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Essential Resources for Mindfulness Teachers offers the reader a wealth of knowledge about the explicit and implicit aspects of mindfulness-based teaching. The book focuses on how to develop the craft of teaching mindfulness-based courses and is divided into three parts. Part I addresses the explicit elements of mindfulness-based courses, such as how to offer meditation practices and inquiry. Part II investigates the subtle but powerful implicit qualities needed within the teacher to convey the essence of mindfulness. Part III is a series of chapters on the underpinnings, considerations, and theories surrounding the teaching of mindfulness-based courses, and includes a new framework for reflective practice - the Mindfulness-Based Interventions: Teaching and Learning Companion (the TLC). The book is a core companion text for both trainees and established mindfulness-based teachers, and is a resource you will return to again and again.
Rebecca Crane, PhD, leads the Centre for Mindfulness Research and Practice at Bangor University, and is an internationally renowned trainer, researcher, and writer in the mindfulness-based field. Karunavira, MSc, teaches at the Centre for Mindfulness Research and Practice at Bangor University, and works internationally as a mindfulness trainer and retreat leader. Gemma Griffith, PhD, is a senior lecturer and researcher at Bangor University, and is director of postgraduate programmes at the Centre for Mindfulness Research and Practice.
Introduction; Part I: The explicit curriculum; 1: The essential spirit of mindfulness-based teaching, Saki F. Santorelli; 2: Curriculum considerations; 3: Guiding the formal practices: Overview; 4: The body scan practice; 5: Mindful movement; 6: The sitting meditations; 7: The short practices; 8: The 'all-day' of practice; 9: Inquiry: conveying course themes through interactive dialogue; 10: Conveying session themes: group exercises and didactic inputs; Part II The implicit curriculum; 11: Embodiment; 12: Relational skills; 13: Holding the group learning environment; 14: The use of poems, stories, and images; 15: Integrating the explicit and implicit curriculum; 16: Orientation and assessment; 17: Teaching mindfulness-based programmes online; Part III: Resourcing ourselves as mindfulness teachers; 18: How do we resource and support ourselves as MBP teachers? An overview, Rebecca Crane; 19: The Mindfulness-Based Interventions: Teaching and Learning Companion (MBI:TLC), Gemma Griffith, Rebecca Crane, Karunavira, and Lynn Koerbel; 20: Developing your personal practice, Bridgette O'Neill; 21: Mindfulness-based supervision, Alison Evans; 22: Professional practice, Pamela Duckerin; 23: Trauma-sensitivity, Eluned Gold; 24: Societal themes, Bethan Roberts and Rebecca Crane; 25: Science and theory, Gemma Griffith and Karunavira; 26: Implementing mindfulness-based programmes, Rebecca Crane and Heledd Griffiths, References, Appendix 1: Further resources
