The Role of the Teacher in Mindfulness-Based Approaches: A Qualitative Study

Aalderen, Joël R. van; Breukers, Walter J.; Reuzel, Rob; Speckens, Anne

doi:10.1007/s12671-012-0162-x

Cited by 45 publications

(35 citation statements)

References 23 publications

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“…Van Aalderen et al [5] did a thematically analysed interview study with teachers and students of mindfulness based cognitive therapy (MBCT) about the teachers' role with apparent similarities to this study but also with decisive differences. The Van Aalderen et al 's [5] study focused more on the role of the teacher and less on the way mindfulness interventions might work.…”

Section: Introduction Teaching Mindfulness and Meditationmentioning

confidence: 90%

“…But the importance of the mindfulness and meditation teachers has not been investigated thoroughly and the subject they teach, mindfulness and meditation, is viewed upon differently by different authors [3][4][5][6].…”

Section: Introduction Teaching Mindfulness and Meditationmentioning

confidence: 99%

“…There are qualitative studies that have concentrated on getting information about participant experiences in MBCT (mindfulness based cognitive therapy) [39][40][41][42]. So far however, there is very little research on what aspects of teaching mindfulness and meditation that matters and the role of the teacher is barely touched by the qualitative studies [5].…”

Section: Introduction Teaching Mindfulness and Meditationmentioning

confidence: 99%

“…The Van Aalderen et al 's [5] study focused more on the role of the teacher and less on the way mindfulness interventions might work. Also in this study the role of the teachers is highlighted but not exclusively and with the intentional focus on how it is connected to the conditions needed for mindfulness and meditation teaching to work.…”

Section: Introduction Teaching Mindfulness and Meditationmentioning

confidence: 99%

See 3 more Smart Citations

Prerequisites for Teaching Mindfulness and Meditation, Experienced Teachers from Different Traditions Share their Insights

Ahlin¹,

Kjellgren²

2016

J Yoga Phys Ther

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Section: Introduction Teaching Mindfulness and Meditationmentioning

confidence: 90%

Section: Introduction Teaching Mindfulness and Meditationmentioning

confidence: 99%

Section: Introduction Teaching Mindfulness and Meditationmentioning

confidence: 99%

Section: Introduction Teaching Mindfulness and Meditationmentioning

confidence: 99%

See 2 more Smart Citations

Prerequisites for Teaching Mindfulness and Meditation, Experienced Teachers from Different Traditions Share their Insights

Ahlin¹,

Kjellgren²

2016

J Yoga Phys Ther

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“…MBCT clinicians are drawn from the disciplines of psychiatry, psychology, social work, and nursing at least, and their training is critical to high fidelity and to the effectiveness of the MBCT Model. The majority of MBCT clinicians within clinical trials are experienced meditators with established meditation practices [33], however this experience does not necessarily translate to their training of others and specific measures of clinician fidelity are needed to support implementation. Although there have been numerous selfassessment instruments designed to measure mindfulness including the mindful Attention Scale (MAAS) [34], the Freiburg Mindfulness Inventory (FMI) [35].…”

Section: Treatment Fidelitymentioning

confidence: 99%

The Development of a MBCT Self-Assessment Scale

Prowse

Nagel²,

Meadows

2015

J Depress Anxiety

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Measuring the treatment distinctiveness of MBCT allows the unique features and structured program of cognitive therapy and mindfulness skills to be better understood [8]. This information helps provide a clearer picture of whether the implemented treatment was effective in AbstractMindfulness Based Cognitive Therapy (MBCT) continues to gain evidential support as an intervention to impact on relapse and recurrence of depression. Researchers and MBCT Clinicians seek higher levels of treatment fidelity to maximise positive outcomes, through the use of treatment manuals, assessment scales and other supporting tools. Semi-structured group interviews with MBCT trained clinicians and subsequent thematic analysis, identified core elements of a new MBCT Self-Assessment scale and benefits, challenges, and enablers to implementation of MBCT training. The study findings support inclusion of an MBCT-Self Assessment Scale in MBCT Program implementation and suggest a range of other practical strategies for improved treatment fidelity.

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Therapeutic alliance—not therapist competence or group cohesion—contributes to reduction of psychological distress in group‐based mindfulness‐based cognitive therapy for cancer patients

Bisseling

Schellekens

Spinhoven

et al. 2019

Clin Psychology and Psychoth

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Mindfulness‐based cognitive therapy (MBCT) is an innovative evidence‐based intervention in mental and somatic health care. Gaining knowledge of therapeutic factors associated with treatment outcome can improve MBCT. This study focused on predictors of treatment outcome of MBCT for cancer patients and examined whether group cohesion, therapeutic alliance, and therapist competence predicted reduction of psychological distress after MBCT for cancer patients. Moreover, it was examined whether therapist competence facilitated therapeutic alliance or group cohesion. Multilevel analyses were conducted on a subsample of patients collected in a larger randomized controlled trial on individual internet‐based versus group‐based MBCT versus treatment as usual in distressed cancer patients. The current analyses included the 84 patients who completed group‐based MBCT out of 120 patients who were randomized to group‐based MBCT. Group cohesion and therapist competence did not predict reduction in psychological distress, whereas therapeutic alliance did. In addition, therapist competence did not predict therapeutic alliance but was associated with reduced group cohesion. Our findings revealed that therapeutic alliance significantly contributed to reduction of psychological distress in MBCT for cancer patients. Elaborating the clinical implications of the predictive significance of therapeutic alliance might be of added value to enhance the potential effect of MBCT.

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The Role of the Teacher in Mindfulness-Based Approaches: A Qualitative Study

Cited by 45 publications

References 23 publications

Prerequisites for Teaching Mindfulness and Meditation, Experienced Teachers from Different Traditions Share their Insights

Prerequisites for Teaching Mindfulness and Meditation, Experienced Teachers from Different Traditions Share their Insights

The Development of a MBCT Self-Assessment Scale

Therapeutic alliance—not therapist competence or group cohesion—contributes to reduction of psychological distress in group‐based mindfulness‐based cognitive therapy for cancer patients

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