Competence in Teaching Mindfulness-Based Courses: Concepts, Development and Assessment

Crane, Rebecca S.; Kuyken, Willem; Williams, J. Mark G.; Hastings, Richard P.; Cooper, Lucinda; Fennell, Melanie J. V.

doi:10.1007/s12671-011-0073-2

Cited by 224Mindfulness and Compassion InterventionsCompetency Development and EvaluationInnovations in Medical Education

Competence in Teaching Mindfulness-Based Courses: Concepts, Development and Assessment

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Crane, Rebecca S., Kuyken, Willem, Williams, J. Mark G., Hastings, Richard P., Cooper, Lucinda, Fennell, Melanie J. V.·2012·Mindfulness

DOI 10.1007/s12671-011-0073-2PMC PMC3395338

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Abstract

There has been a groundswell of interest in the UK in Mindfulness-Based Stress Reduction (MBSR) and its derivatives, particularly Mindfulness-Based Cognitive Therapy (MBCT). Many health, education and social work practitioners have sought ways to develop their competencies as mindfulness-based teachers, and increasing numbers of organisations are developing mindfulness-based training programmes. However, the rapid expansion of interest in mindfulness-based approaches has meant that those people offering training for MBSR and MBCT teachers have had to consider some quite fundamental questions about training processes, standards and competence. They also need to consider how to develop a robust professional context for the next generation of mindfulness-based teachers. The ways in which competencies are addressed in the secular mainstream contexts in which MBSR and MBCT are taught are examined to enable a consideration of the particularities of mindfulness-based teaching competence. A framework suggesting how competencies develop in trainees is presented. The current status of methodologies for assessing competencies used in mindfulness-based training and research programmes is reviewed. We argue that the time is ripe to continue to develop these dialogues across the international community of mindfulness-based trainers and teachers.

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MBCT was taught by one experienced mindfulness teacher and one teacher in training, meeting advanced criteria and good practice guidelines.
“MBCT was taught by one experienced mindfulness teacher and one teacher in training (K.L.), meeting the advanced criteria of the Association of Mindfulness‐Based Teachers in the Netherlands and Flanders and the internationally agreed good practice guidelines of the UK Network for Mindfulness‐Based Teachers (Crane et al., 2012).”
From Mindfulness-based cognitive therapy for chronic noncancer pain and prescription opioid use disorder: A qualitative pilot study of its feasibility and the perceived process of change (2023) · cites this paper as Crane et al., 2012
The Introduction (page unavailable) reports that the UK Network developed and disseminated national Good Practice Guidance for mindfulness-based teachers. It does not describe that guidance as internationally agreed, establish the Dutch association’s advanced criteria, or verify the qualifications of the two teachers in the citing study. (LLM, conf=0.84)
Experimental — accuracy not yet measured
Widespread adoption of mindfulness training has been limited partly by concerns about the scalability of in-person-delivered treatment.
“However, concerns remain regarding the scalability of in-person–delivered treatment [39].”
From Clinical Efficacy and Psychological Mechanisms of an App-Based Digital Therapeutic for Generalized Anxiety Disorder: Randomized Controlled Trial (2021) · cites this paper as [39]
The Conclusions (page unavailable) say that only a limited number of substantially trained mindfulness teachers are available and call for more teachers to offer MBSR and MBCT. This supports a concern about expanding teacher-delivered courses, but the paper does not say that in-person delivery has limited widespread adoption of mindfulness training. (LLM, conf=0.82)
Experimental — accuracy not yet measured
Questions persist about the scalability and clinician competence of in-person mindfulness-based interventions.
“However, concerns remain around scalability and competency of in-person delivered MBI treatments (Crane et al., 2012).”
From Can Mindfulness Mechanistically Target Worry to Improve Sleep Disturbances? Theory and Study Protocol for App-Based Anxiety Program. (2020) · cites this paper as Crane et al., 2012
The mindfulness teachers who delivered the MBW-P intervention groups met rigorous criteria for competence in delivering mindfulness-based interventions described by Crane et al. (2012).
“The mindfulness teachers who delivered the MBW-P intervention groups are employed by the CMRP, are experts in their field, and all met rigorous criteria for competence in delivering mindfulness-based interventions described by Crane et al. (2012).”
From A mindfulness parent well-being course: evaluation of outcomes for parents of children with autism and related disabilities recruited through special schools (2018) · cites this paper as Crane et al. (2012)

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“However, concerns remain around scalability and competency of in-person delivered MBI treatments (Crane et al., 2012).”
Background
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Self-citation
Therapist behaviours in a web-based mindfulness-based cognitive therapy (eMBCT) for chronic cancer-related fatigue – Analyses of e-mail correspondence
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MINDFULNESS IN PRACTICE Competence in Teaching Mindfulness-Based Courses: Concepts, Development and Assessment
Crane, R. S., Kuyken, W., Mark, J., Williams, G., Hastings, R. P., Cooper, L., & Fennell, M. J. V. (2011)
Self-citation
What Is Required to Teach Mindfulness Effectively in MBSR and MBCT?
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Assessing Mindfulness-Based Teaching Competence: Good Practice Guidance
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Self-citation
Hvad er gode forudsætninger for at undervise i mindfulness?
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Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC)
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Self-citation

Authors: Crane, R. S., Kuyken, W., Williams, J. M. G., Hastings, R. P., Cooper, L., & Fennell, M. J. V.
Affiliations: Bangor University (GB)
University of Exeter (GB)
Warneford Hospital (GB)
Corresponding author: Crane, Rebecca S.
ORCID: Crane, Rebecca S.
Kuyken, Willem
Williams, J. Mark G.
Hastings, Richard P.
Venue: Mindfulness
Publisher: Springer Science and Business Media LLC
Published: 2011-09-22
Volume: 3
Issue: 1
Pages: 76-84
ISSN: 1868-8527 (ISSN-L)
1868-8535
DOI: 10.1007/s12671-011-0073-2
PMC: PMC3395338
OpenAlex: W2076979964
Cited by: 224
References: 24
Citations by year: 2026: 6 · 2025: 18 · 2024: 20 · 2023: 13 · 2022: 11 · 2021: 11 · 2020: 18 · 2019: 17 · 2018: 21 · 2017: 27 · 2016: 16 · 2015: 11 · 2014: 16 · 2013: 16 · 2012: 3
FWCI: 12.09
Type: journal article
Language: en
Open access: hybrid
doi.org
Licence: cc-by-nc
creativecommons.org/licenses/by-nc/2.0 (tdm)
creativecommons.org/licenses/by-nc/2.0 (vor)
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 › Social Psychology › Competency Development and Evaluation
Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Keywords: teacher competence, mindfulness-based stress reduction, mindfulness-based cognitive therapy, mindfulness training, competency assessment, trainer development

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Competence in Teaching Mindfulness-Based Courses: Concepts, Development and Assessment

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