Dr Rebecca Crane

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

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 and is a Principle Fellow with the Higher Education Academy. 

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. 

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

2019

• Mixed experiences of a mindfulness-informed intervention: Voices from people with intellectual disabilities, their supporters, and therapists
  
  Griffith, G, Hastings, R, Williams, J, Jones, R, Roberts, J, Crane, R, Snowden, H, Bryning, L, Hoare, Z & Edwards, R 2019, 'Mixed experiences of a mindfulness-informed intervention: Voices from people with intellectual disabilities, their supporters, and therapists', Mindfulness. https://doi.org/10.1007/s12671-019-01148-0
• The Inside Out Group Model
  
  Griffith, G, Bartley, P & Crane, R 2019, 'The Inside Out Group Model: Teaching Groups in Mindfulness-Based Programs', Mindfulness, pp. 1-13. https://doi.org/10.1007/s12671-019-1093-6

2018

• The Mindfulness-Based Interventions
  
  Crane, R & Kuyken, W 2019, 'The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC): reflections on implementation and development', Current Opinion in Psychology, vol. 28, pp. 6-10. https://doi.org/10.1016/j.copsyc.2018.10.004
• Intervention Integrity in Mindfulness-Based Research
  
  Crane, R 2019, 'Intervention Integrity in Mindfulness-Based Research: strengthening a key aspect of methodological rigor', Current Opinion in Psychology, vol. 28, pp. 1-5. https://doi.org/10.1016/j.copsyc.2018.09.009
• Intervention Integrity in Mindfulness-Based Research
  
  Crane, R & Hecht, FM 2018, 'Intervention Integrity in Mindfulness-Based Research', Mindfulness, vol. 9, no. 5, pp. 1370-1380. https://doi.org/10.1007/s12671-018-0886-3
• The Utility of Home-Practice in Mindfulness-Based Group Interventions
  
  Lloyd, A, White, R, Eames, C & Crane, R 2018, 'The Utility of Home-Practice in Mindfulness-Based Group Interventions: A Systematic Review', Mindfulness, vol. 9, no. 3, pp. 673-692. https://doi.org/10.1007/s12671-017-0813-z
• Impact of Mindfulness-Based Teacher Training on MBSR Participant Wellbeing Outcomes and Course Satisfaction
  
  Ruijgrok-Lupton, PE, Crane, R & Dorjee, D 2018, 'Impact of Mindfulness-Based Teacher Training on MBSR Participant Wellbeing Outcomes and Course Satisfaction', Mindfulness, vol. 9, no. 1, pp. 117-128. https://doi.org/10.1007/s12671-017-0750-x

2017

• Teacher Competence in Mindfulness-Based Cognitive Therapy for Depression and Its Relation to Treatment Outcome
  
  Huijbers, MJ, Crane, R, Kuyken, W, Heijke, L, Van den Hout, I, Donders, R & Speckens, A 2017, 'Teacher Competence in Mindfulness-Based Cognitive Therapy for Depression and Its Relation to Treatment Outcome', Mindfulness, vol. 8, no. 4, pp. 960-972. https://doi.org/10.1007/s12671-016-0672-z
• Implementing Mindfulness in the Mainstream
  
  Crane, R 2017, 'Implementing Mindfulness in the Mainstream: Making the Path by Walking it', Mindfulness, vol. 8, no. 3, pp. 585-594. https://doi.org/10.1007/s12671-016-0632-7
• Accessibility and implementation in the UK NHS services of an effective depression relapse prevention programme
  
  Rycroft-Malone, J, Gradinger, F, Owen Griffiths, H, Crane, R, Gibson, A, Mercer, S, Anderson, R & Kuyken, W 2017, 'Accessibility and implementation in the UK NHS services of an effective depression relapse prevention programme: learning from mindfulness-based cognitive therapy through a mixed-methods study', Health Services and Delivery Research, vol. 5, no. 14. https://doi.org/10.3310/hsdr05140
• What defines mindfulness-based programs?
  
  Crane, R, Brewer, J, Feldman, C, Kabat-Zinn, J, Santorellli, S, Williams, JMG & Kuyken, W 2017, 'What defines mindfulness-based programs? The warp and the weft', Psychological Medicine, vol. 47, no. 6, pp. 990-999. https://doi.org/10.1017/S0033291716003317
• Mindfulness-Based Cognitive Therapy
  
  Crane, R 2017, Mindfulness-Based Cognitive Therapy: Distinctive Features (CBT Distinctive Features). 2 edn, Routledge.
• Mindfulness-Based Cognitive Therapy with People at Risk of Suicide
  
  Williams, JMG, Fennell, M, Barnhofer, T, Crane, R & Silverton, S 2017, Mindfulness-Based Cognitive Therapy with People at Risk of Suicide. Guilford Press.

2016

• Training mindfulness teachers
  
  Crane, R & Reid, B 2016, Training mindfulness teachers: Principles, practices, and challenges. in D McCown, DK Reibel & MS Micozzi (eds), Resources for Teaching Mindfulness: An International handbook. Springer, pp. 121-140.
• Can a mindfulness-informed intervention reduce aggressive behaviour in people with intellectual disabilities?
  
  Griffith, G, Jones, R, Hastings, RP, Crane, R, Roberts, J, Williams, J, Bryning, L, Hoare, Z & Edwards, R 2016, 'Can a mindfulness-informed intervention reduce aggressive behaviour in people with intellectual disabilities? Protocol for a feasibility study', Pilot and Feasibility Studies, vol. 2016, no. 2, pp. 58. https://doi.org/10.1186/s40814-016-0098-3

2015

• Disciplined Improvisation
  
  Crane, RS, Stanley, S, Rooney, M, Bartley, P, Cooper, L & Mardula, J 2015, 'Disciplined Improvisation: Characteristics of inquiry in mindfulness-based teaching', Mindfulness, vol. 6, no. 5, pp. 1104-1114. https://doi.org/10.1007/s12671-014-0361-8
• Mindfulness-based cognitive therapy (MBCT) reduces the association between depressive symptoms and suicidal cognitions in patients with a history of suicidal depression.
  
  Barnhofer, T, Crane, C, Brennan, K, Duggan, D, Crane, RS, Eames, C, Radford, S, Silverton, S, Fennell, M & Williams, JMG 2015, 'Mindfulness-based cognitive therapy (MBCT) reduces the association between depressive symptoms and suicidal cognitions in patients with a history of suicidal depression.', Journal of Consulting and Clinical Psychology, vol. 83, no. 6, pp. 1013-1020. https://doi.org/10.1037/ccp0000027
• Mindfulness-based wellbeing for socio-economically disadvantaged parents: a pre-post pilot study
  
  Eames, CE, Gold, ES, Eames, C, Crane, RS, Gold, E & Pratt, S 2015, 'Mindfulness-based wellbeing for socio-economically disadvantaged parents: a pre-post pilot study', Journal of Children's Services, vol. 10, no. 1, pp. 17-28. https://doi.org/10.1108/JCS-09-2014-0040
• Mindfulness and the Transformation of Despair: Working with people at risk of suicide
  
  Williams, JMG, Fennell, M, Barnhofer, T, Crane, R & Silverton, S 2015, Mindfulness and the Transformation of Despair: Working with people at risk of suicide. Guildford Press.

2014

• Gradually Getting Better
  
  Ietsugu, T, Crane, C, Hackmann, A, Brennan, K, Gross, M, Crane, RS, Silverton, S, Radford, SH, Eames, C, Fennell, MJ, Williams, JMG & Barnhofer, T 2014, 'Gradually Getting Better: Trajectories of Change in Rumination and Anxious Worry in Mindfulness-Based Cognitive Therapy for Prevention of Relapse to Recurrent Depression', Mindfulness, vol. 6, no. 5, pp. 1088-1094. https://doi.org/10.1007/s12671-014-0358-3
• Some Reflections on Being Good, on not Being Good and on Just Being
  
  Crane, RS 2014, 'Some Reflections on Being Good, on not Being Good and on Just Being', Mindfulness. https://doi.org/10.1007/s12671-014-0350-y
• Competence in Teaching Mindfulness-Based Courses
  
  Crane, R 2014, Competence in Teaching Mindfulness-Based Courses: Concepts, Development and Assessment..
• The effects of amount of home meditation practice in Mindfulness Based Cognitive Therapy on hazard of relapse to depression in the Staying Well after Depression Trial
  
  Crane, C, Crane, RS, Eames, CE, Fennell, MJ, Silverton, SC, Williams, JMG & Barnhofer, T 2014, 'The effects of amount of home meditation practice in Mindfulness Based Cognitive Therapy on hazard of relapse to depression in the Staying Well after Depression Trial', Behaviour Research and Therapy, vol. 63, no. December, pp. 17-24. https://doi.org/10.1016/j.brat.2014.08.015
• Accessibility and implementation in UK services of an effective depression relapse prevention programme – mindfulness-based cognitive therapy (MBCT):
  
  Rycroft-Malone, J, Anderson, R, Crane, RS, Gibson, A, Gradinger, F, Owen Griffiths, H, Mercer, S & Kuyken, W 2014, 'Accessibility and implementation in UK services of an effective depression relapse prevention programme – mindfulness-based cognitive therapy (MBCT): ASPIRE study protocol', Implementation Science, vol. 9, no. 62, 62. https://doi.org/10.1186/1748-5908-9-62
• A Framework for Supervision for Mindfulness-Based Teachers
  
  Evans, A, Crane, RS, Cooper, L, Mardula, J, Wilks, J, Surawy, C, Kenny, M & Kuyken, W 2014, 'A Framework for Supervision for Mindfulness-Based Teachers: a Space for Embodied Mutual Inquiry', Mindfulness, vol. 6, no. 3, pp. 572-581. https://doi.org/10.1007/s12671-014-0292-4
• Design of Economic Evaluations of Mindfulness-Based Interventions
  
  Edwards, RT, Bryning, L & Crane, R 2014, 'Design of Economic Evaluations of Mindfulness-Based Interventions: Ten Methodological Questions of Which to Be Mindful', Mindfulness, vol. 6, no. 3, pp. 490-500. https://doi.org/10.1007/s12671-014-0282-6
• Building Integrity
  
  Crane, R & Kuyken, W 2014, 'Building Integrity: The Mindfulness-Based Interventions: Teaching Assessment Criteria'.
• Building integrity
  
  Crane, R 2014, 'Building integrity: he Mindfulness-Based Interventions, Teaching Assessment Criteria'.

2013

• Mindfulness-Based Cognitive Therapy for Preventing Relapse in Recurrent Depression
  
  Williams, JMG, Crane, C, Barnhofer, T, Brennan, K, Duggan, D, Fennell, M, Hackmann, A, Krusche, A, Muse, K, Von Rohr, IR, Shah, D, Crane, R, Eames, C, Jones, M, Radford, S, Silverton, S, Sun, Y, Weatherley-Jones, E, Whitaker, C, Russell, D & Russell, I 2013, 'Mindfulness-Based Cognitive Therapy for Preventing Relapse in Recurrent Depression: A Randomized Dismantling Trial', Journal of Consulting and Clinical Psychology, vol. 82, no. 2, pp. 275-286. https://doi.org/10.1037/a0035036
• Development and Validation of the Mindfulness-Based Interventions – Teaching Assessment Criteria (MBI:TAC)
  
  Crane, R, Eames, C, Kuyken, W, Hastings, RP, Williams, JMG, Bartley, P, Evans, A, Silverton, S, Soulsby, J & Surawy, C 2013, 'Development and Validation of the Mindfulness-Based Interventions – Teaching Assessment Criteria (MBI:TAC)', Assessment, vol. 20, no. 6, pp. 681-688. https://doi.org/10.1177/1073191113490790
• The Implementation of Mindfulness-Based Cognitive Therapy: Learning From the UK Health Service Experience
  
  Crane, RS & Kuyken, W 2013, 'The Implementation of Mindfulness-Based Cognitive Therapy: Learning From the UK Health Service Experience', Mindfulness, vol. 4, no. 3, pp. 246-254. https://doi.org/10.1007/s12671-012-0121-6
• Competence to teach mindfulness
  
  Crane, RS 2013, 'Competence to teach mindfulness', Psycologist, vol. 26, no. 2, pp. 83.
• Building Integrity
  
  Crane, R 2013, 'Building Integrity: The Mindfulness-Based Interventions : Teaching Assessment Criteria'.
• Competence in teaching mindfulness-based courses
  
  Crane, R 2013, 'Competence in teaching mindfulness-based courses'.

2012

• Does mindfulness based cognitive therapy prevent relapse of depression?
  
  Kuyken, W, Crane, R & Dalgliesh, T 2012, 'Does mindfulness based cognitive therapy prevent relapse of depression?', British Medical Journal, vol. 345, pp. e7194. https://doi.org/10.1136/bmj.e7194
• The feasibility and effectiveness of mindfulness-based cognitive therapy for mixed diagnosis patients in primary care: a pilot study
  
  Radford, SR, Crane, RS, Eames, C, Gold, E & Wyn Owens, G 2012, 'The feasibility and effectiveness of mindfulness-based cognitive therapy for mixed diagnosis patients in primary care: a pilot study', Mental Health in Family Medicine, vol. 9, no. 3, pp. 191-200.
• Mindfulness-Based Cognitive Therapy (MCBT) Implementation Resources
  
  Kuyken, W, Crane, RS & Williams J.M.G., NV, Mindfulness-Based Cognitive Therapy (MCBT) Implementation Resources, 2012, Web publication/site.
• The Bangor, Exeter & Oxford Mindfulness-Based Interventions Teaching Assessment Criteria (MBI:TAC)
  
  Crane, RS, Soulsby, JG, Kuyken, W, Williams, JM & Eames, C, The Bangor, Exeter & Oxford Mindfulness-Based Interventions Teaching Assessment Criteria (MBI:TAC), 2012, Web publication/site.
• Pre-adult onset and patterns of suicidality in patients with a history of recurrent depression
  
  Williams, JMG, Barnhofer, T, Crane, C, Duggan, D, Shah, D, Brennan, K, Krusche, A, Crane, R, Eames, C, Jones, M, Radford, S & Russell, I 2012, 'Pre-adult onset and patterns of suicidality in patients with a history of recurrent depression', Journal of Affective Disorders, vol. 138, no. 1-2, pp. 173-179. https://doi.org/10.1016/j.jad.2011.12.011
• Competence in Teaching Mindfulness-Based Courses: Concepts, Development and Assessment
  
  Crane, RS, Kuyken, W, Williams, JMG, Hastings, R, Cooper, L & Fennell, M 2012, 'Competence in Teaching Mindfulness-Based Courses: Concepts, Development and Assessment', Mindfulness, vol. 3, no. 1, pp. 76-84. https://doi.org/10.1007/s12671-011-0073-2
• Mindfulness-Based Cognitive Therapy
  
  Crane, RS 2012, Mindfulness-Based Cognitive Therapy. in W Dryden (ed.), Cognitive Behaviour Therapies . SAGE Publications.
• Growing teachers in a time of growing interest in mindfulness
  
  Crane, R 2012, 'Growing teachers in a time of growing interest in mindfulness: investigating the challenge of mindfulness-based teaching competency'.

2011

• Mindfulness-Based Cognitive Therapy
  
  Crane, R 2011, 'Mindfulness-Based Cognitive Therapy: the mindful way through depression'.
• Mindfulness-based teacher competency and professional practice in the UK
  
  Crane, R 2011, 'Mindfulness-based teacher competency and professional practice in the UK: past present and future'.

2010

• Training Teachers to Deliver Mindfulness-Based Interventions: Learning from the UK Experience.
  
  Crane, RS, Kuyken, W, Hastings, RP, Rothwell, N & Williams, JM 2010, 'Training Teachers to Deliver Mindfulness-Based Interventions: Learning from the UK Experience.', Mindfulness, vol. 1, no. 2, pp. 74-86. https://doi.org/10.1007/s12671-010-0010-9
• Staying well after depression
  
  Williams, JMG, Russell, I, Crane, C, Russell, D, Whitaker, C, Duggan, D, Barnhofer, T, Fennell, M, Crane, R & Silverton, S 2010, 'Staying well after depression: trial design and protocol', BMC Psychiatry, vol. 10, pp. 23. https://doi.org/10.1186/1471-244X-10-23
• Mindfulness-Based Cognitive Therapy
  
  Crane, R 2010, 'Mindfulness-Based Cognitive Therapy: ‘undoing’ depression''.

2009

• Mindfulness-Based Cognitive Therapy (CBT Distinctive Features)
  
  Crane, RS 2009, Mindfulness-Based Cognitive Therapy (CBT Distinctive Features). 1st edn, Routledge, Hove, East Sussex.
• Overview of the practice of mindfulness and its clinical applications.
  
  Crane, RS 2009, 'Overview of the practice of mindfulness and its clinical applications.' Paper presented at Brain Injury Rehabilitation Trust Annual Conference., 3/01/01, .
• Turning towards recurrent depression and suicidality
  
  Crane, R 2009, 'Turning towards recurrent depression and suicidality: Developments in Mindfulness-Based Cognitive Therapy teaching'.

2007

• Mindfulness-based teacher training: integrating experience, reflection and knowledge.
  
  Crane, RS 2007, 'Mindfulness-based teacher training: integrating experience, reflection and knowledge.' Paper presented at British Association of Behavioural and Cognitive Psychotherapists, Spring Conference., 3/01/01, .

2006

• Being with what is - mindfulness practice for counsellors and psychotherapists
  
  Crane, RS & Elias, D 2006, 'Being with what is - mindfulness practice for counsellors and psychotherapists', Therapy Today, vol. 17, no. 10, pp. 31.
• Centre for Mindfulness Research and Practice (CMRP), Wales, UK: our development and work – an overview.
  
  Crane, RS 2006, 'Centre for Mindfulness Research and Practice (CMRP), Wales, UK: our development and work – an overview.' Paper presented at 4th Annual Conference for Clinicians, Researchers and Educators, Center for Mindfulness in Medicine Health Care and Society, USA., 3/01/01, .
• The science of competency and the experience of ‘being’: Paradoxes in mindfulness-based teacher training.
  
  Crane, RS 2006, 'The science of competency and the experience of ‘being’: Paradoxes in mindfulness-based teacher training.' Paper presented at 4th international Mindfulness and Acceptance conference for clinicians and researchers, University of Wales, Bangor, UK., 3/01/01, .

2002

• Further evaluation of mindfulness-based cognitive therapy: for community mental health team clients
  
  Crane, RS, Soulsby, JG, Williams, JM, Silverton, S & Crane, R 2002, Further evaluation of mindfulness-based cognitive therapy: for community mental health team clients. Unknown.

2019

• 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: IMISA conference
  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: IMISA conference
  Activity: Invited talk (Speaker)
• Masterclass on supervision for mndfulness teachers
  Preconference workshop at the IMISA conference
  22 Mar 2019
  Links: IMISA conference
  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

• Making the Path by Walking it: implementing mindfulness in the mainstream, Keynote, University of Leuven
  Invited Keynote, Mindfulness Symposium
  15 Dec 2018
  Activity: Invited talk (Speaker)
• Keeping the Inquiry Alive investing in our learning as a mindfulness-based teacher
  Invited keynote, Annual Conference, Berlin
  Developing skills in a complex craft such as teaching mindfulness-based programs is a lifelong endeavour. If we are able to create the conditions in our daily lives for this, it becomes an inspiring and meaningful ongoing engagement. How do we keep our learning and inspiration alive? How do we stay close to our core intentions and motivations for becoming a mindfulness-based teacher? What inner and outer conditions in our lives are needed to enable us to sustain the process? What are the core skills, knowledge and qualities we are investing in developing? How does this personal maturation influence the wider maturation of this young field? In this talk I will share current field and personal perspectives on these important themes.
  3 Nov 2018
  Activity: Invited talk (Speaker)
• The Skills of the Mindfulness-Based Practitioner
  This workshop will build on the previous talk by enabling us to individually and collectively inquire into our development as mindfulness-based practitioners. We will use the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) as a map to investigate the range of competencies involved in the direct work of teaching. We will deepen our familiarity with these through personal, and then small group reflection on how we relate to the different aspects of the teaching process. We will then broaden out to acknowledge the range of skills required around the teaching to enable this work to happen - public speaking, leading, managing, administering, marketing and more. Through reflective process, dyad and small group work we will aim to catalyse a personal and collective inquiry into the multi-faceted work of being a mindfulness-based practitioner.
  3 Nov 2018
  Activity: Invited talk (Speaker)
• Learning to use the MBI:TAC, 2 day workshop, University of Bergen
  2 day workshop
  11 Oct 2018 – 12 Oct 2018
  Activity: Invited talk (Speaker)
• Widening the circle of concern: resourcing ourselves to meet the challenge and opportunity of diversity and inclusion,
  In conference workshop, Science from Within, International Conference on Mindfulness, Amsterdam
  12 Jul 2018
  Activity: Invited talk (Speaker)
• Online embodiment: the possibilities and pitfalls of online mindfulness, Panel Discussion,
  Crane, R.S. Segal, Z.V., Van Emmerik, A., Pots, W., (2018) Science from Within, International Conference on Mindfulness, Amsterdam
  11 Jul 2018
  Activity: Invited talk (Speaker)
• Two minute video - what is mindfulness?
  Created during the 2018 International Conference of mindfulness
  10 Jul 2018 – 13 Jul 2018
  Links: The International Conference on Mindfulness which took place in Amsterdam in July 2018 is part of a series of conferences scheduled every other year in Europe – alternating with the conferences that Bangor University has hosted in Chester for several years. Rebecca Crane, Gemma Griffiths and Trish Bartley from the Centre for Mindfulness Research and Practice at Bangor University, presented in Amsterdam on diversity, equality and inclusion, on teaching mindfulness digitally and on holding the group process in mindfulness teaching. It was a rich gathering. This two minute clip features Rebecca Crane and some other speakers answering the question ‘what is mindfulness’.
  Activity: Types of Public engagement and outreach - Public lecture/debate/seminar (Contributor)
• South Asian Collaboration on mental health
  Delivery of a 2 day workshop in Kathmandu - co-hosted by Bangor University and the British Council
  11 Apr 2018 – 12 Apr 2018
  Activity: Types of Public engagement and outreach - Public lecture/debate/seminar (Contributor)
• Mind the gap: implementing mindfulness-based interventions, invited talk, University of California, San Francisco
  19 Feb 2018
  Activity: Invited talk (Speaker)
• Learning to Use the Mindfulness-Based Interventions: Teaching Assessment Criteria
  Three day workshop
  7 Feb 2018 – 9 Feb 2018
  Activity: Invited talk (Speaker)
• Discovering embodiment in inquiry
  a 3 day residential workshop for mindfulness teachers
  26 Jan 2018 – 28 Jan 2018
  Links: http://www.achtsamkeitsinstitut-ruhr.de/inquiry-verkoerpern-in-praxis-und-lehre-dr-rebecca-crane/
  Activity: Invited talk (Speaker)
• Mindfulness in the Mainstream, navigating with integrity
  25 Jan 2018
  Links: http://www.achtsamkeitsinstitut-ruhr.de/2017/11/23/mindfulness-in-the-mainstream-navigating-with-integrity/
  Activity: Invited talk (Speaker)
• Building Integrity: the mindfulness-based interventions teaching assessment criteria
  Delivery of a 2 day workshop to the mindfulness masters team at University College Dublin
  12 Jan 2018 – 13 Jan 2018
  Activity: Invited talk (Speaker)

2017

• All Wales Mindfulness Practitioner Network conference
  I organised/hosted this event
  11 Nov 2017
  Links: https://www.bangor.ac.uk/mindfulness/coursedesc.php?id=749
  Activity: Other (Contributor)
• MBCT: the evolving story
  31 Oct 2017
  Links: http://sussexmindfulnesscentre.nhs.uk/events/masterclasses/
  Activity: Invited talk (Speaker)
• Mindfulness in the Mainstream: navigating with integrity
  Keynote talk, Summer School, Amsterdam
  22 Aug 2017
  Activity: Invited talk (Speaker)
• International scientific conference on mindfulness
  Chairing 5 day international scientific conference on mindfulness
  7 Jul 2017 – 11 Jul 2017
  Activity: Participation in conference (Speaker)
• use of the Mindfulness-Based Interventions Teaching Assessment Criteria (MBITAC) as an assessment and training tool
  Delivery of train the trainers 2 day training. The participants were from Poland, Germany, Ireland, Norway, France, Turkey and Austria. The training was in the use of the Mindfulness-Based Interventions Teaching Assessment Criteria (MBITAC) as an assessment and training tool .
  MBITAC tool development and evaluation of psychometric properties.
  These trainers train mindfulness-based teachers in their home countries who in turn offer interventions to the general public.
  9 Jan 2017 – 10 Jan 2017
  Activity: Participation in workshop, seminar, course (Organiser)

• Predictors of Outcomes in MBSR Participants from Teacher Factors
• Staying well after depression: a randomised trial - additional funding on r26120
• Bursary for Mindfulness-Based cognitive therapy for the prevention of relapse in depression course