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
ways to be culturally sensitive.” One approach, Susan Woods suggests, is to begin with agree- ment about the basic requirements, and allow for flexibility to allow them to be met in ways that recognize cultural and national differences. EXISTING DEGREE AND CERTIFICATION PROGRAMS With the proliferation of mindfulness teach- ing programs around the world, thousands of people have already completed their training and in some cases received certificates and even degrees in the teaching of mindfulness. Many have been teaching for years. If the field adopts a single standard, administered by a single association, there will be a need to “grandfa- ther” their credentials into the new standard. The IMTA has already acknowledged this issue. “In recognition of the fact that for many decades there have been rigorous alternative teacher training programs training qualified mindful- ness teachers around the world,” the associa- tion acknowledges on its website, “the IMTA is committed to offering an alternate pathway for graduates of these in-depth programs to join the IMTA as we evolve, and receive provisional certification by meeting alternative eligibility requirements.” Ironing out the details, however, may not be easy. THE RISE OF SUBSPECIALTIES The first professional programs for mindful- ness teachers focused on mindfulness-based stress reduction and, later, mindfulness-based cognitive therapy. But a growing number of subspecialties have emerged, including mind- fulness-based relapse prevention, mindfulness- based childbirth and parenting, mindful eating programs for weight control, mindfulness in education, and others. Should the same require- ments for teachers apply to all these areas? Do people who are working in the field of addiction, for example, need additional focused training? The questions are particularly fraught in fields where mindfulness teachers work with vulner- able populations, such as those with mental ill- nesses. Should mindfulness teachers be required to have formal training in psychology or social work? “Obviously, these training programs will be very different,” says Woods, “and we’re just beginning to consider what those differences should be.” → – Albert Flynn DeSilver Author of Writing As a Path to Awakening “Coaching, writing, and mindfulness serve as a conduit for an evolutionary and inspirational consciousness.” Register online or call us at +1.505.906.6700 Join mindfulness practitioners from around the world for this lively and contemplative online class, cultivating writing as a spiritual practice. This class is for coaches and non-coaches alike! With Albert Flynn DeSilver, Author, and Ann-Marie McKelvey, Buddhist Chaplain, Coach, Psychotherapist JA UARY 7 - FEBRUARY 25, 2019 MO DAYS 12-1:30 MDT Writing, Creativity and The Mindful Coach www.MindfulnessCoachingSchool.com Mindfulness Coaching School December 2018 mindful 69 meditation