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Competence in Teaching Mindfulness-Based Courses: Concepts, Development and Assessment
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- 자료유형학술지논문
- 저자명Crane, R. S.,Kuyken, W.,Williams, J. M.,Hastings, R. P.,Cooper, L.,Fennell, M. J.
- 학회/출판사/기관명Springer Science and Business Media
- 출판년도2012
- 언어영어
- 학술지명/학위논문주기Mindfulness
- 발행사항Vol.3No.1[2012]_x000D_
- ISBN/ISSN1868-8527
- 소개/요약The rapid expansion of interest in the implementation of mindfulness-based approaches in a diversity of contemporary settings holds both promise and risk. The promise is of accessibility in mainstream secular settings to a contemplative approach which has a long lineage in supporting people to better know the territory of their interior experience, to train their minds in a certain direction and so to radically transform their fundamental understanding of, and approach to life. The risk is that, in the drive to implement a promising approach, the very factors which give rise to its promise are lost through a dilution of its integrity. The quality of a mindfulness-based class is only as good as the instructor and his or her understanding of what is required to deliver a programme which is both rooted in a depth of personal mindfulness practice (Kabat-Zinn 2011) and integrated with the skills and understandings relevant to the particular program or context within which the teaching is offered (Teasdale et al. 2003).
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