Tending the Field of Mindfulness-Based Programs: The Development of International Integrity Guidelines for Teachers and Teacher Training

Abstract

Since Jon Kabat-Zinn first introduced a contemporary, secularized application of mindfulness for the relief of pain and stress in physical health-care settings, there has been a significant and rapid expansion of the range of mindfulness-based programs (MBPs) designed for various health care, education, workplace, and other settings. As is common with developing programs, these often run ahead of carefully considered and researched effectiveness evaluations. This raises questions of how to best train mindfulness teachers to skillfully facilitate such interventions while minimizing the potential for harm. In this article, we describe the work of an international group of senior teacher trainers who met to develop guidelines on the ethics and standards for teacher trainers and their training pathways. In this article, we will define MBPs; describe the process by which these international guidelines were developed; and share details of the collaborative team who made up the international network that worked on them. We offer these guidelines as “living documents” that specifically set out: (1) ethical standards for mindfulness teachers and trainers; (2) criteria and standards for teacher trainers; and (3) criteria and standards for training pathways. As “living documents,” these will continue to be commented on and refined over time. Given that MBPs offered within secular settings in most countries currently have limited oversight or accreditation processes, we hope these guidelines will provide support and clarity to the teachers of all established and emerging MBPs, and their trainers and supervisors.

Role of meditation to improve children's health: Time to look at other strategies

“…Hence, further high‐quality research, which encompasses and considers each of these factors, is required. However, it is also important to note that there are challenges in conducting this type of research, including appropriate matching of an activity for control participants, large time commitments in terms of training participants to practice the chosen meditation method, adequate training of all meditation instructors for consistent execution of the meditation method 6 and gaining sufficient adherence over the duration of the intervention in which parental or carer support is required. Additionally, trials cannot be blinded due to the nature of the intervention.…”

“…Meditation aims to change thought‐based processes, including emotions and mental images, which results in the individual being in a relaxed and calm state when meditation is practiced regularly 5 . Meditation should be taught by well‐trained providers to facilitate practice and ensure optimal results 6 …”

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“…Weare et al suggested this approach in their review in order to achieve long-term sustainability [ 22 ]. This leaves a knowledge gap on how to optimally train school teachers to skilfully teach such interventions while minimising the potential for harm [ 23 ]. The ambition for high quality mindfulness education is to ensure mindfully embodied presence along with appropriate skills and frameworks that support human growth and flourishing [ 23 ].…”

“…This leaves a knowledge gap on how to optimally train school teachers to skilfully teach such interventions while minimising the potential for harm [ 23 ]. The ambition for high quality mindfulness education is to ensure mindfully embodied presence along with appropriate skills and frameworks that support human growth and flourishing [ 23 ]. Implementation research has shown great challenges in training school teachers to implement and to become competent to teach the “.b”-programme in English schools [ 24 ].…”

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