Teacher Training Retreat

5 Night Silent Retreat - In-Person

Devon, UK

13/05/2022 - 18/05/2022
14:00 on start day to 14.00 on final day

17:00 - 12:00

From £670.00

Chris Cullen
Rebecca Crane

Sorry, this course is fully booked

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 silent retreat is held in the tranquil rural setting of Sharpham House, in Devon. It represents an opportunity for practitioners with an established meditation practice to deepen their personal experience of mindfulness meditation and to explore its roots in the Buddhist tradition as a foundation for teaching others.
Entry Requirements / Who is the course for?
To participate, you need to have completed either an OMC 8 week introductory course or their equivalent elsewhere. This retreat meets the OMC Module 3 requirements as well as the annual retreat requirements set out in the U.K. Good Practice Guidelines.
Workshops

Becoming Trauma-Sensitive: Making Mindfulness and Meditation Safe for Trauma Survivors - 2-day training over 4 sessions (17.00 - 20:00 BST each day)

Online Course

12/04/2021 - 03/05/2020
12/04/2021 / 19/04/2021 / 26/04/2021 / 03/05/2021 - 4 weekly sessions of 3 hours each week

17:00 - 20:00

From £200.00

David Treleaven

Course Description

Designed for mindfulness providers (e.g., meditation and yoga teachers) and wellness professionals who offer mindfulness practices and interventions, the workshop draws upon up-to-date empirical research to inform best-practices for trauma-sensitive care.

Through lecture, case study, and experiential practice, participants will leave the workshop:

Understanding why meditation can create dysregulation for people who’ve experienced trauma and specific ways you can prevent this;

Prepared to recognize symptoms of traumatic stress while offering mindfulness interventions;

Informed about current empirical research regarding mindfulness and trauma, including evidence-based interventions you can apply immediately to your work;

Equipped with tools and modifications to help you work skilfully with dysregulated arousal, traumatic flashbacks, and trauma-related dissociation.

From schools to psychotherapy offices, mindfulness meditation is an increasingly mainstream practice. At the same time, trauma remains a fact of life: the majority of us will experience a traumatic event in our lifetime, and some will develop post-traumatic stress. While this may appear to be a good thing – trauma is an extreme form of stress, and mindfulness is a proven stress-reduction tool – the reality creates a complex challenge.

Emerging research suggests that mindfulness interventions can help or hinder trauma survivors, raising a crucial question for mindfulness educators everywhere: How can you be prepared to minimize the potential dangers of mindfulness for survivors while leveraging its powerful benefits at the same time?

David Treleaven, PhD, is a writer and educator working at the intersection of mindfulness and trauma. He is the author of the acclaimed new book Trauma-Sensitive Mindfulness (W. W. Norton), and founder of the Trauma-Sensitive Mindfulness (TSM) Community — a group committed to setting a standard of care within mindfulness-based practices, interventions, and programs.

2-day workshop delivered online via zoom over 4 days - one day each week 
12/04/2021 / 19/04/2021 / 26/04/2021 / 03/05/2021
Each day 3 hours - 17.00 - 20.00 UK Time

Entry Requirements / Who is the course for?

Designed for mindfulness teachers and other professionals who intergrate mindfulness in their work , this two-day workshop - led by author and trauma specialist, David Treleaven, PhD, will equip you with the tools you need to offer mindfulness in a safe, effective, trauma-sensitive way

Workshops

Online - Research and Evaluation - Teacher Workshop - 09.00 - 17.00 (GMT)

Online Course

03/11/2020 - 03/11/2020

09:00 - 17:00

From £80.00

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 - Orientation, Assessment and Ethics - Teacher Workshop - 09.00 - 17.00 (GMT)

Online Course

17/11/2020 - 17/11/2020

09:00 - 17:00

From £80.00

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.
Foundational Teacher Training

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

Online Course

16/01/2021 - 11/12/2021
See application forms for all dates

09:00 - 17:00

From £3500.00

Alison Yiangou
Claire Kelly

Course Description

The aim of this online course is to provide a solid platform for developing your teaching. The course is suitable for those who have completed the prerequisites for the course and are able and willing to work towards the UK Network of Mindfulness Based Teacher Training Organisations Good Practice Guidelines for UK Mindfulness-Based Teachers. The training is suitable for both clinicians and for those aiming to teach in a non clinical setting. See the application form for the full list of the 23 teaching days

Entry Requirements / Who is the course for?

This training is for mindfulness practitioners who have a regular personal mindfulness practice for at least a year, have taken part in a structured face to face or online 8-week/ 5-day MBCT programme, and have knowledge and experience of the population to whom you would like to teach MBCT.

Workshops

Online - Inquiry in MBCT - Teacher Workshop - 09.00 - 17.00 GMT

Online Course

07/01/2021 - 07/01/2021

09:00 - 17:00

From £80.00

Christina Surawy
Marie Johansson

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

Mindfulness: Teaching in the Workplace

Online Course

06/11/2020 - 28/05/2021
6th November 2020, 13th November 2020, 20th November 2020, 27th November 2020, 4th December 2020, 11th December 2020, 7th May 2021, 14th May 2021, 21st May 2021, 28th May 2021

08:30 - 13:00

From £600.00

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?

The programme is for experienced mindfulness teachers, who are teaching Mindfulness-Based Programmes in line with the UK Good Practice Guidelines, and mindfulness teachers in training, who must have completed an introductory level mindfulness teacher training, taught or co-taught two mindfulness-based courses, and completed training in the 'Finding Peace in a Frantic World' curriculum. It is highly recommended that all applicants have a supervisor with experience in workplace settings. Applicants should also have knowledge and experience of the chosen workplace setting(s) and population(s) they plan to teach.

Workshops

Online - Cognitive and Behavioural Foundations - Teacher Workshop - 09.00 - 17.00 GMT (21/01/2021 - 21/01/2021)

Online Course

21/01/2021 - 21/01/2021

09:00 - 17:00

From £80.00

Ruth Baer
Debbie Hu

Course Description
This workshop is intended for MBCT teachers, or teachers in training, who do not have a professional background in cognitive-behavioural therapy (CBT), or would like to strengthen their knowledge and skills in the cognitive-behavioural elements of MBCT. The workshop will focus on the CBT concepts and methods that are most directly relevant for teaching the cognitive-behavioural exercises in MBCT, with emphasis on the Thoughts and Feelings exercise (Walking Down the Street) and the Vicious Flower. 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 exercise and the Vicious Flower to each other in groups, in a non-judgmental and supportive atmosphere focused on skill development. Opportunities for Q& A and discussion of other cognitive-behavioural elements of CBT will also be provided. If you would like a deeper understanding of the foundations and intentions of the cognitive-behavioural elements of MBCT and an opportunity to refine your skills for leading these exercises so that the learning points are as clear as possible, you are welcome to attend this workshop.
Entry Requirements / Who is the course for?
The workshop is for teachers of MBCT and those training to teach MBCT.
Teacher Training Info Session

Online - Introduction to OMC Teacher Training - Information Session - 13.00 - 14.00 (GMT) - 10/11/2020

Online Course

10/11/2020 - 10/11/2020

13:00 - 14:00

See application form

Ruth Baer
Christina Surawy

Course Description

The online session will introduce our OMC Teacher Training Pathways. The hour long session will include a brief overview of the academic and non academic training routes, entry criteria, progression routes, training content and assessment. This is not an introduction to mindfulness session (please visit our 'Learn Mindfulness' section of the website for those sessions) and we ask that you have completed an 8 week mindfulness course before you join this session to be able to contribute fully. A question and answer section will be included however the number of people joining each session will impact on how much interaction and space there is for individual questions. These sessions will be held by Oxford Mindfulness Teaching staff

Entry Requirements / Who is the course for?

We ask that you have completed an 8 week mindfulness course before you join this session

Teacher Training Info Session

Online - Introduction to OMC Teacher Training - Information Session - 13.00 - 14.00 (GMT) - 15/12/2020

Online Course

15/12/2020 - 15/12/2020

13:00 - 14:00

See application form

Ruth Baer
Christina Surawy

Course Description

The online session will introduce our OMC Teacher Training Pathways. The hour long session will include a brief overview of the academic and non academic training routes, entry criteria, progression routes, training content and assessment. This is not an introduction to mindfulness session (please visit our 'Learn Mindfulness' section of the website for those sessions) and we ask that you have completed an 8 week mindfulness course before you join this session to be able to contribute fully. A question and answer section will be included however the number of people joining each session will impact on how much interaction and space there is for individual questions. These sessions will be held by Oxford Mindfulness Teaching staff

Entry Requirements / Who is the course for?

We ask that you have completed an 8 week mindfulness course before you join this session

Workshops

Online - Orientation & Assessment, and Ethics - Teacher Workshop - 09.00 - 17.00 (GMT)

Online Course

18/02/2021 - 18/02/2021

09:00 - 17:00

From £80.00

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 (BST)

Online Course

20/05/2021 - 20/05/2021

09:00 - 17:00

From £80.00

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 (BST)

Online Course

22/07/2021 - 22/07/2021

09:00 - 17:00

From £85.00

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 (GMT)

Online Course

18/11/2021 - 18/11/2021

09:00 - 17:00

From £85.00

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 GMT

Online Course

25/02/2021 - 25/02/2021

09:00 - 17:00

From £80.00

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 (BST)

Online Course

27/05/2021 - 27/05/2021

09:00 - 17:00

From £80.00

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 (BST)

Online Course

26/08/2021 - 26/08/2021

09:00 - 17:00

From £85.00

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 (GMT)

Online Course

25/11/2021 - 25/11/2021

09:00 - 17:00

From £85.00

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 - Inquiry in MBCT - Teacher Workshop - 09.00 - 17.00 (GMT)

Online Course

13/11/2020 - 13/11/2020

09:00 - 17:00

From £80.00

Paul Bernard
Tim Sweeney

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

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

Online Course

24/11/2020 - 24/11/2020

09:00 - 17:00

From £80.00

Marie Johansson
Andy Phee

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 for Teachers of MBCT and those training to teach MBCT. 

For those in training, this workshop is required to be completed before attending Module 4 of the OMC Teacher Training Pathway.

Workshops

Online - Introduction to Buddhist Psychology - Teacher Workshop - 09.30 - 17.00 (BST)

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 - Mindfulness for Life - 2-Day Teacher Training - 09.00 - 17.00 GMT

Online Course

26/03/2021 - 27/03/2021

09:00 - 17:00

From £200.00

Paul Bernard
Jo Cromarty

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 adaptation 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. '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 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.

Entry Requirements / Who is the course for?

This workshop is for MBCT teachers who are teaching in line with the UK Good Practice Guidelines or trainees who have completed Foundational Training in MBCT and are interested in learning to teach MBCT-L.

Foundational Teacher Training

Online - Teacher Training Programme - Module 1 & 2 - 09.00 - 17.00 GMT

Online Course

10/02/2021 - 24/03/2021
Every Wednesday for 7 weeks

09:00 - 17:00

From £795.00

Marie Johansson
Merran Barber

Course Description

This training course is designed for people who wish to become teachers of MBCT. This is Module 1&2 of 4 modules required to complete the teacher training.  Module 1&2 integrates deepening of mindfulness practice with the development of teaching skills and training in theory, research, and professional competencies.  Module 1&2 is suitable for those who plan to teach mindfulness to the general population, participants will be trained to teach MBCT-L (Mindfulness for Life). For clinicians who want to teach MBCT in a clinical context this training is suitable however an additional 2 days of training after completion of Module 4 is required.  Applicants must have completed the pre-requisites for the course and be willing to work towards Good Practice Guidelines for Mindfulness-Based Teachers put forward by the British Association of Mindfulness-Based Approaches (BAMBA).

Entry Requirements / Who is the course for?

To join this Module 1&2 participants must have:

A regular personal mindfulness practice

Taken part in a structured 8-week MBCT programme

Have knowledge and experience of the group or population to whom you would like to teach MBCT

Have skills for working with individuals and facilitating groups

Workshops

Online - Introduction to Buddhist Psychology - Teacher Workshop - 09.30 - 17.00 (GMT)

Online Course

11/12/2020 - 11/12/2020

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 - Introduction to Buddhist Psychology - Teacher Workshop - 09.30 - 17.00 (GMT)

Online Course

19/03/2021 - 19/03/2021

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.