The DOI matches its Crossref record; 37 of the 37 references it cites were found in a registry or an index.
Training Teachers to Deliver Mindfulness-Based Interventions: Learning from the UK Experience
Open accessAbstract
Several randomised controlled trials suggest that mindfulness-based approaches are helpful in preventing depressive relapse and recurrence, and the UK Government's National Institute for Health and Clinical Excellence has recommended these interventions for use in the National Health Service. There are good grounds to suggest that mindfulness-based approaches are also helpful with anxiety disorders and a range of chronic physical health problems, and there is much clinical and research interest in applying mindfulness approaches to other populations and problems such as people with personality disorders, substance abuse, and eating disorders. We review the UK context for developments in mindfulness-based approaches and set out criteria for mindfulness teacher competence and training steps, as well as some of the challenges and future directions that can be anticipated in ensuring that evidence-based mindfulness approaches are available in health care and other settings.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“previous research showing that teachers can successfully become mindfulness instructors after appropriate training (crane et al., 2010).”
From The influence of teacher-guided mindfulness practice on inter and intra-personal abilities among Israeli Arab students (2024) · cites this paper as crane et al., 2010
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“Across mindfulness cohorts, the mean fidelity rating was 100% (number of required topics and practices covered in each session/total number of criteria). Raters also evaluated each mindfulness teacher’s capacity to embody and facilitate the qualities and practice of mindfulness [60–62] (15 items per session), and the mean mindfulness facilitation skill rating was 98.1%.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Mindfulness-based interventions in context: Past, present, and future
Kabat-Zinn, J. (2003) · Clinical Psychology: Science and Practice · doi:10.1093/clipsy.bpg016 · Cited by 8,615 · cited 3×
“…discovered that this could take place through the observation of direct experience and through the scientific method. date are based on outcomes created by teachers who have experience and who personally draw on the foundations that gave rise to mindfulness (Kabat-Zinn 2003; Teasdale et al. 2003).”
BackgroundMindfulness-based interventions in context: Past, present, and future.
Kabat-Zinn, J. (2003) · Clinical Psychology: Science and Practice · doi:10.1093/clipsy/bpg016 · Cited by 8,612
(2008) · Medical Entomology and Zoology · Cited by 7,477
(1999) · Cited by 5,934
Mindfulness training as a clinical intervention: a conceptual and empirical review
Baer, R. A. (2003) · Clinical Psychology: Science and Practice · doi:10.1093/clipsy.bpg015 · Cited by 4,577
Mindfulness training as a clinical intervention: A conceptual and empirical review.
Baer, R. A. (2003) · Clinical Psychology: Science and Practice · doi:10.1093/clipsy/bpg015 · Cited by 4,576
Mindfulness-based stress reduction and health benefits
Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004) · Journal of Psychosomatic Research · doi:10.1016/s0022-3999(03)00573-7 · Cited by 3,958
(2001) · Cited by 3,666
Self-citationPrevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy.
Teasdale, J. D., Segal, Z. V., Williams, J. M. G., Ridgeway, V. A., Soulsby, J. M., & Lau, M. A. (2000) · Journal of Consulting and Clinical Psychology · doi:10.1037/0022-006x.68.4.615 · Cited by 3,236
Self-citationCognitive-behavioral treatment of chronically parasuicidal borderline patients
Linehan, M. M. (1991) · Archives of General Psychiatry · doi:10.1001/archpsyc.1991.01810360024003 · Cited by 2,203 · cited 2×
“There are also a number of psychological therapies that integrate the attitudinal basis for mindfulness practice within them — amongst others, these include Dialectical Behavioural Therapy (Linehan et al. 1991) and Acceptance and Commitment Therapy (Hayes et al. 1999).”
Background
Flagged first, then by citations
Research works printed but not linked: 1
- Crane, R., Soulsby, J. G., Kuyken, W., Eames, C., & Williams, J. M. G. (in press). Mindfulness-based interventions — Teacher rating scale and manual.
Cited by
Sorted by citations
What defines mindfulness-based programs? The warp and the weft
Crane, R. S., Brewer, J., Feldman, C., Kabat-Zinn, J., Santorelli, S., Williams, J. M. G., & Kuyken, W. (2017) · Psychological Medicine · doi:10.1017/s0033291716003317 · Cited by 868
“Theserequire particular tailored training experiences to develop (Crane et al. 2010).”
Self-citationCavanagh, K., Strauss, C., Forder, L., & Jones, F. (2014) · Clinical Psychology Review · doi:10.1016/j.cpr.2014.01.001 · Cited by 340
Britton, W. B., Shahar, B., Szepsenwol, O., & Jacobs, W. J. (2012) · Behavior Therapy · doi:10.1016/j.beth.2011.08.006 · Cited by 268
The Effectiveness of the Learning to BREATHE Program on Adolescent Emotion Regulation
Metz, S. M., Frank, J. L., Reibel, D., Cantrell, T., Sanders, R., & Broderick, P. C. (2013) · Research in Human Development · doi:10.1080/15427609.2013.818488 · Cited by 269
Crane, R. S., Eames, C., Kuyken, W., Hastings, R. P., Williams, J. M. G., Bartley, T., Evans, A., Silverton, S., Soulsby, J. G., & Surawy, C. (2013) · Assessment · doi:10.1177/1073191113490790 · Cited by 255
Self-citationBlanck, P., Perleth, S., Heidenreich, T., Kröger, P., Ditzen, B., Bents, H., & Mander, J. (2018) · Behaviour Research and Therapy · doi:10.1016/j.brat.2017.12.002 · Cited by 248
Compassion in the landscape of suffering
Feldman, C., & Kuyken, W. (2011) · Contemporary Buddhism · doi:10.1080/14639947.2011.564831 · Cited by 234
“This embodiment permeates how mindfulness practices are taught, individual and group enquiry is handled and universality of experience permeates the group (Crane 2009; Crane et al. 2010).”
BackgroundSelf-citationCompetence in Teaching Mindfulness-Based Courses: Concepts, Development and Assessment
Crane, R. S., Kuyken, W., Williams, J. M. G., Hastings, R. P., Cooper, L., & Fennell, M. J. V. (2012) · Mindfulness · doi:10.1007/s12671-011-0073-2 · Cited by 224
“Furthermore, as described in our earlier paper on training, prospective teachers are required to have a developed mindfulness practice prior to engaging in teacher training (Crane et al. 2010).”
BackgroundMethodSelf-citationFor whom may participation in a mindfulness-based stress reduction program be contraindicated?
Dobkin, P. L., Irving, J. A., & Amar, S. (2012) · Mindfulness · doi:10.1007/s12671-011-0079-9 · Cited by 188
“Didonna (2009), in a chapter on mindfulness and obsessive–compulsive disorder purports that meditation may be contraindicated for this patient group; one must rely on “clinical experience” to determine this.”
BackgroundInfluentialMindfully Teaching in the Classroom: a Literature Review
Albrecht, N. J., Albrecht, P. M., & Cohen, M. M. (2012) · The Australian journal of teacher education · doi:10.14221/ajte.2012v37n12.2 · Cited by 154
“Teachers need to embody the core characteristics of mindfulness (Crane, Kuyken, Hastings, Rothwell, & Williams, 2010).”
BackgroundGould, L. F., Dariotis, J. K., Greenberg, M. T., & Mendelson, T. (2015) · Mindfulness · doi:10.1007/s12671-015-0395-6 · Cited by 156
“First, Crane and her colleagues have developed assessment criteria for levels of competence in teaching Mindfulness-Based Interventions (MBIs) Program (Crane et al. 2010; Crane et al. 2012a, b).”
InfluentialBennett–Levy, J. (2018) · Journal of Behavior Therapy and Experimental Psychiatry · doi:10.1016/j.jbtep.2018.08.004 · Cited by 153
Fish, J., Brimson, J., & Lynch, S. (2016) · Mindfulness · doi:10.1007/s12671-016-0548-2 · Cited by 126
“The quality of the training provided by mindfulness teachers is considered crucial to the overall success of a mindfulness training programme (Crane et al. 2010).”
BackgroundInfluentialMindfulness interventions in schools: Integrity and feasibility of implementation
Emerson, L.-M., de Diaz, N. N., Sherwood, A., Waters, A., & Farrell, L. (2020) · International Journal of Behavioral Development · doi:10.1177/0165025419866906 · Cited by 117
“, 2017), (2) teacher training and competency (Crane et al., 2010), and (3) feasibility design (Bowen et al.”
BackgroundMethodResultInfluentialCrane, R. S., & Kuyken, W. (2013) · Mindfulness · doi:10.1007/s12671-012-0121-6 · Cited by 120
“…MBCT manual was published (Segal et al. 2002), 8 years since the first evidence synthesis recommended MBCT National Institute for Health and Clinical Excellence (NICE), 2004, Guideline 23, P. 76 and only 2 years since robust approaches to MBCT teacher training were published (Crane et al. 2010).”
BackgroundMethodInfluentialSelf-citationTaylor, H., Strauss, C., & Cavanagh, K. (2021) · Clinical Psychology Review · doi:10.1016/j.cpr.2021.102078 · Cited by 102
Britton, W. B., Haynes, P. L., Fridel, K. W., & Bootzin, R. R. (2012) · Psychotherapy and Psychosomatics · doi:10.1159/000332755 · Cited by 81
Implementing Mindfulness in the Mainstream: Making the Path by Walking It
Crane, R. S. (2017) · Mindfulness · doi:10.1007/s12671-016-0632-7 · Cited by 81
“…teaching competence Over the last 15 years, work has taken place to build consensus and understanding about how best to train anMBP teacher (e.g., Crane et al. 2010; Marx et al. 2015), when someone is ready to teach an MBP, and when someone is ready to train others to teach MBPs (e.g., UK…”
BackgroundSelf-citationTeaching Mindfulness to Middle School Students and Homeless Youth in School Classrooms
Viafora, D. P., Mathiesen, S. G., & Unsworth, S. J. (2014) · Journal of Child and Family Studies · doi:10.1007/s10826-014-9926-3 · Cited by 75
“Crane et al. (2010) also assert that the field needs to explore the critical variables of what are the outstanding competencies in mindfulness teachers that drive core change processes and positive client outcomes.”
BackgroundInfluentialIntervention Integrity in Mindfulness-Based Research
Crane, R. S., & Hecht, F. M. (2018) · Mindfulness · doi:10.1007/s12671-018-0886-3 · Cited by 75
“There is considerable practice-based evidence and understanding on this theme, which has been disseminated both informally and via journal articles (e.g., Crane et al. 2010; Dobkin and Hassed 2016; Marx et al. 2015).”
BackgroundSelf-citationMyall, K., Montero‐Marín, J., Gorczynski, P. F., Kajee, N., Sheriff, R. S., Bernard, R. M., Harriss, E., & Kuyken, W. (2022) · British Journal of Sports Medicine · doi:10.1136/bjsports-2022-105596 · Cited by 98
Self-citationMindfulness and the Beginning Teacher
Bernay, R. (2014) · The Australian journal of teacher education · doi:10.14221/ajte.2014v39n7.6 · Cited by 71
The Role of the Teacher in Mindfulness-Based Approaches: A Qualitative Study
van Aalderen, J. R., Breukers, W. J., Reuzel, R. P. B., & Speckens, A. E. M. (2012) · Mindfulness · doi:10.1007/s12671-012-0162-x · Cited by 69
Wisner, B. L. (2013) · Mindfulness · doi:10.1007/s12671-013-0215-9 · Cited by 65
Bennett–Levy, J., & Finlay‐jones, A. L. (2018) · Cognitive Behaviour Therapy · doi:10.1080/16506073.2018.1434678 · Cited by 78
Ruijgrok-Lupton, P. E., Crane, R. S., & Dorjee, D. (2018) · Mindfulness · doi:10.1007/s12671-017-0750-x · Cited by 64
“Within the field of MBP pedagogy, Dobkin and Hassed (2016) provided an overview of the required teaching skills and training routes, andMcCown offered amodel of the ethical space”
BackgroundInfluentialTarrasch, R. (2014) · Journal of Child and Family Studies · doi:10.1007/s10826-014-9939-y · Cited by 68
“The course’s ingredients were based on published recommendations (e.g., Crane et al. 2010) and on my experience of over 25 years of practicing meditation and 8 years of teaching and researching its effects.”
MethodMander, J., Blanck, P., Neubauer, A. B., Kröger, P., Flückiger, C., Lutz, W., Barnow, S., Bents, H., & Heidenreich, T. (2019) · Journal of Clinical Psychology · doi:10.1002/jclp.22695 · Cited by 56
Huijbers, M. J., Crane, R. S., Kuyken, W., Heijke, L., van den Hout, I., Donders, A. R. T., & Speckens, A. E. M. (2017) · Mindfulness · doi:10.1007/s12671-016-0672-z · Cited by 54
“Concerns have been expressed about organizations or individuals responding to this need before engaging in or completing the required teacher training (Crane et al. 2010; Santorelli et al. 2011).”
BackgroundSelf-citationThe Stages of Insight: Clinical Relevance for Mindfulness-Based Interventions
Grabovac, A. (2015) · Mindfulness · doi:10.1007/s12671-014-0294-2 · Cited by 54
Devcich, D. A., Rix, G., Bernay, R., & Graham, E. (2017) · Journal of Applied School Psychology · doi:10.1080/15377903.2017.1316333 · Cited by 76
Can “Secular” Mindfulness Be Separated from Religion?
Brown, C. G. (2016) · Mindfulness in Behavioral Health · doi:10.1007/978-3-319-44019-4_6 · Cited by 123
Cormack, D., Jones, F. W., & Maltby, M. (2017) · Qualitative Health Research · doi:10.1177/1049732317733448 · Cited by 56
“This supports the view that mindfulness teachers need to have an established mindfulness practice and continuing professional development focused on developing group facilitation skills (Crane et al., 2010; Crane et al., 2012).”
InfluentialMindfulness Training for Occupational Therapy Students
Stew, G. (2011) · British Journal of Occupational Therapy · doi:10.4276/030802211x13074383957869 · Cited by 48
“…contemporary model of mindfulness training is the mindfulness-based stress reduction (MBSR) programme developed in the University of Massachusetts Medical School (Santorelli 1999, Kabat-Zinn 2003), and also by the Centre for Mindfulness Research and Practice at Bangor University (Crane et al 2010).”
MethodMindfulness-Based Stress Reduction on breast cancer symptoms: systematic review and meta-analysis
Castanhel, F. D., & Liberali, R. (2018) · Einstein (São Paulo) · doi:10.31744/einstein_journal/2018rw4383 · Cited by 45
“(57,58) The practice of meditation appears to be beneficial in the treatment of fatigue, as it is considered a psycho-educational therapy(59) that combines cognition with intensive meditation training,(38) focusing on observation and working on cognitive and affective processes in order to teach the individuals to bec…”
BackgroundEvidence for Mindfulness: Impacts on the Wellbeing and Performance of School Staff
Weare, K. (2014) · Cited by 38
Ensuring College Student Success Through Mindfulness-Based Classes: Just Breathe
Mahfouz, J., Levitan, J., Schussler, D. L., Broderick, T., Dvorakova, K., Argusti, M., & Greenberg, M. T. (2018) · College student affairs journal · doi:10.1353/csj.2018.0000 · Cited by 38
A Pilot Randomized Controlled Trial of a Mindfulness Program for Filipino Children
Alampay, L. P., Galvez Tan, L. J. T., Tuliao, A. P., Baranek, P., Ofreneo, M. A., Lopez, G. D., Fernandez, K. G., Rockman, P., Villasanta, A., Angangco, T., et al. (2020) · Mindfulness · doi:10.1007/s12671-019-01124-8 · Cited by 35
Fjorback, L. O., Carstensen, T. B. W., Arendt, M. C. B. B., Ørnbøl, E., Walach, H., Rehfeld, E., & Fink, P. (2012) · Journal of Psychosomatic Research · doi:10.1016/j.jpsychores.2012.09.010 · Cited by 35
“MBCT is now being recommended by the UK's best practice advisory board forNHS–NICE (NationalHealth Service–National Institute ofHealth and Clinical Excellence); however, challenges related to the implementation of evidence-basedmindfulness approaches are reported from theUK [25].”
MethodMindfulness-Based Intervention Development for Children and Adolescents
Saunders, D. C., & Hedy Kober, A. (2020) · Mindfulness · doi:10.1007/s12671-020-01360-3 · Cited by 34
“One promising avenue for assessing teacher quality in adult is the Mindfulness-Based Intervention—Teaching Assessment Criteria (MBI:TAC; Crane et al. 2013; Crane et al. 2010).”
BackgroundArgungu, Z. M., Soh, K. L., Mukhtar, F., Yan, S. K., Olalekan, O. T., & Soh, K. G. (2020) · International Journal of Africa Nursing Sciences · doi:10.1016/j.ijans.2020.100200 · Cited by 30
The teacher educator’s role in promoting institutional versus individual teacher well-being
Margolis, J., Hodge, A., & Alexandrou, A. (2014) · Journal of Education for Teaching International Research and Pedagogy · doi:10.1080/02607476.2014.929382 · Cited by 30
“Rather than continually highlighting the suffering and endurance of teachers, this approach can equip new teachers with the tools to break certain patterns of behaviour that are ultimately propagating problems by recognising how to manage, and in some instances oppose, challenges in order to improve teaching (Crane et…”
BackgroundInfluentialKenny, M. A., Lück, P., & Koerbel, L. S. (2020) · Global Advances in Health and Medicine · doi:10.1177/2164956120923975 · Cited by 29
Teachers and Mindful Colouring to Tackle Burnout and Increase Mindfulness, Resiliency and Wellbeing
Czerwinski, N., Egan, H., Cook, A., & Mantzios, M. (2021) · Contemporary School Psychology · doi:10.1007/s40688-020-00279-9 · Cited by 29
Glynn, B. A., Khoo, E., MacLeay, H. M. L., Duong, A., Cantave, R., & Poulin, P. A. (2020) · Mindfulness · doi:10.1007/s12671-020-01380-z · Cited by 28
“…demonstrates that mindfulness teachers’ experience of mindfulness, personal practice, and presence are key elements of program success and mindfulness pedagogy (Crane 2009; Crane et al. 2010; Kabat-Zinn 1990, 2003, 2005; Kabat-Zinn and Santorelli 2005; McCowen and Reibel 2009; Segal et al. 2002).”
BackgroundAntonson, C., Thorsén, F., Sundquist, J., & Sundquist, K. (2017) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-017-1035-6 · Cited by 29
“Another study concluded that there are few possibilities to deliver MBIs in schools as few teachers, or other school personnel, are able to provide MBIs to the students [34].”
BackgroundRycroft-Malone, J., Gradinger, F., Griffiths, H. O., Crane, R., Gibson, A., Mercer, S., Anderson, R., & Kuyken, W. (2017) · Health Services and Delivery Research · doi:10.3310/hsdr05140 · Cited by 24
Self-citationChadi, N., Weisbaum, E., Malboeuf-Hurtubise, C., Ahola Kohut, S., Viner, C., Kaufman, M., Locke, J., & Vo, D. X. (2018) · doi:10.20944/preprints201807.0545.v1 · Cited by 26
Application of Mindfulness-Based Psychological Interventions in Infertility
Patel, A., Sharma, P. V. N., & Kumar, P. (2020) · Journal of Human Reproductive Sciences · doi:10.4103/jhrs.jhrs_51_19 · Cited by 26
“[45,46] Factors such as therapist’s competence and client’s motivation, expectancies, recall biases, difficulty in comprehension, perceived benefits, attendance in initial therapy sessions, and client effort effects the compliance and outcomes.[44-47] Monitoring of skills by the therapist is important in terms of tota…”
BackgroundChadi, N., Weisbaum, E., Malboeuf-Hurtubise, C., Ahola Kohut, S., Viner, C., Kaufman, M., Locke, J., & Vo, D. X. (2018) · Children · doi:10.3390/children5090115 · Cited by 26
“An important question that remains unanswered is whether the creation of a safe space was the result of a non-specific group effect (unrelated to the mindfulness intervention) or, rather, was related to the facilitators’ embodied mindfulness, which is considered to be integral to the pedagogy of mindfulness [42,43].”
BackgroundMarks, E. M., Smith, P. C., & McKenna, L. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.00483 · Cited by 25
“Participants learnt how to be mindful by observing their teachers’ embodiment of mindfulness, as reported elsewhere (Crane et al., 2010).”
BackgroundMosher, C. E., Beck-Coon, K. A., Wu, W., Lewson, A. B., Stutz, P. V., Brown, L. F., Tang, Q., Helft, P. R., Levoy, K., Hickman, S. E., et al. (2024) · BMC Palliative Care · doi:10.1186/s12904-024-01564-7 · Cited by 23
A Framework for Supervision for Mindfulness-Based Teachers: a Space for Embodied Mutual Inquiry
Evans, A., Crane, R., Cooper, L., Mardula, J., Wilks, J., Surawy, C., Kenny, M., & Kuyken, W. (2015) · Mindfulness · doi:10.1007/s12671-014-0292-4 · Cited by 29
“The primary process inMBS is not the supervisor sharing the wisdom and experience that they have (although this sometimes happens), but rather the supervisor is enabling the supervisee to discover and connect to their intrinsic knowing. When inquiry and reflections on mindfulness and teaching are grounded in the prese…”
BackgroundInfluentialSelf-citationMindfulness and the ‘psychological imagination’
Nehring, D., & Frawley, A. (2020) · Sociology of Health & Illness · doi:10.1111/1467-9566.13093 · Cited by 22
“Crane et al. (2010) note large amounts of research did not begin to appear until the early 2000s.”
BackgroundGriffith, G. M., Crane, R. S., Baer, R. A., Fernández, E. F., Giommi, F., Herbette, G., & Koerbel, L. S. (2021) · Global Advances in Health and Medicine · doi:10.1177/2164956121998340 · Cited by 22
“There is much less research about participant outcomes in ‘real world’ implementation of MBPs, where conditions are not as controlled, and practical considerations such as cost of delivery, time constraints, lack of administrative and managerial support, and lack of training can lead to sub-optimal delivery of MBPs.(4…”
BackgroundSelf-citationThe Perceived Impact of Mindfulness Instruction on Pre-Service Elementary Teachers
BROWN, R. M. A. (2017) · Childhood Education · doi:10.1080/00094056.2017.1300492 · Cited by 22
Burnett‐Zeigler, I., Hong, S. H., Waldron, E. M., Maletich, C., Yang, A., & Moskowitz, J. T. (2019) · The Journal of Alternative and Complementary Medicine · doi:10.1089/acm.2018.0393 · Cited by 24
Felske, A. N., Williamson, T. M., Rash, J. A., Telfer, J. A., Toivonen, K. I., & Campbell, T. (2022) · Behavioral Medicine · doi:10.1080/08964289.2020.1828255 · Cited by 20
Mindfulness Apprenticeship: A new Model of NHS-Based MBCT Teacher Training
Marx, R., Strauss, C., & Williamson, C. (2013) · Mindfulness · doi:10.1007/s12671-013-0254-2 · Cited by 20
“Crane et al. (2012a) warned that in the process of expanding opportunities for training people much more widely in mindfulness-based work, there is a risk that the integrity of the approach is diluted.”
BackgroundMethodLuberto, C. M., Hall, D. L., Chad‐Friedman, E., & Park, E. R. (2019) · Journal of Clinical Psychology in Medical Settings · doi:10.1007/s10880-019-09610-w · Cited by 20
Achtsamkeit in der Psychotherapie
Mander, J., & Blanck, P. (2018) · Psychotherapeut · doi:10.1007/s00278-018-0286-0 · Cited by 19
“Des Weiteren stellt sich die Frage, wieTherapeuten auf den Einsatz von Achtsamkeit in der Einzeltherapie vorbereitet werden sollten (Crane et al. 2010).”
Mwebesa, L. C. K., Kansiime, C., Asiimwe, B. B., Mugambe, P., & Rwego, I. B. (2018) · International Journal of Economics and Finance · doi:10.5539/ijef.v10n4p136 · Cited by 19
A Mixed-Method Assessment of a 10-Day Mobile Mindfulness Intervention
Haliwa, I., Ford, C. G., Wilson, J. M., & Shook, N. J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.722995 · Cited by 20
“…these exercises, participants are encouraged to observe internal and external sensations non-judgmentally and to simply redirect their attention back to the focal stimulus when they find themselves distracted or engaging in judgment (Baer et al., 2006; Moore, 2008; Cullen, 2011; Creswell, 2017).”
BackgroundMethodInfluentialCrowther, L. L., Robertson, N., & Anderson, L. (2020) · Medical Education · doi:10.1111/medu.14150 · Cited by 20
Los Estudios Universitarios y el Mindfulness. Una Revisión Sistemática
Garófano, V. V., Revelles, A. B. F., Linares, M., Garcés, T. E., Puertas-Molero, P., & Chacón, R. G. (2017) · REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación · doi:10.15366/reice2018.16.1.008 · Cited by 23
The Science of Mindfulness-Based Interventions and Learning: A Review for EducatorsPreprint
Laukkonen, R., Leggett, J. M. I., Gallagher, R., Biddell, H., Mrazek, A. J., Slagter, H. A., & Mrazek, M. D. (2020) · MindRxiv (OSF Preprints) · doi:10.31231/osf.io/6g9uq · Cited by 24
Being Is Relational: Considerations for Using Mindfulness in Clinician-Patient Settings
McCown, D. (2015) · Springer eBooks · doi:10.1007/978-3-319-22255-4_3 · Cited by 16
Validation of the mindful coping scale
Tharaldsen, K. B., & Bru, E. (2011) · Emotional and Behavioural Difficulties · doi:10.1080/13632752.2011.545647 · Cited by 17
“…and mindfulness-based interventions are more specifically suited to enabling those with a recurrent or chronic condition to work differently with their specific vulnerability in addition to gaining skills with the aim of enable effective ongoing management of their condition (Crane et al. 2010).”
BackgroundInfluentialUsing the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision
Evans, A., Griffith, G. M., Crane, R. S., & Sansom, S. A. (2021) · Global Advances in Health and Medicine · doi:10.1177/2164956121989949 · Cited by 15
Self-citationKonrad, A. C., Engert, V., Albrecht, R., Dobel, C., Döring, N. M., Haueisen, J., Klimecki, O., Sandbothe, M., & Kanske, P. (2023) · Scientific Reports · doi:10.1038/s41598-023-34737-0 · Cited by 17
Xu, Y., & Wang, J. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-03694-y · Cited by 22
“Research suggests that mindfulness-based interventions (MBIs) can signi fi cantly reduce teacher stress, anxiety, and burnout while improving emotional well-being and job satisfaction (Crane et al. 2010).”
Whitesman, S., & Mash, R. J. (2015) · African Journal of Health Professions Education · doi:10.7196/ajhpe.460 · Cited by 13
Alahari, U. (2017) · Contemporary School Psychology · doi:10.1007/s40688-017-0154-x · Cited by 19
Training for Mindfulness Teachers: Benefits for Mindfulness, Well-being, and Emotion Regulation
Matiz, A., Chiesa, A., D’Antoni, F., Barbieri, R., & Crescentini, C. (2025) · Mindfulness · doi:10.1007/s12671-025-02520-z · Cited by 11
“Mindfulness teachers must embody the qualities they aim to cultivate in their students (Crane et al., 2010; Kabat-Zinn, 2003).”
InfluentialA neuroscience perspective on the plasticity of the social and relational brain
Singer, T. (2025) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.15319 · Cited by 18
“155,156,228,229 Intensive retreat formats also utilize dyads, such as the Diamond Approach by A.H. Almaas, 230 Gregory Kramer’s Insight Dialogue, 231,232 and the Enlight-enment Intensive retreats developed by Charles Berner in the late 1960s.”
Radford, S., Crane, R. S., Eames, C., Gold, E., & Owens, G. W. (2012) · Europe PMC (PubMed Central) · Cited by 11
Self-citationDo Trainee Mindfulness Teachers Practice What They Teach? Motivation, Challenges, and Learning Gaps
Bowden, A., Norton, K. R., & Griffith, G. M. (2020) · Mindfulness · doi:10.1007/s12671-020-01565-6 · Cited by 13
“The curriculum design for trainees is thus intended to create capacity in teachers to convey mindfulness both implicitly (e.g., through embodiment or relational style) and explicitly through delivering curriculum content (Crane et al. 2010, 2016).”
BackgroundInfluentialA Practical Pilot Experience of a Mindfulness Program in University Teacher—Researcher Training
Mazorco-Salas, J. E., & Botero, A. C. C. (2019) · Human Arenas · doi:10.1007/s42087-019-00084-8 · Cited by 10
The serene student: Evaluating a group-based mindfulness training program for MSW students
Gockel, A., Deng, X., Gleeson, S., & Leamon, A. (2019) · Social Work With Groups · doi:10.1080/01609513.2019.1571759 · Cited by 10
Training Clinicians to Deliver a Mindfulness Intervention
Gibbons, C., Felteau, M., Cullen, N. K., Marshall, S., Dubois, S. J., Maxwell, H., Mazmanian, D. S., Weaver, B., Rees, L. M., Gainer, R. B., et al. (2012) · Mindfulness · doi:10.1007/s12671-012-0170-x · Cited by 10
“Crane et al. (2010) outlined training stages for MBCT instructors beginning with foundational training and progressing to basic and advanced teacher training.”
BackgroundShaner, L., Kelly, L., Rockwell, D., & Curtis, D. (2015) · Journal of Humanistic Psychology · doi:10.1177/0022167815594556 · Cited by 10
de Zoysa, P. (2016) · Mental Health Religion & Culture · doi:10.1080/13674676.2016.1200542 · Cited by 10
“Countries such as the UK have distinct guidelines for training MBI therapist, including that of their personal practice (Crane et al., 2010).”
BackgroundEfectos de la atención plena en el ámbito educativo: una revisión sistemática
Vázquez, I. A., de Oviedo, U., González-Mesa, G., & de Oviedo, U. (2017) · Revista de Psicología y Educación - Journal of Psychology and Education · doi:10.23923/rpye2018.01.159 · Cited by 20
Croom, S., Chadwick, D. D., Nicholls, W., & McGarry, A. (2021) · British Journal of Learning Disabilities · doi:10.1111/bld.12359 · Cited by 9
Schussler, D. L., Mahfouz, J., Broderick, P. C., Berrena, E., Frank, J. L., & Greenberg, M. T. (2022) · Mindfulness · doi:10.1007/s12671-021-01811-5 · Cited by 9
“The TMEOS domains were based on and overlap with the six domains of MBI:TAC (Crane et al., 2010).”
BackgroundMethodInfluentialWhat Is Required to Teach Mindfulness Effectively in MBSR and MBCT?
Piet, J., Fjorback, L. O., & Santorelli, S. (2015) · Springer eBooks · doi:10.1007/978-3-319-22255-4_4 · Cited by 9
Curriculum design for person-centredness: mindfulness training within a bachelor course in nursing
Niessen, T., & Jacobs, G. (2015) · International Practice Development Journal · doi:10.19043/ipdj.5sp.004 · Cited by 9
“There is ample research conducted on the prerequisites of the mindfulness trainer; these should be taken into account since the quality and effect of the mindfulness training depends heavily on the trainers’ own mindfulness practice and embodiment (Crane et al., 2010).”
BackgroundWhitesman, S., & Mash, R. J. (2016) · BMC Medical Education · doi:10.1186/s12909-016-0810-2 · Cited by 9
“There is a consistent and significant emphasis internationally that mindfulness teachers should embody the core qualities of the practice [8, 9, 13].”
BackgroundMindful eating for overweight and obese women in Brazil: An exploratory mixed-methods pilot study.
Salvo, V., Sanudo, A., Kristeller, J., Schveitzer, M. C., Martins, P., Favarato, M. L., & Demarzo, M. (2022) · Nutrition and Health · doi:10.1177/02601060211052794 · Cited by 8
“One of the issues brought up by the participants was the role of the teacher/facilitator, identifying her embodiment and other important attitudes as key characteristics in the learning process, which has been pointed out by different authors (Crane et al., 2010, 2012; van Aalderen et al., 2014).”
BackgroundBurnett-Zeigler, I., Zhou, E., Martinez, J. H., Zumpf, K., Lartey, L., Moskowitz, J. T., Wisner, K. L., McDade, T., Brown, C. H., Gollan, J., et al. (2023) · Trials · doi:10.1186/s13063-022-07012-2 · Cited by 9
Denkova, E., Barry, J., Slavin, L. E., Zanesco, A. P., Rogers, S. L., & Jha, A. P. (2021) · Mindfulness · doi:10.1007/s12671-021-01713-6 · Cited by 11
Juarez-Reyes, M., Martinez, E., Xiao, L., & Rosas, L. G. (2024) · Global Advances in Integrative Medicine and Health · doi:10.1177/27536130241274240 · Cited by 8
“47 Additionally, a novice MBI facilitator training protocol, using several similar training components as the current study, found greater reductions in depression, functioning and stress compared to the experienced MBI facilitator in a under-resourced federally quali fi ed community clinic.”
Training Mindfulness Teachers: Principles, Practices and Challenges
Crane, R. S., & Reid, B. J. (2016) · Springer eBooks · doi:10.1007/978-3-319-30100-6_6 · Cited by 10
Self-citationStewardship: Deeper Structures of the Co-created Group
McCown, D. (2016) · Springer eBooks · doi:10.1007/978-3-319-30100-6_1 · Cited by 8
Children’s CBT skills, metacognition, empathy, and theory of mind
Jones, J. S., Souchay, C., Moulin, C. J. A., Reynolds, S. A., & Adlam, A. (2019) · Journal of Children s Services · doi:10.1108/jcs-12-2017-0052 · Cited by 8
Khazaeian, S., Navidian, A., & Rahimi-Nezhad, M. (2023) · Sexual Medicine · doi:10.1093/sexmed/qfad031 · Cited by 8
“45 Nonsatisfaction (<50) 0 0 0 0 Low satisfaction (50-75) 31 (56.”
Some Reflections on Being Good, on not Being Good and on Just Being
Crane, R. S. (2014) · Mindfulness · doi:10.1007/s12671-014-0350-y · Cited by 8
Self-citationLynn, S., & Basso, J. C. (2022) · JMIR Formative Research · doi:10.2196/40135 · Cited by 10
Khazaeian, S., Rahimi-Nezhad, M., & Fathnezhad‐Kazemi, A. (2023) · The Journal of Sexual Medicine · doi:10.1093/jsxmed/qdad023 · Cited by 8
The Impact of Dosage on a Mindfulness Intervention With First-Year College Students
Bambacus, E. S., & Conley, A. H. (2021) · Journal of College Student Retention Research Theory & Practice · doi:10.1177/15210251211041695 · Cited by 11
“…on purpose, in the present moment, and non-judgmentally) through intentional self-practice more positively impact outcomes of MBSR and MBCT clients (Crane et al., 2010; Van Aalderen et al., 2014); therefore, not knowing to what extent the instructors in this study were themselves observed as…”
Background
Metadata
- Authors
- Crane, R. S., Kuyken, W., Hastings, R. P., Rothwell, N., & Williams, J. M. G.
- Affiliations
- Bangor University (GB)
- University of Exeter (GB)
- NHS Forth Valley (GB)
- Warneford Hospital (GB)
- Corresponding author
- Crane, Rebecca S.
- Venue
- Mindfulness
- Published
- 2010-04-27
- Volume
- 1
- Issue
- 2
- Pages
- 74-86
- ISSN
- 1868-8527 (ISSN-L)
- 1868-8535
- PMC
- PMC3395358
- OpenAlex
- W2137381998
- Cited by
- 202
- References
- 36
- Citations by year
- 2026: 4 · 2025: 11 · 2024: 16 · 2023: 9 · 2022: 10 · 2021: 16 · 2020: 19 · 2019: 14 · 2018: 15 · 2017: 21 · 2016: 13 · 2015: 12 · 2014: 14 · 2013: 4 · 2012: 10
- FWCI
- 9.86
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Mindfulness (publishedVersion, cc-by-nc)
- Europe PMC (PubMed Central) (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Figshare (submittedVersion)
- Open Research Exeter (University of Exeter) (submittedVersion)
- Funders
- National Institute for Health and Care Research (08/56/01)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Psychology › Clinical Psychology › Psychotherapy Techniques and Applications
- Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
- Keywords
- mindfulness-based interventions, teacher professional development, evidence-based practice, Nice, depressive relapse prevention, anxiety disorders, UK health policy
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
