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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.
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“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
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“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%.”
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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
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What defines mindfulness-based programs? The warp and the weft
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Self-citation
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
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