Disciplined Improvisation: Characteristics of Inquiry in Mindfulness-Based Teaching

Crane, Rebecca; Stanley, Steven M.; Rooney, Michael; Bartley, Trish; Cooper, Lucinda; Mardula, Jody

doi:10.1007/s12671-014-0361-8

Cited by 37 publications

(24 citation statements)

References 20 publications

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“…The work of behavioral psychologists is also of relevance here, in relation to how the teacher may shape the behavior of the group by reinforcing particular contributions from group members which align with the group norms which are being encouraged (Crane et al 2014), and which support the cohesiveness of the group, and inter-member solidarity (see Liberman 1970).…”

Section: Reading the Groupmentioning

confidence: 99%

“…The teacher creates a learning context from the beginning that communicates that all participants' experiences are valid. This transforms participants' reports of practice about (for example) the wandering mind-often assumed by participants to be Bwrong^-into fruitful objects of investigation for the whole group (Crane et al 2014).…”

Section: Befriending the Groupmentioning

confidence: 99%

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The Inside Out Group Model: Teaching Groups in Mindfulness-Based Programs

2019

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Objectives Mindfulness-Based Programs (MBPs) were designed to be taught in groups, yet little attention has been paid to how MBP teachers can work with the potential of the group to enhance participant learning. Most extant literature about group processes relates to psychotherapeutic groups or work-based teams. A link is needed from the broader literature to the particular nature of the MBP teaching process. Methods The Inside Out Group (IOG) model arose through many years of engagement with MBP teaching and teacher training. The IOG model is a clarifying framework to support MBP teachers to understand and skillfully work with group processes. Results The inside out embodiment of the teacher is at the center of the IOG model, with three linked capacities that the teacher uses to support and guide the process: (a) reading the group, (b) holding the group, and (c) befriending the group. Conclusions Practice and research implications of the IOG model are discussed. Keywords Mindfulness-Based Programs. Mindfulness-based teacher. Group theory. Inside out. IOG model. Embodiment Mindfulness-Based Programs (MBPs) were originally designed to be delivered in groups, and aim to help participants cultivate awareness through moment-to-moment attention, with the intention of reducing suffering and promoting wellbeing (Kabat-Zinn 2013; Segal et al. 2013). We use the term MBP as it is defined in Crane et al. (2017a, b)-i.e., with a particular focus on the key MBPs designed for delivery in mainstream, secular contexts: Mindfulness-Based Stress Reduction (MBSR), Mindfulness-Based Cognitive Therapy (MBCT), and group programs which evolved from these. MBPs are mindfulness-based (i.e., the entire pedagogy is embedded within the practice and teachings of mindfulness), as opposed to being mindfulness-informed (i.e., influenced by the practice and teachings of mindfulness) (Germer et al. 2005). MBPs are educational, structured, time-limited, closed groups (Yalom and Leszcz 2005), with a unique program curriculum that involves mindfulness meditation practices, time for inquiry about those practices, and psycho-educational elements. Each MBP course is unique, with a co-creation

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Section: Reading the Groupmentioning

confidence: 99%

Section: Befriending the Groupmentioning

confidence: 99%

The Inside Out Group Model: Teaching Groups in Mindfulness-Based Programs

2019

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“…After consenting, participants received a 60-min mindfulness introduction from a MTPC group leader before randomization. The session introduced basic mindfulness principles, brief guided mindfulness practices, inquiry, 51 and review of mindfulness resources. After mindfulness introduction session, participants could decline continuation before randomization.…”

Section: Participantsmentioning

confidence: 99%

Mindfulness Training Enhances Self-Regulation and Facilitates Health Behavior Change for Primary Care Patients: a Randomized Controlled Trial

Gawande

Pine

et al. 2018

J GEN INTERN MED

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BACKGROUND: Self-management of health is important for improving health outcomes among primary care patients with chronic disease. Anxiety and depressive disorders are common and interfere with self-regulation, which is required for disease self-management. An insurancereimbursable mindfulness intervention integrated within primary care may be effective for enhancing chronic disease self-management behaviors among primary care patients with anxiety, depression, trauma, and stress-related and adjustment disorders compared with the increasingly standard practice of referring patients to outside mindfulness resources. OBJECTIVE: Mindfulness Training for Primary Care (MTPC) is an 8-week, referral-based, insurance-reimbursable program integrated into safety-net health system patient-centered medical homes. We hypothesized that MTPC would be more effective for catalyzing chronic disease self-management action plan initiation within 2 weeks, versus a low-dose comparator (LDC) consisting of a 60-min mindfulness introduction, referral to community and digital resources, and addition to a 6-month waitlist for MTPC. PARTICIPANTS: Primary care providers (PCPs) and mental health clinicians referred 465 patients over 12 months. All participants had a DSM-V diagnosis. DESIGN AND INTERVENTIONS: Participants (N = 136) were randomized in a 2:1 allocation to MTPC (n = 92) or LDC (n = 44) in a randomized controlled comparative effectiveness trial. MTPC incorporates mindfulness, self-compassion, and mindfulness-oriented behavior change skills and is delivered as insurance-reimbursable visits within primary care. Participants took part in a chronic disease self-management action planning protocol at week 7. MAIN MEASURES: Level of self-reported action plan initiation on the action plan initiation survey by week 9. KEY RESULTS: Participants randomized to MTPC, relative to LDC, had significantly higher adjusted odds of self-management action plan initiation in an intention-to-treat analysis (OR = 2.28; 95% CI = 1.02 to 5.06, p = 0.025). CONCLUSIONS: An 8-week dose of mindfulness training is more effective than a low-dose mindfulness comparator in facilitating chronic disease self-management behavior change among primary care patients.

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“…We also wanted to enable for participants to share their experiences, over time and learn from each other by the specific way that inquiry is held during the class by the mindfulness teacher. The inquiry is a specific process and pedagogical principle, one of the fundamental underpinnings in MBSR as well as in MBCT (Mindfulness Based Cognitive Therapy) (R S Crane et al, 2015).…”

Section: The Train 4 Good Programmentioning

confidence: 99%

Train 4 Good - an eight-month mindfulness program live on Internet for long-term mental fatigue and emotional distress after an acquired brain injury

Johansson

Bjuhr

2018

AOP

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Long-term psychosocial and emotional difficulties and mental fatigue after stroke and traumatic brain injury (TBI) is common and there is a need for rehabilitation and support. Mindfulness can contribute to well-being and can be delivered in groups and also on Internet. The aim of this feasibility study was to evaluate whether an eight-month mindfulness program, Train 4 Good, could be successfully delivered live on Internet (10 participants) for participants suffering from long-term mental fatigue after a TBI or stroke. A face-to face group was used for comparison (10 participants). The program Train 4 Good, includes cultivation of the four mental states of the Brahma Viharas; metta/loving-kindness, compassion, appreciative joy and equanimity. The Train 4 Good program was designed to enable people suffering from long-term mental fatigue and emotional distress after an acquired brain injury to further explore meditation, enhance well-being and to deepen their meditative practice after having completed a Mindfulness-Based Stress Reduction (MBSR) program. Significant improvement in self-compassion (Self Compassion Scale short form) was achieved after the Train 4 Good program. In conclusion, we suggest that it is possible to deliver the Train 4 Good program live on Internet for people suffering from mental fatigue and emotional distress after an acquired brain injury with a similar alleviation of selfcompassion as for a face-to-face group. Mindfulness programs can be a valuable option for rehabilitation after an acquired brain injury when the fatigue and emotional burden can become long-lasting or lifelong. Development of longer mindfulness programs is warranted, since mental health problems only improve slowly and long-term support is requested.

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Disciplined Improvisation: Characteristics of Inquiry in Mindfulness-Based Teaching

Cited by 37 publications

References 20 publications

The Inside Out Group Model: Teaching Groups in Mindfulness-Based Programs

The Inside Out Group Model: Teaching Groups in Mindfulness-Based Programs

Mindfulness Training Enhances Self-Regulation and Facilitates Health Behavior Change for Primary Care Patients: a Randomized Controlled Trial

Train 4 Good - an eight-month mindfulness program live on Internet for long-term mental fatigue and emotional distress after an acquired brain injury

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