by clicking the "Next" arrow.
by clicking on the page.
the page around when zoomed in by dragging it.
the zoom using the slider when zoomed-in.
by clicking on the zoomed-in page.
by entering text in the search field, and select "This Issue" or "All Issues"
by clicking on thumbnails to select pages, and then press the print button.
displays sections with thumbnails and descriptions.
displays a slider of thumbnails. Click on a page to jump.
allows you to browse the full archive.
about your subscription?
Mindful : December 2018
for mindfulness as an intervention in health care. “ Because there has been so much evidence showing the efficacy of mindfulness, if we can establish rigor around the teaching, then it might get coverage by insurance companies down the road,” says Winston. That would ben- efit patients and mindfulness practitioners alike. A formal certification process for teachers would also be helpful to support the advance of research into the benefits of mindfulness. To conduct any carefully controlled study, researchers need to make sure every participant receives the same treatment. In the case of an experimental drug, that’s easy. But when the treatment is mindfulness training, it’s much more difficult. For now, there is no way to mea- sure mindfulness as a state. Instead, researchers try to make sure that study participants receive essentially the same mindfulness training—and that the training is generally accepted as the right approach by others in the field. “Certainly in terms of research, having a consistent stan- dard is paramount,” says Koerbel. “It’s critically important that the delivery of all those classes be at the same level.” Finally, an agreed-upon set of professional standards for training mindfulness teach- ers would benefit people who want to become teachers, by clearly indicating what will be expected of them, and the core competencies that need to be mastered. “If we create stan- dards and requirements that everyone agrees on, mindfulness teachers will have more depth for themselves, and serve their clients better,” says Winston. A work in progress The fact is, efforts to establish teaching stan- dards have been under way for almost a decade. UMass’s Center for Mindfulness in Medicine, for instance, has created its own curriculum, which includes very specific criteria to assess the competence of teachers of mindfulness. In 2013, Susan Woods helped create a similar cur- riculum for UC San Diego’s Mindfulness-Based Professional Training Institute. In the UK, meanwhile, experts in mindful- ness have been working on their own standards. The development process started around 2009, says Crane, “when Bangor University, Oxford University, and Exeter University, all of which → December 2018 mindful 65