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
CONTINUING EDUCATION While there’s general consensus about what a rigorous curriculum for teachers should include, less attention has been focused on the need for continuing education. Teaching mindfulness is a lifelong process, and there’s growing recogni- tion that it’s important to build in a component of continuing education in order to ensure that teachers grow and learn and also that they don’t drift from the accepted approaches. What mechanisms should the field of mindfulness put in place to require teachers to renew their cre- dentials from time to time? One proposal from the IMTA is to require mindfulness teachers to attend a five- or seven-day silent retreat at least once every two years in order to maintain their teaching credentials. But even such a seemingly modest proposal has sparked concerns. “ What about a mindfulness teacher with a small rural practice who can’t afford to travel for a week- long retreat? What about a mindfulness teacher with a family with small children who just can’t get away that long?” asks Monteiro in Ottawa. “I don’t want people who have invested in this, and who are doing good and essential work in the community, to think that what they’re doing is somehow not worthy.” EMBODYING THE PRACTICE Unlike many professions, learning and teach- ing mindfulness is essentially experiential in nature, not knowledge-based. There will never be a written graduate exam for mindfulness instruction. Effective teachers are those who have experienced mindfulness for themselves and who are actively engaged in their own practice of mindful meditation. More than that, they must embody their practice. In ways that are difficult to define, let alone measure, they should convey compassion, nonjudgmental attentiveness, and other qualities we associate with mindfulness. Defining how to teach those qualities is a challenge. But one key component, almost everyone agrees, is mentoring. “There’s something about teaching a program over and over again with mentoring or consultation, peer supervision, that’s really helpful in devel- oping skills over time,” says Woods. But exactly what form mentoring should take, and what role it should play in continuing education, remains an open question. Visit mbpti.org to view the full training pathway. Contact us for further information at firstname.lastname@example.org or 858.249.6893. MBSR Teacher Certification Offered Through UCSD Now Enrolling Trainees 6-Day Foundational MBSR Teacher Certification Training Mar 29, 2019 - Apr 4, 2019 The Whidbey Institute at Chinook Clinton, WA, US Allan Goldstein and Megan Leuchars Prager September 15 - 21, 2019 Chapin Mill Retreat Center Batavia, NY, US Steven Hickman, Psy.D. and Beth Mulligan, PA-C W hether you are considering training to teach MBSR or are somewhere on the path already, the UC San Diego Center for Mindfulness offers you a proven option for pursuit of formal training. The Mindfulness-Based Professional Training Institute UCSD offers a formal certification pathway incorporating formal training, individual mentoring, community support and resource building. 70 mindful December 2018 meditation