Mindfulness-Based Interventions: Teaching Assessment Criteria

Crane, Rebecca; Eames, Catrin; Kuyken, Willem; Hastings, Richard P.; Williams, Jane; Bartley, Trish; Evans, Alison; Silverton, Sara; Soulsby, Judith G.; Surawy, Christina

doi:10.1037/t28421-000

Cited by 25 publications

(32 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Both the practitioner and supervisor were registered with the UK Network for Mindfulness‐Based Teacher Training Organisations' and adhered to the Good Practice Guidelines for Teaching Mindfulness‐Based Courses. Competency was assessed using the Mindfulness‐based Interventions: Teaching Assessment Criteria (MBI:TAC) (Crane et al., ).…”

Section: Methodsmentioning

confidence: 99%

“…These are measured within six domains: (a) coverage, pacing and organization of the session curriculum; (b) relational skills; (c) embodiment of mindfulness; (d) guiding mindfulness practices; (e) conveying course themes through interactive teaching; and (f) holding of group learning environment. To be deemed a competent mindfulness, practitioner teachers are required to meet the criteria from either competent, proficient or advanced within all six domains for all of the eight sessions (Crane et al., ).…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Mindfulness‐based cognitive therapy: An efficacy study for mental health care staff

Askey-Jones

2018

Psychiatric Ment Health Nurs

View full text Add to dashboard Cite

Introduction Burnout is a major concern within the NHS impacting negatively on mental healthcare professionals. Evidence suggests that burnout can lead to reduced productivity and reduced quality of care for patients. Mindfulness-based interventions (MBIs) have demonstrated effectiveness in mitigating burnout for healthcare professionals; however, no previous research has directly reported correlations between burnout and mindfulness. Aim Does mindfulness-based cognitive therapy (MBCT) reduce burnout amongst mental healthcare professionals and are there any direct correlations between mindfulness and burnout itself? Method This effectiveness study evaluated a series of 8-week (MBCT) groups adapted for healthcare professionals. Participants completed the Maslach Burnout Inventory (MBI) and Friedberg Mindfulness Inventory (FMI) at pre, post and 6-month follow-up. Results Analysis revealed overall significance and large effect sizes on all three subscales of the MBI and the FMI. There were significant correlations in mindfulness when burnout was reduced. Discussion These results suggest that MBCT groups for healthcare professionals offer a promising intervention for reducing burnout. Implications for Practice Occupational departments could consider MBI's as part of a package of care for mental healthcare staff as a preventative intervention or as a means of reducing burnout amongst healthcare staff.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Mindfulness‐based cognitive therapy: An efficacy study for mental health care staff

Askey-Jones

2018

Psychiatric Ment Health Nurs

View full text Add to dashboard Cite

show abstract

“…Audio recordings of lessons labelled by Year level and by School were randomly selected and reviewed by the programme developer, such that each of the eight lessons was reviewed once. We used a marking rubric based on the adult Mindfulness‐Based Interventions Teaching Assessment Criteria (MBI‐TAC, Crane et al, ) which assess a combination of adherence and competence across six domains. These guidelines were modified slightly to reflect the classroom environment and assess age appropriate delivery.…”

Section: Methodsmentioning

confidence: 99%

Piloting a more intensive 8‐week mindfulness programme in early‐ and mid‐adolescent school students

Johnson

Wade

2019

Early Intervention Psych

View full text Add to dashboard Cite

Aim It is unclear how adult mindfulness‐based interventions (MBIs) should be modified for youth, and at what ages programmes should be implemented for optimal impact. Recent non‐replication with a 9‐week programme in early adolescence suggested abbreviated programme content might be insufficient and/or that this age group are less receptive. Method This controlled quasi‐experimental design tested a more intensive 8‐week MBI (longer meditation and session duration, plus inquiry) in Year 8 (Mage = 13.47; SD = 0.35) and Year 10 (Mage = 15.47; SD = 0.40) secondary students for feasibility and acceptability (N = 143, 45.9% female). Results Within this format students rated the content as agreeable, and school staff deemed content developmentally appropriate, across both age bands. Efficacy was tested in a small subsample (N = 90) to provide an estimate of effect size. Linear mixed modelling demonstrated significant between‐group differences in depression (Cohen's d = 0.61; 95% CI = 0.19 to 1.03) and anxiety (d = 0.52; 95% CI = 0.10 to 0.94) at 4‐month follow‐up, but not immediately post‐intervention. Conclusion An MBI more closely modelled on adult curricula was acceptable to students, although session duration was harder to timetable by schools. Promising effect sizes support further investigation in a larger sample.

show abstract

“…This helped trainees to be vulnerable with what they did not know and wanted to explore, and to focus on developing and learning rather than passing. We used an individual end of training course tutorial with two of the trainers who used the Mindfulness Based Interventions Teaching Assessment Criteria (MBI-TAC) [24] as a guide for the tutorial discussion. The MBI-TAC is the most widely used assessment of teacher competence framework for MBCT and MBSR in the UK and increasingly beyond the UK.…”

Section: Assessment Of Traineesmentioning

confidence: 99%

“…The current evaluation did not formally assess trainee competence in a way that would allow us to draw strong conclusions about the competence of trainees to deliver MBIs. As an assessment of competence tool, the MBI-TAC [24] does not completely translate into assessing the competence of those leading non 8 week MBIs. The ethos of the training was also more formative than summative with a strong emphasis on being able to stumble safely while putting learning into practice without the potentially inhibiting effect of trainees knowing they were being formally assessed whilst doing so.…”

Section: Strengths and Limitations Of The Evaluationmentioning

confidence: 99%

An Evaluation of a New Programme Training Mindfulness Teachers to Deliver Non-Eight Week Adapted Mindfulness-Based Interventions

Marx¹,

Burroughes²

2018

obm icm

View full text Add to dashboard Cite

Background: Training is generally not available for those wishing to deliver non 8 week Mindfulness Based Interventions (MBIs) adapted for specific contexts and populations. A new model for training in MBIs is developed with the following principle components: teaching on theory, participation in a practice, followed by teaching the practice and receiving feedback, and consultation and discussion of live mindfulness-based work. Methods: A quantitative and qualitative evaluation is presented of the experience of the first cohort to complete the training. Results: The results suggest considerable satisfaction with the training programme although recommendations for future changes to the training programme are made. Conclusions: A framework is suggested that aims to balance the need to preserve the integrity and quality of mindfulness teaching with the need to be responsive and pragmatic to the needs and capacity of clinicians and community leaders who are increasingly using mindfulness in creative ways. Strengths and limitations of the evaluation are considered.

show abstract

Mindfulness-Based Interventions: Teaching Assessment Criteria

Cited by 25 publications

References 6 publications

Mindfulness‐based cognitive therapy: An efficacy study for mental health care staff

Mindfulness‐based cognitive therapy: An efficacy study for mental health care staff

Piloting a more intensive 8‐week mindfulness programme in early‐ and mid‐adolescent school students

An Evaluation of a New Programme Training Mindfulness Teachers to Deliver Non-Eight Week Adapted Mindfulness-Based Interventions

Contact Info

Product

Resources

About