A rationale and framework for sharing mindfulness in trauma-dense communities in South Africa.
South African family practice : official journal of the South African Academy of Family Practice/Primary Care June 9, 2025 DOI: 10.4102/safp.v67i1.6114 via PubMed
Summary
AI-generated from the abstractMindfulness, rooted in Buddhist teachings, is an innate human capacity for being present with experience to cultivate compassion and wisdom. While mindfulness-based interventions have spread globally over the last 50 years, their pedagogy has largely been confined to first-world countries. An exception is a two-year training at Stellenbosch University. Research on graduates of this programme has led to a new, emergent curriculum that is more context- and trauma-sensitive, aiming to make learning how to share mindfulness more accessible, relevant, and Afro-centric for the local setting.
Study at a glance
| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Population | Graduates of a mindfulness training program at Stellenbosch University |
| Duration | 2-year training |
| Topics | Meditation |
| Keywords | Continuous traumatic stress Mindfulness-based interventions Mindfulness-based pedagogy Trauma-sensitive mindfulness Trauma support |
| Citations | 1 |
| Key finding | A new, emergent curriculum for mindfulness training that is more context- and trauma-sensitive, accessible, relevant, and Afro-centric has been developed based on research with graduates of a Stellenbosch University programme. |
Abstract
Mindfulness has its historical roots in the teachings of the Buddha. The core of these teachings addresses the causes and relief of human suffering. It is a way of being with experience, through awareness of the present moment, in service of compassion and wisdom. Its universal applicability lies in the fact that it is an innate human capacity, which can be developed through practice. Mindfulness has moved into broader contemporary society through the emergence of mindfulness-based interventions (MBIs) over the last 50 years and an associated robust research base. Mindfulness-based pedagogy has been largely restricted to first-world countries although a 2-year training at Stellenbosch University has been an exception to this. Research based on the experience of graduates of this programme has resulted in a new, emergent curriculum that is more context- and trauma-sensitive, to better meet the challenges of the local setting, and to make learning how to share mindfulness with others more accessible, relevant and Afro-centric.