Mindfulness-Based Professional Training Institute€¦ · Mindfulness-Based Professional Training Institute Description and Guidelines for MBCT Mentorship Definition of Mindfulness

Mindfulness-Based

Professional Training Institute

MBCTMentorshipDocuments

Mindfulness-Based Professional Training Institute

MBCTMentorshipDocumentsTableofContents

DescriptionandGuidelinesforMentorship................................................................1

GoodPracticeGuidelinesforTrainersandMentorsofMBCTTeachers.....................2

GoodPracticeGuidelinesforMBCTTeachers.............................................................3

MentorshipAgreement...............................................................................................4

OutlineforMentoringSessions...................................................................................6

AllocationofMentoringHours....................................................................................8

MBI-TACSelfAssessment............................................................................................9

MBCTMentorshipPacket 9/13/16

1


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.


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


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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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.


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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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.


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


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.


9

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.


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.


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