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Anthony Quintiliani, Ph.D, LADC

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June 3, 2015 By Admin

The United Kingdom Notes Qualifications for Teaching Mindfulness

Recommendations as Guidelines  to Become Teachers/Trainers

mindful HappinessCommon and effective approaches using mindfulness-based interventions, skills and practices include Mindfulness-Based Stress Reduction (MBSR via Jon Kabat-Zinn), Mindfulness-Based Cognitive Therapy (MBCT via Zindel Segal, Mark Williams, and John Teasdale), Acceptance and Commitment Therapy (ACT via Steven Hayes), and Breathwork Mindfulness-Based Approaches to Pain and Illness (MBPI via Vidyamala Burch). There are other mindfulness-based approaches; however, the first three noted and their integration in MBPI have received a greater level of research support in recent years.

School-based mindfulness intervention for teachers and student most often include direct replications from the above-noted approaches or somewhat watered down adjustments of the same.  An important reality in school-based interventions is it’s massive growth in popularity.  To maintain effective outcomes, it is necessary to maintain validity and reliability of such interventions – for teachers/trainers of these approaches to not only understand the interventions but also be mindful-happiness_emotional-balancepractitioners on their own.   In all activities, strive to DO NO HARM.

The following recommendations are presented as guidelines for those who wish to become teachers/trainers in these mindfulness-based programs:

1) Participation in and completion of a course or curriculum directly derived from one of the approaches noted above;

2) Personal in-depth practice of meditation and mindfulness skills from one or more of the noted programs ( the author recommends no less than five years of personal meditation or yoga practice as a prerequisite to teaching it);

3) About a year of formal supervision or consultation in teaching/training components of one or more of the programs noted above – peer supervision may be enough if all parties are well trained and experienced in practice;

4) Documented professional work experience in the setting where the teaching/training will occur – for example psychological or physical health care, education, community or organizational improvement, etc.;

5) Strong knowledge and understanding of the audience population, to which mindfulness-based teaching/training will be offered – solely as a trainer or in cooperation with others who hold these qualification;

6) Regarding teaching/training in MBSR, MBCT, MBPI, and ACT – clinical knowledge and understanding of the psychological and/or physical conditions the mindfulness-based approaches will be used for;

7) Continued day-to-day personal practice in mindfulness and meditation as well as yearly continuing education or retreat-based activities;

8) Continued commitment to practice and to reading current research studies about these mindfulness-based practices;

9) Continued interactions with others with similar or stronger credentials and experience in these practices; and,

10) Upholding codes of ethics with respect to the professional qualifications of the teacher/trainer – more than one code may apply.

You can see that maintaining strong standards for pre-teaching/training and on-going teaching/training in mindfulness-based approaches is required to ensure effectiveness of the interventions, and to ensure that we DO NO HARM in the process.

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By Anthony R. Quintiliani, PhD., LADC

From the Eleanor R. Liebman Center for Secular Meditation in Monkton, VermontChiYinYang_EleanorRLiebmanCenter

Author of Mindful Happiness

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