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  7. VIU8501 Further Education Programme in MBSR-MBCT Teacher Training

Further Education Programme in MBSR-MBCT Teacher Training
2015-2016 - VIU8501 - 30 ECTS

Prerequisite(s)

Videreutdanning i oppmerksomt nærvær or equivalent

Expected learning outcomes

The candidate has advanced knowledge in the following areas:

  • The theoretical, philosophical and pedagogical foundations of MBSR/MBCT
  • The relationship between mindfulness and
    • Communication
    • Perception and stress
    • Emotions
    • Chronic pain
    • Self-care and compassion  
  • The role of the MBSR/MBCT teacher

The candidate knows the exercises specific to MBSR/MBCT and the similarities and differences between the two programs.

Skills

  • The candidate can create learning materials used in MBSR/MBCT
  • The candidate can identify potential participants that are suited to take part in MBSR/MBCT and those that are not suited
  • The candidate can carry out a MBSR/MBCT course professionally and ethically
  • The candidate is able to work with course participants’ questions and difficulties
  • The candidate can ensure his/her own well-being
  • The candidate can reflect on her/his own work and adjust this through the mentoring process.
  • The candidate is able to review scientific research on MBSR/MBCT.

General competencies

  • The candidate has knowledge of professional and ethical issues and is able to initiate professional and ethical discussions related to mindfulness
  • The candidate can apply their knowledge and skills in new areas
  • The candidate can communicate independent work both in writing, verbally and through other appropriate forms of expression
  • The candidate can communicate about relevant professional issues
  • The candidate can contribute to innovation.

Topic(s)

  • The structure and content of the MBSR 
program
  • The structure and content of the MBCT 
program
  • Body Scan
  • Sitting meditation
  • Bodywork and gentle yoga
  • Facilitating inquiry
  • Research on mindfulness and mindfulness-based interventions
  • Stress
  • Mindfulness and emotions
  • Aspects of pedagogy in an MBSR/MBCT course
  • The teacher-student relationship
  • The code of ethics
  • How does an MBSR/MBCT teacher take care of his/her own well-being

Teaching Methods

Other

Teaching Methods (additional text)

  • lectures
  • discussions
  • exercises
  • student presentations
  • peer mentoring in groups

Form(s) of Assessment

Other

Form(s) of Assessment (additional text)

The assessment form consists of three separate parts:

  • A digital copy of a thesis in English between 4000-5000 words (including signed confirmation of completed mentoring sessions and in addition, when required, of the meditation guidance sessions and/or yoga training).
  • Digital audio recordings of the Body Scan, Sitting Meditation and Mindful 
Bodywork/Yoga given to participants in her own course.
  • A digital copy of the student handbook given to participants in his/her own eight-week MBSR course.

All three parts must be separately passed, in order to pass the whole course.

Grading Scale

Pass/Failure

External/internal examiner

Assessed by two internal examiners.

Re-sit examination

Must be completed within one year of the original exam. That is, all work must be completed within two and a half years after starting the course.

Coursework Requirements

Students will continuously document their own work through participation in a discussion forum on the web-based learning platform Fronter. All posts will be accessible to the rest of the class within Fronter. Posts may be written in Norwegian or English. A list of hand-in deadlines with be given out at the first module.

  • A minimum of 20 discussion posts;
    • A learning and development post (min 400 words)
    • An autobiography post (min 600 words)
    • Six module posts (min 200 words)
    • Six literature posts (min 200 words)
    • Six practicum posts (min 200 words)
  • In addition each student will submit eight written reflections, one for each week of the eight-week course and the day of mindfulness, to their mentor two days prior to mentoring. Each reflection should be between 500-600 words.

Teaching Materials

Brach, T. (2003)Radical Acceptance
Chodron, P. (2005)When Things Fall Apart
Crane, R. (2009)Mindfulness-Based Cognitive Therapy: Distinctive Features
Gunaratana, B. H. (2011)Mindfulness in Plain English
Kabat-Zinn, J. (2004) Wherever You Go There You Are
Kabat-Zinn, J. (2005) GuidedMindfulness Meditation Series 1 Audio CD
Kabat-Zinn, J. (2013)Full Catastrophe Living
Lehrhaupt, L., P. Meibert (2015)Mindfulness-Based Stress Reduction: The MBSR Program for Enhancing Health and Vitality
Santorelli, S. (2000) Heal Thyself
Segal, Z., M. Williams, J. Teasdale (2012) Mindfulness-Based Cognitive Therapy for Depression,Second Edition.
Teasdale, J., M. Williams, Z. Segal, J. Kabat-Zinn (2007) The Mindful Way Through Depression
Williams, M., J. Kabat-Zinn (Eds.) (2013)Mindfulness: Diverse Perspectives on its Meaning, Origins and Applications
Williams, M. (2013) Mindfulness Meditation with Mark William: Guided Meditation for Mindfulness-Based Cognitive Therapy (audio)
Williams, M., D. Penman (2011)Mindfulness: An Eight-Week Plan for Finding Peace in a Frantic World
Other teaching materials and Audio CDs will either be distributed during the training sessions or made available for download on an online server.