Competence in Teaching Mindfulness-Based Courses: Concepts, Development and Assessment

Abstract

There has been a groundswell of interest in the UK in Mindfulness-Based Stress Reduction (MBSR) and its derivatives, particularly Mindfulness-Based Cognitive Therapy (MBCT). Many health, education and social work practitioners have sought ways to develop their competencies as mindfulness-based teachers, and increasing numbers of organisations are developing mindfulness-based training programmes. However, the rapid expansion of interest in mindfulness-based approaches has meant that those people offering training for MBSR and MBCT teachers have had to consider some quite fundamental questions about training processes, standards and competence. They also need to consider how to develop a robust professional context for the next generation of mindfulness-based teachers. The ways in which competencies are addressed in the secular mainstream contexts in which MBSR and MBCT are taught are examined to enable a consideration of the particularities of mindfulness-based teaching competence. A framework suggesting how competencies develop in trainees is presented. The current status of methodologies for assessing competencies used in mindfulness-based training and research programmes is reviewed. We argue that the time is ripe to continue to develop these dialogues across the international community of mindfulness-based trainers and teachers.

Meditation Awareness Training (MAT) for Improved Psychological Well-being: A Qualitative Examination of Participant Experiences

“…Here, modes such as MBSR and MBCT are more often guided by facilitators from a clinical background whose experience of mindfulness may be limited to completion of a single eight-week course with as little as one-year's post-course practice (MHF, 2009). Although recent years have seen attempts to disseminate good practice guidelines and assessment criteria for MM teachers (Crane et al, 2012), there are still no nationally agreed standards in terms of credentials and aptitude for such teachers and there is no centralized professional accrediting body to perform a regulatory role.…”

Mindfulness-based cognitive therapy for patients with chronic, treatment-resistant depression: A pragmatic randomized controlled trial

“…Thereby they met the advanced criteria of good practice guidelines of the UK Network for Mindfulness‐Based Teachers (Network, 2011). Teacher competence and adherence was assessed with the Mindfulness‐Based Interventions‐Teaching Assessment Criteria (Crane et al., 2012) based on two video recorded sessions per trainer. Two independent mindfulness trainers rated the trainers.…”

The Development of a MBCT Self-Assessment Scale

“…This collaborative process involved review of lessons learned from MBCT treatment delivery, consensus on clearly defined program outcomes, review of MBCT Theory, and identification of key community partners. A detailed assessment of MBCT Model protocols and treatment processes was undertaken in order to understand key protocols and structures of the MBCT Model and to conceptualise and measure problems [39]. In constructing the instrument the authors gave consideration to the approach of both the Mindfulness Based Cognitive Therapy-Adherence Scale (MBCT-AS) [8] and the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) [39].…”

“…A detailed assessment of MBCT Model protocols and treatment processes was undertaken in order to understand key protocols and structures of the MBCT Model and to conceptualise and measure problems [39]. In constructing the instrument the authors gave consideration to the approach of both the Mindfulness Based Cognitive Therapy-Adherence Scale (MBCT-AS) [8] and the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) [39]. MBCT-AS is a scale that assesses therapist's behaviours specific to (MBCT) as well as therapy practices through observation.…”

“…In order to support fidelity of program delivery two scales have been developed, one of which measures clinician 'adherence' to MBCT Program (delivery of core principles and activities as intended by the developer) the Mindfulness Based Cognitive Therapy Adherence Scale (MBCT-AS) [7], and the other of which aims to measure clinician competence in delivery of the program (Mindfulness-Based Interventions Teaching Assessment Criteria (MBI-TAC) [39]. These scales have been used in clinical trials to promote treatment fidelity [8].…”