Training Mindfulness Teachers: Principles, Practices and Challenges

Crane, Rebecca; Reid, Barbara

doi:10.1007/978-3-319-30100-6_6

Cited by 7 publications

(6 citation statements)

References 13 publications

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“…This includes dynamically inhabiting the tensions between seemingly opposite forces (i.e., the need for creativity within the field and the need for control and regulation; the importance of holding a wider vision for systemic societal change while engaging in worthwhile work within dysfunctional institutions), it includes holding an intention to take the long view by setting in place foundational building blocks for integrity within the field for the next generation, and it includes giving priority both to the process of implementing change as well as to the content of the change itself. It also includes a parallel emphasis on developing integrity from the inside out (training teachers so that there are expectations regarding on-going attention to self-integrity) and from the outside in (developing anchor points in the form of governance and standards that people from within and without the profession can relate to) (Crane and Reid 2016 ).…”

Section: How Is the Mbp Field Navigating These Tensions Now And As Itmentioning

confidence: 99%

Implementing Mindfulness in the Mainstream: Making the Path by Walking It

Crane

2016

Mindfulness

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There is expanding interest in mindfulness-based programs (MBPs) within the mainstream. While there are research gaps, there is empirical evidence for these developments. Implementing new evidence into practice is always complex and difficult. Particular complexities and tensions arise when implementing MBPs in the mainstream. MBPs are emerging out of the confluence of different epistemologies—contemplative teaching and practice, and contemporary Western empiricism and culture. In the process of navigating implementation and integrity, and developing a professional practice context for this emerging field, the diverse influences within this confluence need careful attention and thought. Both contemplative practices, and mainstream institutions and professional practice have well-developed ethical understandings and integrity. MBPs aim to balance fidelity to both. This includes the need to further develop skillful expressions of the underpinning theoretical and philosophical framework for MBPs; to sensitively work with the boundary between mainstream and religious mindfulness; to develop organizational structures which support governance and collaboration; to investigate teacher training, supervision models, and teaching competence; to develop consensus on the ethical frameworks on which mainstream MBPs rests; and to build understanding and work skillfully with barriers to access to MBPs. It is equally important to attend to how these developments are conducted. This includes the need to align with values integral to mindfulness, and to hold longer-term intentions and directions, while taking small, deliberate steps in each moment. The MBP field needs to establish itself as a new professional field and stand on its own integrity.

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Section: How Is the Mbp Field Navigating These Tensions Now And As Itmentioning

confidence: 99%

Implementing Mindfulness in the Mainstream: Making the Path by Walking It

Crane

2016

Mindfulness

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“…Further, an important yet often missing aspect from the discussions of integrity of mindfulness delivery is the capacity to mitigate risks or manage adverse events. The leading tool for assessment of teacher competency in MBIs (Crane & Reid, 2016) does not assess the ability of the facilitator in identifying and managing unexpected events. Thus, in addition to efficacy assessments, teachers will need to carefully monitor for potential adversity, and be adequately resourced with support from qualified wellbeing professionals.…”

Section: Practical Considerations For Educationmentioning

confidence: 99%

Mindfulness in Education: Critical Debates and Pragmatic Considerations

Lee,

McCaw,

Van Dam

2024

Preprint

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Mindfulness has all but become a mainstay in modern education.Yet, despite the incredible enthusiasm and increased application inschools, there remains significant divergence between advocatesand critics. Advocates assert that mindfulness practice promotesindividual and societal health and well-being. Meanwhile, criticsquestion the intention, and the social and political implications ofpromoting these ancient practices in schools, arguing that theBuddhist ethics underlying mindfulness remain incompatible withneoliberal ideology and instrumentalism of contemporary schooling.As mindfulness has been commodified, instrumentalised, and usedas a therapeutic tool for acute coping, its broader potential for humangrowth and development may be undermined. Furthermore, scholarscaution that the fledging nature of mindfulness research leavescritical questions unanswered, especially the potential of adverseeffects. The work herein examines these critiques and articulateshow they translate into practical considerations for education. Wepresent here a discussion of how largely academic concerns relatingto modern mindfulness may translate to pragmatic considerationsfor educational leaders, policy makers, and stakeholders. We aim toempower educators and others to make judgments about thepromotion and integration of mindfulness into educational settings,considering context-specific factors such as developmental needsand capacities, as well as recommendations to support effective andethical practice of mindfulness in education.

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“…This requires not only tremendous teaching skills, but also deep teacher engagement that demonstrates the embodiment of mindfulness practice [55]. Integrating clearer assessments of teacher skills and developmental growth, such as the Mindfulness-Based Teaching Assessment Crieteria (MBI: TAC), would also be an important component to consider [56,57].…”

Section: Curriculum Integrity Of Mbsr As a Modified Curricular Intervmentioning

confidence: 99%

Living the Full Catastrophe: A Mindfulness-Based Program to Support Recovery from Stroke

Gray¹

2020

Healthcare

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Decades of research suggest that Mindfulness-Based Stress Reduction (MBSR) training supports a greater capacity to live with chronic medical conditions and contributes to lowering stress levels. This paper introduces a model for a Mindfulness-Based Recovery from Stroke (MBRfS) for promoting stroke recovery, informed by the lived experience of the author (a stroke survivor and certified MBSR instructor), the research literature regarding MBSR training, and the specific challenges of stroke recovery. Four themes emerged from the autoethnographic analysis that informed the proposed model: Readiness to accept the stroke event and the acquired brain injury, navigating uncertainties of stroke recovery with awareness and self-responsibility for outcomes, trusting the inherent wisdom of the body as a stroke recovery “teacher”, and increased capacity to integrate complex emotions with self-compassion, and a sense of wholeness. A four-component MBRfS model is offered, which consists of an integration amongst a modified MBSR framework, emergent attitudinal themes, and insights from the autoethnographic vignettes. The MBRfS model offers a path for providing participants with a supportive experience within stroke recovery. Recommendations and suggestions for future studies are offered to support the development of MBRfS for stroke survivors and their caregivers, as well as contributing to healthcare providers.

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Training Mindfulness Teachers: Principles, Practices and Challenges

Cited by 7 publications

References 13 publications

Implementing Mindfulness in the Mainstream: Making the Path by Walking It

Implementing Mindfulness in the Mainstream: Making the Path by Walking It

Mindfulness in Education: Critical Debates and Pragmatic Considerations

Living the Full Catastrophe: A Mindfulness-Based Program to Support Recovery from Stroke

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