ABSTRACT

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.

part Part I|63 pages

The explicit curriculum

chapter 1|3 pages

The essential spirit of mindfulness-based teaching

BySaki F. Santorelli

chapter 2|7 pages

Curriculum considerations

ByRebecca S. Crane, Karunavira, Gemma M. Griffith

chapter 3|10 pages

Guiding the formal practies

Overview
ByRebecca S. Crane, Karunavira, Gemma M. Griffith

chapter 4|6 pages

The body scan practice

ByRebecca S. Crane, Karunavira, Gemma M. Griffith

chapter 5|6 pages

Mindful movement

ByRebecca S. Crane, Karunavira, Gemma M. Griffith

chapter 6|9 pages

The sitting meditations

ByRebecca S. Crane, Karunavira, Gemma M. Griffith

chapter 7|2 pages

The short practices

ByRebecca S. Crane, Karunavira, Gemma M. Griffith

chapter 8|3 pages

The 'all-day' of practice

ByRebecca S. Crane, Karunavira, Gemma M. Griffith

chapter 9|11 pages

Inquiry

Conveying course themes through interactive dialogue
ByRebecca S. Crane, Karunavira, Gemma M. Griffith

chapter 10|4 pages

Conveying session themes

Group exercises and didactic inputs
ByRebecca S. Crane, Karunavira, Gemma M. Griffith

part Part II|52 pages

The implicit curriculum

chapter 11|4 pages

Embodiment

ByRebecca S. Crane, Karunavira, Gemma M. Griffith

chapter 12|4 pages

Relational skills

ByRebecca S. Crane, Karunavira, Gemma M. Griffith

chapter 13|6 pages

Holding the group learning environment

ByRebecca S. Crane, Karunavira, Gemma M. Griffith

chapter 14|4 pages

The use of poems, stories, and images

ByRebecca S. Crane, Karunavira, Gemma M. Griffith

chapter 15|14 pages

Integrating the explicit and implicit curriculum

ByRebecca S. Crane, Karunavira, Gemma M. Griffith

chapter 16|7 pages

Orientation and assessment

ByRebecca S. Crane, Karunavira, Gemma M. Griffith

chapter 17|11 pages

Teaching mindfulness-based programmes online

ByRebecca S. Crane, Karunavira, Gemma M. Griffith

part Part III|108 pages

Resourcing ourselves as mindfulness teachers

chapter 18|6 pages

How do we resource and support ourselves as MBP teachers?

An overview
ByRebecca Crane

chapter 19|24 pages

The Mindfulness-Based Interventions

Teaching and Learning Companion (MBI:TLC)
ByGemma Griffith, Rebecca Crane, Karunavira, Lynn Koerbel

chapter 20|7 pages

Developing your personal practice

ByBridgette O’Neill

chapter 21|11 pages

Mindfulness-based supervision

ByAlison Evans

chapter 22|10 pages

Professional practice

ByPamela Duckerin

chapter 23|12 pages

Trauma-sensitivity

ByEluned Gold

chapter 24|11 pages

Societal themes

ByBethan Roberts, Rebecca Crane

chapter 25|14 pages

Science and theory

ByGemma Griffith, Karunavira

chapter 26|11 pages

Implementing mindfulness-based programs

ByRebecca Crane, Heledd Griffiths