Abstract
BackgroundTraining people to deliver mindfulness-based interventions (MBI) is becoming an important activity as mindfulness has been shown to have clinical benefits across a variety of conditions. Training courses must not only address the principles, skills and theory of mindfulness, but the trainers themselves must be able to embody the practice. There is limited research on the ability of teachers-in-training to embody the practice as a result of teacher training programmes. This study explored the extent to which a short course enabled future teachers to embody mindfulness practice. This first module was part of a larger course of four modules to prepare future teachers of MBIs.MethodsQualitative data was obtained from 10 out of 35 end of course written assignments that asked respondents to reflect on their experience of mindfulness practice during the course. These were systematically selected and a focus group interview was also conducted with local participants. Data was analysed by means of the framework method and key themes identified.ResultsThe combination of a retreat and on-line learning was perceived to be effective. Students reported significant changes in personal functioning as a result of daily mindfulness practice: self-awareness, improved relationships, enhanced connectedness, better self-regulation, enhanced compassion and curiosity towards self and others and self-acceptance. Participants began to introduce elements of mindfulness into their professional practice.ConclusionsThe first module of a post-graduate training programme for health professionals who want to teach MBIs successfully supported students to embody, explore and apply mindfulness in their lives. The integrated teaching modalities of residential retreat and distance-based on-line learning appeared effective.
Highlights
Training people to deliver mindfulness-based interventions (MBI) is becoming an important activity as mindfulness has been shown to have clinical benefits across a variety of conditions
Mindfulness has been recognized as a way to enhance self-regulation, emotional intelligence and to foster improved relationships, in healthcare, and in the educational
Ten assignments were selected for analysis, while 7 students participated in the focus group interview
Summary
Training people to deliver mindfulness-based interventions (MBI) is becoming an important activity as mindfulness has been shown to have clinical benefits across a variety of conditions. This study explored the extent to which a short course enabled future teachers to embody mindfulness practice. This first module was part of a larger course of four modules to prepare future teachers of MBIs. Mindfulness is an inherent human capacity that can be cultivated intentionally through attending to phenomena in the present moment such as our sensations, thoughts or feelings, while holding an attitude of curiosity and non–judgment [1]. The formalisation of mindfulness as a therapeutic clinical intervention has received increasing attention in the last decade as a result of the growing evidence-base for its effectiveness in psychological and social functioning [3]. There is a paucity of literature describing the impact of standardised mindfulness based programmes on social functioning [3,4,5,6]
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