Abstract
ObjectivesWhile brief mindfulness-based interventions (MBIs) show promise, stakeholder involvement in their design is lacking and intervention content can vary substantially. The aim of this study is to explore stakeholder perspectives of brief MBIs, brief MBI content, and adapting existing MBIs.MethodsIn this convergent mixed methods design study, 22 mindfulness teachers and 20 mindfulness course attendees completed an online UK-based survey. Twenty-six participants were female, and mean age was 50.8 years. Data from closed questions were analysed using descriptive and inferential statistics, and data from open questions were analysed using reflexive thematic analysis.ResultsFindings suggest a brief MBI could comprise five 80-min sessions and include focused attention practice, informal mindfulness, inquiry, psychoeducation, and 20 min of daily home practice. Opinions of some elements differed among participants, such as the body scan, poetry, and the sitting with difficulty practice. Four themes were generated from participants’ comments about their attitudes to brief MBIs, which were generally positive but expressed concerns about insufficient content and poor delivery. Three themes were generated about adapting MBIs, suggesting tensions between adhering to a curriculum and meeting group needs. Five themes were generated from views about the content and characteristics of MBIs, highlighting the importance of accessibility, teacher training, and participant safety.ConclusionsBrief MBIs may increase access to mindfulness training, yet there is a need for adequate governance and transparency regarding their strengths and limitations. Clarity and evidence of MBI mechanisms along with scientific literacy in teachers will support fidelity-consistent modifications.
Highlights
The aim of the present study is to explore the perspectives of mindfulness teachers and mindfulness course attendees in relation to brief mindfulness-based interventions (MBIs), what they should comprise, and components of MBIs generally
This study explored mindfulness teacher and mindfulness course attendee perspectives of MBI elements, adaptations, the content of brief MBIs, and attitudes to brief MBIs
The findings point to a number of issues that are important for the development and implementation of brief MBIs as well as revealing valuable insights into perceptions of existing curricula
Summary
While brief mindfulness-based interventions (MBIs) show promise, stakeholder involvement in their design is lacking and intervention content can vary substantially. The aim of this study is to explore stakeholder perspectives of brief MBIs, brief MBI content, and adapting existing MBIs. Methods In this convergent mixed methods design study, 22 mindfulness teachers and 20 mindfulness course attendees completed an online UK-based survey. Three themes were generated about adapting MBIs, suggesting tensions between adhering to a curriculum and meeting group needs. Five themes were generated from views about the content and characteristics of MBIs, highlighting the importance of accessibility, teacher training, and participant safety. Conclusions Brief MBIs may increase access to mindfulness training, yet there is a need for adequate governance and transparency regarding their strengths and limitations. Clarity and evidence of MBI mechanisms along with scientific literacy in teachers will support fidelity-consistent modifications
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