating human experience, and for understanding the causes and ways of skilfully addressing distress and enabling flourishing. As mindfulness-based programme (MBP) teachers therefore, we need fluency in these divergent disciplines. Importantly though, we do not need a formal training in research to enable us to bring a research mindset to our MBP teaching practice.

    This talk will examine how MBP teachers can build science, theory, and research into their practice in ways that are doable, inspiring and growth enhancing for both the teacher and their MBP participants.

    6 Nov 2001

    Activity: Invited talk (Speaker)
  • Mindfulness implementation: learning from the UK experience

    Keynote talk for the

    LEBANESE ASSOCIATION OF MINDFULNESS FIRST CONFERENCE:

    FOUNDATIONS AND APPLICATIONS

    Mindfulness-based Programmes (MBPs) have been implemented in the UK since the early 2000s, firstly with a focus on depression prevention, then spreading within health care to other contexts, and then moving beyond clinical contexts to other areas within the mainstream including education, the justice system, and workplaces. Beyond the focus on personal wellbeing, there is also now increasing recognition of how cultivating inner capacities such as attention regulation, kindness, wisdom, and cognitive flexibility could be foundational in responding to the complex challenges of the 21st century. This is leading to research and practice on MBPs which support personal and collective engagement with the climate and biodiversity crisis, and with social challenges which have their roots in prejudice and bias.

    This talk will offer the UK experience of integrating mindfulness delivery into mainstream institutions as a case study which may have relevance to other areas in the world, with a particular focus on the factors that have supported implementation progress.

    Professor Rebecca Crane PhD directs the Centre for Mindfulness Research and Practice at Bangor University and has played a leading role in developing its training and research programme since it was founded in 2001. She teaches and trains internationally in both Mindfulness-Based Cognitive Therapy and Mindfulness-Based Stress Reduction. Her research and publications focus on how the evidence on mindfulness-based interventions can be implemented with integrity into mainstream practice settings. She has written Mindfulness-Based Cognitive Therapy Distinctive Features 2017, co-authored Mindfulness-Based Cognitive Therapy with People at Risk of Suicide, 2017, co-edited Essential Resources for Mindfulness Teachers, 2021, and is a Principle Fellow with the Higher Education Academy.

    23 Oct 2001

    Links:

    Activity: Invited talk (Speaker)
  • Mindfulness in the Mainstream: navigating with integrity

    Mindfulness training is becoming increasingly accessible to everyday people in the mainstream. We can begin to imagine the possibility that on a societal level embedding mindfulness practice into everyday life could become recognised and promoted as a pragmatic way to support wellbeing - in similar ways to how physical exercise is perceived. This emerging interest and engagement with contemplative practices in mainstream culture and institutions holds great promise. The promise that wisdom and compassion become more readily accessible to us – both individually and collectively.

    There are though particular sensitivities related to bringing contemplative practices into the mainstream. How do we meet the implementation challenge of enabling the accessibility whilst supporting the integrity of the approach? How do we ensure that teachers are well prepared to guide others in mindfulness? What ethical issues need consideration when bringing practices that emerged in religious contexts into the secular mainstream? How does this emerging field skilfully navigate the tensions inherent in mainstreaming an approach that involves a paradigm shift to mainstream frameworks for understanding human experience? How do we do the work of ‘mainstreaming’ language and approach whilst also retaining the essential and unique elements of the foundations on which mindfulness-based programmes rest?

    The talk will review empirical and practice based work in these areas in relation to developments that support integrity and ethical understanding, the work of training teachers, of assessing teacher competence, and of implementing mindfulness-based programmes, and will consider challenges and questions for the field in the future.

    25 Sep 2001

    Activity: Invited talk (Speaker)
  • Bringing mindfulness practice into every day life

    2 hour webinar for health professionals

    13 Sep 2001

    Activity: Invited talk (Speaker)