Overview
Rebecca Crane PhD directs the Centre for Mindfulness Research and Practice at 91精品黑料吃瓜 and has played a leading role in developing its training and research programme since it was founded in 2001. She teaches and trains internationally in both Mindfulness-Based Cognitive Therapy and Mindfulness-Based Stress Reduction (MBSR). Her research and publications focus on how the evidence on mindfulness-based interventions can be implemented with integrity into practice settings. She has written Mindfulness-Based Cognitive Therapy Distinctive Features 2017, co-authored Mindfulness-Based Cognitive Therapy with People at Risk of Suicide, 2017,聽co-edited Essential Resources for Mindfulness Teachers, 2021, and is a Principle Fellow with the Higher Education Academy.聽
Additional Contact Information
Centre for Mindfulness Research and Practice
Room 328, Brigantia Building, 91精品黑料吃瓜
Gwynedd LL57 2AS
United Kingdom
Tel: +44 (0) 1248 388066聽
贰尘补颈濒:听r.crane@bangor.ac.uk
bangor.ac.uk/mindfulness
implementing-mbct.co.uk
PROFESSIONAL MEMBERSHIPS AND AWARDS
- Principle Fellow: Higher Education Academy
- Fellow of the British Association of Mindfulness-Based Approaches
Qualifications
- Professional: Certification as a teacher of Mindfulness-Based Stress Reduction
University of Massachusetts, MA, 2010 - MA: Masters in Mindfulness-Based Approaches
University of Wales, Bangor, 2002鈥2005 - Professional: Accredited Member, British Association for Counselling and Psychotherapy (MBACP)
1994 - Other: Post Graduate Diploma In Counselling
University of Wales, Bangor, 1992鈥1994 - Professional: Diploma in Occupational Therapy
Dorset House School of Occupational Therapy, Oxford, 1984鈥1987 - PhD: From research to practice: integrity and pragmatics in implementing mindfulness-based interventions
2010鈥2015 - Professional: Professional Registration, Occupational Therapist with the Health & Care Professions Council
Teaching and Supervision
I founded the first Master's programme in the field of mindfulness at 91精品黑料吃瓜. It has gone from strength to strength since we started out in 2003. Students can choose the route that most suits their interests - a route leading to certification in MBCT or MBSR; a route leading to an empirical thesis; and options to take your Masters in 3 years or up to five years.聽
I also train internationally in MBCT and MBSR. And offer training in the use of our competence framework - the
Research Interests
My research investigates the practical implications of the evidence for mindfulness-based interventions 鈥 how do we support implementation in main stream settings in ways that preserve the integrity and effectiveness of the approach whilst also adapting to fit the context? Specifically my research investigates the process of MBCT聽implementation in the UK health service; ways of assessing mindfulness-based teaching competence; the links between training level, teaching competence and participant outcome; and adaptations of existing models of delivery.
I am keen to explore the role that mindfulness training can play in wider systemic transformation to reverse climate breakdown and enable flourishing for humans and the natural systems we are part of,聽 and aim to integrate social justice frameworks into the way I approach teaching and research.聽
Prof Rebecca Crane聽is a member of the聽Clinical, Health, & Behavioural Psychology聽research group.
Publications
2024
- Published
Fontana, V., Crane, R. & Griffith, G., 1 Jun 2024, In: Mindfulness. 15, 6, p. 1415-1428 14 p.
Research output: Contribution to journal 鈥 Article 鈥 peer-review
2023
- Published
Strauss, C., Bibby-Jones, A.-M., Jones, F., Byford, S., Heslin, M., Parry, G., Barkham, M., Lea, L., Crane, R., de Visser, R., Arbon, A., Rosten, C. & Cavanagh, K., 1 May 2023, In: JAMA psychiatry. 80, 5, p. 415-424 10 p.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Al Ozairi, A., Alsaeed, D., Al-Ozairi, E., Irshad, M., Crane, R. S. & Almoula, A., 9 Jan 2023, In: Frontiers in Psychiatry. 13, 9 p.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Callen-Davies, R., Bristow, J., Gazder, T., Griffith, G., Noorani, Y. & Crane, R., 15 Mar 2023, In: BMJ Open. 13, 3, 8 p., 067819.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Crane, R., Callen-Davies, R., Francis, A., Francis, D., Gibbs, P., Mulligan, B., O Neill, B., Pierce Williams, N. K., Waupoose, M. & Vallejo, Z., 2023, In: Global Advances in Integrative Medicine and Health. 12, 10 p.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Floyd, E., Shelley, A., Crane, R., Brewer, J., Moran, P., Richler, R., Hartogensis, W., Kuyken, W. & Hecht, F. M., 2023, In: Global Advances in Health and Medicine. 12
Research output: Contribution to journal 鈥 Article 鈥 peer-review
2022
- Published
Crane, R., Nov 2022, In: Mindfulness. 13, 11, p. 2904-2905 2 p.
Research output: Contribution to journal 鈥 Book/Film/Article review 鈥 peer-review - Published
Loucks, E. B., Crane, R., Sanghvi, M. A., Montero-Marin, J., Proulx, J., Brewer, J. & Kuyken, W., Jan 2022, In: Global Advances in Health and Medicine. 11, 12 p.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Williams, J. M. G., Baer, R., Batchelor, M., Crane, R., Cullen, C., de Wilde, K., Fennell, M., Kantor, L., Kirby, J., Ma, S. H., Medlicott, E., Gerber, B., Johnson, M., Ong, E.-L., Peacock, J. W., Penman, D., Phee, A., Radley, L., Watkin, M. & Taylor, L., Aug 2022, In: Mindfulness. 13, 8, p. 1931-1944 14 p.
Research output: Contribution to journal 鈥 Article 鈥 peer-review
2021
- Published
Maroney, M., Luthi, A., Hanney, J., Mantell, A., Johnson, D., Barclay, N., Satterfield, J. & Crane, R., 8 Sept 2021, In: Journal of Correctional Health Care. 27, 3, p. 196-204 9 p.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Crane, R. (Editor), Karunavira, K. (Editor) & Griffith, G. (Editor), 31 May 2021, Routledge.
Research output: Book/Report 鈥 Book 鈥 peer-review - Published
Griffith, G., Crane, R., Baer, R., Fernandez, E., Giommi, F., Herbette, G. & Koerbel, L., 24 Feb 2021, In: Global Advances in Health and Medicine.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Griffith, G. & Crane, R., 2021, In: Global Advances in Health and Medicine. 10, 6 p.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Evans, A., Griffith, G., Crane, R. & Sansom, S., 2021, In: Global Advances in Health and Medicine. 10, 6 p., 33614255.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Andermo, S., Crane, R. & Niemi, M., 2021, In: Global Advances in Health and Medicine. 10, 10 p.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Niemi, M., Crane, R., Sinselmeijer, J. & Andermo, S., 2021, In: Global Advances in Health and Medicine. 10, 8 p.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Griffith, G., Crane, R., Karunavira, N. & Koerbel, L., 1 May 2021, Essential Resources for Mindfulness Teachers. Crane, R., Karanuvira, K. V. & Griffith, G. (eds.). Routledge, p. 125-148 28 p.
Research output: Chapter in Book/Report/Conference proceeding 鈥 Chapter - Published
Evans, A., Griffith, G., Crane, R. & Sansom, S., 2021, In: Global Advances in Health and Medicine. 10, 1, 6 p.
Research output: Contribution to journal 鈥 Article 鈥 peer-review
2020
- Published
Crane, R., Koerbel, L., Sansom, S. & Yiangou, A., 2020, In: Global Advances in Health and Medicine. 9, 4 p.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Crane, R., Hecht, F. M., Brewer, J., Griffith, G., Hartogensis, W., Koerbel, L., Moran, P., Sansom, S., Yiangou, A. & Kuyken, W., 2020, In: Global Advances in Health and Medicine. 9, 11 p.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Strauss, C., Arbon, A., Barkham, M., Byford, S., Crane, R., de Visser, R., Heslin, M., Jones, A.-M., Jones, F., Lea, L., Parry, G., Rosten, C. & Cavanagh, K., 4 May 2020, In: Trials. 21, 1, 374.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Lea, L., Byford, S., Coney, Y., Crane, R., Fagabemi, N., Guerny, T., Leigh-Phippard, H., Rosten, C., Simms, K. & Strauss, C., 1 Feb 2020, In: Research for all. 4, 1, p. 33-46
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Roberts, J., Williams, J., Griffith, G., Jones, R. S. P., Hastings, R. P., Crane, R., Bryning, L., Hoare, Z. & Edwards, R. T., Oct 2020, In: Mindfulness. 11, p. 2371鈥2385
Research output: Contribution to journal 鈥 Article 鈥 peer-review
2019
- Published
Crane, R., Aug 2019, In: Current Opinion in Psychology. 28, p. 1-5
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Rycroft-Malone, J., Gradinger, F., Owen Griffiths, H., Anderson, R., Crane, R., Gibson, A., Mercer, S. & Kuyken, W., 8 Sept 2019, In: BMJ Open. 9, 9, e026244.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Griffith, G., Hastings, R., Williams, J., Jones, R., Roberts, J., Crane, R., Snowden, H., Bryning, L., Hoare, Z. & Edwards, R., Sept 2019, In: Mindfulness. 10, 9, p. 1828-1841
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Griffith, G. M., Bartley, T. & Crane, R. S., Jul 2019, In: Mindfulness. 10, 7, p. 1315-1327 13 p.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Crane, R. & Kuyken, W., Aug 2019, In: Current Opinion in Psychology. 28, p. 6-10
Research output: Contribution to journal 鈥 Article 鈥 peer-review
2018
- Published
Ruijgrok-Lupton, P. E., Crane, R. & Dorjee, D., Feb 2018, In: Mindfulness. 9, 1, p. 117-128 12 p.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Crane, R. & Hecht, F. M., Oct 2018, In: Mindfulness. 9, 5, p. 1370-1380
Research output: Contribution to journal 鈥 Comment/debate 鈥 peer-review - Published
Lloyd, A., White, R., Eames, C. & Crane, R., Jun 2018, In: Mindfulness. 9, 3, p. 673-692
Research output: Contribution to journal 鈥 Article 鈥 peer-review
2017
- Published
Rycroft-Malone, J., Gradinger, F., Owen Griffiths, H., Crane, R., Gibson, A., Mercer, S., Anderson, R. & Kuyken, W., 3 Apr 2017, In: Health Services and Delivery Research. 5, 14
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Crane, R., Jun 2017, In: Mindfulness. 8, 3, p. 585-594
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Crane, R., 27 Mar 2017, 2 ed. Routledge. 208 p.
Research output: Book/Report 鈥 Book 鈥 peer-review - Published
Williams, J. M. G., Fennell, M., Barnhofer, T., Crane, R. & Silverton, S., 24 Mar 2017, Guilford Press. 334 p.
Research output: Book/Report 鈥 Book 鈥 peer-review - Published
Huijbers, M. J., Crane, R., Kuyken, W., Heijke, L., Van den Hout, I., Donders, R. & Speckens, A., Aug 2017, In: Mindfulness. 8, 4, p. 960-972
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Crane, R., Brewer, J., Feldman, C., Kabat-Zinn, J., Santorellli, S., Williams, J. M. G. & Kuyken, W., Apr 2017, In: Psychological Medicine. 47, 6, p. 990-999
Research output: Contribution to journal 鈥 Article 鈥 peer-review
2016
- Published
Griffith, G., Jones, R., Hastings, R. P., Crane, R., Roberts, J., Williams, J., Bryning, L., Hoare, Z. & Edwards, R., 20 Sept 2016, In: Pilot and Feasibility Studies. 2016, 2, p. 58 10 p.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Crane, R. & Reid, B., 2 Nov 2016, Resources for Teaching Mindfulness: An International handbook. McCown, D., Reibel, D. K. & Micozzi, M. S. (eds.). Springer, p. 121-140
Research output: Chapter in Book/Report/Conference proceeding 鈥 Chapter 鈥 peer-review
2015
- Published
Crane, R. S., Stanley, S., Rooney, M., Bartley, P., Cooper, L. & Mardula, J., Oct 2015, In: Mindfulness. 6, 5, p. 1104-1114
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Williams, J. M. G., Fennell, M., Barnhofer, T., Crane, R. & Silverton, S., 1 Aug 2015, Guildford Press.
Research output: Book/Report 鈥 Book - Published
Barnhofer, T., Crane, C., Brennan, K., Duggan, D., Crane, R. S., Eames, C., Radford, S., Silverton, S., Fennell, M. & Williams, J. M. G., 12 Sept 2015, In: Journal of Consulting and Clinical Psychology. 83, 6, p. 1013-1020
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Eames, C. E., Gold, E. S., Eames, C., Crane, R. S., Gold, E. & Pratt, S., 27 Aug 2015, In: Journal of Children's Services. 10, 1, p. 17-28
Research output: Contribution to journal 鈥 Article 鈥 peer-review
2014
- Published
Rycroft-Malone, J., Anderson, R., Crane, R. S., Gibson, A., Gradinger, F., Owen Griffiths, H., Mercer, S. & Kuyken, W., 24 May 2014, In: Implementation Science. 9, 62, 62.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Evans, A., Crane, R. S., Cooper, L., Mardula, J., Wilks, J., Surawy, C., Kenny, M. & Kuyken, W., 1 Mar 2014, In: Mindfulness. 6, 3, p. 572-581
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Crane, R., 2014.
Research output: Contribution to conference 鈥 Abstract 鈥 peer-review - Published
Crane, R. & Kuyken, W., 2014.
Research output: Contribution to conference 鈥 Abstract 鈥 peer-review - Published
Crane, R., 5 Oct 2014
Research output: Other contribution 鈥 peer-review - Published
Edwards, R. T., Bryning, L. & Crane, R., 1 Feb 2014, In: Mindfulness. 6, 3, p. 490-500
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Ietsugu, T., Crane, C., Hackmann, A., Brennan, K., Gross, M., Crane, R. S., Silverton, S., Radford, S. H., Eames, C., Fennell, M. J., Williams, J. M. G. & Barnhofer, T., 13 Nov 2014, In: Mindfulness. 6, 5, p. 1088-1094
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Crane, R. S., 22 Oct 2014, In: Mindfulness.
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Crane, C., Crane, R. S., Eames, C. E., Fennell, M. J., Silverton, S. C., Williams, J. M. G. & Barnhofer, T., 30 Aug 2014, In: Behaviour Research and Therapy. 63, December, p. 17-24
Research output: Contribution to journal 鈥 Article 鈥 peer-review
2013
- Published
Crane, R., 2013.
Research output: Contribution to conference 鈥 Abstract 鈥 peer-review - Published
Crane, R., 2013.
Research output: Contribution to conference 鈥 Abstract 鈥 peer-review - Published
Crane, R. S., 1 Feb 2013, In: Psycologist. 26, 2, p. 83
Research output: Contribution to journal 鈥 Letter 鈥 peer-review - Published
Crane, R., Eames, C., Kuyken, W., Hastings, R. P., Williams, J. M. G., Bartley, P., Evans, A., Silverton, S., Soulsby, J. & Surawy, C., 1 Dec 2013, In: Assessment. 20, 6, p. 681-688
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Williams, J. M. G., Crane, C., Barnhofer, T., Brennan, K., Duggan, D., Fennell, M., Hackmann, A., Krusche, A., Muse, K., Von Rohr, I. R., Shah, D., Crane, R., Eames, C., Jones, M., Radford, S., Silverton, S., Sun, Y., Weatherley-Jones, E., Whitaker, C. & Russell, D. & 1 others, , 2 Dec 2013, In: Journal of Consulting and Clinical Psychology. 82, 2, p. 275-286
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Crane, R. S. & Kuyken, W., 1 Sept 2013, In: Mindfulness. 4, 3, p. 246-254
Research output: Contribution to journal 鈥 Article 鈥 peer-review
2012
- Published
Crane, R. S., Kuyken, W., Williams, J. M. G., Hastings, R., Cooper, L. & Fennell, M., 1 Mar 2012, In: Mindfulness. 3, 1, p. 76-84
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Kuyken, W., Crane, R. & Dalgliesh, T., 9 Nov 2012, In: British Medical Journal. 345, p. e7194
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Crane, R., 2012.
Research output: Contribution to conference 鈥 Abstract 鈥 peer-review - Published
Crane, R. S., 20 Jan 2012, Cognitive Behaviour Therapies . Dryden, W. (ed.). SAGE Publications
Research output: Chapter in Book/Report/Conference proceeding 鈥 Chapter 鈥 peer-review - Published
Kuyken, W., Crane, R. S. & Williams J.M.G., [. V., 1 May 2012
Research output: Non-textual form 鈥 Web publication/site - Published
Williams, J. M. G., Barnhofer, T., Crane, C., Duggan, D., Shah, D., Brennan, K., Krusche, A., Crane, R., Eames, C., Jones, M., Radford, S. & Russell, I., 1 Apr 2012, In: Journal of Affective Disorders. 138, 1-2, p. 173-179
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Crane, R. S., Soulsby, J. G., Kuyken, W., Williams, J. M. & Eames, C., 1 May 2012
Research output: Non-textual form 鈥 Web publication/site - Published
Radford, S. R., Crane, R. S., Eames, C., Gold, E. & Wyn Owens, G., 1 Sept 2012, In: Mental Health in Family Medicine. 9, 3, p. 191-200
Research output: Contribution to journal 鈥 Article 鈥 peer-review
2011
- Published
Crane, R., 2011.
Research output: Contribution to conference 鈥 Abstract 鈥 peer-review - Published
Crane, R., 2011.
Research output: Contribution to conference 鈥 Abstract 鈥 peer-review
2010
- Published
Crane, R., 2010.
Research output: Contribution to conference 鈥 Abstract 鈥 peer-review - Published
Williams, J. M. G., Russell, I., Crane, C., Russell, D., Whitaker, C., Duggan, D., Barnhofer, T., Fennell, M., Crane, R. & Silverton, S., 19 Mar 2010, In: BMC Psychiatry. 10, p. 23
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Crane, R. S., Kuyken, W., Hastings, R. P., Rothwell, N. & Williams, J. M., 1 Jun 2010, In: Mindfulness. 1, 2, p. 74-86
Research output: Contribution to journal 鈥 Article 鈥 peer-review
2009
- Published
Crane, R. S., 1 Jan 2009, 1st ed. Hove, East Sussex: Routledge. 176 p.
Research output: Book/Report 鈥 Book - Published
Crane, R. S., 1 Jan 2009.
Research output: Contribution to conference 鈥 Paper - Published
Crane, R., 2009.
Research output: Contribution to conference 鈥 Abstract 鈥 peer-review
2007
- Published
Crane, R. S., 1 Jan 2007.
Research output: Contribution to conference 鈥 Paper
2006
- Published
Crane, R. S. & Elias, D., 1 Dec 2006, In: Therapy Today. 17, 10, p. 31
Research output: Contribution to journal 鈥 Article 鈥 peer-review - Published
Crane, R. S., 1 Jan 2006.
Research output: Contribution to conference 鈥 Paper - Published
Crane, R. S., 1 Jan 2006.
Research output: Contribution to conference 鈥 Paper
2002
- Published
Crane, R. S., Soulsby, J. G., Williams, J. M., Silverton, S. & Crane, R., 1 Aug 2002, Unknown.
Research output: Book/Report 鈥 Commissioned report
Activities
2024
Endorsement for new book by David Rynick:聽Wandering Close to Home: A Year of Zen Reflections, Consolations, and Reveries
18 Aug 2024 鈥 25 Aug 2024
Links:
8 day retreat delivered in France
18 Aug 2024 鈥 25 Aug 2024
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Contributor)2 Aug 2024 鈥 6 Aug 2024
Activity: Participation in Academic conference (Speaker)Delivery of a day long mindfulness session
29 Jun 2024
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Contributor)8 day retreat taught on Bardsey Island
1 Jun 2024 鈥 8 Jun 2024
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Contributor)5 day residential mindfulness retreat delivered at Sharpham house, Devon
15 Apr 2024 鈥 20 Apr 2024
Activity: Types of Public engagement and outreach - Media article or participation (Contributor)Endorsement for new book by River Wolton: The subtle art of caring
2024 鈫
Links:
2023
21 Oct 2023
Activity: Invited talk (Speaker)Focused on the foundations of mindfulness
4 Sep 2023 鈥 9 Sep 2023
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Contributor)
2022
1 Nov 2022
Activity: Oral presentation (Speaker)Guided day of practice
27 Mar 2022
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Contributor)Level 2 MBI:TAC training: Deepening for trainers and supervisors
In this deepening training we will aim to create a container within which participants can investigate and deepen their understanding and appreciation of both the mindfulness-based teaching process, and of their own process as they engage with reviewing teaching practice. We will give time both to the content issues that are raised when reviewing teaching (e.g. how to prioritise different elements; distinctions between domains and competence levels; curriculum questions); and process themes (e.g., the vulnerability that is inherent in investigating mindfulness teaching skills; the personal process issues that are triggered by assessing/reviewing teaching).
The skill of reliably discerning competence level takes time and practice. In the first instance, the benchmarked competence level (i.e. an assessment point that has been centrally agreed by a team of experienced MBI:TAC Raters is communicated to the participants in advance of reviewing the clip. Their task is to discern what features within the teaching have led to this assessment outcome. Participants then progress to discerning the competence level, building up the domains gradually and cross checking against established benchmarks.
Week by week, the training will include audio-visual teaching clips that progressively expand the elements of curriculum and domains to systematically build participants鈥 assessment skills. Participants will be given access each week to a benchmarked assessed teaching clip to review on their own between sessions and will subsequently be given weekly feedback on their assessment reliability. In this way participants can gradually fine tune their skills in assessing in line with benchmarked assessments.
There will also be training in ways of skilfully offering feedback to supervisees and trainees which is both accurate and precise, and is strengths based and encouraging.
Delivery format: 9 x 3-hour sessions delivered via zoom. 5 of these will be teacher led (at 2-week intervals) 鈥 and 4 (scheduled in the intervening weeks) will be peer led. Participants will be given home practice involving assessing clips of recorded MBP teaching and reading material.
Open to:Practitioners who have completed the level 1 MBI:TAC training and who are in supervisory and/or training roles
Learning aims:
Building on the learning aims of the level 1 training this deepening training aims to:
Refine and differentiate the structure and meaning of the six competence levels within the MBI:TAC
Build skills in conducting assessments reliably, through repeated practice in reviewing teaching practice and then cross-checking scores against central benchmarks
Build skills in offering verbal and written feedback which enables transparent understanding of how the assessment point was determined, what teaching strengths and learning needs were observed, and how the teacher could build their skills going
1 Mar 2022 鈥 12 Apr 2022
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Contributor)
2021
Mindfulness training is becoming increasingly accessible to everyday people in the mainstream both digitally, through books, and through access to teachers. We can begin to imagine the possibility that on a societal level embedding mindfulness practice into everyday life could become recognised and promoted as a pragmatic way to support wellbeing - in similar ways to how physical exercise is perceived. This emerging engagement with contemplative practices in mainstream culture and institutions holds great promise. The promise that awareness, wisdom, and compassion become more readily accessible to us 鈥 both individually and collectively.
There are though particular sensitivities related to bringing contemplative practices into the mainstream. How do we meet the implementation challenge of enabling breadth of accessibility whilst sustaining the transformational potential of the practice? How do we align with the scientific evidence base whilst meeting important developmental frontiers? How do we ensure that Mindfulness-Based Programme (MBP) teachers are well prepared to guide others? How does the public know how to choose an MBP teacher? How does this emerging field skilfully navigate the tensions inherent in mainstreaming an approach that involves a paradigm shift to mainstream frameworks for understanding human experience? How do we do the work of 鈥榤ainstreaming鈥 language and approach whilst also retaining the full transformational potential of mindfulness practice? How do we skilfully innovate so that MBP teaching is flexed and tailored to a diversity of contexts and populations? How do MBP teachers skilfully integrate within their teaching, the reality of this moment in time with its intersecting crises of climate and biodiversity breakdown, inequality, generational imbalances?
The talk will examine these questions from the perspective of current empirical and practice-based developments and thinking, and will consider frontiers and challenges for the MBP field going forward.
13 Dec 2021
Links:
Ongoing. Commenced Nov 2021
11 Nov 2021 鈥 11 Nov 2024
Activity: Types of External academic engagement - Membership of peer review panel or committee (Contributor)Commissioned by Belgium mindfulness teacher training organisation. www.pleine-conscience.be
Course delivered to 25 French speaking mindfulness teachers in 2 x 3 hour sessions with a 2 week gap to enable peer group practice.
15 Oct 2021 鈥 29 Oct 2021
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Contributor)This online retreat will focus on exploring the teachings of mindfulness as they are presented in the early Buddhist tradition in the Satipatthana Discourse and the ways that this teaching informs contemporary teaching and mindfulness programmes. Contextualizing mindfulness helps us to develop a more nuanced understanding of the role that mindfulness plays in understanding the nature of distress and developing our capacity for resilience and compassionate responsiveness.
There will be a programme of sustained meditation, daily talks and instructions and group meetings.
18 Sep 2021 鈥 22 Sep 2021
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Contributor)Training for 30 international mindfulness-based trainers and supervisors including participants from the USA, Thailand, China, Ireland, Spain, Germany, UK.
9 x 3 hour weekly sessions.
1 Sep 2021 鈥 27 Oct 2021
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Contributor)Training for trainers and supervisors working within the Health Education England funded NHS training for MBCT therapists within the Improving Access to Psychological Therapies service.
31 Aug 2021 鈥 26 Oct 2021
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Contributor)22 Jun 2021 鈥 7 Dec 2021
Links:
Day of guided practice for the AGM of the Friends of Bangor
18 Apr 2021
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Contributor)13 Apr 2021 鈥 11 May 2021
Links:
Training delivered to German speaking mindfulness teachers, trainers and supervisors in 5 x 3 hour workshops
12 Apr 2021 鈥 3 May 2021
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Contributor)8 day online training retreat for experienced French speaking mindfulness teachers
18 Mar 2021 鈥 28 Mar 2021
Links:
Mindfulness course delivered for people living with Parkinsons disease
19 Jan 2021 鈥 16 Mar 2021
Links:
2020
12 Dec 2020 鈥 31 Dec 2021
Links:
1 day workshop for mindfulness teachers and trainees
6 Nov 2020
Activity: Invited talk (Speaker)Level 1 MBI:TAC training: Introduction to the tool Descriptor: This level is designed as a foundational introduction to the use of the tool. By the end of the training participants will have enough familiarity with the tool to use it to support their own learning and development as mindfulness-based teachers, and if they are already supervising and training to begin to integrate it into these contexts. Further training will be required to resource participants to use the tool within training contexts, to offer structured feedback, and to conduct reliable assessments. The course is anchored in the curriculums of MBSR and MBCT but is relevant and open to those teaching other curriculums. The training starts with presentations on the rationale and process for the development of the MBI:TAC, then covers the structure of the tool, and methodologies for reviewing teaching practice. Participants are then given repeated opportunities to review video clips of mindfulness-based teaching practice. The clips include a range of experience and competence levels, and varied elements from the curriculums of MBCT and MBSR. This will be followed by explorations of and training in the use of the MBI:TAC to reliably recognize the 鈥榢ey features鈥 within the 6 Domains of MBI-TAC. In the early stages of reviewing clips, participants are being trained to 鈥榝eature spot鈥 aspects of the teaching, and to use the MBI:TAC as a 鈥榣ens鈥 through which to view the phenomenon of mindfulness-based teaching. Participants are given space to explore skilful ways of offering feedback to the teacher that is accurate, honest and supportive of learning. In the final phase of the training, participants are given space to explore the edges, potentialities and cautions when implementing the MBI:TAC in training and supervision. There will be a focus on a personal and collective exploration of integrity in mindfulness-based teaching and the use of the MBI:TAC as a 鈥榣ens鈥 through which to engage in this exploration. We will reflect on the vulnerability inherent in exploring our teaching in this way and the personal process themes that are triggered. We will consider how participants can take forward their learning and practice beyond the workshop. Delivery format: Ideally delivered as a 2 day workshop. Could be adapted to zoom delivery. Open to: Trained and participant mindfulness-based teachers. Participants must have completed a level 1 or equivalent mindfulness-based teacher training, and have taught a minimum of 2 mindfulness-based courses. Learning aims: examine the particular nature of fidelity and integrity in mindfulness-based teaching present the rationale for the development of the MBI:TAC develop knowledge of the design and structure of the MBI:TAC Enable participants to develop a 鈥榳ay of looking鈥 at mindfulness-based teaching which enables a 鈥榮eeing鈥 of both the whole and the elements of the teaching process acquire practice skills in reviewing mindfulness-based teaching using the MBI:TAC explore how this tool may be sensitively used to support personal learning and learning of others in supervision and training contexts discuss the potential and limitations of the MBI:TAC enable personal and collective examination of current and future directions for supporting clarity and consensus on mindfulness-based teaching integrity. Precourse reading (available for download at www.bangor.ac.uk/mindfulness/publications): Crane, R.S., Eames, C., Kuyken, W., Hastings, R. P.1, Williams, J.M.G., Bartley, T., Evans, A.,Silverton, S., Soulsby, J.G., Surawy, C. (2013) Development and validation of the Mindfulness-Based Interventions 鈥 Teaching Assessment Criteria (MBI:TAC), Assessment, doi: 10.1177/1073191113490790 Crane R.S., Kuyken, W., Williams, J. M. G., Hastings, R., Cooper, L., Fennell, M.J.V. (2012), Competence in teaching mindfulness-based courses: concepts, development, and assessment, Mindfulness, 3, 76鈥84. DOI: 10.1007/s12671鈥011鈥0073鈥2 Crane, R.S., Soulsby, J.G., Kuyken, W., Williams, J.M.G., Eames, C., (2012) The Bangor, Exeter & Oxford Mindfulness-Based Interventions Teaching Assessment Criteria (MBI:TAC) for assessing the competence and adherence of mindfulness-based class-based teaching (mbitac.bangor.ac.uk/documents/MBITACmanualsummaryandaddendums0517.pdf)
5 Oct 2020 鈥 2 Nov 2020
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Speaker)Editorial Board - appointed in October 2020
1 Oct 2020
Links:
Appointed to the International Advisory Board https://www.springer.com/journal/12671/editors
1 Oct 2020
Links:
30 Jul 2020 鈥 31 Dec 2021
Links:
30 Jul 2020 鈥 31 Dec 2021
Links:
The work of Friends of Bangor is to support connection. This practice will ground this work of connection in the immediacy of the arising of experience moment-by-moment, somatically, cognitively and affectively. We will come together as a community to draw on the supportive container that community offers to our practice. The guided practices will build our capacities to connect more intimately with ourselves, offering us the ground for our work of authentically connecting with each other. Part of the practice will be in silence as we engage with the core practices that are part of the mindfulness-based programmes. Through the lens of these practices we will have the opportunity to personally investigate experience. There will be time towards the end of the day to engage together in dialogue about our experiences of the day.
20 Jun 2020
Links:
Where have we come from? Where are we now? Where are we going?
Over the last 30 years, the field of mindfulness-based approaches has emerged and found its way into the mainstream. The work is having a strong positive influence on the lives of individuals and organisations. These developments are founded on an incredible upsurge of research and practice based work. The Centre for Mindfulness Research and Practice (CMRP) at 91精品黑料吃瓜 is coming up to its 20th year and has been a part of this global journey. Each one of us individually is part of the journey. These journeys are continually emergent as we grow and develop, as the work moves through developmental milestones, and as the context within which our work is situated shifts. This talk will encourage us all to take a step back and reflect on this journey and our part in it; it will point to current themes and priorities that CMRP are engaged in responding to; and will reflect on how we each can lay foundations for the future that will support the ongoing emergence of this work.
2 Jun 2020
Links:
Who is the workshop for?
Those who:
鈥 are interested in exploring mindfulness in the contexts of our relationships in our personal and work lives
鈥 work one to one, such as coaches, therapists, yoga teachers, physiotherapists, nurses, complementary therapists, teachers, carers, community health workers, etc.,
鈥 are mindfulness teachers who want to deepen into the relational aspect of mindfulness practice
鈥 have completed an 8-week MBSR, MBCT or similar course and have an established on-going mindfulness practice.
鈥 Are mindfulness practitioners who want to explore the relevance of mindfulness in their personal relationships whether work-related or not.
What does the workshop entail?
This workshop will be taught experientially, with a focus on developing and reflecting on a personal mindfulness meditation practice as the basis for our relationships with others. We will explore the importance of awareness of our internal process in developing awareness of interpersonal process.
The workshop will include:
鈥 Experiential engagement in the core mindfulness practices that are part of MBSR/MBCT: the basis for cultivating the ability to embody mindfulness.
鈥 An overview of the origins and theoretical bases of mindfulness: including the theories and attitudinal foundations behind mindfulness.
鈥 Development of mindful 'presence' in relationship: experiencing and practising how mindful awareness and embodiment can enhance the relationship process and support the ability to be fully present with another.
鈥 Mindfulness and self-care: how mindfulness practice can support us in dealing skilfully with interpersonal challenges.
鈥 Ways to build mindfulness into the process whilst engaging with clients: this course is not about learning how to teach the 8-week course to individuals, but instead exploring the various ways mindfulness skills can be used within the relational aspect of your work
The trainer will integrate relevant theory and context on the use of mindfulness in one-to-one work within an experiential training process. Time will be given to guided meditation practice, interpersonal mindfulness practices, silent reflective time and to exploring together in dialogue in small and large groups as we learn through our individual and collective experience. The intention is to create an open, spacious learning environment, which will encourage and support spontaneity and creativity.
7 Feb 2020 鈥 9 Feb 2020
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Speaker)The training will combine time for engagement in personal mindfulness practice in a supportive context with the opportunity to link the learnings from this with a focused engagement in building the particular skills needed to skilfully offer mindfulness-based courses. We will use the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) as a supportive 鈥榣ens鈥 through which we can explore the teaching process. The work will not involve assessing each others practice, but rather coming alongside each other to reflect on our strengths and learning needs as teachers and to build our skills with the support of peers and the facilitators.
Our time will be spent together in silence as we practice and in small and large group reflection and investigation as we learn through our individual and collective experience. Participants will have opportunities to lead practices and investigate personal and co-participant鈥檚 experiences of these.
The seven day programme will commence with time for orientation and welcome, followed by 1.5 days of guided silent practice. The intention of this is to facilitate the transition into and access to a deeper and wider spaciousness of mindful awareness which will inform the developmental processes that will follow. We will then journey together in small groups through the 8-week programme being teachers and participants for each other, and taking time to pause, step back, reflect and offer supportive feedback on the various domains of the MBI:TAC. The programme will offer an integration of interactive training and development processes within the context of periods of silent formal and informal meditation practice.
We will use the Mindfulness-Based Interventions: Teaching Assessment Criteria within the training as a support to developing teaching skills. Through the programme participants will become increasingly familiar with the criteria as a tool for reflective development. We will use the criteria as a support to offering feedback on teaching practice to each other and to ourselves. Throughout this we will keep in mind the importance of developing our teaching towards expected norms whilst supporting ourselves to discover our own authentic expression as a teacher.
25 Jan 2020 鈥 1 Feb 2020
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Speaker)
2019
This conference brought together mindfulness activity in Wales with policy perspectives from Welsh Government. I was part of the organising team that brought together the event. It led to the foundation of Meddylgarwch Cymru/MIndfulness Wales - mindfulness-wales.org
21 Nov 2019
Links:
Part of the panel discussion
20 Nov 2019
Activity: Types of External academic engagement - Contribution to the work of national or international committees and working groups (Speaker)This day long intensive will investigate the origins, intentions, curriculum and teaching process of Mindfulness-Based Stress Reduction (MBSR). It is intended for those who have taken a mindfulness-based teacher training and would like to deepen and refresh their connection to the specifics of MBSR.
The process will support participants to reconnect to the roots of all mindfulness-based developments, and will involve dialogue on the place of the MBSR programme now in the context of other curriculum choices.
We will connect to the responsivity and flexibility of the MBSR teaching process: time will be given to exploring how as teachers we can adapt our teaching style and practice guidance to the context and group we are connecting with in this moment.
The training will involve some didactic elements, experiential engagement with aspects of MBSR curriculum, and group dialogue and inquiry.
1 Nov 2019
Activity: Invited talk (Speaker)Keynote talk
25 Oct 2019
Links:
Opening talk at Symposium of 'The Role of Presence in Health and Happiness'
24 Sep 2019
Activity: Invited talk (Speaker)This retreat taught over seven days will be structured and held so as to create a safe and supportive environment for this work of 鈥渃oming back home to ourselves鈥. Residential retreat offers a unique opportunity to cultivate a continuity of mindfulness that allows us to deepen our understanding of the workings of our own heart, mind and body.
The retreat will be shaped around the Buddhist psychological framework of the four foundations of mindfulness, as well as drawing from the contemporary understandings informing mindfulness-based programmes. We will practise with and build on the meditation forms familiar to those within Mindfulness-Based Stress Reduction/Cognitive Therapy. There will be periods of guided and unguided sitting, lying, walking and mindful movement practice, opportunities for informal practice, and meetings to explore first person experience with the teachers and their support team. The retreat will also include each day a short period of carefully guided interpersonal mindfulness practice drawn from Insight Dialogue to enable us to inquire into the teaching themes with the support of a co-meditator.
The overall container of the retreat will be one of noble silence: a chance to be in community with like-minded people without the need to 鈥渂e鈥 anyone in particular. There will be opportunities for sharing and connecting at the end of our time together.
The retreat is ideal for those who have taken an 8-week mindfulness course and wish to deepen their learning, those who are training to teach mindfulness-based courses and for established mindfulness-based teachers.
19 Aug 2019 鈥 26 Aug 2019
Activity: Types of Public engagement and outreach - Public lecture/debate/seminar (Speaker)An opportunity for experienced mindfulness-based teachers, trainers and supervisors to come together for retreat and community. We will gather on Bardsey Island 鈥 a place of pilgrimage since the 13th century. It was also the place that MBCT crystallised as a programme, and the CMRP team began to form during a retreat led by Ferris Urbanowski in 1998, so it holds a special place in the development of our work.鈥═he retreat will offer a daily rhythm of guided practice structured around the four foundations of mindfulness, including periods of sitting practice, mindful walking and movement; time for informal practice, including solitary space to rest into the experience of being on Bardsey island; spaces for communal activity such as meal preparation; and spaces for interpersonal mindfulness practice, and held reflections and dialogue on our practice, work and current life themes. We will practice in silence through each morning and have spaces for connecting in dialogue during the afternoons.
6 Jul 2019 鈥 13 Jul 2019
Activity: Types of Public engagement and outreach - Public lecture/debate/seminar (Speaker)This day will chart the unfolding of the story of MBCT research and practice, interweaving presentations with practice and dialogue.
Participants will be supported to situate ourselves within the evolving story with invitations to inquire into the role we are all playing 鈥 how is our MBCT practice situated? What are the questions and dilemmas we are experiencing?
11 Jun 2019
Activity: Invited talk (Speaker)14 May 2019 鈥 15 May 2019
Activity: Invited talk (Speaker)One day Masterclass: Teacher-led interactive investigation is at the core of mindfulness-based teaching. This is the skill area that most teachers find the most challenging. This two-day, experiential training will provide an opportunity to develop understanding, skill and confidence in the inquiry process.
12 May 2019
Activity: Invited talk (Speaker)11 May 2019
Activity: Invited talk (Speaker)This day will chart the unfolding of the story of MBCT research and practice, interweaving presentations with practice and dialogue. Participants will be supported to situate ourselves within the evolving story with invitations to inquire into the role we are all playing 鈥 how is our mindfulness-based teaching practice situated? What are the questions and dilemmas we are experiencing?
11 May 2019
Activity: Invited talk (Speaker)A day of guided mindfulness practice
Guided by Nolitha Tsengiwe, Rebecca Crane and Mark Williams
In the midst of the fullness of the conference, we will take a day to step into deeper connection with the immediacy of experience. During the day you will be guided in the various forms of mindfulness practice that are part of mindfulness-based programs, interspersed with some space for first person and collective inquiry into what is being known in experience. To allow space for deeper listening, we will give over some of the time to practising together in silence during both the formal and informal parts of the day. Coming into deeper contact with experience in these ways is tender, and at times is challenging. We need support to do this work - the solidarity and kindness of a community of colleagues and friends practising alongside us, along with the guidance from the teachers will offer the holding space within which to drop into our mindfulness practice: an engagement that is simultaneously deeply personal and individual, and deeply social and collective.
24 Mar 2019
Links:
Keynote talk at the Institute for Mindfulness, South Africa conference
23 Mar 2019
Links:
Preconference workshop at the IMISA conference
22 Mar 2019
Links:
Meeting to present the role and potential of mindfulness in public life in Wales
11 Mar 2019
Activity: Types of Public engagement and outreach - Public lecture/debate/seminar (Contributor)Mindfulness training is becoming increasingly accessible to everyday people in the mainstream. The integration between contemplative practices and contemporary science has the potential to radically transform perspectives and relieve suffering for individuals and communities. We can begin to imagine the possibility that on a societal level embedding mindfulness practice into everyday life could become recognised and promoted as a pragmatic way to support wellbeing - in similar ways to how physical exercise is perceived. This emerging interest and engagement with contemplative practices in mainstream culture and institutions holds great promise. The promise that wisdom and compassion become more readily accessible to us 鈥 both individually and collectively.
There are though particular sensitivities related to bringing contemplative practices into the mainstream. How do we meet the implementation challenge of enabling the accessibility whilst supporting the integrity of the approach? How do we ensure that teachers are well prepared to guide others in mindfulness? What ethical issues need consideration when bringing practices that emerged in religious contexts into the secular mainstream? How does this emerging field skilfully navigate the tensions inherent in mainstreaming an approach that involves a paradigm shift to mainstream frameworks for understanding human experience? How do we do the work of 鈥榤ainstreaming鈥 language and approach whilst also retaining the essential and unique elements of the foundations on which mindfulness-based programmes rest? How do we invite systemic transformation rather than 鈥榪uick fixes鈥?
The talk will review empirical and practice based work in these areas in relation to developments that support integrity and ethical understanding, the work of training teachers, of assessing teacher competence, and of implementing mindfulness-based programmes, and will consider challenges and questions for the field in the future.
4 Feb 2019
Activity: Invited talk (Speaker)
2018
Invited Keynote, Mindfulness Symposium
15 Dec 2018
Activity: Invited talk (Speaker)7 Dec 2018 鈥 10 Dec 2018
Activity: Other (Organiser)Invited keynote, Annual Conference, Berlin
Developing skills in a complex craft such as teaching mindfulness-based programs is a lifelong endeavour. If we are able to create the conditions in our daily lives for this, it becomes an inspiring and meaningful ongoing engagement. How do we keep our learning and inspiration alive? How do we stay close to our core intentions and motivations for becoming a mindfulness-based teacher? What inner and outer conditions in our lives are needed to enable us to sustain the process? What are the core skills, knowledge and qualities we are investing in developing? How does this personal maturation influence the wider maturation of this young field? In this talk I will share current field and personal perspectives on these important themes.
3 Nov 2018
Activity: Invited talk (Speaker)This workshop will build on the previous talk by enabling us to individually and collectively inquire into our development as mindfulness-based practitioners. We will use the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) as a map to investigate the range of competencies involved in the direct work of teaching. We will deepen our familiarity with these through personal, and then small group reflection on how we relate to the different aspects of the teaching process. We will then broaden out to acknowledge the range of skills required around the teaching to enable this work to happen - public speaking, leading, managing, administering, marketing and more. Through reflective process, dyad and small group work we will aim to catalyse a personal and collective inquiry into the multi-faceted work of being a mindfulness-based practitioner.
3 Nov 2018
Activity: Invited talk (Speaker)2 day workshop
11 Oct 2018 鈥 12 Oct 2018
Activity: Invited talk (Speaker)In conference workshop, Science from Within, International Conference on Mindfulness, Amsterdam
12 Jul 2018
Activity: Invited talk (Speaker)Crane, R.S. Segal, Z.V., Van Emmerik, A., Pots, W., (2018) Science from Within, International Conference on Mindfulness, Amsterdam
11 Jul 2018
Activity: Invited talk (Speaker)Created during the 2018 International Conference of mindfulness
10 Jul 2018 鈥 13 Jul 2018
Links:
Ongoing
30 Jun 2018 鈥 30 Jun 2023
Activity: Types of External academic engagement - Contribution to the work of national or international committees and working groups (Contributor)Delivery of a 2 day workshop in Kathmandu - co-hosted by 91精品黑料吃瓜 and the British Council
11 Apr 2018 鈥 12 Apr 2018
Activity: Types of Public engagement and outreach - Public lecture/debate/seminar (Contributor)19 Feb 2018
Activity: Invited talk (Speaker)Three day workshop
7 Feb 2018 鈥 9 Feb 2018
Activity: Invited talk (Speaker)a 3 day residential workshop for mindfulness teachers
26 Jan 2018 鈥 28 Jan 2018
Links:
25 Jan 2018
Links:
Delivery of a 2 day workshop to the mindfulness masters team at University College Dublin
12 Jan 2018 鈥 13 Jan 2018
Activity: Invited talk (Speaker)Monthly session for the general public. Pre-pandemic delivered to people living in N Wales. Now delivered online and open to all who have completed an 8-week mindfulness course.
1.5 hours on first Sunday of each month to members of the general public: 20+ participants each month.
6 Jan 2018 鈥 5 Dec 2021
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Contributor)Jan 2018 鈥 31 Dec 2021
Links:
2017
I organised/hosted this event
11 Nov 2017
Links:
Activity: Other (Contributor)31 Oct 2017
Links:
Keynote talk, Summer School, Amsterdam
22 Aug 2017
Activity: Invited talk (Speaker)Chairing 5 day international scientific conference on mindfulness
7 Jul 2017 鈥 11 Jul 2017
Activity: Participation in Academic conference (Speaker)Chairing 5 day international scientific conference on mindfulness
7 Jul 2017 鈥 11 Jul 2017
Activity: Participation in Academic conference (Speaker)Delivery of a residential 8 day training for 32 experienced mindfulness-based clinicians and educators in France. The training is based on the research and practice work emanating from 91精品黑料吃瓜 on the MBITAC
26 Mar 2017 鈥 1 Apr 2017
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Contributor)What defines Mindfulness-Based Programs - podcast interview (Present Moment Mindfulness)
20 Feb 2017
Links:
Delivery of train the trainers 2 day training. The participants were from Poland, Germany, Ireland, Norway, France, Turkey and Austria. The training was in the use of the Mindfulness-Based Interventions Teaching Assessment Criteria (MBITAC) as an assessment and training tool .
MBITAC tool development and evaluation of psychometric properties.
These trainers train mindfulness-based teachers in their home countries who in turn offer interventions to the general public.
9 Jan 2017 鈥 10 Jan 2017
Activity: Participation in Academic workshop, seminar, course (Organiser)Delivery of 2 day training in theoretical underpinnings to Mindfulness-Based Cognitive Therapy to new cohort of mindfulness-based trainees in Lithuania.
Mindfulness is new in Lithuania - the 60 participants were psychologists and medical doctors who will be bringing their new skills to their clinical work. The training will directly influence clinicians and their clients in Lithuania.
4 Jan 2017 鈥 5 Jan 2017
Activity: Types of Business and Community - CPD delivery/organisation of courses for externals (in kind) (Contributor)
2016
Blog: The new UK listing of mindfulness-based teachers, Oxford Mindfulness Centre
Oct 2016
Links:
Blog: The role of retreats for MBCT teachers, Oxford Mindfulness Centre
Oct 2016
Links:
Crane, R.S. & Kuyken W., (2016) Oxford Mindfulness Summer School, The Integrity of MBCT, Oxford University
24 Aug 2016
Activity: Invited talk (Speaker)Keynote talk: Crane, R.S. (2016) Making the Path By Walking It: the journey of implementing mindfulness-based interventions, Keynote at the 2nd International Conference on Mindfulness, Sapienza鈥擴niversit脿 di Roma, Rome, Italy
11 May 2016
Activity: Participation in Academic conference (Speaker)Keynote talk: Crane, R.S. (2016), Implementing Mindfulness: the Welsh Context, Key note at the All Wales Mindfulness Practitioner Conference (2016) Aberystwyth University
2016
Activity: Participation in Academic conference (Speaker)Keynote talk: Crane, R.S. (2016) Silence is Rarely Silent, Keynote at the Heart of Silence Conference, The Association of Core Process Psychotherapists, London,
2016
Activity: Participation in Academic conference (Speaker)
2015
Keynote talk: Crane, R.S. (2015) From Research to Practice: integrity and pragmatics in implementing mindfulness-based interventions, Keynote at the European Mind and Life, Germany
2015
Activity: Participation in Academic conference (Speaker)Trustee for The Mindfulness Network
2015 鈫
Activity: Membership of board (Member)
2014
http://presentmomentmindfulness.com/2014/10/episode-032-rebecca-crane-competence-in-teaching-mindfulness-based-courses-concepts-development-and-assessment/
2014
Activity: Invited talk (Speaker)
2013
External Examiner for Oxford University's MSt in Mindfulness-Based Cognitive Therapy. Served for four years 2013 - 2016
Sep 2013 鈥 Dec 2016
Activity: Examination (Examiner)
2009
External examiner for Exeter University MSc Psychological Therapies Practice (Mindfulness-based Cognitive Therapies and Approaches)
Sep 2009
Activity: Examination (Examiner)
2001
The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) offers a map of the territory of mindfulness-based program (MBP) teaching skill, a way of assessing these, and a way of reflecting on skill development. The talk will offer an overview of the particular characteristics of teaching skill in the MBP context, how the MBI:TAC tool organises these into a framework, and how the tool can be used in research and practice contexts.
27 Nov 2001
Links:
Mindfulness-Based practice is at the meeting place of contemplative teachings that arose primarily in the East, with contemporary western empiricism, science, and theory. This interface is a rich and fertile ground for investigating human experience, and for understanding the causes and ways of skilfully addressing distress and enabling flourishing. As mindfulness-based programme (MBP) teachers therefore, we need fluency in these divergent disciplines. Importantly though, we do not need a formal training in research to enable us to bring a research mindset to our MBP teaching practice.
This talk will examine how MBP teachers can build science, theory, and research into their practice in ways that are doable, inspiring and growth enhancing for both the teacher and their MBP participants.
6 Nov 2001
Activity: Invited talk (Speaker)Mindfulness-Based practice is at the meeting place of contemplative teachings that arose primarily in the East, with contemporary western empiricism, science, and theory. This interface is a rich and fertile ground for investigating human experience, and for understanding the causes and ways of skilfully addressing distress and enabling flourishing. As mindfulness-based programme (MBP) teachers therefore, we need fluency in these divergent disciplines. Importantly though, we do not need a formal training in research to enable us to bring a research mindset to our MBP teaching practice.
This talk will examine how MBP teachers can build science, theory, and research into their practice in ways that are doable, inspiring and growth enhancing for both the teacher and their MBP participants.
6 Nov 2001
Activity: Invited talk (Speaker)Keynote talk for the
LEBANESE ASSOCIATION OF MINDFULNESS FIRST CONFERENCE:
FOUNDATIONS AND APPLICATIONS
Mindfulness-based Programmes (MBPs) have been implemented in the UK since the early 2000s, firstly with a focus on depression prevention, then spreading within health care to other contexts, and then moving beyond clinical contexts to other areas within the mainstream including education, the justice system, and workplaces. Beyond the focus on personal wellbeing, there is also now increasing recognition of how cultivating inner capacities such as attention regulation, kindness, wisdom, and cognitive flexibility could be foundational in responding to the complex challenges of the 21st century. This is leading to research and practice on MBPs which support personal and collective engagement with the climate and biodiversity crisis, and with social challenges which have their roots in prejudice and bias.
This talk will offer the UK experience of integrating mindfulness delivery into mainstream institutions as a case study which may have relevance to other areas in the world, with a particular focus on the factors that have supported implementation progress.
Professor Rebecca Crane PhD directs the Centre for Mindfulness Research and Practice at 91精品黑料吃瓜 and has played a leading role in developing its training and research programme since it was founded in 2001. She teaches and trains internationally in both Mindfulness-Based Cognitive Therapy and Mindfulness-Based Stress Reduction. Her research and publications focus on how the evidence on mindfulness-based interventions can be implemented with integrity into mainstream practice settings. She has written Mindfulness-Based Cognitive Therapy Distinctive Features 2017, co-authored Mindfulness-Based Cognitive Therapy with People at Risk of Suicide, 2017, co-edited Essential Resources for Mindfulness Teachers, 2021, and is a Principle Fellow with the Higher Education Academy.
23 Oct 2001
Links:
Mindfulness training is becoming increasingly accessible to everyday people in the mainstream. We can begin to imagine the possibility that on a societal level embedding mindfulness practice into everyday life could become recognised and promoted as a pragmatic way to support wellbeing - in similar ways to how physical exercise is perceived. This emerging interest and engagement with contemplative practices in mainstream culture and institutions holds great promise. The promise that wisdom and compassion become more readily accessible to us 鈥 both individually and collectively.
There are though particular sensitivities related to bringing contemplative practices into the mainstream. How do we meet the implementation challenge of enabling the accessibility whilst supporting the integrity of the approach? How do we ensure that teachers are well prepared to guide others in mindfulness? What ethical issues need consideration when bringing practices that emerged in religious contexts into the secular mainstream? How does this emerging field skilfully navigate the tensions inherent in mainstreaming an approach that involves a paradigm shift to mainstream frameworks for understanding human experience? How do we do the work of 鈥榤ainstreaming鈥 language and approach whilst also retaining the essential and unique elements of the foundations on which mindfulness-based programmes rest?
The talk will review empirical and practice based work in these areas in relation to developments that support integrity and ethical understanding, the work of training teachers, of assessing teacher competence, and of implementing mindfulness-based programmes, and will consider challenges and questions for the field in the future.
25 Sep 2001
Activity: Invited talk (Speaker)2 hour webinar for health professionals
13 Sep 2001
Activity: Invited talk (Speaker)
Projects
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01/01/2022 鈥 31/03/2024 (Finished)
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01/01/2019 鈥 28/02/2021 (Finished)
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01/09/2017 鈥 01/08/2019 (Finished)
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01/09/2016 鈥 30/09/2018 (Finished)
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01/04/2010 鈥 31/07/2012 (Finished)
Description
What is the Purpose of the Study?
Each year in the United Kingdom a large number of people get depressed. When this happens, many have suicidal thoughts. We are very keen to find out more about the reasons for this and how we can prevent it happening again 鈥 both the depression itself, and the suicidal thoughts that can occur. We are particularly interested in the ability of two treatments to help people stay well in the future (by reducing future episodes of depression and suicidal thinking), when they have been depressed or suicidal in the past. When taking part n the study you would be randomly allocated to either Cognitive Psycho-Education (CPE) Mindfulness Based Cognitive Therapy (MBCT) or the wait for treatment group, more information on these can be found in the information sheet and on the tabs left. What we learn from this study will be used to improve the care of patients in the future.
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18/02/2010 鈥 31/01/2011 (Finished)