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Competence in Teaching Mindfulness-Based Courses: Concepts, Development and Assessment
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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 (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
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“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]
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“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
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“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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Self-citationGil, L. P., Zambrano-Hernández, S., Hernández, L. T. C., Jerez-Castiblanco, J. C., & Padilla, G. L. G. (2018) · Diversitas · doi:10.15332/s1794-9998.2018.0001.06 · Cited by 1
Krautz, B. (2019) · FOM-Edition · doi:10.1007/978-3-658-25673-9_12 · Cited by 1
Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC)
Sansom, S. A., & Crane, R. S. (2025) · Springer eBooks · doi:10.1007/978-3-030-77644-2_129-1 · Cited by 1
Self-citationShonin, E. (2015) · Nottingham Trent University's Institutional Repository (Nottingham Trent Repository) · Cited by 1
Noone, D. (2017) · UCL Discovery (University College London) · Cited by 1
Vuijk, P., Bul, K., Buil, J. M., Rauws, M., Curie, K., Amesz, C., Weerheijm, R., & Riper, H. M. (2023) · Research Square · doi:10.21203/rs.3.rs-3265929/v1 · Cited by 1
Hvad er gode forudsætninger for at undervise i mindfulness?
Piet, J. (2017) · Psyke & Logos · doi:10.7146/pl.v37i1.25529
A Critical Reflection of Mindfulness in Mental Health
Vijayakumar, B. (2017) · Psychology and Mental Health Care · doi:10.31579/2637-8892/001
Stalmeier, T. D. M., Lubbers, J., Cladder-Micus, M. B., Hanssen, I., Huijbers, M. J., Speckens, A. E. M., & Geurts, D. E. M. (2021) · Research Square · doi:10.21203/rs.3.rs-1187930/v1
Metadata
- 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.
- Venue
- Mindfulness
- Published
- 2011-09-22
- Volume
- 3
- Issue
- 1
- Pages
- 76-84
- ISSN
- 1868-8527 (ISSN-L)
- 1868-8535
- 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
- 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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