About the members:All members of the Mindfulness Teacher's Network SA are highly qualified and experienced Mindfulness Teachers. Membership also requires adherence to MTI ANZ's Good Practice Guidelines.
How do you know that these teachers are appropriately trained? Please click here to read more... |
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Good Practice Guidelines for Teaching Mindfulness-Based Courses
Guiding principles (foundation criteria) have been developed in the UK, Australia and New Zealand to promote good practice in teaching mindfulness-based courses.
Mindfulness courses are intended to teach people mindfulness in ways that can help with physical and psychological health problems and ongoing life challenges. These guidelines cover secular mindfulness-based programs taught in mainstream settings normally over eight weeks.
These programs are informed by a clear rationale and have been developed to have a set curriculum offering incremental development and experiential learning. They require the guidance of an experienced teacher with a clear commitment to be evidence-based.
Guiding principles
Mindfulness courses are intended to teach people mindfulness in ways that can help with physical and psychological health problems and ongoing life challenges. These guidelines cover secular mindfulness-based programs taught in mainstream settings normally over eight weeks.
These programs are informed by a clear rationale and have been developed to have a set curriculum offering incremental development and experiential learning. They require the guidance of an experienced teacher with a clear commitment to be evidence-based.
Guiding principles
Ongoing Good Practice Requirements
Once the above mentioned foundation criteria have been completed, there are ongoing good practice requirements:
Daily formal and informal practice
Participation in regular mindfulness meditation retreats
Ongoing collaborative learning contacts with other mindfulness practitioners and teachers
Regular supervision with an experienced mindfulness-based teacher including:
i. opportunity to reflect on/inquire into personal process in relation to personal mindfulness practice and mindfulness-based teaching practice
ii. receiving periodic feedback on teaching through video recordings, supervisor sitting in on teaching sessions or co-teaching with reciprocal feedback
A commitment to ongoing development as a teacher through further training, keeping up to date with the evidence base, recording and reflecting on teaching sessions, participation in web forums, etc
Adherence to the ethical framework appropriate to the teacher’s professional background and working context.
These documents can also been found on the UK Network for Mindfulness-Based Teachers Training Organisations - see link
Daily formal and informal practice
Participation in regular mindfulness meditation retreats
Ongoing collaborative learning contacts with other mindfulness practitioners and teachers
Regular supervision with an experienced mindfulness-based teacher including:
i. opportunity to reflect on/inquire into personal process in relation to personal mindfulness practice and mindfulness-based teaching practice
ii. receiving periodic feedback on teaching through video recordings, supervisor sitting in on teaching sessions or co-teaching with reciprocal feedback
A commitment to ongoing development as a teacher through further training, keeping up to date with the evidence base, recording and reflecting on teaching sessions, participation in web forums, etc
Adherence to the ethical framework appropriate to the teacher’s professional background and working context.
These documents can also been found on the UK Network for Mindfulness-Based Teachers Training Organisations - see link
Australian Training Pathways:
Members of this network have followed the UK Good Practice Guidelines for training pathways adhered to by the Mindfulness Training Institute Australia & New Zealand (MTI ANZ).
Please click here for further details.
Please click here for further details.
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