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

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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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Untitled work
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Background
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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 › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Competency Development and Evaluation
Social Sciences › Education › 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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