Workshops

Online - Orientation & Assessment, and Ethics - Teacher Workshop - 09.00 - 17.00 UK TIME

Online Course

20/05/2021 - 20/05/2021

09:00 - 17:00

From £100.00

Ruth Baer

Course Description
This is a two-part workshop. The morning session cultivates skills that mindfulness teachers need before a course begins: orienting potential participants to MBCT and gathering essential information about them. The afternoon session covers important ethical issues in the mindfulness field. Orientation: People who are thinking about participating in a mindfulness-based program (MBP) need information about the course. Part of the teacher's job is to provide this information in helpful ways. Many teachers have websites describing the courses they offer. Some provide introductory group sessions or taster sessions. Others conduct individual pre-course interviews, in person or by phone. Each of these requires careful thought about what information should be provided and how it should be conveyed. Skilful orientation can help potential participants understand what to expect from the course and how it might help them. This can build interest, motivation and commitment in some participants while helping others decide that this is not the right course or the right time for them. Assessment: Just as participants need information about the course, teachers need information about potential participants. A mindfulness course may not be suitable for everyone who expresses interest. People with current suicidal thoughts, active misuse of substances, serious post-traumatic stress, recent bereavement, or other stressors might not benefit or might experience harmful effects. Skilful assessment enables teachers to decide who should be accepted onto the course and who should be referred elsewhere or advised to consider the course at another time. It also alerts teachers to aspects of participants' histories and current concerns that may require monitoring as the course progresses. Orientation and assessment are ethical necessities. They support the primary ethical imperative to do no harm as well as related principles such as informed consent, truth in advertising, and practicing within one's scope of competence. Discussion of these points at the end of the morning session leads naturally into the afternoon session on ethics in MBPs. Ethics: This part of the day covers several important issues in the mindfulness field. Professional ethics for mindfulness teachers. Mindfulness teaching is not a regulated profession and does not yet have an established code of professional ethics. The Good Practice Guidelines state that mindfulness teachers should adhere to the ethical framework appropriate to their professional background and working context. However, mindfulness teachers have a variety of professional backgrounds, some of which do not have ethics codes applicable to mindfulness teaching. Familiarity with basic tenets of professional ethics is essential for mindfulness teachers. Harm and adverse events in MBPs. Research shows that harm can occur in some practitioners of meditation. Mindfulness teachers need an understanding of these issues and skills for working with difficulties that arise in their course participants. Ethical issues associated with Buddhist roots of MBPs. MBPs have roots in Buddhist traditions but are adapted for mainstream settings. Controversy sometimes arises about whether MBPs are too close to their Buddhist roots for some contexts or too far away from their Buddhist roots for others. Ethical communication about MBPs. Hype about mindfulness is common in today's world. Mindfulness teachers need skills for speaking accurately about what the evidence shows and does not show and the potential risks and benefits of MBPs.
Entry Requirements / Who is the course for?
The workshop is for teachers of MBCT and those training to teach MBCT.
Workshops

Online - Orientation & Assessment, and Ethics - Teacher Workshop - 09.00 - 17.00 UK TIME

Online Course

22/07/2021 - 22/07/2021

09:00 - 17:00

From £100.00

Paul Bernard

Course Description
This is a two-part workshop. The morning session cultivates skills that mindfulness teachers need before a course begins: orienting potential participants to MBCT and gathering essential information about them. The afternoon session covers important ethical issues in the mindfulness field. Orientation: People who are thinking about participating in a mindfulness-based program (MBP) need information about the course. Part of the teacher's job is to provide this information in helpful ways. Many teachers have websites describing the courses they offer. Some provide introductory group sessions or taster sessions. Others conduct individual pre-course interviews, in person or by phone. Each of these requires careful thought about what information should be provided and how it should be conveyed. Skilful orientation can help potential participants understand what to expect from the course and how it might help them. This can build interest, motivation and commitment in some participants while helping others decide that this is not the right course or the right time for them. Assessment: Just as participants need information about the course, teachers need information about potential participants. A mindfulness course may not be suitable for everyone who expresses interest. People with current suicidal thoughts, active misuse of substances, serious post-traumatic stress, recent bereavement, or other stressors might not benefit or might experience harmful effects. Skilful assessment enables teachers to decide who should be accepted onto the course and who should be referred elsewhere or advised to consider the course at another time. It also alerts teachers to aspects of participants' histories and current concerns that may require monitoring as the course progresses. Orientation and assessment are ethical necessities. They support the primary ethical imperative to do no harm as well as related principles such as informed consent, truth in advertising, and practicing within one's scope of competence. Discussion of these points at the end of the morning session leads naturally into the afternoon session on ethics in MBPs. Ethics: This part of the day covers several important issues in the mindfulness field. Professional ethics for mindfulness teachers. Mindfulness teaching is not a regulated profession and does not yet have an established code of professional ethics. The Good Practice Guidelines state that mindfulness teachers should adhere to the ethical framework appropriate to their professional background and working context. However, mindfulness teachers have a variety of professional backgrounds, some of which do not have ethics codes applicable to mindfulness teaching. Familiarity with basic tenets of professional ethics is essential for mindfulness teachers. Harm and adverse events in MBPs. Research shows that harm can occur in some practitioners of meditation. Mindfulness teachers need an understanding of these issues and skills for working with difficulties that arise in their course participants. Ethical issues associated with Buddhist roots of MBPs. MBPs have roots in Buddhist traditions but are adapted for mainstream settings. Controversy sometimes arises about whether MBPs are too close to their Buddhist roots for some contexts or too far away from their Buddhist roots for others. Ethical communication about MBPs. Hype about mindfulness is common in today's world. Mindfulness teachers need skills for speaking accurately about what the evidence shows and does not show and the potential risks and benefits of MBPs.
Entry Requirements / Who is the course for?
The workshop is for teachers of MBCT and those training to teach MBCT.
Workshops

Online - Orientation & Assessment, and Ethics - Teacher Workshop - 09.00 - 17.00 UK TIME (C976)

Online Course

18/11/2021 - 18/11/2021
Thursday

09:00 - 17:00

From £100.00

Ruth Baer

Course Description
This is a two-part workshop. The morning session cultivates skills that mindfulness teachers need before a course begins: orienting potential participants to MBCT and gathering essential information about them. The afternoon session covers important ethical issues in the mindfulness field. Orientation: People who are thinking about participating in a mindfulness-based program (MBP) need information about the course. Part of the teacher's job is to provide this information in helpful ways. Many teachers have websites describing the courses they offer. Some provide introductory group sessions or taster sessions. Others conduct individual pre-course interviews, in person or by phone. Each of these requires careful thought about what information should be provided and how it should be conveyed. Skilful orientation can help potential participants understand what to expect from the course and how it might help them. This can build interest, motivation and commitment in some participants while helping others decide that this is not the right course or the right time for them. Assessment: Just as participants need information about the course, teachers need information about potential participants. A mindfulness course may not be suitable for everyone who expresses interest. People with current suicidal thoughts, active misuse of substances, serious post-traumatic stress, recent bereavement, or other stressors might not benefit or might experience harmful effects. Skilful assessment enables teachers to decide who should be accepted onto the course and who should be referred elsewhere or advised to consider the course at another time. It also alerts teachers to aspects of participants' histories and current concerns that may require monitoring as the course progresses. Orientation and assessment are ethical necessities. They support the primary ethical imperative to do no harm as well as related principles such as informed consent, truth in advertising, and practicing within one's scope of competence. Discussion of these points at the end of the morning session leads naturally into the afternoon session on ethics in MBPs. Ethics: This part of the day covers several important issues in the mindfulness field. Professional ethics for mindfulness teachers. Mindfulness teaching is not a regulated profession and does not yet have an established code of professional ethics. The Good Practice Guidelines state that mindfulness teachers should adhere to the ethical framework appropriate to their professional background and working context. However, mindfulness teachers have a variety of professional backgrounds, some of which do not have ethics codes applicable to mindfulness teaching. Familiarity with basic tenets of professional ethics is essential for mindfulness teachers. Harm and adverse events in MBPs. Research shows that harm can occur in some practitioners of meditation. Mindfulness teachers need an understanding of these issues and skills for working with difficulties that arise in their course participants. Ethical issues associated with Buddhist roots of MBPs. MBPs have roots in Buddhist traditions but are adapted for mainstream settings. Controversy sometimes arises about whether MBPs are too close to their Buddhist roots for some contexts or too far away from their Buddhist roots for others. Ethical communication about MBPs. Hype about mindfulness is common in today's world. Mindfulness teachers need skills for speaking accurately about what the evidence shows and does not show and the potential risks and benefits of MBPs.
Entry Requirements / Who is the course for?
The workshop is for teachers of MBCT and those training to teach MBCT.
Workshops

Online - Research and Evaluation - Teacher Workshop - 09.00 - 17.00 UK TIME

Online Course

27/05/2021 - 27/05/2021

09:00 - 17:00

From £100.00

Ruth Baer

Course Description

MBCT is an evidence-based program. Effective teachers need an understanding of the evidence base in order to communicate effectively with potential participants and other interested parties about what the evidence shows and the limitations of current knowledge. Effective teachers also adopt an empirical mind-set. Rather than assuming that their courses must be effective because the literature says MBCT is helpful, they collect data to find out how their participants are responding to the course. The first half of the day provides an informative summary of the evidence base for MBCT and other important topics in the mindfulness field. Topics covered include: Assessment of mindfulness. Why should we attempt to measure mindfulness, what methods are available, how effective are they, and what have we learned about mindfulness and MBPs from this research? Efficacy of MBPs. What does research tell us about the benefits of MBPs? What do they help with, and how much? How do they compare with other evidence-based approaches to mental health and wellbeing? Other questions about efficacy. How much home practice are participants doing, and does it matter? Are self-help and online programs effective? Is MBCT cost-effective? What are the effects on the brain? Can evidence-based MBPs cause harm? Mechanisms of change in MBPs. How do beneficial effects of MBPs come about? What are the important changes? Effects of mindfulness training on kindness and compassion. The second half of the day cultivates teachers' skills for adopting an empirical attitude about the courses they teach. Topics include: Why evaluating the courses we teach is important; How to develop useful questions about the courses we teach; Measures recommended by the OMC for assessing outcomes, mechanisms of change, acceptability, harmful and unpleasant experiences, and home practice; Thinking empirically about the findings obtained; Evaluating our teaching using the MBI-TAC framework.

Entry Requirements / Who is the course for?

The workshop is for teachers of MBCT and those training to teach MBCT.

Workshops

Online - Research and Evaluation - Teacher Workshop - 12.00 - 20.00 UK TIME

Online Course

26/08/2021 - 26/08/2021
Thursday 26th August 2021 12.00 - 20.00 (BST)

12:00 - 20:00

From £100.00

Ruth Baer

Course Description

MBCT is an evidence-based program. Effective teachers need an understanding of the evidence base in order to communicate effectively with potential participants and other interested parties about what the evidence shows and the limitations of current knowledge. Effective teachers also adopt an empirical mind-set. Rather than assuming that their courses must be effective because the literature says MBCT is helpful, they collect data to find out how their participants are responding to the course. The first half of the day provides an informative summary of the evidence base for MBCT and other important topics in the mindfulness field. Topics covered include: Assessment of mindfulness. Why should we attempt to measure mindfulness, what methods are available, how effective are they, and what have we learned about mindfulness and MBPs from this research? Efficacy of MBPs. What does research tell us about the benefits of MBPs? What do they help with, and how much? How do they compare with other evidence-based approaches to mental health and wellbeing? Other questions about efficacy. How much home practice are participants doing, and does it matter? Are self-help and online programs effective? Is MBCT cost-effective? What are the effects on the brain? Can evidence-based MBPs cause harm? Mechanisms of change in MBPs. How do beneficial effects of MBPs come about? What are the important changes? Effects of mindfulness training on kindness and compassion. The second half of the day cultivates teachers' skills for adopting an empirical attitude about the courses they teach. Topics include: Why evaluating the courses we teach is important; How to develop useful questions about the courses we teach; Measures recommended by the OMC for assessing outcomes, mechanisms of change, acceptability, harmful and unpleasant experiences, and home practice; Thinking empirically about the findings obtained; Evaluating our teaching using the MBI-TAC framework.

Entry Requirements / Who is the course for?

The workshop is for teachers of MBCT and those training to teach MBCT.

Workshops

Online - Research and Evaluation - Teacher Workshop - 09.00 - 17.00 UK TIME

Online Course

25/11/2021 - 25/11/2021
Thursday 25 November 2021 09.00 - 17.00 UK TIME

09:00 - 17:00

From £100.00

Ruth Baer

Course Description

MBCT is an evidence-based program. Effective teachers need an understanding of the evidence base in order to communicate effectively with potential participants and other interested parties about what the evidence shows and the limitations of current knowledge. Effective teachers also adopt an empirical mind-set. Rather than assuming that their courses must be effective because the literature says MBCT is helpful, they collect data to find out how their participants are responding to the course. The first half of the day provides an informative summary of the evidence base for MBCT and other important topics in the mindfulness field. Topics covered include: Assessment of mindfulness. Why should we attempt to measure mindfulness, what methods are available, how effective are they, and what have we learned about mindfulness and MBPs from this research? Efficacy of MBPs. What does research tell us about the benefits of MBPs? What do they help with, and how much? How do they compare with other evidence-based approaches to mental health and wellbeing? Other questions about efficacy. How much home practice are participants doing, and does it matter? Are self-help and online programs effective? Is MBCT cost-effective? What are the effects on the brain? Can evidence-based MBPs cause harm? Mechanisms of change in MBPs. How do beneficial effects of MBPs come about? What are the important changes? Effects of mindfulness training on kindness and compassion. The second half of the day cultivates teachers' skills for adopting an empirical attitude about the courses they teach. Topics include: Why evaluating the courses we teach is important; How to develop useful questions about the courses we teach; Measures recommended by the OMC for assessing outcomes, mechanisms of change, acceptability, harmful and unpleasant experiences, and home practice; Thinking empirically about the findings obtained; Evaluating our teaching using the MBI-TAC framework.

Entry Requirements / Who is the course for?

The workshop is for teachers of MBCT and those training to teach MBCT.

Workshops

Online - Origins of Mindfulness - Teacher Workshop - 09.00 - 17.00 UK TIME (C976)

Online Course

30/06/2021 - 30/06/2021

09:00 - 17:00

From £100.00

Chris Cullen

Course Description

Mindfulness is clearly acknowledged to have its roots in the foundational Buddhist tradition that stretches back two and a half thousand years. Yet, we may ask, what can this foundational tradition add to our current understanding of MBCT founded, as it is, in contemporary understandings within neuroscience and cognitive psychology? Nevertheless, when we begin to examine this two and a half thousand-year-old tradition it presents us with a highly nuanced psychological understanding of what mindfulness is, how it functions and what it means to be a flourishing human being that is highly congruent with many of the contemporary approaches. The psychological models of Early Buddhism have been a significant influence on the development of contemporary Mindfulness Based approaches such as MBSR and MBCT. They turn out to be remarkably congruent both with the discoveries of Cognitive Neuroscience and psychological research into the mechanisms of depression, anxiety and a wide range of mental health conditions. The experience of training mindfulness teachers at the Oxford Mindfulness Centre (OMC) over many years has confirmed that it is very helpful for mindfulness teachers and teacher trainees to have some understanding of these Buddhist psychological models in order to support the effectiveness, integrity and depth of their work. Such study comprises an integral component of all the Mindfulness teacher training pathways offered at the OMC and other major European centres. This workshop will provide an introduction to the key relevant components of Buddhist psychology that can inform, enrich and deepen the work of Mindfulness teachers. We will examine the nature of human distress, to which Mindfulness is directed, and the aetiology of this distress together with a close examination of the self as a process rather than as something fixed, and why this important to understanding MBCT in the contemporary world.

Entry Requirements / Who is the course for?

The workshop is open to all trained mindfulness teachers and forms part of the training pathway for those training to teach MBCT.

Workshops

Online - Origins of Mindfulness - Teacher Workshop - 09.00 - 17.00 UK TIME

Online Course

17/09/2021 - 17/09/2021
Friday 17 December 2021 09:00 - 17:00 GMT

09:00 - 17:00

From £100.00

Jake Dartington

Course Description

Mindfulness is clearly acknowledged to have its roots in the foundational Buddhist tradition that stretches back two and a half thousand years. Yet, we may ask, what can this foundational tradition add to our current understanding of MBCT founded, as it is, in contemporary understandings within neuroscience and cognitive psychology? Nevertheless, when we begin to examine this two and a half thousand-year-old tradition it presents us with a highly nuanced psychological understanding of what mindfulness is, how it functions and what it means to be a flourishing human being that is highly congruent with many of the contemporary approaches. The psychological models of Early Buddhism have been a significant influence on the development of contemporary Mindfulness Based approaches such as MBSR and MBCT. They turn out to be remarkably congruent both with the discoveries of Cognitive Neuroscience and psychological research into the mechanisms of depression, anxiety and a wide range of mental health conditions. The experience of training mindfulness teachers at the Oxford Mindfulness Centre (OMC) over many years has confirmed that it is very helpful for mindfulness teachers and teacher trainees to have some understanding of these Buddhist psychological models in order to support the effectiveness, integrity and depth of their work. Such study comprises an integral component of all the Mindfulness teacher training pathways offered at the OMC and other major European centres. This workshop will provide an introduction to the key relevant components of Buddhist psychology that can inform, enrich and deepen the work of Mindfulness teachers. We will examine the nature of human distress, to which Mindfulness is directed, and the aetiology of this distress together with a close examination of the self as a process rather than as something fixed, and why this important to understanding MBCT in the contemporary world.

Entry Requirements / Who is the course for?

The workshop is open to all trained mindfulness teachers and forms part of the training pathway for those training to teach MBCT.

Workshops

Online - Inquiry in MBCT - Teacher Workshop Tuesday 09:00 - 17:00 UK TIME

Online Course

06/07/2021 - 06/07/2021

09:00 - 17:00

From £100.00

Paul Bernard
Jo Cromarty

Course Description

Inquiry skills are often perceived as the most difficult teaching skills to learn, yet periods of inquiry in MBCT sessions have great potential for enhancing participants' learning. Inquiry is sometimes described as a crucible where participants' learning history, current concerns, and experiences during mindfulness practices combine with the teacher's embodiment of mindfulness, understanding of MBCT theory, and relational skills to enable learning that is potentially transformational. This foundational masterclass will demystify this process through a variety of teaching methods. Topics include: The purposes and intentions of inquiry How understanding conceptual underpinnings of MBCT facilitates skilful inquiry. These underpinnings include: The four elements of inner experience (thoughts, emotions, body sensations, and urges/ impulses) The vicious flower conceptualization of reactivity The sequence of the eight sessions and the implications of this sequence for how inquiry is managed throughout the course Layers of inquiry, including: Direct experience Reactions to or relationship with direct experience Learning points: Consideration of patterns - common to all or particular to the individual Invitations to notice, explore, experiment What and how of skilful inquiry Exploring what to say and how to say it The importance of the teacher's embodiment of mindfulness, supported by ongoing practice, that facilitates bringing particular attitudes to the inquiry process: Genuine openness and curiosity about participants' experiences Warmth, kindness, and compassion towards participants and themselves Willingness to trust the process and allow learning to emerge without striving or forcing Balancing this with clarity about the intentions of each session and each practice Teaching methods for this day will include presentation, discussion, viewing of video clips, practice of inquiry skills with peers, and contemplation and discussion of what has been learned.

Entry Requirements / Who is the course for?

TThis workshop is required for trainees on the OMC’s teacher training pathway and should be completed after Modules 1 and 2 and before Module 4.

·       This workshop is also open to trained MBCT teachers who would like to spend a day working with inquiry skills, and to teachers of other evidence-based mindfulness programmes who would like to learn more about how inquiry is conducted in MBCT.

·       If you are a trainee teacher on a pathway outside of the OMC, you are welcome at this workshop if you have completed some elements of your teacher training.

·       Please do not sign up for this workshop if your only experience with MBCT is participating in an 8-week course.

Workshops

Online - Inquiry in MBCT - Teacher Workshop Tuesday 09:00 - 17:00 UK TIME

Online Course

12/10/2021 - 12/10/2021
Tuiesday 12 October 2021 09:00-17:00

09:00 - 17:00

From £100.00

Tim Sweeney
Merran Barber

Course Description

Inquiry skills are often perceived as the most difficult teaching skills to learn, yet periods of inquiry in MBCT sessions have great potential for enhancing participants' learning. Inquiry is sometimes described as a crucible where participants' learning history, current concerns, and experiences during mindfulness practices combine with the teacher's embodiment of mindfulness, understanding of MBCT theory, and relational skills to enable learning that is potentially transformational. This foundational masterclass will demystify this process through a variety of teaching methods. Topics include: The purposes and intentions of inquiry How understanding conceptual underpinnings of MBCT facilitates skilful inquiry. These underpinnings include: The four elements of inner experience (thoughts, emotions, body sensations, and urges/ impulses) The vicious flower conceptualization of reactivity The sequence of the eight sessions and the implications of this sequence for how inquiry is managed throughout the course Layers of inquiry, including: Direct experience Reactions to or relationship with direct experience Learning points: Consideration of patterns - common to all or particular to the individual Invitations to notice, explore, experiment What and how of skilful inquiry Exploring what to say and how to say it The importance of the teacher's embodiment of mindfulness, supported by ongoing practice, that facilitates bringing particular attitudes to the inquiry process: Genuine openness and curiosity about participants' experiences Warmth, kindness, and compassion towards participants and themselves Willingness to trust the process and allow learning to emerge without striving or forcing Balancing this with clarity about the intentions of each session and each practice Teaching methods for this day will include presentation, discussion, viewing of video clips, practice of inquiry skills with peers, and contemplation and discussion of what has been learned.

Entry Requirements / Who is the course for?

This workshop is required for trainees on the OMC’s teacher training pathway and should be completed after Modules 1 and 2 and before Module 4.

·       This workshop is also open to trained MBCT teachers who would like to spend a day working with inquiry skills, and to teachers of other evidence-based mindfulness programmes who would like to learn more about how inquiry is conducted in MBCT.

·       If you are a trainee teacher on a pathway outside of the OMC, you are welcome at this workshop if you have completed some elements of your teacher training.

·       Please do not sign up for this workshop if your only experience with MBCT is participating in an 8-week course.

Workshops

Online - Working with Groups in Mindfulness-based Interventions - Teacher Workshop 09.00 - 17.00 UK TIME

Online Course

21/07/2021 - 21/07/2021
Wednesday 21 July 2021 09:00-17:00

09:00 - 09:00

From £100.00

Andy Phee
Marion Furr

Course Description

Mindfulness-Based Cognitive Therapy (MBCT) was developed to be taught in a group setting and has a strong emphasis on common humanity as well as working with universal processes of vulnerability (reactivity, rumination, etc.).

A group context enables participants to experience the sense of common humanity and begin to understand that vulnerability is universal. This in turn enables and supports connection and compassion. 

A core component of teaching MBCT skilfully, is the ability to mindfully form a group and to hold it through various group stages/processes/ patterns and to guide it through the ending process. Without this foundation the effectiveness of MBCT can be compromised. 

This workshop offers trainee MBCT teachers and established teachers the opportunity to develop their skills in creating a warm, supportive, safe group learning environment. It will help teachers to reflect on how a group forms, develops and ends and develop skills in managing challenges, processes and patterns/ dynamics within the group.

The workshop is largely experiential, and will include a variety of teaching methods, including some ‘role plays’…. to work together trying out new skills and ideas whilst experimenting with a variety of situations which often crop up in any group.

The workshop aims to develop teachers’ confidence – “how do we as individuals react and respond to different dynamics?” Working with groups involves being with uncertainty - what are the firm foundations we can draw upon in this work? 

Entry Requirements / Who is the course for?

hThis workshop is required for trainees on the OMC’s teacher training pathway and should be completed after Modules 1 and 2 and before Module 4.

·       This workshop is also open to trained MBCT teachers who would like to learn more about skills for working effectively with MBCT groups.

·       If you are a trainee teacher on a pathway outside of the OMC, you are welcome at this workshop if you have completed some elements of your teacher training.

·       Please do not sign up for this workshop if your only experience with MBCT is participating in an 8-week course.


 

Foundational Teacher Training

Online - Foundational Teacher Training Programme - Weekly teaching block format - Fridays - 09.00 - 17.00 UK Time

Online Course

03/09/2021 - 12/08/2022
03/09/2021 / 10/09/2021 / 17/09/2021 / 24/09/2021 / 01/10/2021 / 08/10/2021 / 15/10/2021 / 22/10/2021 / 14/01/2022 / 07/02/2022 / 08/02/2022 / 09/02/2022 / 10/02/2022 / 11/02/2022 / 29/04/2022 / 03/06/2022 / 10/06/2022 / 17/06/2022 /. 24/06/2022 / 01/07/2022 / 08/07/20220 / 15/07/2022 / 22/07/2022 / 29/07/2022 / 05/08/2022 / 12/08/2022

09:00 - 17:00

From £3550.00

Alison Yiangou
Merran Barber

Course Description

The aim of this online training programme provides a solid platform for developing your teaching. The course is suitable for those who have completed the prerequisites for the course and are willing to work within the OMC's Ethical Guidelines for MBCT Teachers. 

This training also would enable you to register with the international register - ACCESSMBCT

The training is suitable for both clinicians and for those aiming to teach in a non-clinical setting.  Once you have completed this programme you will have completed training to teach two MBCT curricula

Professionals working in a clinical setting will be trained to teach Mindfulness for Life (MBCT-L) and Mindfulness Based Cognitive Therapy for Depression (MBCT-D)

Those not working in a clinical setting will be trained to teach Mindfulness for Life (MBCT-L) and Finding Peace in a Frantic World.

Entry Requirements / Who is the course for?

All those who wish to join must meet the following pre-requisites:

Have a regular personal mindfulness practice ideally for at least one year

Completed a Mindfulness for Life (MBCT-L) course, either in-person or online

Knowledge and experience of the population and context where you would like to teach MBCT; for example, workplace, education, criminal justice, physical or mental healthcare, or general population

Skills for working with individuals and groups
 

Workshops

Online - Origins of Mindfulness - Teacher Workshop 09.00 - 17.00 UK TIME

Online Course

08/12/2021 - 08/12/2021
Wednesday 08 December 2021 09:00-17:00 UK TIME

09:00 - 17:00

From £100.00

Chris Cullen

Course Description

Mindfulness is clearly acknowledged to have its roots in the foundational Buddhist tradition that stretches back two and a half thousand years. Yet, we may ask, what can this foundational tradition add to our current understanding of MBCT founded, as it is, in contemporary understandings within neuroscience and cognitive psychology? Nevertheless, when we begin to examine this two and a half thousand-year-old tradition it presents us with a highly nuanced psychological understanding of what mindfulness is, how it functions and what it means to be a flourishing human being that is highly congruent with many of the contemporary approaches. The psychological models of Early Buddhism have been a significant influence on the development of contemporary Mindfulness Based approaches such as MBSR and MBCT. They turn out to be remarkably congruent both with the discoveries of Cognitive Neuroscience and psychological research into the mechanisms of depression, anxiety and a wide range of mental health conditions. The experience of training mindfulness teachers at the Oxford Mindfulness Centre (OMC) over many years has confirmed that it is very helpful for mindfulness teachers and teacher trainees to have some understanding of these Buddhist psychological models in order to support the effectiveness, integrity and depth of their work. Such study comprises an integral component of all the Mindfulness teacher training pathways offered at the OMC and other major European centres. This workshop will provide an introduction to the key relevant components of Buddhist psychology that can inform, enrich and deepen the work of Mindfulness teachers. We will examine the nature of human distress, to which Mindfulness is directed, and the aetiology of this distress together with a close examination of the self as a process rather than as something fixed, and why this important to understanding MBCT in the contemporary world.

Entry Requirements / Who is the course for?

The workshop is open to all trained mindfulness teachers and forms part of the training pathway for those training to teach MBCT.

Workshops

Online Origins of Mindfulness - Teacher Workshop 09.00 - 17.00 UK TIME

Online Course

15/03/2022 - 15/03/2022
Tuesday 16 March 2022 09:00-17:00

09:00 - 17:00

From £100.00

Chris Cullen

Course Description

Mindfulness is clearly acknowledged to have its roots in the foundational Buddhist tradition that stretches back two and a half thousand years. Yet, we may ask, what can this foundational tradition add to our current understanding of MBCT founded, as it is, in contemporary understandings within neuroscience and cognitive psychology? Nevertheless, when we begin to examine this two and a half thousand-year-old tradition it presents us with a highly nuanced psychological understanding of what mindfulness is, how it functions and what it means to be a flourishing human being that is highly congruent with many of the contemporary approaches. The psychological models of Early Buddhism have been a significant influence on the development of contemporary Mindfulness Based approaches such as MBSR and MBCT. They turn out to be remarkably congruent both with the discoveries of Cognitive Neuroscience and psychological research into the mechanisms of depression, anxiety and a wide range of mental health conditions. The experience of training mindfulness teachers at the Oxford Mindfulness Centre (OMC) over many years has confirmed that it is very helpful for mindfulness teachers and teacher trainees to have some understanding of these Buddhist psychological models in order to support the effectiveness, integrity and depth of their work. Such study comprises an integral component of all the Mindfulness teacher training pathways offered at the OMC and other major European centres. This workshop will provide an introduction to the key relevant components of Buddhist psychology that can inform, enrich and deepen the work of Mindfulness teachers. We will examine the nature of human distress, to which Mindfulness is directed, and the aetiology of this distress together with a close examination of the self as a process rather than as something fixed, and why this important to understanding MBCT in the contemporary world.

Entry Requirements / Who is the course for?

The workshop is open to all trained mindfulness teachers and forms part of the training pathway for those training to teach MBCT.

Teacher Training Retreat

5 Day Personal Retreat - Online (c976)

Online Course

06/09/2021 - 10/09/2021
Monday - Friday 06/09/2021 - 10/09/2021

08:30 - 17:30

From £475.00

Jake Dartington
Mat Schenks

Course Description

 

Participating in an extended silent retreat is an invaluable way of deepening the personal practice of mindfulness meditation and is viewed as an indispensable step to becoming an instructor in mindfulness-based approaches, including Mindfulness-Based Cognitive Therapy (MBCT). 

This 5-day (4-night) retreat is led by experienced Retreat Leaders with deep knowledge of mindfulness and mindfulness-based programmes. It includes guided practice, talks, individual and group meetings, and substantial periods of silence, and is designed to deepen experiential understanding of mindfulness through sustained practice.

 

For mindfulness teachers, it cultivates the ability to teach MBCT in a grounded, steady, and authentic way, with openness, friendly curiosity, and kindness. 

 

The retreat has been adapted for online participation in response to the COVID-19 pandemic.  Online training will take place between 09:00 and 17:00 UK time, with some additional home practice required outside these hours.

This retreat is a requirement for trainees on the OMC’s teacher training pathway.

·     If you are on the OMC 12-month cohort training route, this retreat is included in your training schedule and you do not need to sign up for it separately.

·    If you are on the OMC modular training route, you are required to complete this retreat after Modules 1 and 2 and before Module 4.

 

If you are enrolled on a teacher training pathway outside of the OMC, you are welcome on this retreat if you meet all the entry criteria.

 

This retreat is open to trained teachers of mindfulness-based programmes and meets the requirements of the Good Practice Guidelines for an annual personal retreat.

Entry Requirements / Who is the course for?

Participants are expected to have some prior knowledge and experience of mindfulness, and to have a serious interest in bringing mindfulness practice into their lives and work. 

You are eligible to attend this training if you:

  • have completed an 8-week mindfulness course, led by a teacher in-person or live online.
  • have a regular personal mindfulness practice, ideally for at least a year.
  • have access to suitable technology, internet capacity, space, privacy and the technical ability to join an online training programme via Zoom with video on.
Workshops and Masterclasses

Online - Mindfulness: Finding Peace in a Frantic World - 2-day Teacher Training - 09.00 - 17.00 (BST)

Online Course

23/08/2021 - 24/08/2021
Monday & Tuesday 23 - 24 August 2021

09:00 - 17:00

From £200.00

Chris Cullen

Course Description

This workshop provides training in how to teach Mindfulness: Finding Peace in a Frantic World (M-FP). This curriculum is a development of MBCT based on the best-selling book by Mark Williams and Danny Penman. M-FP provides a practical and accessible introduction to mindfulness, with 6 or 8 weekly sessions of 60-90 minutes and home practices of 10-20 minutes. It includes practices and exercises for working with stress and for increasing wellbeing and resilience and is suitable for workplaces, universities and schools, and the general public. 

Entry Requirements / Who is the course for?
  • You are eligible to attend this training if you:
  • have completed an 8-week mindfulness course as a participant.
  • are enrolled on, and have completed at least 7 days of, an evidence-based mindfulness teacher training pathway of at least 12 months in MBCT
    • If your teacher training pathway is not based on MBCT, you must have completed a 5-day specialist training in MBCT in addition to the first 7 days of your teacher training pathway
  • have access, if this workshop is online, to suitable technology, internet capacity, space, privacy and the technical ability to join an online training programme via Zoom with video on.

This training is part of a mindfulness teacher training programme. Please do not sign up for this training if your only experience with MBCT is as a course participant, as your application will not be approved, and you may be charged an administration fee when we refund your payment.

 

Who is it for:

  • This workshop is open to MBCT teachers who would like to learn to teach the Mindfulness -n
    Finding Peace curriculum.
  • It is especially suitable for those intending to teach in contexts where shorter sessions and practices may be helpful, such as workplaces and educational settings.
Workshops

Online - Working with Groups in Mindfulness-based Interventions - Teacher Workshop 09.00 - 17.00 UK TIME

Online Course

04/10/2021 - 04/10/2021
Monday 4th October 2021

09:00 - 17:00

From £100.00

Jo Cromarty
Merran Barber

Course Description

Mindfulness-Based Cognitive Therapy (MBCT) was developed to be taught in a group setting and has a strong emphasis on common humanity as well as working with universal processes of vulnerability (reactivity, rumination, etc.).

A group context enables participants to experience the sense of common humanity and begin to understand that vulnerability is universal. This in turn enables and supports connection and compassion. 

A core component of teaching MBCT skilfully, is the ability to mindfully form a group and to hold it through various group stages/processes/ patterns and to guide it through the ending process. Without this foundation the effectiveness of MBCT can be compromised. 

This workshop offers trainee MBCT teachers and established teachers the opportunity to develop their skills in creating a warm, supportive, safe group learning environment. It will help teachers to reflect on how a group forms, develops and ends and develop skills in managing challenges, processes and patterns/ dynamics within the group.

The workshop is largely experiential, and will include a variety of teaching methods, including some ‘role plays’…. to work together trying out new skills and ideas whilst experimenting with a variety of situations which often crop up in any group.

The workshop aims to develop teachers’ confidence – “how do we as individuals react and respond to different dynamics?” Working with groups involves being with uncertainty - what are the firm foundations we can draw upon in this work? 

Entry Requirements / Who is the course for?

TThis workshop is required for trainees on the OMC’s teacher training pathway and should be completed after Modules 1 and 2 and before Module 4. 

·       This workshop is also open to trained MBCT teachers who would like to learn more about skills for working effectively with MBCT groups.

·       If you are a trainee teacher on a pathway outside of the OMC, you are welcome at this workshop if you have completed some elements of your teacher training.

·       Please do not sign up for this workshop if your only experience with MBCT is participating in an 8-week course.


 

Workshops

Online - Inquiry in MBCT - Teacher Workshop Monday 09:00 - 17:00 UK TIME

Online Course

01/11/2021 - 01/11/2021

09:00 - 17:00

From £100.00

Liz Lord
Jo Cromarty

Course Description

Inquiry skills are often perceived as the most difficult teaching skills to learn, yet periods of inquiry in MBCT sessions have great potential for enhancing participants' learning. Inquiry is sometimes described as a crucible where participants' learning history, current concerns, and experiences during mindfulness practices combine with the teacher's embodiment of mindfulness, understanding of MBCT theory, and relational skills to enable learning that is potentially transformational. This foundational masterclass will demystify this process through a variety of teaching methods. Topics include: The purposes and intentions of inquiry How understanding conceptual underpinnings of MBCT facilitates skilful inquiry. These underpinnings include: The four elements of inner experience (thoughts, emotions, body sensations, and urges/ impulses) The vicious flower conceptualization of reactivity The sequence of the eight sessions and the implications of this sequence for how inquiry is managed throughout the course Layers of inquiry, including: Direct experience Reactions to or relationship with direct experience Learning points: Consideration of patterns - common to all or particular to the individual Invitations to notice, explore, experiment What and how of skilful inquiry Exploring what to say and how to say it The importance of the teacher's embodiment of mindfulness, supported by ongoing practice, that facilitates bringing particular attitudes to the inquiry process: Genuine openness and curiosity about participants' experiences Warmth, kindness, and compassion towards participants and themselves Willingness to trust the process and allow learning to emerge without striving or forcing Balancing this with clarity about the intentions of each session and each practice Teaching methods for this day will include presentation, discussion, viewing of video clips, practice of inquiry skills with peers, and contemplation and discussion of what has been learned.

Entry Requirements / Who is the course for?

This workshop is required for trainees on the OMC’s teacher training pathway and should be completed after Modules 1 and 2 and before Module 4.

·       This workshop is also open to trained MBCT teachers who would like to spend a day working with inquiry skills, and to teachers of other evidence-based mindfulness programmes who would like to learn more about how inquiry is conducted in MBCT.

·       If you are a trainee teacher on a pathway outside of the OMC, you are welcome at this workshop if you have completed some elements of your teacher training.

·       Please do not sign up for this workshop if your only experience with MBCT is participating in an 8-week course.

Workshops

Online - Research and Evaluation - Teacher Workshop - 09:00 - 17:00 UK TIME (C976)

Online Course

25/02/2022 - 25/02/2022
Friday 25 February 2022 09:00 - 17:00

09:00 - 17:00

From £100.00

Ruth Baer

Course Description

MBCT is an evidence-based program. Effective teachers need an understanding of the evidence base in order to communicate effectively with potential participants and other interested parties about what the evidence shows and the limitations of current knowledge. Effective teachers also adopt an empirical mind-set. Rather than assuming that their courses must be effective because the literature says MBCT is helpful, they collect data to find out how their participants are responding to the course. The first half of the day provides an informative summary of the evidence base for MBCT and other important topics in the mindfulness field. Topics covered include: Assessment of mindfulness. Why should we attempt to measure mindfulness, what methods are available, how effective are they, and what have we learned about mindfulness and MBPs from this research? Efficacy of MBPs. What does research tell us about the benefits of MBPs? What do they help with, and how much? How do they compare with other evidence-based approaches to mental health and wellbeing? Other questions about efficacy. How much home practice are participants doing, and does it matter? Are self-help and online programs effective? Is MBCT cost-effective? What are the effects on the brain? Can evidence-based MBPs cause harm? Mechanisms of change in MBPs. How do beneficial effects of MBPs come about? What are the important changes? Effects of mindfulness training on kindness and compassion. The second half of the day cultivates teachers' skills for adopting an empirical attitude about the courses they teach. Topics include: Why evaluating the courses we teach is important; How to develop useful questions about the courses we teach; Measures recommended by the OMC for assessing outcomes, mechanisms of change, acceptability, harmful and unpleasant experiences, and home practice; Thinking empirically about the findings obtained; Evaluating our teaching using the MBI-TAC framework.

Entry Requirements / Who is the course for?

The workshop is for teachers of MBCT and those training to teach MBCT.

Workplace

Mindfulness: Teaching in the Workplace

Online Course

15/10/2021 - 27/05/2022

08:30 - 13:00

From £615.00

Susan Peacock
Leonie Schell

Course Description

The purpose of the Mindfulness: Teaching in the Workplace Programme is to help experienced mindfulness teachers build the competencies required to offer mindfulness training in organisational contexts. The course explores the competencies and skills required to introduce mindfulness confidently in workplace settings and build a practice in the field. Succinct presentations on relevant theories and concepts are blended with opportunities for hands-on practice, experiential learning and real-world applications through case study simulations and real-world assignments.

Entry Requirements / Who is the course for?

Entry Criteria:

You are eligible to attend this training if you meet all of the following criteria:

·       You have successfully completed a trainer-led face-to-face or live-online Mindfulness Teacher Training Programme lasting at least 12 months, from a recognized Teacher Training Organisation.

·       You have taught a minimum of 2 x 8-week Mindfulness Based courses under supervision.

·       You operate in accordance with the Good Practice Guidelines for Mindfulness Teachers – including the requirement for regular supervision and attendance on annual retreats. (It is highly recommended that applicants have a mindfulness supervisor with experience in workplace settings) 

·       You have read and understood the book Mindfulness: Finding Peace in a Frantic World by Mark Williams and Danny Penman

·       You have the availability, motivation and commitment to fully participate in every session of the programme.

·       You have a regular personal mindfulness practice.

·       You have knowledge, experience and access to the workplace population and context where you would like to teach

·       You have access to suitable technology, internet capacity, space, privacy and the technical ability to participate fully in this online training via Zoom with video on.

If you have not yet finished your teacher training programme, you are welcome to attend this training providing that:

·       You have completed at least 12 full days of teacher training on your programme and have taught 2 x 8-week Mindfulness Based courses under supervision.

·       You meet all the other criteria listed above.

Workshops

Online - Working with Groups in Mindfulness-based Interventions - Teacher Workshop 09.00 - 17.00 UK TIME

Online Course

17/01/2022 - 17/01/2022
Monday 17th January 2022 09:00-17:00

09:00 - 17:00

From £100.00

Sheila Gill

Course Description

Mindfulness-Based Cognitive Therapy (MBCT) was developed to be taught in a group setting and has a strong emphasis on common humanity as well as working with universal processes of vulnerability (reactivity, rumination, etc.).

A group context enables participants to experience the sense of common humanity and begin to understand that vulnerability is universal. This in turn enables and supports connection and compassion. 

A core component of teaching MBCT skilfully, is the ability to mindfully form a group and to hold it through various group stages/processes/ patterns and to guide it through the ending process. Without this foundation the effectiveness of MBCT can be compromised. 

This workshop offers trainee MBCT teachers and established teachers the opportunity to develop their skills in creating a warm, supportive, safe group learning environment. It will help teachers to reflect on how a group forms, develops and ends and develop skills in managing challenges, processes and patterns/ dynamics within the group.

The workshop is largely experiential, and will include a variety of teaching methods, including some ‘role plays’…. to work together trying out new skills and ideas whilst experimenting with a variety of situations which often crop up in any group.

The workshop aims to develop teachers’ confidence – “how do we as individuals react and respond to different dynamics?” Working with groups involves being with uncertainty - what are the firm foundations we can draw upon in this work? 

Entry Requirements / Who is the course for?

This workshop is required for trainees on the OMC’s teacher training pathway and should be completed after Modules 1 and 2 and before Module 4. 

·       This workshop is also open to trained MBCT teachers who would like to learn more about skills for working effectively with MBCT groups.

·       If you are a trainee teacher on a pathway outside of the OMC, you are welcome at this workshop if you have completed some elements of your teacher training.

·       Please do not sign up for this workshop if your only experience with MBCT is participating in an 8-week course.


 

Teacher Training

Online - Foundational Training Module 4 - Weekly

Online Course

13/01/2022 - 24/02/2022
13/1, 20/1, 27/1, 3/2,10/2,17/2, 24/2

09:00 - 17:00

From £740.00

Christina Surawy

Course Description

Description

In Module 4, trainees teach a full 8-week MBCT curriculum to each other in a group, with feedback from each other and the trainers. Each trainee is assigned practices, inquiries, exercises, and other elements of the curriculum to guide or lead. This experience builds on the basic skills developed earlier in the training programme and the increased embodiment developed during the retreat. This training also cultivates a deeper understanding of the structure and sequence of the curriculum, including intentions for each session and for the practices and exercises.

 

Learning outcomes

By the end of this training, participants are expected to be able to:

·       Lead practices and exercises consistently with their intentions and steps and in an embodied way

·       Understand the structure and organization of each session and the curriculum as a whole

·       Reflect on their teaching strengths and learning needs in terms of the MBI:TAC

·       Teach at the advanced beginner level as defined by the MBI:TAC, based on informal assessment

Entry Requirements / Who is the course for?

Who is it for:

·       This training is a requirement for trainees on the OMC’s teacher training pathway.

o   If you are on the OMC 12-month cohort training route, this retreat is included in your training schedule and you do not need to sign up for it separately.

o   If you are on the OMC modular training route, you are required to complete this retreat after Modules 1, 2, and 3 and all required workshops.

 

Entry Criteria:

You are eligible to attend this training if you:

·       have successfully completed Modules 1&2 of the OMC Teacher Training Pathway not less than 10 months before the start of this programme

·       have participated in a five-day silent retreat – Module 3 of the OMC Pathway

·       have completed the required teacher training workshops in the OMC Pathway

o   Inquiry Shills

o   Group Skills

o   Origins of Mindfulness

o   Orientation, Assessment and Ethics

o   Research & Evaluation

·       have access to suitable technology, internet capacity, space, privacy and the technical ability to join an online training programme via Zoom with video on.

 

Workshops

Online - Origins of Mindfulness - Teacher Workshop - 09.00 - 17.00 UK TIME

Online Course

28/05/2021 - 28/05/2021
Friday 28 May 2021 09:00 - 17:00

09:00 - 17:00

From £100.00

Jake Dartington

Course Description

Mindfulness is clearly acknowledged to have its roots in the foundational Buddhist tradition that stretches back two and a half thousand years. Yet, we may ask, what can this foundational tradition add to our current understanding of MBCT founded, as it is, in contemporary understandings within neuroscience and cognitive psychology? Nevertheless, whenReturn to toolbox we begin to examine this two and a half thousand-year-old tradition it presents us with a highly nuanced psychological understanding of what mindfulness is, how it functions and what it means to be a flourishing human being that is highly congruent with many of the contemporary approaches. The psychological models of Early Buddhism have been a significant influence on the development of contemporary Mindfulness Based approaches such as MBSR and MBCT. They turn out to be remarkably congruent both with the discoveries of Cognitive Neuroscience and psychological research into the mechanisms of depression, anxiety and a wide range of mental health conditions. The experience of training mindfulness teachers at the Oxford Mindfulness Centre (OMC) over many years has confirmed that it is very helpful for mindfulness teachers and teacher trainees to have some understanding of these Buddhist psychological models in order to support the effectiveness, integrity and depth of their work. Such study comprises an integral component of all the Mindfulness teacher training pathways offered at the OMC and other major European centres. This workshop will provide an introduction to the key relevant components of Buddhist psychology that can inform, enrich and deepen the work of Mindfulness teachers. We will examine the nature of human distress, to which Mindfulness is directed, and the aetiology of this distress together with a close examination of the self as a process rather than as something fixed, and why this important to understanding MBCT in the contemporary world.

Entry Requirements / Who is the course for?

The workshop is open to all trained mindfulness teachers and forms part of the training pathway for those training to teach MBCT.

Workshops

Online - Mindfulness for Life - 2-Day Teacher Training - 09:00 - 17:00 UK Time

Online Course

31/07/2021 - 01/08/2021
31/7 & 1/8

09:00 - 17:00

From £200.00

Alison Yiangou
Liz Lord

Course Description

MBCT for Life (MBCT-L) is intended as a universal taught face-to-face programme, applicable to the general population. As a recent devlopment of Mindfulness-Based Cognitive Therapy for Depression (Teasdale, Segal, & Williams, 2013), MBCT-L offers mindfulness practices and cognitive-behavioural techniques in ways that are intended to be accessible to all. It guides participants in how to apply this learning in everyday life both to manage what is painful and difficult but also to cultivate qualities such as compassion and equanimity. It offers a different way of living that supports people to work with challenges, including recurring patterns of thought and behaviour that create suffering, but also to savour life and to flourish. Following the model of MBCT-D, with 2-hour classes and about 40 minutes of 'formal' home practice per day, MBCT-L is an in-depth programme intended to cultivate lasting and sustainable change. MBCT-L is designed for community settings, where people can come to participate in the programme over 8 weekly sessions as well as a full day of mindfulness practice, which normally takes place between sessions 6 & 7.

In future we will be developing an accompanying app and website for participants that provide home practices during the course as well as 'deepening' practices for participants to use after the course has been completed.

Over the two days of this workshop, we will first of all introduce the theoretical background and rationale for MBCT-L. We will then move on to participants teaching the MBCT-L curriculum in teach backs, with particular attention being given to the practices and exercises that are bespoke to MBCT-L's intentions and broader population. This includes a greater focus on 'befriending,' 'appreciation,' a 'vicious flower' model of what maintains distress and the skills to support greater responsiveness in thought and action. While it shares the basic structure of MBCT-D ('the warp'), its particularity ('the weft') is designed to support the broader general population in working with distress as well as with flourishing (Crane et al., 2017). Participants will have a chance, during 'teach-backs', to observe and practice teaching the elements of the programme that are not found in MBCT for Depression. 

'Having now taught the MBCT for Life programme on a few occasions in the NHS general practice in which I work, I have really enjoyed teaching it...The emphasis on appreciation and gratitude seems to be quite transformative and life enhancing.' Sheila Gill

PLEASE NOTE: This course is being delivered live online through the Zoom https://zoom.us platform. With all our courses we work hard to provide a safe environment to enable participants to fully engage with the programme. To support us with this, when engaging online we ask that you consider your environment when participating in these sessions. Where possible please use a private space where you will not be disturbed so that you and the group can achieve the highest levels of participation and confidentiality. Where you are not in a private space, to support confidentiality we ask that you use a headset or earphones rather than the speakers on your device and as much as possible have your screen facing away from the others in the room.

Entry Requirements / Who is the course for?

This workshop is for qualified MBCT teachers who are teaching in line with the UK Good Practice Guidelines and who wish to teach the MBCT for Life curriculum. Please do not apply if you have not been trained to teach MBCT.

Workshops

Online - Mindfulness for Life - 2-Day Teacher Training - 09:00 - 17:00 UK TIME

Online Course

14/11/2021 - 21/11/2021
14/11, 21/11

09:00 - 17:00

From £200.00

Ruth Baer

Course Description

MBCT for Life (MBCT-L) is intended as a universal taught face-to-face programme, applicable to the general population. As a recent devlopment of Mindfulness-Based Cognitive Therapy for Depression (Teasdale, Segal, & Williams, 2013), MBCT-L offers mindfulness practices and cognitive-behavioural techniques in ways that are intended to be accessible to all. It guides participants in how to apply this learning in everyday life both to manage what is painful and difficult but also to cultivate qualities such as compassion and equanimity. It offers a different way of living that supports people to work with challenges, including recurring patterns of thought and behaviour that create suffering, but also to savour life and to flourish. Following the model of MBCT-D, with 2-hour classes and about 40 minutes of 'formal' home practice per day, MBCT-L is an in-depth programme intended to cultivate lasting and sustainable change. MBCT-L is designed for community settings, where people can come to participate in the programme over 8 weekly sessions as well as a full day of mindfulness practice, which normally takes place between sessions 6 & 7.

In future we will be developing an accompanying app and website for participants that provide home practices during the course as well as 'deepening' practices for participants to use after the course has been completed.

Over the two days of this workshop, we will first of all introduce the theoretical background and rationale for MBCT-L. We will then move on to participants teaching the MBCT-L curriculum in teach backs, with particular attention being given to the practices and exercises that are bespoke to MBCT-L's intentions and broader population. This includes a greater focus on 'befriending,' 'appreciation,' a 'vicious flower' model of what maintains distress and the skills to support greater responsiveness in thought and action. While it shares the basic structure of MBCT-D ('the warp'), its particularity ('the weft') is designed to support the broader general population in working with distress as well as with flourishing (Crane et al., 2017). Participants will have a chance, during 'teach-backs', to observe and practice teaching the elements of the programme that are not found in MBCT for Depression. 

'Having now taught the MBCT for Life programme on a few occasions in the NHS general practice in which I work, I have really enjoyed teaching it...The emphasis on appreciation and gratitude seems to be quite transformative and life enhancing.' Sheila Gill

PLEASE NOTE: This course is being delivered live online through the Zoom https://zoom.us platform. With all our courses we work hard to provide a safe environment to enable participants to fully engage with the programme. To support us with this, when engaging online we ask that you consider your environment when participating in these sessions. Where possible please use a private space where you will not be disturbed so that you and the group can achieve the highest levels of participation and confidentiality. Where you are not in a private space, to support confidentiality we ask that you use a headset or earphones rather than the speakers on your device and as much as possible have your screen facing away from the others in the room.

Entry Requirements / Who is the course for?

This workshop is for qualified MBCT teachers who are teaching in line with the UK Good Practice Guidelines and who wish to teach the MBCT for Life curriculum. Please do not apply if you have not been trained to teach MBCT.

Workshops

Online - Cognitive and Behavioral Foundations - Teacher Workshop - Bilingual English and Mandarin - 09.00 - 17.00 (CST Beijing time)

Online Course

29/05/2021 - 29/05/2021

09:00 - 17:00

From £80.00

Debbie Hu

Course Description

Description

The workshop focuses on the concepts and methods that are most relevant for teaching the cognitive-behavioural exercises in MBCT. Topics for presentation and discussion include the relationship between CBT and meditation practice in MBCT and the scientific background and CBT methods most relevant to skilful teaching of MBCT. Participants will apply this information by teaching the Thoughts and Feelings (Walking Down the Street) exercise and the Vicious Flower to each other in groups, in a non-judgmental and supportive atmosphere focused on skill development.

 

Learning outcomes

This workshop offers you the opportunity to:

·       develop a deeper understanding of the foundations and intentions of the cognitive-behavioural elements of MBCT

 

·       refine skills for leading the cognitive-behavioural exercises in MBCT

 

Entry Requirements / Who is the course for?

Who is it for:

Trainees

·       IMPORTANT: You do not need to complete this workshop if:

o   You are currently on the OMC 12-month cohort training route

o   You completed the OMC Foundational Training in the fortnightly format, or in the weekly online format

o   You completed Modules 1&2 (Learning to Teach Mindfulness Practices and Exercises) with OMC in April 2020 or later.

·       If you are enrolled on a mindfulness teacher training pathway outside of the OMC, you are welcome to attend this workshop if you meet all the entry criteria. This workshop is MBCT-focused and may not meet the requirements of your training pathway.

Trained teachers

·       This workshop is open to trained MBCT teachers who would like to strengthen their knowledge and understanding of the cognitive-behavioural foundations of MBCT and develop or refresh their skills for leading the cognitive-behavioural exercises in MBCT.

 

Entry Criteria:

You are eligible to attend this training if you:

·       have completed an 8-week mindfulness course as a participant.

·       are a trained teacher of MBCT or another MBP, or are enrolled on, and have completed at least 7 days of, an evidence-based mindfulness teacher training pathway of at least 12 months

·       have access, if this workshop is online, to suitable technology, internet capacity, space, privacy and the technical ability to join an online training programme via Zoom with video on.

This training is part of a mindfulness teacher training programme. Please do not sign up for this training if your only experience with MBCT is as a course participant, as your application will not be approved, and you may be charged an administration fee when we refund your payment.

Teacher Training

Online - Foundational Training Module 4 - Weekly

Online Course

15/09/2021 - 27/10/2021
15/9/21, 22/9/21, 29/9/21, 6/10/21, 13/10/21, 20/10/21, 27/10/21

09:00 - 17:00

From £740.00

Debbie Clarke

Course Description

Description

In Module 4, trainees teach a full 8-week MBCT curriculum to each other in a group, with feedback from each other and the trainers. Each trainee is assigned practices, inquiries, exercises, and other elements of the curriculum to guide or lead. This experience builds on the basic skills developed earlier in the training programme and the increased embodiment developed during the retreat. This training also cultivates a deeper understanding of the structure and sequence of the curriculum, including intentions for each session and for the practices and exercises.

 

Learning outcomes

By the end of this training, participants are expected to be able to:

·       Lead practices and exercises consistently with their intentions and steps and in an embodied way

·       Understand the structure and organization of each session and the curriculum as a whole

·       Reflect on their teaching strengths and learning needs in terms of the MBI:TAC

·       Teach at the advanced beginner level as defined by the MBI:TAC, based on informal assessment

Entry Requirements / Who is the course for?

Who is it for:

·       This training is a requirement for trainees on the OMC’s teacher training pathway.

o   If you are on the OMC 12-month cohort training route, this retreat is included in your training schedule and you do not need to sign up for it separately.

o   If you are on the OMC modular training route, you are required to complete this retreat after Modules 1, 2, and 3 and all required workshops.

 

Entry Criteria:

You are eligible to attend this training if you:

·       have successfully completed Modules 1&2 of the OMC Teacher Training Pathway not less than 10 months before the start of this programme

 

·       have participated in a five-day silent retreat – Module 3 of the OMC Pathway

·       have completed the required teacher training workshops in the OMC Pathway

o   Inquiry Shills

o   Group Skills

o   Origins of Mindfulness

o   Orientation, Assessment and Ethics

o   Research & Evaluation

·       have access to suitable technology, internet capacity, space, privacy and the technical ability to join an online training programme via Zoom with video on.