Mindfulness
September 21, 2011
Rebecca S. Crane, Willem Kuyken, J. Mark G. Williams et al.
232 citations
Interest in Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT) has grown rapidly in the UK, prompting health, education, and social work practitioners to develop competencies as mindfulness-based teachers. This has raised fundamental questions about training processes, standards, and competence assessment. The paper examines how competencies are addressed in secular mainstream contexts, presents a framework for how teaching competencies develop in trainees, and reviews current assessment methodologies. The authors argue for continued international dialogue among mindfulness-based trainers and teachers to build a robust professional context for future teachers.
Mindfulness
April 26, 2010
Rebecca S. Crane, Willem Kuyken, Richard P. Hastings et al.
205 citations
Mindfulness-based approaches, supported by several randomized controlled trials, help prevent depressive relapse and recurrence, and are recommended by the UK's National Institute for Health and Clinical Excellence for use in the National Health Service. These approaches also appear helpful for anxiety disorders and chronic physical health problems, with growing interest in applying them to personality disorders, substance abuse, and eating disorders. The authors review the UK context, outline criteria for teacher competence and training steps, and discuss challenges and future directions for ensuring evidence-based mindfulness approaches are available in health care and other settings.
Global advances in integrative medicine and health
January 1, 2025
Frederick M. Hecht, Rebecca S. Crane
1 citation
Mindfulness-Based Programs (MBPs) are increasingly used in health care, education, criminal justice, workplaces, and community settings worldwide, with some becoming standard care in publicly funded systems. Efficacy and cost-effectiveness research shows promising results, but assessing and ensuring fidelity of program delivery is still at an early stage. Without robust approaches to teaching skill and adherence to program form, dissemination and implementation could be compromised. This special collection presents research and practice on MBP intervention fidelity in teacher training, implementation, and governance. The introductory paper summarizes the collection, analyzes the field's current state, and outlines steps needed to advance understanding of these issues.