Development and Validation of the Mindfulness-Based Interventions – Teaching Assessment Criteria (MBI:TAC)

Abstract

Background. The assessment of intervention integrity is essential in psychotherapeutic intervention outcome research and psychotherapist training. There has been little attention given to it in mindfulness-based interventions research, training programs, and practice. Aims. To address this, the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) was developed. This article describes the MBI:TAC and its development and presents initial data on reliability and validity. Method. Sixteen assessors from three centers evaluated teaching integrity of 43 teachers using the MBI:TAC. Results. Internal consistency (α = .94) and interrater reliability (overall intraclass correlation coefficient = .81; range = .60-.81) were high. Face and content validity were established through the MBI:TAC development process. Data on construct validity were acceptable. Conclusions. Initial data indicate that the MBI:TAC is a reliable and valid tool. It can be used in Mindfulness-Based Stress Reduction/Mindfulness-Based Cognitive Therapy outcome evaluation research, training and pragmatic practice settings, and in research to assess the impact of teaching integrity on participant outcome.

What defines mindfulness-based programs? The warp and the weft

“…The integrity and fidelity of each MBP is maintained by ensuring that all the curriculum elements for the particular program are included as intended (adherence) and that curriculum elements are not added which do not belong to the particular program form (differentiation) (Crane et al 2013). It is critical that the curriculum employed and the particular MBP title match each other.…”

“…These competencies are described and can be assessed using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC), which has shown promising evidence as a reliable and valid tool (Crane et al 2012(Crane et al , 2013. The six teaching competence domains within the MBI:TAC are coverage, pacing and organization of the session curriculum; specific interpersonal relational skills; skilful guiding of formal mindfulness meditation practices; specific methodologies for conveying the course themes through interactive inquiry, group dialog and didactic teaching; and effective holding of the group teaching/learning environment.…”

The emerging role of Buddhism in clinical psychology: Toward effective integration.

“…For example, although there are currently attempts to disseminate best-practice and assessment guidelines for MBI teachers (see Crane et al, 2011;Crane et al, 2013), as yet, Arguably, the most commonly reported integration issue relating to MBIs is that there remains a lack of consensus within psychology in terms of what defines the mindfulness construct (see Chiesa, 2012;Kang & Whittingham, 2010). Many of the issues in this debate relate to the extent to which Western psychological depictions of mindfulness are consistent with traditional Buddhist perspectives.…”

Are there risks associated with using mindfulness in the treatment of psychopathology?

“…This is a particularly important point because there is growing concern among both academicians and clinicians that some MBI instructors may lack the necessary grounding in this respect. For example, although there are currently attempts to disseminate best-practice and assessment guidelines for some MBI teachers [12], as yet, there are no dedicated regulation and accreditation bodies to stipulate minimum competency levels for MBI instructors [3]. Indeed, MBI instructors can have as little as 12 months' mindfulness practice and teaching experience following completion of a single 8-week course [2,3].…”