MENTAL HEALTH
the mindfulness approach apply across many different conditions. Our research is now investigating the approach with people who experience chronic and recurrent depression and who are also at high risk of suicide.
We have also carried out a pilot trial that found that MBCT markedly reduces between- episode anxiety and distress in patients with a history of bipolar disorder and we are working on a trial to see how mindfulness might help those with serious health anxiety.
Mindfulness & society
The pioneering work of Nancy Bardacke (a nurse-midwife in California) has shown how mindfulness might be used as a universal intervention in antenatal classes for both
parents with the aim of reversing the negative impact that high stress and fear have on maternal and neonatal outcomes.
Her programme, Mindfulness- Based Childbirth and Parenting (MBCP; www.mindfulbirthing. org), has shown a great deal of promise and the Oxford team is collaborating with her to teach the approach to midwives and health visitors.
Mindfulness is also proving popular in schools where children and young people seem to derive enormous benefit from finding stillness and a way of valuing themselves and others that is not solely dependent on achievement (see http://
mindfulnessinschools.org/).
Professor Mark Williams is director of the Oxford Mindfulness Centre
UK Mindfulness Trainers’ Network
Extract from the Good Practice Guidance for Teaching Mindfulness-Based Courses, 2010
Mindfulness teaching is carried out in a range of settings and by skilled and experienced teachers, many in the Buddhist tradition. This foundational work is warmly supported. As the interest in mindfulness as a secular practice has grown, however, training centres are often asked how best to judge whether a course that is offered is being done so with the care and competence that is required.
This is an extract of the main points from a recent statement by the Network.
A mindfulness teacher would normally have the following: A professional qualification in clinical practice, education or social context or equivalent life experience recognised by the community in which the teaching will take place. Prior knowledge and
experience of the populations that the mindfulness-based approach will be delivered to, including experience of teaching, therapeutic or other care provision with groups and individuals.
A professional mental health training that includes the use of evidenced based therapeutic approaches (if delivering MBCT).
Familiarity through personal participation with the mindfulness-based course curriculum that they are teaching, with particular in- depth personal experience of the three core practices of mindfulness-based programmes – body scan, sitting meditation and mindful movement (plus any other core practice that is a necessary part of the programme being taught e.g. specific other practices
Nov/Dec 10
taught in the Breathworks programme).
Completion of an in-depth, rigorous mindfulness-based teacher training programme or supervised pathway over a minimum duration of 12 months.
Ongoing adherence to the appropriate ethical framework of their background and within which they are working.
Engagement in a regular supervision process with an experienced mindfulness-based teacher(s) which includes:
Opportunity to reflect on/ inquire into personal process in relation to personal mindfulness practice and mindfulness- based teaching practice; Receiving periodic feedback on teaching from an experienced mindfulness-based teacher through video recordings, supervisor sitting in on teaching sessions or co-teaching and building in feedback sessions. Participation in residential teacher-led mindfulness meditation retreats.
Ongoing commitment to a personal mindfulness practice through daily formal and informal practice and attendance on retreat. Ongoing contacts with mindfulness-based colleagues, built and maintained as a means to share experiences and learn collaboratively.
Engagement in further training to develop skills and understanding in delivering mindfulness-based approaches, including keeping up to date with the current evidence base for mindfulness-based approaches
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