Mindfulness-Based Professional Training Institute€¦ · Mindfulness-Based Professional Training...
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Mindfulness-Based
Professional Training Institute
MBCTMentorshipDocuments
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Mindfulness-Based Professional Training Institute
MBCTMentorshipDocumentsTableofContents
DescriptionandGuidelinesforMentorship................................................................1
GoodPracticeGuidelinesforTrainersandMentorsofMBCTTeachers.....................2
GoodPracticeGuidelinesforMBCTTeachers.............................................................3
MentorshipAgreement...............................................................................................4
OutlineforMentoringSessions...................................................................................6
AllocationofMentoringHours....................................................................................8
MBI-TACSelfAssessment............................................................................................9
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Mindfulness-Based Professional Training Institute
DescriptionandGuidelinesforMBCTMentorship
DefinitionofMindfulnessMentorship:Acontractualarrangementbetweenamentorand menteewhichfocusesonamentee’smindfulness-basedteachinginsecularsettingsand supportstheon-goingdevelopmentofpersonalpractice.Thepurposeofthisarrangementisto promotecompetencyandbestpracticeskillsforteachingmindfulnessinsecularsettingsandto encouragetherelevanceofapplyingtheprinciplesofmindfulnessineverydaylife.
Thefollowingoutlinestheroleofamindfulness-basedmentor:
• Mentorshipofamenteeastheyparticipateintrainingasamindfulness-basedteacher.• Supportamentee’spersonalmeditationpracticeasitrelatestoteachingMBCT.• Supportandstrengthentheteachingofmindfulnessmeditationpractices.• Supportandstrengthentheinquiryprocess.• Discussionandexplorationoftheembodimentofmindfulness.• Providefeedbackandevaluation.• Articulatetheethicalunderpinningsofmindfulness-basedteaching.• Upholdclearethicalandprofessionalboundaries.
Mindfulnessmentorshipisthereforemultifacetedandanorganicevolvingprocess. SuggestedguidelinesforconsiderationasanapprovedmentorintheMBPTI:
• ExperienceofteachingMBCTgroupinterventionsinsecularsettings.• Teachertrainingskillsandproficiencyinassessment.• Demonstratedcompetenceandskillinmakingevidenttherelevanceofacontinuing
personalmindfulnesspracticeandtheimportanceofmindfulnessineverydaylife.• Along-standingfoundationofpersonalon-goingmindfulnessmeditationpractice.• Apersonalcommitmenttoself-awarenessusingtheethicalprinciplesofmindfulness.• AbilitytoarticulatetheinterfaceofBuddhistphilosophy/psychologywithwestern
psychology.• Regularattendanceatteacher-leadmeditationretreats.
Mindfulness-basedmentorshipisfocusedonthedeliveryandprocessofteachingMBCT. Assuch,mentorshipwillcovertheimplementationandteachingofthe8-weekMBCTprogram. Preferablyamentor’sprofessionaltrainingwillprovideamatchforthementee’sprofessional backgroundandfortheteachingcontextoftheMBCTprogram. Allmentorswilllimittheir mentorshiptotheirownprofessionalexpertiseandtotheirexperienceofteaching mindfulness-basedinterventions. Anyclinicalresponsibilityistobetheresponsibilityofanoutsideclinicalsupervisor(ifoneisrequired). Ifamentordoesnotsharetheprofessionalbackgroundofthe menteeandhavespecificexperienceofthecontextoftheMBI,she/hewilllimitsupervisionto thecontentandprocessofmindfulnesspractices.
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2 Mindfulness-Based Professional Training Institute
GoodPracticeGuidelinesforTrainersandMentorsofMindfulness-BasedTeachers
SpecificGuidelinesforTrainersandMentorsofMindfulness-BasedCognitiveTherapy(MBCT)
1. CertifiedasanMBCTteacherthroughtheMBPTIorequivalent.2. Willhavehadfullteachingresponsibilityforatleast8-10MBCTcoursesoveraperiodoffiveyears.3. Willhavetrainedtobeatrainerviaanapprenticeshipwithamoreexperiencedtraineranddemonstrated
competencyintrainingothers.4. Continuetoteachmindfulness-basedcoursestothegeneralpublic.5. Beinpeersupervisioninrelationtoteachingmindfulness-basedinterventions.6. Attendannualmindfulnessmeditationretreats.7. Stayuptodatewiththecurrentanddevelopingevidencebaseformindfulness-based interventions.8. Beuptodatewithcurrentmethodsofassessingmindfulness-basedteachingcompetency andmaintaining
goodpractice.9. Besteepedinthepracticeandunderstandingofmindfulnesswhichisinformedbyboth relevantcurrent
scientificand/orclinicalunderstandingaswellasitshistorical antecedentsfromrelevantspiritualandphilosophicaltraditions,themostcommonexampleofwhichistheBuddhisttradition.
10. Beacompassionateandstrongteamplayer-willingtooperateinthecontextofatraining teamandinconnectionwithotherswhoaretrainingteachersinMBCT.
IngeneralMindfulness-basedteachertrainersneedwelldevelopedskills,understandingsandattitudesinthefollowingareas:
1. Anexperientiallygainedunderstandingofthecomplexityofmindfulnessasan approachanditstransformationalpotential.
2. Anin-depthunderstandingoftheaimsandintentionsofthefullrangeofcurriculum componentswithinthemindfulness-basedcoursetheyaretrainingotherstoteach.
3. Anunderstandingoftheunderlyingtheoreticalprinciplesofthemindfulness-based coursestheyaretrainingotherstoteach.
4. Understandandhavethecapacitytotrainothersintheprinciplesunderpinningthe adaptationofmindfulness-basedcoursestodifferentcontextsandpopulations.
5. Skillinworkingwithgroups,especiallythecreationofasafeandchallenging learningenvironment.6. Theabilityandskillneededtosupporttraineesinidentifyingtheirstrengthsand learningneeds,andproviding
feedbackwhichfacilitatesnewlearning.7. AnunderstandingofthecomplexinterfacebetweenMBIstaughtinatherapeutic contextandmindfulnessas
taughtintraditionalorspecificculturalcontextsandacommitmenttobeingtransparentinregardtowhichcontext(s)mindfulnessteaching/trainingisbeingoffered.
Thetrainerwillworkwithintheethicalframeworkofher/hisprofessionortrainingandwill additionallyhaveparticularlydevelopedsensitivitiesinrelationto:
- Onlytrainingwithinthelimitsandboundariesofcompetence- Onlyaskingtraineeswhatisaskedofselfinrelationtoinformalandformal mindfulnesspracticeAcknowledgement:WewouldliketoexpressourthanksandgratitudetoourcolleaguesintheUKforallowingustousetheirGoodPracticeGuidelinesasatemplateforthisdocument.http://www.bangor.ac.uk/mindfulness/our_resources.php.en
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3Mindfulness-Based Professional Training Institute
GoodPracticeGuidelinesforMBCTTeachers
ThefollowingdescriptionhasbeendevelopedtopromoteandsupportgoodpracticesintheteachingofMindfulness-BasedCognitiveTherapy(MBCT).MBCTwasdevelopedbyZindelSegal,MarkWilliamsandJohnTeasdale.MBCTisanempiricallysupported8-weekpsycho-educationalgroupintervention.Theprogramteachesmindfulnessmeditationskillsalongwiththeintegrationofcognitivetherapy.TheMBCTprogramtrainingemphasizesmindfulnessandhowthispracticeoffersclientsawaytoencounterandidentifythosemodesofmindthatoftencharacterizemooddisorders,whilesimultaneouslylearningtodevelopanewrelationshiptothem.Researchdemonstratestherateofdepressionrelapseisreducedby50%forpeoplewhohaveexperiencedthreeormoreepisodesofdepression.AnMBCTteacherwilldemonstratethefollowing:Mindfulness-BasedTeacherTraining
1. Participationinan8-weekMBCTprogram.2. CompletionofTeacherQualificationandCertification.
TrainingandbackgroundrequiredinadditiontoMBCTteachertraining1. Aprofessionalqualificationinmentalorphysicalhealthcare,education,socialwelfare,law.Anequivalent
lifeexperience,recognizedbytheorganizationorcontextwithinwhichtheMBCTteachingwilltakeplace,canbetakenintoconsiderationandwillbereviewedonanindividualbasis.
2. KnowledgeandexperienceofthepopulationsthattheMBCTprogramwillbebroughtto.Thisshallincludeteachingexperience,therapeuticorothercareprovisionswiththegroupand/orindividuals.Anexceptiontothiscanbetakenintoconsiderationandwillbereviewedonanindividualbasiswhenco-teachingwithacolleaguewhoisacertifiedMBCTteacher,hasexperienceofthispopulationandrelevantprofessionalqualificationinthisarea.
On-goingGoodPracticeRequirements1. Commitmenttoapersonalmindfulnesspracticethroughdailyformalandinformalpracticesand
participationinannualresidentialteacher-ledsilentmindfulnessmeditationretreats.2. AdherencetotheethicalframeworkappropriatetotheMBCTteacher’sprofessionalbackgroundand
workingcontext.3. Commitmenttocontinuingeducationinthefieldofmindfulnessmeditationresearch,theoryandpractice.
Sustainingon-goingcontactwithothercolleaguesinvolvedinthepracticeandteachingofmindfulness;onethatoffersmutualsupportandpromotescollaboration.
4. RegularmentorshipwithmoreexperiencedMBCTteacherswhichincludesthefollowing:a) TheopportunitytoreflectonandinquireintopersonalprocessasitrelatestoteachingMBCT.In
additionawillingnesstoshare,discussandinquireintopersonalmindfulnessmeditationpractice.b) ReceiveperiodicfeedbackonteachingMBCT.Thiscanbethroughaudio/visualtools,mentorsittingin
onteachingsessionsorthroughco-teachingwithreciprocalfeedback.
Acknowledgement:WewouldliketoexpressourthanksandgratitudetoourcolleaguesintheUKforallowingustousetheirGoodPracticeGuidelinesasatemplateforthisdocument.http://www.bangor.ac.uk/mindfulness/our_resources.php.en
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Mindfulness-Based Professional Training Institute
MentorshipAgreement
Thisisanagreementbetween___________________________________________(Mentee) and
_______________________________________________________________________(Mentor)
EffectiveDate:________________________ FrequencyofMeetings:_________________________
NumberofSessions:___________________ DurationofEachSession:_______________________
ThisagreementisenteredintovoluntarilybytheabovepartiesforthepurposeofprovidingmentorshipinteachingtheMindfulness-BasedCognitiveTherapy(MBCT)program.ThesementorshipsessionsareforthepurposesoffulfillingtherequirementsforMBCTTeacherQualificationandCertificationintheInstitute.
1. Purpose,GoalsandobjectivesofMentorship:
a) TofulfillMBCTtrainingrequirementsleadingtoMBCTteacherqualificationandcertification.
b) Topromotethedevelopmentofmentee’scompetencyandgoodpracticeskillsintheteachingoftheMBCTprogram.
2. Contentandcontextofmentorship:
a) Thecontentofmentorshipwillfocusontheacquisitionofmindfulness-based knowledge,theoreticalandexperientialteachingcompetencies,andbestpracticeskills.
b) Thecontextwillensuretheunderstandingofgoodpracticeguidelines,andappropriateprofessionalboundaries,codesandethics,asstatedintheMBPTIGoodPracticeGuidelines.
3. Amentorshiprecordformwillbeusedtodocumentkeyfeaturesofeachmentorshipsession.Feedbackwillbeprovidedatthecloseofeachsession. Mentorshipnotesmaybesharedwith mentee.
4. Rightsandresponsibilitiesofbothparties:
Mentor’srights:
1. Toinquireintomentee’sMBCTteaching.2. Toprovidementeewithconstructivefeedbackonher/hisMBCTteaching.3. Tolistentoandobservementee’sMBCTteachingthroughtheuseofaudio/visualtools and
giveconstructivefeedback.4. Towritealetterofrecommendation(whendeemedtherelevanttime)totheMBCTreview
committeeforthepurposesofteacherQualification/Certification.
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5Mentor’sresponsibilities:
1. Toupholdgoodpracticeguidelinesandanethicalframeworkappropriatetomentor’sprofessionalbackgroundandworkingcontext.
2. Tokeeparecordofthemeeting;date,timeandrelevantsessionnotes.3. Toprovideevaluationandfeedbacktomentee.4. Tomonitormentee’steachingperformance.5. TosupportmenteeindevelopingMBCTteachingcompetenciesandbestpracticeskills.
Mentee’srights:
1. Touninterruptedtimeduringscheduledsessions.2. ToMentor’sundividedattention,guidanceduringscheduledsessions.3. Toreceivefeedback.4. Tosetpartoftheagenda.5. Toaskquestions.6. Tohave,withinthecontextofthisMBCTmentorship,reasonabledevelopment/trainingneeds
addressed.7. Tochallengeideasandguidanceinaconstructiveway.
Mentee’sresponsibilities:
1. Toupholdgoodpracticeguidelinesandanethicalframeworkappropriatetomentee’sprofessionalbackgroundandworkingcontext.
2. TobepreparedtodiscussMBCTteachingissuesanddilemmas.3. Tobeopentochangeandtheuseofalternatemethodsofteaching.4. Maintainon-goingcommitmenttocontinuingeducationinmindfulness-basedtheories and
techniques.
5.Finances:
Theagreementtoanhourlyrateformentorshipof______________tobepaidtothementorpriortoeachsessionviacheck,PayPalorothermutuallyagreed-uponmeans.
Thiscontractissubjecttorevisionatanytime,upontherequestofthementororthementee.
Bothpartiesagreethatthementor’sroleincludeswhatisdescribedaboveandthatthementorDOESNOTholdanyresponsibilityforanyclinicaldeliveryofservicesbythementeenortothosepeoplethementeemayinstruct,teachindividuallyorinagroupregardlessofthesetting.Thisagreementisnotasupervisoryrelationship,butinsteaddescribesamentoringrelationship.Weagree,tothebestofourability,toupholdtheguidelinesspecifiedinthismentorshipagreementandtomanagethementorshiprelationshipandprocessinanethicalandprofessionalmanner.
Mentor: Date:
Mentee: Date:
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Mindfulness-Based Professional Training Institute
SuggestedMentoringSessionOutline
PHASE1forQualification
Generalstructure:1. Reviewoftheprevioustaughtclass.2. Whereistheteachingcurrently?Comfortlevels,successes,challenges,teachingedges.3. Reviewofthenextclass.
Topicstoreview:1. ReviewoftheMBCTclassstructure(TRIP).2. Theteachingofthemindfulnesspractices.3. Teachingofthedidacticpieces.4. Reviewofthegroupprocess.5. Reviewoftheskillsofmindfulinquiry.6. The“personoftheteacher”–discussionofhowteachingMBCTincludesthepracticeofmindful
inquiryandembodyingmindfulpresence.Inaddition,reviewof:
• Audioand/oraudio/visualrecordingsofmenteeguidingmindfulnessmeditationpractices;mindfulyoga,teachingadidacticportionoftheMBCTprogramandleadinginquiry.
• Submissionofmenteeteachingmaterialswhichwillincludeallparticipanthandouts.
PHASE2forCertification
Somesuggestionsforthisphaseofmentoring.Firstlyhavingfamiliaritywiththe6domainsoftheMBI:TAC.SharingtheMBI:TACwiththementeesothatthesedomainsbecometopicsfordiscussion.Thesedomainscoverthefollowingareas.
1. Coverage,pacingandorganizationofthesessioncurriculum.2. Relationalskills.3. Embodimentofmindfulness.4. Guidingthemindfulnesspractices.5. Conveyingcoursethemesthroughinteractiveinquiryanddidacticteaching.6. Holdingthegrouplearningprocess.
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7Secondlyatthispointinmentorship,thediscussionswillincludeafocusonthedeliveryandpracticeofmindfulinquiryandtheembodimentofmindfulpresence.Formindfulinquirythiscanincludethefollowingareas:
• Aclearabilitytodemonstrateapresentmomentfocus;languagethatissimpleandclear;aneasewithparticipantsobservationsandresponses,onethatfacilitatesindividualexperiencesandlearning;“being”modeofmindvs.teachingto,fixingorproblemsolving;ateasewiththeuniversalprinciplesofmindfulnessmeditationandabletofacilitatelearningbasedontheseprinciples;anempatheticandcompassionatelearningplatformforparticipants;acceptanceandunderstandingwhenfacedwithparticipantsdifficultieswiththemeditationpractices;relatingwelltothechallengesemanatingfromparticipantsdifficultieswithmeditationpractice;anabilitytofacilitategroupcohesiveness.
Formindfulembodiedpresencethiscanincludeadiscussionofthefollowingareas:
• Mindfulawareness;theintersectionofpersonalpracticeandtheteachingofmindfulnessinsecularsettings;theattitudinalfoundations;humility;kindnessandcompassion.
Inadditiontherewillbeareviewofthefollowing:
• Videorecordingsofmenteeteachingtwohalf-hoursegmentsofmindfulinquiry,onefromthefirsthalfoftheMBCTprogram,thesecond,fromthesecondhalfoftheprogram.
• Videorecordingofmenteeteachinga40-minutesittingmeditationpracticeandamindfulyogapractice.
• VideorecordingofmenteeteachingadidacticportionoftheMBCTprograme.g.Session4:StressReactivity.
• Submissionofmenteeaudiorecordingsofa40-minutebodyscan,a40-minutesittingmeditationpractice,awalkingmeditation,anda30-minutemindfulyogapractice.Thesearetherecordingsthattheparticipantslistentoathome.
HelpfulresourcesMBI:TACwww.bangor.ac.uk/mindfulness/documents/Supervisionfinalpublished.pdfhttp://www.academia.edu/3205977/The_Bangor_Exeter_and_Oxford_mindfulness-based_interventions_teaching_assessment_criteria
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8Mindfulness-Based Professional Training Institute
SpecificStructureforAllocationofMBCTMentorshipHours
Phase1:20hoursintotal20hoursallocatedasmenteeteachestwo8weekMBCTprograms.Thisincludesthefollowing.
1) Onehourofmentoringpriortoteachingeach8weekMBCTcourse.Thiswouldcoveradministrativedetails,generalquestionsetc.
2) EighthoursofmentorshipduringthetimethementeeisteachingtheMBCTprograms.3) OnehouraftertheMBCTprogramshavefinishedforreviewofteaching,generaldiscussionand
whattofocusonthenexttimementeeteachesetc.Hoursmaybeallocatedforthereviewofaudioand/audio/visualofthementeeteachingthefollowing;abodyscanpractice,sittingmeditationpracticewithinquiry,3minutebreathingspace,walkingmeditationpractice,mindfulyoga,adidacticportionoftheMBCTprogram.Feedbackgiventothementee.Writelettertosupportmentee’sapplicationtoreviewcommittee.Phase2:10hoursintotal
1) SixhoursofmentorshipasmenteeteachestheMBCTprogram.Theremaining4hoursmaybeallocatedto:
1) Reviewvideorecordingsofmenteeteachingthefollowing.Two30minutesegmentsofmindfulinquiry,onefromthefirsthalfoftheMBCTprogram,thesecondfromthesecondhalf;40minutesittingmeditation;30minutemindfulyogapractice;teachingadidacticportionoftheMBCTprograme.g.Session4:Landscapeofdepression.Feedbackgiventothementee,afterthementorhasreviewedtheserecordingsofthementeeteaching.
2) Reviewaudiorecordingsof35minutebodyscan;40minutesittingmeditationpractice;30minutewalkingmeditationpractice,30minuteyogapractice.Theserecordingsaretherecordingstheparticipantslistentoathome.Feedbackgiventothementee.
3) Writelettertosupportmentee’sapplicationtoreviewcommittee.Thereviewofanyrecordingsisdonebythementorwhothensharestheirobservationsandsuggestionswiththementee.Theabovestructureisadirectionaloutlineformentorsandmentees.Howeveritisimportanttonotethatattimesmentoringamenteeconcurrentlyastheyteachsometimesrunsintoschedulingissues.
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MBITeachingSelf-AssessmentFormForMentorshipinPhaseTwooftheUCSDMBPTI
Adaptedfrom:TheBangor,Exeter&OxfordMindfulness-BasedInterventionsTeachingAssessmentCriteria(MBI:TAC)forassessingthecompetenceandadherenceofmindfulness-basedclass-basedteachingRebeccaS.Crane,JudithG.Soulsby,WillemKuyken,J.MarkG.Williams,CatrinEamesand
TrishBartley,CindyCooper,AlisonEvans,MelanieJ.V.Fennell,ElunedGold,JodyMardula,SarahSilvertonUsingtheMBI-TACrequiresreflection,careandskill.Webelievethatusingthesixdomainsalongwiththegenericdefinitionsofoverallcompetenceindiscussionwiththementeewillbeausefulaidinthementoringprocess.Wearenotproposingthatthisinstrumentbeusedasaratingsystem.Ratherwearesuggestingthatthiscouldbearichandproductivetwo-waydialoguethatlooksattheon-goingdevelopmentofteachingskillsandcompetence.
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10 DomainsofMBITeachingCompetence Rating
Domain1:Coverage,pacingandorganisationofsessioncurriculumOverview:Theteacheradequatelyaddressesandcoversthecurriculumcontentofthesession.Thisinvolvescreatingaskilfulbalancebetweentheneedsoftheindividual,thegroupandtherequirementsofteachingthecourse.Theteacheriswellorganisedwithrelevantcoursematerialsandteachingaidsreadilyavailableandtheroomappropriatelypreparedforthegroup.Thesessioniswell'timemanaged'inrelationtothecurriculum.Thesessioniswellpacedwithasenseofspaciousness,steadinessandlackoftimepressure.Digressionsaresteeredbackintothesessioncurriculumwithtactandease.
Domain2:RelationalskillsOverview:Mindfulness-basedteachingishighlyrelational–mindfulnesspracticeengagesusinaprocessofdevelopinganewrelationshipbothwithourselvesandourexperience.ThequalitiesthattheteacherbringstoparticipantsandtheteachingprocessmirrorthequalitiesthatparticipantsarelearningtobringtothemselvesduringtheMBIprogramme.Mindfulnessistheawarenesswhichemergesthroughpayingattentiontoexperienceinaparticularway:onpurpose(theteacherisdeliberateandfocusedwhenrelatingtoparticipantsinthesessions);inthepresentmoment(theteacherhastheintentiontobewholeheartedlypresentwithparticipants);andnon-judgmentally(theteacherbringsaspiritofinterest,deeprespectandacceptancetoparticipants)(Kabat-Zinn,1990).
Domain3:EmbodimentofmindfulnessOverview:Mindfulnesspracticepermeatestheteacherandisexpressedthroughtwointerconnectedaspectstoembodiment–‘presentmomentfocus’,andbringingtheattitudinalfoundationsofmindfulnesstomomentbymomentexperience.Embodimentofmindfulnessinvolvestheteachersustainingconnectionandresponsivenesstomomentbymomentarising(withinself,withinindividualsandwithinthegroup)andbringingthecoreattitudinalfoundationsofmindfulnesspracticetoallofthis.Theseattitudesarenon-judging,patience,beginner'smind,trust,non-striving,acceptance,andlettinggo(Kabat-Zinn,1990).
Domain4:GuidingmindfulnesspracticesOverview:Theteacheroffersguidancethatdescribesaccuratelywhattheparticipantisbeinginvitedtodointhepractice,andincludesalltheelementsrequiredinthatpractice.Theguidanceenablesparticipantstorelateskilfullytomindwandering(seeingthisasanaturalmindprocess,workinggentlybutfirmlytocultivatetheskilltorecognisewhenthemindhaswanderedandtobringtheattentionback).Theguidancesuggeststheattitudestobringtoselfandexperiencethroughoutthepractice.Thepracticebalancesspaciousnesswithprecision.Skilfuluseoflanguageiskeytoconveyingallthis.
Domain5:ConveyingcoursethemesthroughinteractiveinquiryanddidacticteachingOverview:Thisdomainassessestheprocessthroughwhichthecoursethemesareconveyedtoparticipants.Theseareattimesexplicitlydrawnoutandunderlinedbytheteacherandatothertimesemergeimplicitlywithintheprocess.Thedomainincludesinquiry,groupdialogue,useofstoriesandpoems,facilitatinggroupexercises,orientingparticipantstosession/coursethemes,anddidacticteaching.
Domain6:HoldingthegrouplearningenvironmentOverview:Thewholeteachingprocesstakesplacewithinthecontextofagroup,whichiffacilitatedeffectivelybecomesavehicleforconnectingparticipantswiththeuniversalityoftheprocessesbeingexplored.Theteachercreatesa‘container’orlearningenvironmentthat‘holds’thegroupandwithinwhichtheteachingcaneffectivelytakeplace.Theteacherworksresponsivelywithgroupprocessthroughbringinganappropriateleadershipstyletotheteaching;throughtakinggoodcareofmanaginggroupsafety,trustandboundaryissues;throughemployingateachingstylewhichtakesaccountoftheindividualwithinthecontextofthegroup,andbalancestheneedsofboth;throughusingthegroupprocesstodrawoutuniversallearningthemes;throughworkingwithandrespondingtogroupdevelopmentprocessesbymanagingthevariousphasesofgroupformation,developmentandending.Theteacherisableto‘tuneinto’,connectwith,andrespondappropriatelytoshiftsandchangesingroupmoodandcharacteristics.
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11LevelsofMindfulness-BasedTeachingCompetence
(adapted from the Dreyfus Scale of Competence, 1986)
Genericdefinitionofoverallcompetencelevel
Competenceband
Rating
Keyfeaturesarenotdemonstrated.Theteachermakes consistenterrors and displays poor and unacceptable teaching, leading tolikely or actual negative therapeutic consequences. No realevidence that the teacher has graspedthefundamentalsoftheMBIteachingprocess.
IncompetentAbsenceofkey features,orhighly inappropriateperformance
1
Atleastonekeyfeaturepresentinmostdomains,but numeroussubstantiveproblemsandoverall lackofconsistencyrequireconsiderablefurtherdevelopment.
BeginnerAspectsofcompetencedemonstratedbutsignificantproblemsevident
2
Atleasttwokeyfeaturesatacompetentlevelinmost domains,butoneormoremajorproblemsand/or significantinconsistenciesthatrequirefurther development.Teachersadequatelytakecareofparticipants’emotionalandphysicalsafety.Teacherwould ataverybasiclevelbeconsidered‘fitforpractice’asco- teachers/undersupervision–theparticipantswouldnotbe harmedandarelikelytohaveopportunitiesforlearning.
AdvancedBeginnerEvidenceofsome competence,butnumerousproblemsand lackofconsistency
3
Mostkeyfeaturesarepresentinalldomains,withpossibly somegoodfeatures,butanumberofproblemsand/orsomeinconsistencies are present. Teacher demonstrates a workablelevelofcompetenceandtheyareclearly‘fit for practice’.
CompetentCompetent,withsome problemsand/orinconsistencies
4
Allkeyfeaturesarepresentinalldomains,withveryfew andveryminorinconsistenciesandevidenceofgood abilityandskill.Theteacherisableconsistentlyto demonstratetheseskillsovertherangeofaspectstoMBI teaching.
ProficientSustainedcompetencedemonstratedwithfeworminorproblemsand/orinconsistencies
5
Expectedkey features arepresent withevidenceof considerableability. The teaching is particularly inspirationalandexcellent.Theteachernolongeruses rules,guidelinesormaxims.He/shehasdeeptacit understandingoftheissuesandisabletoworkinanoriginal and flexiblemanner. The skills are demonstrated even inthe face of difficulties (e.g. challenges from the group).
AdvancedExcellentteachingpractice,orverygoodeveninthefaceofparticipantdifficulties
6