phd mindfulness uk

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Willem Kuyken

PhD, DClinPsy

Ritblat Professor of Mindfulness and Psychological Science

• Principal Investigator, University of Oxford Mindfulness Research Centre
• Director, University of Oxford Mindfulness Research Centre

A world without the devastating effects of depression, where people enjoy mental health and well-being across the lifespan and are resourced to meet the challenges of the 21st century.

My 2024 book, due to be published in September 2024

Research focus

Depression is a global health crisis  affecting around one billion people worldwide .  Most mental health issues begin in late adolescence and often persist throughout life. Alarmingly, mental health conditions are worsening, particularly among young people.

In response to the depression crisis,   a global wellness industry worth around $6 trillion has burgeoned. However, this industry often fails to deliver meaningful, sustainable results because it doesn’t use the best psychological science nor engage the people who need help the most.  

At Oxford, we have pioneered cognitive and mindfulness-based therapies to treat and prevent depression with demonstrated effectiveness. The drawback is that these proven therapies   can only be delivered by highly trained specialists, and therefore can only be a small part of the solution. In developed countries, only one in five people have access to treatment and this drops to one in 27 people in low-and middle-income countries. This is simply not good enough. To help solve the global challenge of depression, we need to find ways to give more people access to effective treatments.

A vision for 2050. Proven methods with wide scale availability  

Our vision is for a world where individuals flourish, free from the devastating impacts of depression. The Mindfulness for Life   approach draws on ancient wisdom and modern psychology to:

• Teach lifelong skills for managing daily challenges effectively.
• Promote resilience, social connectivity, and purpose-driven living, in individuals and families, schools, workplaces, and communities.
• Offer learning that is accessible, engaging, and inclusive.

The forthcoming Mindfulness for Life book lays out this programme in 12 chapters, enriched with case studies, practical advice, and guided exercises. Support for mindfulness educators and practitioners is available through a dedicated training manual and a comprehensive website. This enables the program to be adapted to different life stages and circumstances offering relevant guidance from foundational skills to more comprehensive programs. 

Over more than 25 years my work has focused on depression and evidence-based psychological approaches to depression. My work is moving towards exploring global health approaches to preventing depression and promoting mental health and well-being. Can we develop psychological approaches that are accessible, effective, scaleable and implementable? That can support people to meet the challenges of the 21st century. 

Google Scholar publications  

I have supervised and mentored more than 60 graduate students, many of whom have gone on to productive careers in research, teaching and the health service. My research has been supported by the National Institute for Health Research, Wellcome Trust, Economic and Social Research Council, NHS, Oxford Mindfulness Foundation, the Sir John Ritblat Family Foundation, Medical Research Council and British Academy.

Public engagement

Science is not only about developing new knowledge but also about using that knowledge in ways that are beneficial; taking responsibility for communicating science in balanced and effective ways. I regularly give keynotes and workshops on MBCT and compassion for a range of organisations. These have included national associations (e.g., Australia, Netherlands, New Zealand, Norway, Sweden, United States), public and third sector organisations (UK National Health Service, schools), as well as policy and governmental groups (e.g. Cumberland Lodge, UK All Party Parliamentary Groups).  My work has been covered in numerous media outlets including  Nature , Scientific American ,  Times Educational Supplement ,  CBS , Maccleans ,  New Statesman , Le Monde , der Zeit ,   the Telegraph , the Guardian , the BBC and many others. I am privileged to work with a range of groups who are skilled in public engagement, including the  National Mental Elf , Present Moment podcasts,   Voices from Oxford ,  science programmes such as Trust Me I'm a Doctor. , and blogs sites such as the  Huffington Post .

Brief biography

I am a research clinical psychologist. I earned my PhD from the Institute of Psychiatry, Kings College London, and my Doctorate in Clinical Psychology from the Salomon's Clinical Psychology Training Programme. I learned cognitive-behavioural therapy over two years as a Postdoctoral Fellow at the Center for Cognitive Therapy, University of Pennsylvania / Beck Institute, working with Aaron T. Beck. Since the mid-1990s, my training in mindfulness-based cognitive therapy has included: participation in MBCT/MBSR workshops and retreats; supervision with John Teasdale, Trish Bartley and others; and support of my mindfulness practice in the insight/vipassana tradition from Christina Feldman and Catherine McGee. 

From 1999 to 2014, I worked at the University of Exeter, where I held a number of roles including heading up the doctoral clinical psychology training programme (2001-2004) and leading the clinical research group (2001-2010). During my time in Exeter, I co-founded the Mood Disorders Centre, directing it through its formative years (2004-2012) and co-founded (with Alison Evans) the Masters in Mindfulness-based Cognitive Therapies (2008). Since 2014 I have directed the Oxford Mindfulness Centre. I was awarded the May Davidson award for clinical psychologists who "have made an outstanding contribution to the development of clinical psychology within the first ten years of their work as a qualified clinical psychologist." I was "grand-fathereded" as a Fellow of the Academy of Cognitive Therapy.

You can read more at my Wikipedia page .

Declaration of Interest Statement

I am the Director  of  the Oxford Mindfulness Centre, a collaboration between the University of Oxford and not-for-profit charity, the Oxford Mindfulness Foundation. From 20214 to 2022, I was responsible for the leadership of the Oxford Mindfulness Foundation.  I was until 2015 an unpaid Director  of  the Mindfulness Network Community  Interest  Company. I receive royalties for several books on mindfulness and CBT published by Guilford Press. Since arriving in Oxford (2014) I have either donated any payments for training workshops and presentations to not-for-profit organisations aligned to my work or used them to fund my research work.I have advised and consulted various groups on an unpaid basis (evidence to the UK Mindfulness All Party Parliamentary Group).

My research has been funded by NIHR, Wellcome, MRC, ESRC, British Academy and the Oxford Mindfulness Foundation. 

The Ritblat Professor of Mindfulness and Psychological Science is a Chair endowed by the University of Oxford and the Sir John Ritblat Family Foundation.

#WillemKuyken

Google Scholar profile

Publications on mindful.org

LinkedIn profile

Facebook feed

YouTube Channel

Recent publications

Piera Pi-Sunyer B. et al, (2024)

Montero-Marin J. et al, (2024)

Maloney S. et al, (2024)

Journal article

Braun SS. et al, (2024), J Sch Psychol, 104

Dunning DL. et al, (2024), Cogn Emot, 1 - 13

Ahmed SP. et al, (2024), Dev Sci

Maloney S. et al, (2024), Behaviour Research and Therapy

Maloney S. et al, (2024), BMJ Mental Health, 27, e300955 - e300955

Knight R. et al, (2023)

Böttcher L. et al, (2023), BMC Psychiatry, 23

My 2019 book with Christina Feldman

My 1999 book with Christine Padesky and Rob Dudley

Research groups

• University of Oxford Mindfulness Research Centre

Collaborators

Mindfulness Researcher, Teacher and Trainer - Professor Emeritus of Psychology, University of Kentucky

John Geddes

WA Handley Professor of Psychiatry; Director, NIHR Oxford Health Biomedical Research Centre

Verena Hinze

Medical Research Foundation & Versus Arthritis Fellow

Alena Laskova

Shannon Maloney

Postdoctoral Researcher

Jesus Montero Marin

Senior Researcher

Kearnan Myall

DPhil Student

Ilina Singh

Professor of Neuroscience & Society

Emeritus Professor of Child and Adolescent Psychiatry

Contact information

Email [email protected]

We have 3 mindfulness PhD Projects, Programmes & Scholarships

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mindfulness PhD Projects, Programmes & Scholarships

Assessing the physical impact of a six-week yoga intervention on brain structure, function, cognition and inflammatory profile in healthy volunteers, phd research project.

PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches.

Self-Funded PhD Students Only

This project does not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts.

Psychological intervention, cognitive training, functional rehabilitation and well-being in clinical populations with brain degeneration

Music-af: personalised music interventions to reduce arrhythmia recurrence after rhythm control in patients with atrial fibrillation.

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Professor Rebecca Crane

[email protected]

+44 1248 388066

0000-0003-3605-0256

View Professor Rebecca Crane’s profile on the Bangor Research Portal

Rebecca Crane PhD directs the Centre for Mindfulness Research and Practice at Bangor University 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, co-edited Essential Resources for Mindfulness Teachers, 2021, and is a Principle Fellow with the Higher Education Academy. 

Additional Contact Information

Centre for Mindfulness Research and Practice

Room 328, Brigantia Building, Bangor University

Gwynedd LL57 2AS

United Kingdom

Tel: +44 (0) 1248 388066 

Email:  [email protected]

bangor.ac.uk/mindfulness

implementing-mbct.co.uk

PROFESSIONAL MEMBERSHIPS AND AWARDS

• Professional registration: Health Professions Council
• Certificated teacher of MBSR: University of Massachusetts Medical School
• 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, 2002–2005
• Professional : Accredited Member, British Association for Counselling and Psychotherapy (MBACP) 1994
• Other : Post Graduate Diploma In Counselling University of Wales, Bangor, 1992–1994
• Professional : Diploma in Occupational Therapy Dorset House School of Occupational Therapy, Oxford, 1984–1987
• PhD : From research to practice: integrity and pragmatics in implementing mindfulness-based interventions 2010–2015
• 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 Bangor University. 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. 

I also train internationally in MBCT and MBSR. And offer training in the use of our competence framework - the MBI:TAC. 

Research Interests

My research investigates the practical implications of the evidence for mindfulness-based interventions – 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 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,  and aim to integrate social justice frameworks into the way I approach teaching and research. 

Prof Rebecca Crane is a member of the  Clinical, Health, & Behavioural Psychology  research group.

Publications

• Published “I’m Not Sure I Can See Myself in This World”: Experience of Mindfulness Teacher Training among Trainees from Diverse Backgrounds Fontana, V. , Crane, R. & Griffith, G. , 1 Jun 2024 , In: Mindfulness. 15 , 6 , p. 1415-1428 14 p. Research output : Contribution to journal › Article › peer-review
• Published Clinical Effectiveness and Cost-Effectiveness of Supported Mindfulness-Based Cognitive Therapy Self-help Compared With Supported Cognitive Behavioral Therapy Self-help for Adults Experiencing Depression: The Low-Intensity Guided Help Through Mindfulness (LIGHTMind) Randomized Clinical Trial 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 › Article › peer-review
• Published Effectiveness of virtual mindfulness-based interventions on perceived anxiety and depression of physicians during the COVID-19 pandemic: A pre-post experimental study 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 › Article › peer-review
• Published Mindfulness-Based Stress Reduction for Our Time: A Curriculum that is up to the Task 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 › Article › peer-review
• Published Mindfulness-based programmes and ‘bigger than self’ issues: protocol for a scoping review 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 › Article › peer-review
• Published The Reliability of Rating via Audio- Recording Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) 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 › Article › peer-review
• Published John Teasdale: What Happens in Mindfulness: Inner Awakening and Embodied Cognition Crane, R. , Nov 2022 , In: Mindfulness. 13 , 11 , p. 2904-2905 2 p. Research output : Contribution to journal › Book/Film/Article review › peer-review
• Published Mindfulness-Based Programs: Why, When, and How to Adapt? 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 › Article › peer-review
• Published What Next After MBSR/MBCT? An Open Trial of an 8-Week Follow-on Program Exploring Mindfulness of Feeling Tone (vedanā) 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 › Article › peer-review
• Published Audit of a Mindfulness-Based Cognitive Therapy Course Within a Prison 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 › Article › peer-review
• Published Essential Resources for Mindfulness Teachers Crane, R. (ed.) , Karunavira, KV. (ed.) & Griffith, G. (ed.) , 31 May 2021 , Routledge . Research output : Book/Report › Book › peer-review
• Published Implementing the Mindfulness-Based Interventions; Teaching Assessment Criteria (MBI:TAC) in Mindfulness-Based Teacher Training 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 › Article › peer-review
• Published Introducing the Mindfulness-Based Interventions: Teaching Assessment Citeria (MBI:TAC) in Supervision 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 › Article › peer-review
• Published Introducing the Mindfulness-Based Interventions: Teaching and Learning Companion (The TLC) Griffith, G. & Crane, R. , 2021 , In: Global Advances in Health and Medicine. 10 , 6 p. Research output : Contribution to journal › Article › peer-review
• Published The Implementation of Mindfulness-Based Programs in the Swedish Healthcare System – A Survey Study of Service Providers Niemi, M. , Crane, R. , Sinselmeijer, J. & Andermo, S. , 2021 , In: Global Advances in Health and Medicine. 10 , 8 p. Research output : Contribution to journal › Article › peer-review
• Published The Implementation of Mindfulness-Based Programs in the Swedish Healthcare System—A Qualitative Study Andermo, S. , Crane, R. & Niemi, M. , 2021 , In: Global Advances in Health and Medicine. 10 , 10 p. Research output : Contribution to journal › Article › peer-review
• Published The Mindfulness-Based Interventions: Teaching and Learning Companion (MBI: TLC) Griffith, G. , Crane, R. , Karunavira, NONE. & 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 › Chapter
• Published Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision 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 › Article › peer-review
• Published Assessing Mindfulness-Based Teaching Competence: Good Practice Guidance Crane, R. , Koerbel, L. , Sansom, S. & Yiangou, A. , 2020 , In: Global Advances in Health and Medicine. 9 , 4 p. Research output : Contribution to journal › Article › peer-review
• Published Can We Agree What Skilled Mindfulness-Based Teaching Looks Like? Lessons From Studying the MBI:TAC 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 › Article › peer-review
• Published Low-Intensity Guided Help Through Mindfulness (LIGHTMIND): study protocol for a randomised controlled trial comparing supported mindfulness-based cognitive therapy self-help to supported cognitive behavioural therapy self-help for adults experiencing depression. 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 › Article › peer-review
• Published Reflections on my role as a mental health service user co-applicant in a randomized control trial 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 › Article › peer-review
• Published Soles of the Feet Meditation Intervention for People with Intellectual Disability and Problems with Anger and Aggression—a Feasibility Study. 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. 2371–2385 Research output : Contribution to journal › Article › peer-review
• Published Intervention Integrity in Mindfulness-Based Research: strengthening a key aspect of methodological rigor Crane, R. , Aug 2019 , In: Current Opinion in Psychology. 28 , p. 1-5 Research output : Contribution to journal › Article › peer-review
• Published Mixed experiences of a mindfulness-informed intervention: Voices from people with intellectual disabilities, their supporters, and therapists 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 › Article › peer-review
• Published The Inside Out Group Model: Teaching Groups in Mindfulness-Based Programs Griffith, G. M. , Bartley, T. & Crane, R. S. , Jul 2019 , In: Mindfulness. 10 , 7 , p. 1315-1327 13 p. Research output : Contribution to journal › Article › peer-review
• Published The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC): reflections on implementation and development Crane, R. & Kuyken, W. , Aug 2019 , In: Current Opinion in Psychology. 28 , p. 6-10 Research output : Contribution to journal › Article › peer-review
• Published ‘Mind the gaps’: the accessibility and implementation of an effective depression relapse prevention programme in UK NHS services: learning from mindfulness-based cognitive therapy through a mixed-methods study 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 › Article › peer-review
• Published Impact of Mindfulness-Based Teacher Training on MBSR Participant Wellbeing Outcomes and Course Satisfaction Ruijgrok-Lupton, P. E. , Crane, R. & Dorjee, D. , Feb 2018 , In: Mindfulness. 9 , 1 , p. 117-128 12 p. Research output : Contribution to journal › Article › peer-review
• Published Intervention Integrity in Mindfulness-Based Research Crane, R. & Hecht, F. M. , Oct 2018 , In: Mindfulness. 9 , 5 , p. 1370-1380 Research output : Contribution to journal › Comment/debate › peer-review
• Published The Utility of Home-Practice in Mindfulness-Based Group Interventions: A Systematic Review Lloyd, A. , White, R. , Eames, C. & Crane, R. , Jun 2018 , In: Mindfulness. 9 , 3 , p. 673-692 Research output : Contribution to journal › Article › peer-review
• Published Accessibility and implementation in the UK NHS services of an effective depression relapse prevention programme: learning from mindfulness-based cognitive therapy through a mixed-methods study 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 › Article › peer-review
• Published Implementing Mindfulness in the Mainstream: Making the Path by Walking it Crane, R. , Jun 2017 , In: Mindfulness. 8 , 3 , p. 585-594 Research output : Contribution to journal › Article › peer-review
• Published Mindfulness-Based Cognitive Therapy: Distinctive Features (CBT Distinctive Features) Crane, R. , 27 Mar 2017 , 2 ed. Routledge . 208 p. Research output : Book/Report › Book › peer-review
• Published Mindfulness-Based Cognitive Therapy with People at Risk of Suicide Williams, J. M. G. , Fennell, M. , Barnhofer, T. , Crane, R. & Silverton, S. , 24 Mar 2017 , Guilford Press . 334 p. Research output : Book/Report › Book › peer-review
• Published Teacher Competence in Mindfulness-Based Cognitive Therapy for Depression and Its Relation to Treatment Outcome 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 › Article › peer-review
• Published What defines mindfulness-based programs? The warp and the weft 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 › Article › peer-review
• Published Can a mindfulness-informed intervention reduce aggressive behaviour in people with intellectual disabilities? Protocol for a feasibility study 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 › Article › peer-review
• Published Training mindfulness teachers: Principles, practices, and challenges 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 › Chapter › peer-review
• Published Disciplined Improvisation: Characteristics of inquiry in mindfulness-based teaching 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 › Article › peer-review
• Published Mindfulness and the Transformation of Despair: Working with people at risk of suicide Williams, J. M. G. , Fennell, M. , Barnhofer, T. , Crane, R. & Silverton, S. , 1 Aug 2015 , Guildford Press . Research output : Book/Report › Book
• Published Mindfulness-based cognitive therapy (MBCT) reduces the association between depressive symptoms and suicidal cognitions in patients with a history of suicidal depression. 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 › Article › peer-review
• Published Mindfulness-based wellbeing for socio-economically disadvantaged parents: a pre-post pilot study 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 › Article › peer-review
• Published A Framework for Supervision for Mindfulness-Based Teachers: a Space for Embodied Mutual Inquiry 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 › Article › peer-review
• Published Accessibility and implementation in UK services of an effective depression relapse prevention programme – mindfulness-based cognitive therapy (MBCT): ASPIRE study protocol 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 › Article › peer-review
• Published Building Integrity: The Mindfulness-Based Interventions: Teaching Assessment Criteria Crane, R. & Kuyken, W. , 2014 . Research output : Contribution to conference › Abstract › peer-review
• Published Building integrity: he Mindfulness-Based Interventions, Teaching Assessment Criteria Crane, R. , 2014 . Research output : Contribution to conference › Abstract › peer-review
• Published Competence in Teaching Mindfulness-Based Courses: Concepts, Development and Assessment Crane, R. , 5 Oct 2014 Research output : Other contribution › peer-review
• Published Design of Economic Evaluations of Mindfulness-Based Interventions: Ten Methodological Questions of Which to Be Mindful Edwards, R. T. , Bryning, L. & Crane, R. , 1 Feb 2014 , In: Mindfulness. 6 , 3 , p. 490-500 Research output : Contribution to journal › Article › peer-review
• Published Gradually Getting Better: Trajectories of Change in Rumination and Anxious Worry in Mindfulness-Based Cognitive Therapy for Prevention of Relapse to Recurrent Depression 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 › Article › peer-review
• Published Some Reflections on Being Good, on not Being Good and on Just Being Crane, R. S. , 22 Oct 2014 , In: Mindfulness. Research output : Contribution to journal › Article › peer-review
• Published The effects of amount of home meditation practice in Mindfulness Based Cognitive Therapy on hazard of relapse to depression in the Staying Well after Depression Trial 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 › Article › peer-review
• Published Building Integrity: The Mindfulness-Based Interventions : Teaching Assessment Criteria Crane, R. , 2013 . Research output : Contribution to conference › Abstract › peer-review
• Published Competence in teaching mindfulness-based courses Crane, R. , 2013 . Research output : Contribution to conference › Abstract › peer-review
• Published Competence to teach mindfulness Crane, R. S. , 1 Feb 2013 , In: Psycologist. 26 , 2 , p. 83 Research output : Contribution to journal › Letter › peer-review
• Published Development and Validation of the Mindfulness-Based Interventions – Teaching Assessment Criteria (MBI:TAC) 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 › Article › peer-review
• Published Mindfulness-Based Cognitive Therapy for Preventing Relapse in Recurrent Depression: A Randomized Dismantling Trial 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. & Russell, I. , 2 Dec 2013 , In: Journal of Consulting and Clinical Psychology. 82 , 2 , p. 275-286 Research output : Contribution to journal › Article › peer-review
• Published The Implementation of Mindfulness-Based Cognitive Therapy: Learning From the UK Health Service Experience Crane, R. S. & Kuyken, W. , 1 Sept 2013 , In: Mindfulness. 4 , 3 , p. 246-254 Research output : Contribution to journal › Article › peer-review
• Published Competence in Teaching Mindfulness-Based Courses: Concepts, Development and Assessment 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 › Article › peer-review
• Published Does mindfulness based cognitive therapy prevent relapse of depression? Kuyken, W. , Crane, R. & Dalgliesh, T. , 9 Nov 2012 , In: British Medical Journal. 345 , p. e7194 Research output : Contribution to journal › Article › peer-review
• Published Growing teachers in a time of growing interest in mindfulness: investigating the challenge of mindfulness-based teaching competency Crane, R. , 2012 . Research output : Contribution to conference › Abstract › peer-review
• Published Mindfulness-Based Cognitive Therapy Crane, R. S. , 20 Jan 2012 , Cognitive Behaviour Therapies . Dryden, W. (ed.). SAGE Publications Research output : Chapter in Book/Report/Conference proceeding › Chapter › peer-review
• Published Mindfulness-Based Cognitive Therapy (MCBT) Implementation Resources Kuyken, W. , Crane, R. S. & Williams J.M.G., N. V. , 1 May 2012 Research output : Non-textual form › Web publication/site
• Published Pre-adult onset and patterns of suicidality in patients with a history of recurrent depression 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 › Article › peer-review
• Published The Bangor, Exeter & Oxford Mindfulness-Based Interventions Teaching Assessment Criteria (MBI:TAC) Crane, R. S. , Soulsby, J. G. , Kuyken, W. , Williams, J. M. & Eames, C. , 1 May 2012 Research output : Non-textual form › Web publication/site
• Published The feasibility and effectiveness of mindfulness-based cognitive therapy for mixed diagnosis patients in primary care: a pilot study 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 › Article › peer-review
• Published Mindfulness-Based Cognitive Therapy: the mindful way through depression Crane, R. , 2011 . Research output : Contribution to conference › Abstract › peer-review
• Published Mindfulness-based teacher competency and professional practice in the UK: past present and future Crane, R. , 2011 . Research output : Contribution to conference › Abstract › peer-review
• Published Mindfulness-Based Cognitive Therapy: ‘undoing’ depression' Crane, R. , 2010 . Research output : Contribution to conference › Abstract › peer-review
• Published Staying well after depression: trial design and protocol 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 › Article › peer-review
• Published Training Teachers to Deliver Mindfulness-Based Interventions: Learning from the UK Experience. 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 › Article › peer-review
• Published Mindfulness-Based Cognitive Therapy (CBT Distinctive Features) Crane, R. S. , 1 Jan 2009 , 1st ed. Hove, East Sussex: Routledge . 176 p. Research output : Book/Report › Book
• Published Overview of the practice of mindfulness and its clinical applications. Crane, R. S. , 1 Jan 2009 . Research output : Contribution to conference › Paper
• Published Turning towards recurrent depression and suicidality: Developments in Mindfulness-Based Cognitive Therapy teaching Crane, R. , 2009 . Research output : Contribution to conference › Abstract › peer-review
• Published Mindfulness-based teacher training: integrating experience, reflection and knowledge. Crane, R. S. , 1 Jan 2007 . Research output : Contribution to conference › Paper
• Published Being with what is - mindfulness practice for counsellors and psychotherapists Crane, R. S. & Elias, D. , 1 Dec 2006 , In: Therapy Today. 17 , 10 , p. 31 Research output : Contribution to journal › Article › peer-review
• Published Centre for Mindfulness Research and Practice (CMRP), Wales, UK: our development and work – an overview. Crane, R. S. , 1 Jan 2006 . Research output : Contribution to conference › Paper
• Published The science of competency and the experience of ‘being’: Paradoxes in mindfulness-based teacher training. Crane, R. S. , 1 Jan 2006 . Research output : Contribution to conference › Paper
• Published Further evaluation of mindfulness-based cognitive therapy: for community mental health team clients Crane, R. S. , Soulsby, J. G. , Williams, J. M. , Silverton, S. & Crane, R. , 1 Aug 2002 , Unknown . Research output : Book/Report › Commissioned report

Guided day of practice

27 Mar 2022

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’ 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) – 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 – 12 Apr 2022

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 – 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 ‘mainstreaming’ 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

• https://www.youtube.com/watch?v=u9QOn_VR02A

Ongoing. Commenced Nov 2021

11 Nov 2021 – 11 Nov 2024

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 – 29 Oct 2021

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 – 22 Sep 2021

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 – 27 Oct 2021

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 – 26 Oct 2021

22 Jun 2021 – 7 Dec 2021

• https://home.mindfulness-network.org/bangor-mindfulness-20th-anniversary/
• https://community.mindfulness-network.org/course/index.php?categoryid=5

Day of guided practice for the AGM of the Friends of Bangor

18 Apr 2021

13 Apr 2021 – 11 May 2021

• https://www.youtube.com/watch?v=h5_wAw5rcIw

Training delivered to German speaking mindfulness teachers, trainers and supervisors in 5 x 3 hour workshops

12 Apr 2021 – 3 May 2021

8 day online training retreat for experienced French speaking mindfulness teachers

18 Mar 2021 – 28 Mar 2021

• https://www.association-mindfulness.org/

Mindfulness course delivered for people living with Parkinsons disease

19 Jan 2021 – 16 Mar 2021

• https://www.youtube.com/watch?v=3YvEcMRlQrw

12 Dec 2020 – 31 Dec 2021

• https://mindfulness-wales.org/about/

1 day workshop for mindfulness teachers and trainees

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 ‘key features’ within the 6 Domains of MBI-TAC. In the early stages of reviewing clips, participants are being trained to ‘feature spot’ aspects of the teaching, and to use the MBI:TAC as a ‘lens’ 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 ‘lens’ 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 ‘way of looking’ at mindfulness-based teaching which enables a ‘seeing’ 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 – 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, 76–84. DOI: 10.1007/s12671–011–0073–2 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 – 2 Nov 2020

Editorial Board - appointed in October 2020

• https://journals.sagepub.com/editorial-board/GAM

Appointed to the International Advisory Board https://www.springer.com/journal/12671/editors

• https://www.springer.com/journal/12671/editors

30 Jul 2020 – 31 Dec 2021

• https://journals.sagepub.com/editorial-board/gam

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

• https://www.youtube.com/watch?v=KLTTo7tAJtA

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 Bangor University 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.

• https://www.youtube.com/watch?v=07ZItTA1cT4

Who is the workshop for?

• are interested in exploring mindfulness in the contexts of our relationships in our personal and work lives

• work one to one, such as coaches, therapists, yoga teachers, physiotherapists, nurses, complementary therapists, teachers, carers, community health workers, etc.,

• are mindfulness teachers who want to deepen into the relational aspect of mindfulness practice

• have completed an 8-week MBSR, MBCT or similar course and have an established on-going mindfulness practice.

• 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:

• Experiential engagement in the core mindfulness practices that are part of MBSR/MBCT: the basis for cultivating the ability to embody mindfulness.

• An overview of the origins and theoretical bases of mindfulness: including the theories and attitudinal foundations behind mindfulness.

• 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.

• Mindfulness and self-care: how mindfulness practice can support us in dealing skilfully with interpersonal challenges.

• 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 – 9 Feb 2020

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 ‘lens’ 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’s 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 – 1 Feb 2020

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

• https://mindfulness-wales.org/category/welsh-government/

Part of the panel discussion

20 Nov 2019

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.

Keynote talk

25 Oct 2019

• https://sussexmindfulnesscentre.nhs.uk/events/conferences/

Opening talk at Symposium of 'The Role of Presence in Health and Happiness'

24 Sep 2019

This retreat taught over seven days will be structured and held so as to create a safe and supportive environment for this work of “coming back home to ourselves”. 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 “be” 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 – 26 Aug 2019

An opportunity for experienced mindfulness-based teachers, trainers and supervisors to come together for retreat and community. We will gather on Bardsey Island – 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.
The 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 – 13 Jul 2019

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 – how is our MBCT practice situated? What are the questions and dilemmas we are experiencing?

11 Jun 2019

14 May 2019 – 15 May 2019

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

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 – how is our mindfulness-based teaching practice situated? What are the questions and dilemmas we are experiencing?

11 May 2019

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

• https://mindfulness.org.za/mindfulness-conference-2019/

Keynote talk at the Institute for Mindfulness, South Africa conference

23 Mar 2019

Preconference workshop at the IMISA conference

22 Mar 2019

Meeting to present the role and potential of mindfulness in public life in Wales

11 Mar 2019

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 – 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 ‘mainstreaming’ 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 ‘quick fixes’?

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.

Invited Keynote, Mindfulness Symposium

15 Dec 2018

7 Dec 2018 – 10 Dec 2018

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.

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.

2 day workshop

11 Oct 2018 – 12 Oct 2018

In conference workshop, Science from Within, International Conference on Mindfulness, Amsterdam

12 Jul 2018

Crane, R.S. Segal, Z.V., Van Emmerik, A., Pots, W., (2018) Science from Within, International Conference on Mindfulness, Amsterdam

11 Jul 2018

Created during the 2018 International Conference of mindfulness

10 Jul 2018 – 13 Jul 2018

• https://www.youtube.com/watch?v=qfScweWG0NA&feature=youtu.be

30 Jun 2018 – 30 Jun 2023

Delivery of a 2 day workshop in Kathmandu - co-hosted by Bangor University and the British Council

11 Apr 2018 – 12 Apr 2018

19 Feb 2018

Three day workshop

7 Feb 2018 – 9 Feb 2018

a 3 day residential workshop for mindfulness teachers

26 Jan 2018 – 28 Jan 2018

• http://www.achtsamkeitsinstitut-ruhr.de/inquiry-verkoerpern-in-praxis-und-lehre-dr-rebecca-crane/

25 Jan 2018

• http://www.achtsamkeitsinstitut-ruhr.de/2017/11/23/mindfulness-in-the-mainstream-navigating-with-integrity/

Delivery of a 2 day workshop to the mindfulness masters team at University College Dublin

12 Jan 2018 – 13 Jan 2018

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 – 5 Dec 2021

Jan 2018 – 31 Dec 2021

• https://www.themindfulnessinitiative.org.uk/who-we-are.html

I organised/hosted this event

11 Nov 2017

• https://www.bangor.ac.uk/mindfulness/coursedesc.php?id=749

31 Oct 2017

• http://sussexmindfulnesscentre.nhs.uk/events/masterclasses/

Keynote talk, Summer School, Amsterdam

22 Aug 2017

Chairing 5 day international scientific conference on mindfulness

7 Jul 2017 – 11 Jul 2017

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 Bangor University on the MBITAC

26 Mar 2017 – 1 Apr 2017

What defines Mindfulness-Based Programs - podcast interview (Present Moment Mindfulness)

20 Feb 2017

• https://presentmomentmindfulness.com/2017/02/20/episode-080-rebecca-crane-what-defines-mindfulness-based-programs/

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 – 10 Jan 2017

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 – 5 Jan 2017

Blog: The new UK listing of mindfulness-based teachers, Oxford Mindfulness Centre

• http://www.oxfordmindfulness.org/mindfulness-teaching-integrity/

Blog: The role of retreats for MBCT teachers, Oxford Mindfulness Centre

• http://www.oxfordmindfulness.org/retreats-mbct-teachers/

Crane, R.S. & Kuyken W., (2016) Oxford Mindfulness Summer School, The Integrity of MBCT, Oxford University

24 Aug 2016

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—Università di Roma, Rome, Italy

11 May 2016

Keynote talk: Crane, R.S. (2016), Implementing Mindfulness: the Welsh Context, Key note at the All Wales Mindfulness Practitioner Conference (2016) Aberystwyth University

Keynote talk: Crane, R.S. (2016) Silence is Rarely Silent, Keynote at the Heart of Silence Conference, The Association of Core Process Psychotherapists, London,

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

http://presentmomentmindfulness.com/2014/10/episode-032-rebecca-crane-competence-in-teaching-mindfulness-based-courses-concepts-development-and-assessment/

External Examiner for Oxford University's MSt in Mindfulness-Based Cognitive Therapy. Served for four years 2013 - 2016

Sep 2013 – Dec 2016

External examiner for Exeter University MSc Psychological Therapies Practice (Mindfulness-based Cognitive Therapies and Approaches)

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

• https://www.symposiacongressi.com/mindfulness2021/

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.

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 Bangor University 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

• https://mindfullebanon.org/

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 – 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 ‘mainstreaming’ language and approach whilst also retaining the essential and unique elements of the foundations on which mindfulness-based programmes rest?

25 Sep 2001

2 hour webinar for health professionals

13 Sep 2001

KESS II MRes with The Mindfullness Initiative- BUK2E068

01/01/2022 – 31/03/2024 (Finished)

Accessibility and implementation of Mindfulness Based Interventions (MBIs) in Swedish health care services

01/01/2019 – 28/02/2021 (Finished)

Low-intensity guided help through mindfulness (LIGHTMind)

01/09/2017 – 01/08/2019 (Finished)

Predictors of Outcomes in MBSR Participants from Teacher Factors

01/09/2016 – 30/09/2018 (Finished)

Staying well after depression: a randomised trial - additional funding on r26120

01/04/2010 – 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 – 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.

• http://stayingwell.bangor.ac.uk

Bursary for Mindfulness-Based cognitive therapy for the prevention of relapse in depression course

18/02/2010 – 31/01/2011 (Finished)

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Studies in Mindfulness, MSc

• University Home
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• Studies in Mindfulness

Introduction

This programme's aim is to develop a stable mindfulness practice, to study and research its application in a selected professional context and learn to teach mindfulness. This is done through a combination of experiential training, online forums and regular one to one practice reviews with an experienced mindfulness teacher. The unique focus of this course is a compassionate approach to mindfulness practice that is the basis for deepening insight, which then enriches one’s life and work.

Study Information

At a glance.

Mindfulness is an innate capacity of the mind to be aware of the present moment in a non-judgemental way. It enables us to access inner resources for coping effectively with stress, difficulty and illness. This promotes a way of being that helps us to take better care of ourselves and lead healthier lives.

The studies in Mindfulness MSc is run as a Partnership between the University of Aberdeen and the Mindfulness Association Ltd, with the Mindfulness Association delivering the experiential training in Mindfulness, Compassion and Insight, and the University delivering the academic training.

You can join this MSc programme if you have a first degree or equivalent professional experience, and a professional, work or voluntary context within which to explore mindfulness. The MSc is suitable for beginners as well as those who already have an established mindfulness practice. The training is entirely secular.

What You'll Study

Content: The MSc in Mindfulness programme is comprised of six courses contributing to a total of 180 credit points at SCQF Level 11 (PG5).

Compulsory Courses

30 Credit Points

ED505A Mindfulness is the first course in the MSc in Studies in Mindfulness. The course introduces the three elements of the Programme: mindfulness practice, the study of mindfulness (and associated concepts) and the relevance of mindfulness to a self-selected professional, work or voluntary context. An introduction to developing a sustained, formal mindfulness practice, based upon a unique approach, is encompassed within the course. Within the course there are two residential weekends of teaching, study and practice.

ED555B Compassion is the second course in the MSc in Studies in Mindfulness. The key study theme is the role and importance of compassion within mindfulness. ED505B Compassion is unique not only in prioritising the study of compassion but also in developing compassion within mindfulness practice. Specific topics include evolutionary psychology, our compassionate nature and ‘the undercurrent and the observer’.

This course follows the same teaching approach as the first two courses. Its distinctive feature is understanding how and why we get caught up in habitual patterns of thinking and behaviour. Mindfulness and Compassion provide the foundation for clear seeing into the hidden mechanisms that give rise to conditioned reactions; and seeing how these have their roots in the subliminal level of mental activity. Practice is developed through Insight meditation and reflection. The module also draws on insights from evolutionary psychology, neuroscience and Buddhism.

The course is assessed by a written assignment (6000 words).

This course aims to provide participants with a critical working knowledge of the key aspects of research and enquiry, in the context of professional learning and the enhancement of professional practice. Participants will source and critically engage with relevant literature and other evidence to provide a backdrop to the design of a small-scale enquiry in professional context. Decisions taken during all aspects of enquiry design will be justified using evidence. Enquiry processes implemented will be critically evaluated, and implications for future practice uncovered.

Participants who complete successfully the first two courses and 60 credit points may exit with a Certificate. Those who complete successfully the first four courses and 120 credit points may exit with a Diploma.

ED560A - Masters Dissertation/Project (60 credit points)

We will endeavour to make all course options available. However, these may be subject to change - see our Amendments to Programmes and Courses document .

Fee Information

Additional fee information.

• In exceptional circumstances there may be additional fees associated with specialist courses. Any additional fees for a course can be found in our Catalogue of Courses .
• For more information about tuition fees for this programme, including our refund policy, please visit our Tuition Fees page .

Funding Opportunities

Tuition fees will be charged depending on the number of credits you are registered for in each academic year. Students are normally expected to register for 60 credits in year 1 (ED505A – 30 credits and ED555B– 30 credits), 60 credits in year 2 (ED505C – 30 credits and ED555J – 30 credits) and 60 credits in year 3 (ED505PJ – 60 credits).

Please note below that there are two fee rates : Home / EU / RUK and International. Your fee classification will be determined upon submission of an application.

Please note that the cost of accommodation at the teaching weekends and retreats is not covered by the tuition fees

Scholarships

Self-funded international students enrolling on postgraduate taught (PGT) programmes will receive one of our Aberdeen Global Scholarships, ranging from £3,000 to £8,000, depending on your domicile country. Learn more about the Aberdeen Global Scholarships here .

To see our full range of scholarships, visit our Funding Database .

Related Programmes

You may also be interested in the following related postgraduate degree programmes.

• Health and Wellbeing Education
• Inclusive Practice
• Person-Centred Counselling

How You'll Study

The Mindfulness, Compassion and Insight courses all have two-weekend workshops (2 per semester). All of these weekends are taught online. For each of these modules, the first weekend can also, for those who wish to, be attended as a residential which takes place at Samye Ling Tibetan Centre. In each year of the programme, there is an end-of-year 6-day retreat on the Holy Island which is available either online or in person. Between practice and weekends, students are supported by regular one-on-one sessions with a designated mindfulness teacher, as well as online forums and tasks that focus more on academic input.

The programme is available in e-learning mode via the university’s online learning environment. There is an option to take teacher training with the Mindfulness Association for an additional fee.

Learning Methods

• Group Projects
• Individual Projects

Assessment Methods

Participants are encouraged to be active and reflective learners and great emphasis is placed on professional action in the workplace setting.

Formative assessment is a feature of all courses. Formative and summative assessments are designed to arise naturally in the workplace and from course work. Most assessment tasks focus on workplace applications and/or critical reflection on mindfulness and its application. Each course is assessed by a set assignment.

Why Study Studies in Mindfulness?

• Developing a stable mindfulness practice
• Studying mindfulness - its evidence base, areas of application and critiques
• Researching the application of mindfulness to a chosen professional context, such as health, education or business
• Learning to teach mindfulness in accordance with the guidelines of the UK Network for Mindfulness Teachers

Interested in this programme?

What our students say, susan grandfield.

What I loved about the Mindfulness degree with the University of Aberdeen was there was a real strong link with your professional context which was important to me.

Sheila Reid

The friendships I’ve made from the course have been very influential in my life and really supported me when I’ve had my ups and downs.

I had mindfulness practice for a long time but what was quite new for me is the approach and the Compassion and Insight modules and that’s actually why I chose the University of Aberdeen.

David Harrison

I have enjoyed being on the masters with people and meditating with people with a similar interest and desire to learn.

The most enjoyable thing was actually getting to do some research to do my own professional enquiry and really test some newfound skills.

Entry Requirements

The Mindfulness MSc is open to anyone with a first degree or equivalent experience who would like to explore Mindfulness in their work or some aspect of their life experience. Any work context is relevant from acting to the oil industry, police to parenting, drug and alcohol rehab to training riders in dressage.

The application deadline for September 2024 entry is Friday 16 August 2024.

Qualifications

The information below is provided as a guide only and does not guarantee entry to the University of Aberdeen.

An undergraduate degree (Hons 2.2 or better) is a normal requirement, but applications will be considered from individuals with other professional qualifications and relevant experience. It is also required that applicants provide evidence of having regular access to a practice context that allows for the application and evaluation of mindfulness techniques in a professional setting.

Please enter your country to view country-specific entry requirements.

English Language Requirements

To study for a Postgraduate Taught degree at the University of Aberdeen it is essential that you can speak, understand, read, and write English fluently. The minimum requirements for this degree are as follows:

IELTS Academic:

OVERALL - 6.5 with: Listening - 5.5; Reading - 6.0; Speaking - 5.5; Writing - 6.0

OVERALL - 90 with: Listening - 17; Reading - 21; Speaking - 20; Writing - 21

PTE Academic:

OVERALL - 62 with: Listening - 59; Reading - 59; Speaking - 59; Writing - 59

Cambridge English B2 First, C1 Advanced or C2 Proficiency:

OVERALL - 176 with: Listening - 162; Reading - 169; Speaking - 162; Writing - 169

Read more about specific English Language requirements here .

Document Requirements

You will be required to supply the following documentation with your application as proof you meet the entry requirements of this degree programme. If you have not yet completed your current programme of study, then you can still apply and you can provide your Degree Certificate at a later date.

International Applicants

Should your programme necessitate a visit to the University you may find the following information helpful.

Immigration and Student Visas .

UK Government visa advice pages .

There are many opportunities at the University of Aberdeen to develop your knowledge, gain experience and build a competitive set of skills to enhance your employability. This is essential for your future career success. The Careers and Employability Service can help you to plan your career and support your choices throughout your time with us, from first to final year – and beyond.

• More information on employability at the University of Aberdeen
• More information on the Careers and Employability Service

Career Opportunities

Professional links.

http://www.mindfulnessassociation.org/

Our Experts

Information about staff changes.

You will be taught by a range of experts including professors, lecturers, teaching fellows and postgraduate tutors. Staff changes will occur from time to time.

Get in Touch

Contact details.

• Enquire Now Using an online form

Launch of the Centre for Excellence in Mindfulness Research

The new centre brings together academics from across a range of disciplines, and friends from all walks of life, with the aim of increasing the evidence for mindfulness-based practices.

Published Friday, 26 th April 2019 (Updated Monday, 9 th November 2020 )

City, University of London officially launched its new Centre for Excellence in Mindfulness Research (CEMR) this month, with the launch event held in The Pavilion at the University.

People from all walks of life attended the event for both professional and personal reasons, but all with an interest in how the application of mindfulness based practices can become more evidence-based.

https://flic.kr/s/aHskU29wwL

A range of eminent speakers shared their insight at the event, including City’s President,  Professor Sir Paul Curran , who welcomed everyone and said:

"It’s a special day for colleagues who are engaged in mindfulness research, apply mindfulness in their practice, or those who are just lucky enough to have learnt how to be present and enjoy the moment.

“The Centre for Excellence in Mindfulness Research brings together interdisciplinary expertise from scientists, expert practitioners and other stakeholders involved with the Centre from across the globe to generate world leading research and real world impact in mindfulness debate, policy and also practice."

“Mindfulness is defined as being and remaining mentally in the present... For many of us, information overload and an increasingly fast paced world can dampen our ability to experience and deal with the information in front of us and this in turn affects our ability to be well and to do well. Especially when we're working under pressure."

We also heard from Director of the Mindfulness Initiative,  Jamie Bristow , who shared how Parliament is highly receptive to mindfulness-based practices. Although the challenge is to change policy, and to get people in deprived areas and frontline services the practices they need. He said:

“There’s a rising water table of interest in mindfulness, and of mindfulness itself in society, and that’s sprung up in some very unusual places, including a project in a Kenyan high security prison, boardrooms, and classrooms. One of those strange places, where conditions are right, was in [UK] Parliament where 240 MPs and members of the House of Lords and 400 more staff have already taken part in a mindfulness course.

“We think that about 15% of the [UK] population has tried mindfulness, and in the US where there are more reliable numbers, the figure has gone from 5% to 15% in the last five years. So it’s now getting to be a genuinely mainstream thing."

“However, how does it get to people who have never heard of the word yet and could perhaps really do with the self-regulation methods and well-being support, more than anyone in [say] a yoga centre?”

Michael Chaskalson, author and CEO of Mindfulness Works, talked about culture and context in mindfulness interventions, including team mindfulness and the importance of psychological safety at work.

Dr Paul Flaxman , is Reader in Psychology at City, and spoke about some of his work in developing and evaluating acceptance and commitment therapy (ACT) as a worksite training intervention, part of his wider work adapting mindfulness-based interventions to help improve employees' psychological health.

Dr Tapper is Reader in Psychology at City and shared her insight into health inequalities that exist between socioeconomic groups in the UK, and building the evidence base underpinning brief mindfulness based interventions which may help address the inequality. This includes the current evidence around mindful eating and whether it is beneficial or not. Dr Tapper also worked on the development of the CEMR website.

The founders of CEMR

City’s Dr Jutta Tobias Mortlock and Dr Trudi Edginton are the founding co-directors of CEMR, planning and putting into place its infrastructure, including building its network of stakeholders. They talked about the pressing need for the new centre and their respective research areas.

Dr Tobias Mortlock is Senior Lecturer in Organisational Psychology at City and spoke about her work with the British Armed Forces, including her research investigating the utility of both person-centred and team-wide mindfulness exercises to help armed forces personnel build trust between one another and become more effective.

Dr Jutta Tobias Mortlock, Senior Lecturer in Psychology at City and Co-director of CEMR

Dr Tobias Mortlock Co-director of CEMR said:

"Mindfulness training, if you practise by yourself, helps you develop self-awareness, but you need self-awareness that you need mindfulness in the first place. So, our only solution was to turn mindfulness into a team sport. To say, when I get under pressure you help me to calm down, and when you get under pressure I help you calm down, and this is what we did."

Dr Edginton Senior Lecturer, Clinical Psychologist and Mindfulness Teacher shared the current evidence on mindfulness and compassion based interventions, and why the compassion element is so important particularly in her work with patients and health professionals in the NHS. She also invited attendees to take part in a short mindfulness and compassion based intervention.

Dr Edginton Co-director of CEMR said:

"It has been wonderful to bring everyone together to showcase the excellent research here at City, to connect with our external research collaborators and colleagues across the university and to establish new partnerships as part of this new and exciting research centre in the heart of London. We are particularly grateful to Inhere for donating their mindfulness pod for a summer residency to provide a unique space for mindfulness research with our students and staff here at City, University of London."

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Related schools, departments and centres.

• School of Policy & Global Affairs
• School of Health & Psychological Sciences
• Department of Psychology

Level: Postgraduate

Duration: 2 years part-time

Start date: October 2024

Closed to applications for 2024 entry.

This course accepts applications every two years.

Questions? Email  [email protected]

MSt in Mindfulness-Based Cognitive Therapy

Course details.

This two-year part-time course offers experienced professionals from a range of backgrounds a unique opportunity to develop in-depth specialist knowledge and skills in Mindfulness-Based Cognitive Therapy (MBCT) curricula. Preference will be given to applicants with professional experience in mental or physical health care, education or skills training, stress reduction, wellness, or other contexts that involve working with individuals and groups in supportive ways.

The course offers an opportunity for in-depth learning and aims to foster a community of mindfulness practitioners and teachers with the expertise to deliver high quality MBCT in a variety of settings, including healthcare, education, workplaces, criminal justice, government, the arts, and others, and who will contribute to the development and dissemination of MBCT.

The course is offered in collaboration between the University of Oxford Department for Continuing Education and the University of Oxford Department of Psychiatry. Successful completion of the course leads to an award of a Master of Studies by the University of Oxford.

Online info session

If you missed our recent information session, you can now catch up by watching the recording below. If you have any further questions, please contact  [email protected] .

Quick links

The course in detail, assessment methods, it requirements.

• Application details  – entry requirements, fees and how to apply

Course structure

The course combines in-person learning in Oxford with online learning. In person elements occur in blocks of 3-7 consecutive days. Online learning is provided by live day-long training sessions at various intervals. In addition to the taught component, students will need to set aside six to seven hours per week for private study, personal practice related to MBCT, and completion of written assignments. Much of the teaching is interactive and experiential, and weaves together personal practice, skills training, theory, research and applications of MBCT.

Course content

The course addresses the theoretical foundations of MBCT, including relevant aspects of psychological theory and science, as well as aspects of Buddhist psychology and philosophy on which MBCT draws. It also provides opportunities for students to develop the practical skills they need to translate knowledge and understanding into competent MBCT teaching; that is, students are expected to develop for themselves the understanding and skills they will be teaching to others. Students will design and deliver a course of MBCT to an appropriate client group in their own place of work, with supervision from course tutors.

The course covers four main topic areas:

• Theory and research, including psychological science related to health, wellbeing, and underlying psychological processes; relevant aspects of Buddhist psychology and philosophy and their contribution to MBCT; and empirical research on the effects of mindfulness practice, mechanisms of change, and applications in a variety of contexts and populations
• Developing experiential understanding of mindfulness through guided and independent personal practice and reflection on personal practice in light of theory, research, and underlying psychological processes
• Developing teaching skills and professional competencies for delivering MBCT curricula skilfully and ethically in a range of contexts
• Developing communication skills for writing and speaking about mindfulness and MBCT

The first year of the course is designed to develop student’s knowledge of all of the main topic areas.

• Theory and research are covered through reading, presentation, and discussion.
• Experiential understanding is developed through guided practice during training days, independent practice between training days and retreats
• Teaching skills and professional competencies are cultivated through skills training and experiential workshops.
• Communication skills are developed through group discussion, skills practice, and marked essays.

The second year deepens understanding of theory and research, hones teaching skills, and cultivates knowledge and skills for developing adaptations and applying MBCT in various populations and contexts.  

• Knowledge of theory, research and application are cultivated through additional reading, presentation, and discussion, particularly on topics related to adaptations and applications of the family of MBCT curricula, and through completion of a dissertation.
• Experiential understanding of mindfulness is further developed through  an intensive guided retreat.
• Teaching skills are honed through additional training days and through the completion of the  teaching project: each student delivers a course of MBCT in their setting.

Teaching sessions and training retreats will be led by practitioners experienced in mindfulness-based approaches, mostly from Oxford, with invited speakers for specialist areas

On successful completion of the taught components of the course and associated assignments, the award of the Master's degree is made by the University of Oxford, under the aegis of its Continuing Education Board.

Assessment has been designed as much to provide opportunities to consolidate and extend learning as to evaluate knowledge and skill. Assignments are evaluated by internal assessors and examiners.

In Year I, appreciation of theory and research are assessed through one 4,000 word essay.  A second 4,000 word essay is part of Year II.

Reflective Analysis

Also in Year I, the development of students' mindfulness meditation practice and their reflective capacity are assessed through a written reflective analysis, relating personal experience to theory and research.

Dissertation

In Year II, students are required to complete a 10,000 word dissertation on a topic chosen by themselves and approved by the Course Director and Course Committee. The dissertation should demonstrate an in-depth knowledge of theory and research in an area they find of particular interest, and relating these to the practice to MBCT. Course tutors will provide supervision and guidance in dissertation development, both one-to-one and in small group seminars.

MBCT Project

Also in Year II, the capacity to apply experiential, theoretical and research knowledge, and teaching skills is assessed through a written project of 4,000 words, describing the design, delivery and evaluation of an 8-week course of MBCT in an appropriate setting, and in a problem area with which they are familiar. This includes producing appropriate written handouts. Adherence to the MBCT protocol and competence in delivering MBCT to participants are assessed by evaluating recordings of the course taught.

This course uses the Department’s online assignment submission system. In order to prepare and submit your course assignments you will need access to the Internet and a computer meeting our recommended  minimum computer specification . Students of this course may use the student computing facilities provided in Departmental buildings.

Entry requirements

Please see the  Graduate Admissions website  for details.

Please visit the  Graduate Admissions website for details of course fees and costs.

Apply for this course

Applications for this course should be made online via the University of Oxford Graduate Admissions website. Please see the  Application Guide  for more information.

Help us to help you. Apply early - if you submit your application early, the Graduate Admissions team will be able to let you know if any items are missing. Applications must have been fully completed by the relevant application deadline in order to be considered, so please ensure that you have gathered your supporting materials in advance and have given your referees plenty of time to prepare their references before the deadline.

Terms & conditions for applicants and students

Information on financial support

Psychology and counselling

MSt in Mindfulness Based Cognitive Therapy

• Entry requirements
• Funding and Costs

College preference

• How to Apply

About the course

Mindfulness-Based Cognitive Therapy (MBCT) is a group of evidence-based skills training programmes that integrate mindfulness meditation practices with cognitive-behavioural methods to reduce distress and increase wellbeing. MBCT programmes are used in many countries around the world and in a wide range of settings and contexts, including healthcare, education, workplaces and community settings. A strong evidence base supports their efficacy.

This course is not accepting applications this cycle, but is expected to reopen to applications in the next admission cycle. The information on this page has been retained to provide an indication of the course content in previous years. Fees and costs are only valid for the year which is shown and will usually increase annually. The University is under no obligation to deliver the same course in the future. This page may be updated at any time prior to the course re-opening to applications.

The MSt in MBCT at the University of Oxford is two-year part-time course offered jointly by the Department for Continuing Education and the Department of Psychiatry. The course is aligned with internationally recognised MBCT training standards and cultivates the knowledge, skills and attributes necessary for skilful and ethical teaching of the MBCT family of curricula, and for contributing to the development and dissemination of MBCT.

The course is designed for professionals who would like to bring evidence-based mindfulness teaching into their work. It is best suited to those in fields such as mental or physical healthcare, education, skills training, stress reduction, wellness, or other contexts that involve working with individuals and groups in supportive ways.

In learning to be a mindfulness teacher, personal and professional development are closely intertwined. Personal mindfulness practice is essential for cultivating the self-awareness, understanding and attitudes needed to teach mindfulness to others. This course provides strong support for students’ development of mindfulness practice. It combines academic and professional rigour with the attitudes of kindness, compassion and friendly curiosity that are fundamental to mindfulness. The atmosphere of the course is warm, respectful, and supportive, and provides space to experiment and to grow as a mindfulness teacher.

Successful completion of the course leads to the award of a Master of Studies by the University of Oxford.

Course structure

The course combines in-person and online learning.

In-person teaching blocks of 3-5 days occur twice each year in Oxford. In addition, one in-person retreat of 5-6 days is held each year at a residential retreat centre in England. Online teaching days (9am – 5pm UK time) occur at weekly or other intervals.

Each student is assigned a tutor (one of the teaching staff) for individual meetings throughout the course. Tutoring meetings support the development of knowledge and skills and provide an opportunity for discussion of questions, concerns, or topics of interest.

Students should plan to devote 6-7 hours per week to independent reading and study, personal mindfulness practice, and completion of written assignments.

Most teaching is provided by the director and tutor team, with invited guest teachers for specialist areas.

Learning and teaching

The course covers several main topic areas and includes a variety of teaching and learning methods:

• Theory and research, including psychological science related to health, wellbeing, and underlying psychological processes; relevant aspects of Buddhist psychology and their contribution to MBCT; and empirical research on the effects of mindfulness practice, mechanisms of change, and applications in a variety of contexts. Knowledge and understanding of theory and research are cultivated primarily through reading, presentation and discussion.
• Experiential understanding of mindfulness is developed through guided and independent personal practice throughout the course, a guided intensive retreat once each year, and written reflection on personal practice in light of theory, research, and underlying psychological processes.
• Teaching skills and professional competencies for delivering MBCT curricula skilfully and ethically are cultivated through skills training, reading, and supervision of a teaching project.
• Communication skills for writing and speaking about mindfulness and MBCT are developed through group discussion, skills training, a teaching project, and written assignments.

Year 1 develops all of the main topic areas, with emphasis on teaching skills, experiential understanding, and theoretical and empirical foundations. Year 2 further hones all knowledge and skills, with emphasis on teaching two 8-week MBCT courses and on completing a dissertation.

This course is part-time. Part time students are required to attend course-related activities in Oxford, including residential sessions. There are also three retreats; two in Somerset and one in Devon. Accommodation and food are provided for these retreats.

Resources to support your study

As a graduate student, you will have access to the University's wide range of world-class resources including libraries, museums, galleries, digital resources and IT services.

The Bodleian Libraries is the largest library system in the UK. It includes the main Bodleian Library and libraries across Oxford, including major research libraries and faculty, department and institute libraries. Together, the Libraries hold more than 13 million printed items, provide access to e-journals, and contain outstanding special collections including rare books and manuscripts, classical papyri, maps, music, art and printed ephemera.

The University's IT Services is available to all students to support with core university IT systems and tools, as well as many other services and facilities. IT Services also offers a range of IT learning courses for students, to support with learning and research.

The  Rewley House Continuing Education Library , one of the Bodleian Libraries, is situated in Rewley House. The department aims to support the wide variety of subjects covered by departmental courses at many academic levels. The department also has a collection of around 73,000 books together with periodicals. The Jessop Reading Room adjoining the library is available for study.

The department provides various IT facilities, including the Student Computing Facility which provides individual PCs for your use.

Supervision

The allocation of graduate supervision for this course is the responsibility of the Department of Psychiatry and this role will usually be performed by the Course Director.

It is not always possible to accommodate the preferences of incoming graduate students to work with a particular member of staff. A supervisor for the teaching project may be found outside the core staff team.

Marked assignments are designed to support consolidation and extension of learning and to evaluate knowledge and skills. Assignments are marked by internal assessors and examiners. The marked assignments are:

Essay 1: Psychological Science

Explores topics in psychological science and their relationship to MBCT (4,000 words)

Reflective Analysis

Integrates personal experiences in mindfulness practice with theoretical and empirical foundations of MBCT (4,000 words)

Essay 2: Buddhist Psychology

Explores Buddhist psychology and its relationship to MBCT (4,000 words)

Dissertation

An in-depth exploration of a topic related to MBCT, in an area of particular interest chosen by the student in consultation with the teaching staff (10,000 words)

Teaching Project

Each student teaches two 8-week courses of MBCT, with supervision. Recordings of all sessions from one of these courses and a written description of the experience of teaching the course (4,000 words) are submitted for marking.

Graduate destinations

Most part-time students commencing this programme are already in employment and will teach MBCT in an appropriate context to which they have access.

Changes to this course and your supervision

The University will seek to deliver this course in accordance with the description set out in this course page. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision, either before or after registration. The safety of students, staff and visitors is paramount and major changes to delivery or services may have to be made if a pandemic, epidemic or local health emergency occurs. In addition, in certain circumstances, for example due to visa difficulties or because the health needs of students cannot be met, it may be necessary to make adjustments to course requirements for international study.

Where possible your academic supervisor will not change for the duration of your course. However, it may be necessary to assign a new academic supervisor during the course of study or before registration for reasons which might include illness, sabbatical leave, parental leave or change in employment.

For further information please see our page on changes to courses and the provisions of the student contract regarding changes to courses.

Entry requirements for entry in 2024-25

Proven and potential academic excellence.

The requirements described below are specific to this course and apply only in the year of entry that is shown. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

Please be aware that any studentships that are linked to this course may have different or additional requirements and you should read any studentship information carefully before applying. 

Degree-level qualifications

As a minimum, applicants should hold or be predicted to achieve the following UK qualifications or their equivalent:

• a first-class or strong upper second-class undergraduate degree with honours in a relevant subject.

Preference will be given to applicants with professional experience in mental or physical healthcare, education or skills training, stress reduction, wellness, or other contexts that involve working with individuals and groups in supportive ways. 

Your background should have equipped you to:

• read theoretical and scientific literature relevant to MBCT
• write the essays and other assignments described above
• work with individuals and groups in ways which require relational skills.

If your degree is not from the UK or another country specified above, visit our International Qualifications page for guidance on the qualifications and grades that would usually be considered to meet the University’s minimum entry requirements.

For applicants with a bachelor's degree from the USA, the minimum overall GPA that is normally required to meet the undergraduate-level requirement is 3.6 out of 4.0.

GRE General Test scores

No Graduate Record Examination (GRE) or GMAT scores are sought.

Other qualifications, evidence of excellence and relevant experience

You are expected to have:

• knowledge of mindfulness-based approaches, and to have attended at least one face-to-face or online eight-week MBCT-L (Mindfulness-Based Cognitive Therapy for Life) course run by an experienced provider. The  Oxford Mindfulness Foundation  offers many courses.
• personal experience of insight meditation practice and a personal meditation practice of at least one year
• some experience of working with or facilitating groups.
• access to suitable groups with whom to teach MBCT under supervision
• substantial professional experience in mental or physical healthcare, education or skills training, stress reduction, wellness, or other contexts that involve working with individuals and groups in supportive way

Publications are welcome but not required.

Assessors screening applications and interviewers are looking for the following qualities:

• commitment to acquiring the knowledge and skills related to the practice and teaching of MBCT
• ability to take advantage of academic teaching, as evidenced by prior learning history
• openness to new ideas and the ability to absorb, communicate and use new information and concepts
• ability to meet the time and study commitments of the course
• ability to present a coherent argument in written English
• psychological and personal suitability to benefit from and contribute to the course, as well as the delivery of MBCT
• knowledge and understanding of cognitive-behavioural therapy (CBT) is desirable

English language proficiency

This course requires proficiency in English at the University's  higher level . If your first language is not English, you may need to provide evidence that you meet this requirement. The minimum scores required to meet the University's higher level are detailed in the table below.

*Previously known as the Cambridge Certificate of Advanced English or Cambridge English: Advanced (CAE) † Previously known as the Cambridge Certificate of Proficiency in English or Cambridge English: Proficiency (CPE)

Your test must have been taken no more than two years before the start date of your course. Our Application Guide provides  further information about the English language test requirement .

Declaring extenuating circumstances

If your ability to meet the entry requirements has been affected by the COVID-19 pandemic (eg you were awarded an unclassified/ungraded degree) or any other exceptional personal circumstance (eg other illness or bereavement), please refer to the guidance on extenuating circumstances in the Application Guide for information about how to declare this so that your application can be considered appropriately.

You will need to register three referees who can give an informed view of your academic ability and suitability for the course. The  How to apply  section of this page provides details of the types of reference that are required in support of your application for this course and how these will be assessed.

Supporting documents

You will be required to supply supporting documents with your application. The  How to apply  section of this page provides details of the supporting documents that are required as part of your application for this course and how these will be assessed.

Performance at interview

Interviews are normally held as part of the admissions process and are expected to take place in March.

Applicants will be shortlisted in accordance with their ability to meet the criteria for admissions.

Performance at interview will play a significant role in assessment against the selection criteria. Interviews are held following the application deadline and will be conducted by a minimum of two interviewers.

How your application is assessed

Your application will be assessed purely on your proven and potential academic excellence and other entry requirements described under that heading.

References  and  supporting documents  submitted as part of your application, and your performance at interview (if interviews are held) will be considered as part of the assessment process. Whether or not you have secured funding will not be taken into consideration when your application is assessed.

An overview of the shortlisting and selection process is provided below. Our ' After you apply ' pages provide  more information about how applications are assessed . 

Shortlisting and selection

Students are considered for shortlisting and selected for admission without regard to age, disability, gender reassignment, marital or civil partnership status, pregnancy and maternity, race (including colour, nationality and ethnic or national origins), religion or belief (including lack of belief), sex, sexual orientation, as well as other relevant circumstances including parental or caring responsibilities or social background. However, please note the following:

• socio-economic information may be taken into account in the selection of applicants and award of scholarships for courses that are part of  the University’s pilot selection procedure  and for  scholarships aimed at under-represented groups ;
• country of ordinary residence may be taken into account in the awarding of certain scholarships; and
• protected characteristics may be taken into account during shortlisting for interview or the award of scholarships where the University has approved a positive action case under the Equality Act 2010.

Processing your data for shortlisting and selection

Information about  processing special category data for the purposes of positive action  and  using your data to assess your eligibility for funding , can be found in our Postgraduate Applicant Privacy Policy.

Admissions panels and assessors

All recommendations to admit a student involve the judgement of at least two members of the academic staff with relevant experience and expertise, and must also be approved by the Director of Graduate Studies or Admissions Committee (or equivalent within the department).

Admissions panels or committees will always include at least one member of academic staff who has undertaken appropriate training.

Other factors governing whether places can be offered

The following factors will also govern whether candidates can be offered places:

• the ability of the University to provide the appropriate supervision for your studies, as outlined under the 'Supervision' heading in the  About  section of this page;
• the ability of the University to provide appropriate support for your studies (eg through the provision of facilities, resources, teaching and/or research opportunities); and
• minimum and maximum limits to the numbers of students who may be admitted to the University's taught and research programmes.

Offer conditions for successful applications

If you receive an offer of a place at Oxford, your offer will outline any conditions that you need to satisfy and any actions you need to take, together with any associated deadlines. These may include academic conditions, such as achieving a specific final grade in your current degree course. These conditions will usually depend on your individual academic circumstances and may vary between applicants. Our ' After you apply ' pages provide more information about offers and conditions . 

In addition to any academic conditions which are set, you will also be required to meet the following requirements:

Financial Declaration

If you are offered a place, you will be required to complete a  Financial Declaration  in order to meet your financial condition of admission.

Disclosure of criminal convictions

In accordance with the University’s obligations towards students and staff, we will ask you to declare any  relevant, unspent criminal convictions  before you can take up a place at Oxford.

Departments offering this course

This course is offered jointly by the following departments:

Department for Continuing Education

The need for new learning opportunities throughout life is recognised throughout society. An intensive, initial period of higher education is not always enough, or possible, in times of rapid social, economic and technological change. The Department for Continuing Education is known worldwide as a leading provider of extended learning for professional and personal development.

The department provides high-quality, flexible, part-time graduate education, tailored for adults. Students can undertake graduate-level certificates, diplomas and taught master’s degrees in a wide range of subjects. Increasing numbers of courses are delivered in mixed mode, combining intensive periods of residence in Oxford with tutored online study.

The department recruits adult students of all ages on a regional, national and international level. Many courses are offered jointly with other academic departments around the University. Courses are offered in the following areas:

• Mathematical, physical and life sciences
• Medical and health sciences
• Social sciences .

All postgraduate students on the department's courses are members of its Graduate School. The department's  Graduate School aims to provide a stimulating and enriching environment for learning and research. It also supports intellectual and social interaction between graduates of different disciplines and professions from the UK and around the globe. Interdisciplinary research seminars, training opportunities and other events are offered by the Graduate School in support of this goal.

The department's Graduate School will help you make the most of the wealth of resources and opportunities available, paying particular regard to the support and guidance needed if you are following a part-time graduate programme. The department’s graduate community comprises over 600 members following taught programmes and more than 70 undertaking doctoral research.

The department is located in a block of attractive Victorian houses in Wellington Square in central Oxford close to some of the University's major libraries and museums and to the Radcliffe Observatory Quarter. The city's historic sites, colleges, shops and restaurants are only a few minutes' walk away. The modernised and extended site has its own fully equipped seminar rooms, library, reading room, student computing facility, graduate school study/social room, dining-room, common- room, garden seating areas and short-term student accommodation. Depending on the programme you are taking with the department, you may require accommodation at some point in your student career. The department has 35 en-suite study bedrooms , all with high quality amenities, including internet access.

The Rewley House dining room has seating for up to 132 people. A full meal service is available daily. The department operates a Common Room with bar for students.

All masters' and DPhil applicants are considered for Clarendon Scholarships . The department is committed to seeking scholarship support for other students wherever possible.

View all courses   View taught courses View research courses

Department of Psychiatry

The Department of Psychiatry offers supervision in a wide range of research areas including laboratory-based neuroscience, brain imaging, literature synthesis and psychological and pharmacological treatment research.

The Department of Psychiatry offers up-to-date seminar room facilities. Meeting rooms are also available for social and networking events. The department also offers excellent IT facilities and support.

The Department of Psychiatry provides well-equipped suites for psychological testing and patient consultation as well as laboratories that support basic neuroscience, clinical and experimental medicine research. There is also a brain imaging facility, the Oxford Centre for Human Brain Activity, on site. These resources and other state-of-the art technologies are also provided by our allied departments in the Medical Sciences Division. Students are also encouraged to attend seminars and research meetings which are held frequently within the department.

For entry in the 2025-26 academic year, the collegiate University expects to offer over 1,000 full or partial graduate scholarships across a wide range of graduate courses.

If you apply by the January deadline shown on this page and receive a course offer, your application will then be considered for Oxford scholarships. For the majority of Oxford scholarships, your application will automatically be assessed against the eligibility criteria, without needing to make a separate application. There are further Oxford scholarships available which have additional eligibility criteria and where you are required to submit a separate application. Most scholarships are awarded on the basis of academic merit and/or potential.

To ensure that you are considered for Oxford scholarships that require a separate application, for which you may be eligible,  use our fees, funding and scholarship search tool  to identify these opportunities and find out how to apply. Alongside Oxford scholarships, you should also consider other opportunities for which you may be eligible including  a range of external funding ,  loan schemes for postgraduate study  and any other scholarships which may also still be available after the January deadline as listed on  our fees, funding and scholarship search tool .

Details of college-specific funding opportunities can also be found on individual college websites:

Select from the list:

Please refer to the College preference section of this page to identify which of the colleges listed above accept students for this course.

For the majority of college scholarships, it doesn’t matter which college, if any, you state a preference for in your application. If another college is able to offer you a scholarship, your application can be moved to that college if you accept the scholarship. Some college scholarships may require you to state a preference for that college when you apply, so check the eligibility requirements carefully.

Further information about funding opportunities for this course can be found on the department's website.

Annual fees for entry in 2024-25

Information about course fees

Course fees are payable each year, for the duration of your fee liability (your fee liability is the length of time for which you are required to pay course fees). For courses lasting longer than one year, please be aware that fees will usually increase annually. For details, please see our guidance on changes to fees and charges .

Course fees cover your teaching as well as other academic services and facilities provided to support your studies. Unless specified in the additional information section below, course fees do not cover your accommodation, residential costs or other living costs. They also don’t cover any additional costs and charges that are outlined in the additional information below.

Where can I find further information about fees?

The Fees and Funding  section of this website provides further information about course fees , including information about fee status and eligibility  and your length of fee liability .

Additional information

This course has residential sessions in Oxford. You will need to meet your travel and accommodation costs in attending these sessions. There are also three retreats; two in Somerset and one in Devon. Accommodation and food are provided for these retreats, but you will need to cover your travel costs. Further, as part of your course requirements, you may need to choose a dissertation, a project or a thesis topic. Depending on your choice of topic and the research required to complete it, you may incur additional expenses, such as travel expenses, research expenses, and field trips. You will need to meet these additional costs, although you may be able to apply for small grants from your department and/or college to help you cover some of these expenses.

Living costs

In addition to your course fees and any additional course-specific costs, you will need to ensure that you have adequate funds to support your living costs for the duration of your course.

Living costs for part-time study

Your living costs may vary depending on your personal circumstances but you will still need to cover your cost of living on a full-time basis for the duration of your course, even if you will not be based in Oxford throughout your studies. While the range of likely living costs for a single, full-time student living in Oxford is between £1,425 and £2,035 per month, living costs outside Oxford may be different.

Part-time students who are not based in Oxford will need to calculate travel and accommodation costs carefully. Depending on your circumstances and study plans, this may include the  cost of a visitor visa to attend for short blocks of time (assuming that visitor visa eligibility criteria are met).

Further information about living costs

The current economic climate and high national rate of inflation make it very hard to estimate potential changes to the cost of living over the next few years. For study in Oxford beyond the 2025-26 academic year, it is suggested that you budget for potential increases in living expenses of around 4% each year – although this rate may vary depending on the national economic situation. For further information, please consult our more detailed information about living costs , which includes a breakdown of likely living costs in Oxford for items such as food, accommodation and study costs.

Students enrolled on this course will belong to both a department/faculty and a college. Please note that ‘college’ and ‘colleges’ refers to all 43 of the University’s colleges, including those designated as societies and permanent private halls (PPHs). 

If you apply for a place on this course you will have the option to express a preference for one of the colleges listed below, or you can ask us to find a college for you. Before deciding, we suggest that you read our brief  introduction to the college system at Oxford  and our  advice about expressing a college preference . 

If you are a current Oxford student and you would like to remain at your current Oxford college, you should check whether it is listed below. If it is, you should indicate this preference when you apply. If not, you should contact your college office to ask whether they would be willing to make an exception. Further information about staying at your current college can be found in our Application Guide. 

The following colleges accept students on the MSt in Mindfulness Based Cognitive Therapy:

• Campion Hall
• Kellogg College
• Wycliffe Hall

Before you apply

Our  guide to getting started  provides general advice on how to prepare for and start your application. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

If it's important for you to have your application considered under a particular deadline – eg under a December or January deadline in order to be considered for Oxford scholarships – we recommend that you aim to complete and submit your application at least two weeks in advance . Check the deadlines on this page and the  information about deadlines and when to apply  in our Application Guide.

Application fee waivers

An application fee of £75 is payable for each application to this course. Application fee waivers are available for the following applicants who meet the eligibility criteria:

• applicants from low-income countries;
• refugees and displaced persons; 
• UK applicants from low-income backgrounds; and 
• applicants who applied for our Graduate Access Programmes in the past two years and met the eligibility criteria.

You are encouraged to  check whether you're eligible for an application fee waiver  before you apply.

Do I need to contact anyone before I apply?

You do not need to make contact with the department before you apply but you are encouraged to visit the relevant departmental webpages to read any further information about your chosen course.

Completing your application

You should refer to the information below when completing the application form, paying attention to the specific requirements for the supporting documents .

For this course, the application form will include questions that collect information that would usually be included in a CV/résumé. You should not upload a separate document. If a separate CV/résumé is uploaded, it will be removed from your application .

If any document does not meet the specification, including the stipulated word count, your application may be considered incomplete and not assessed by the academic department. Expand each section to show further details.

Referees: Three overall, academic and/or professional

Whilst you must register three referees, the department may start the assessment of your application if two of the three references are submitted by the course deadline and your application is otherwise complete. Please note that you may still be required to ensure your third referee supplies a reference for consideration.

Professional references are accepted if these are relevant to the course.

Your references will support your academic ability and suitability for the course. 

Official transcript(s)

Your transcripts should give detailed information of the individual grades received in your university-level qualifications to date. You should only upload official documents issued by your institution and any transcript not in English should be accompanied by a certified translation.

More information about the transcript requirement is available in the Application Guide.

Statement of purpose: A maximum of 500 words

Your statement of purpose should be written in English and explain your motivation for applying for the course at Oxford, your relevant experience and education, and the specific areas that interest you and/or you intend to specialise in. You are also required to include a summary of some of the most important discoveries you have made through your own personal meditation practice, including challenges.

If possible, please ensure that the word count is clearly displayed on the document.

This will be assessed for your motivation for applying to this particular programme of study and how you plan to make use of the material learnt in the programme.

Written work A maximum of 500 words

Please include a written critical discussion of approximately 500 words in which you discuss the following: ‘Are there any limits to the usefulness of MBCT in the area of mental health?’.

Start or continue your application

You can start or return to an application using the relevant link below. As you complete the form, please  refer to the requirements above  and  consult our Application Guide for advice .

Apply Continue application

After you've submitted your application

Your application (including the supporting documents outlined above) will be assessed against the entry requirements detailed on this course page. Whether or not you have secured funding will  not  be taken into consideration when your application is assessed. You can  find out more about our shortlisting and selection process  in our detailed guide to what happens next.

Find out how to manage your application after submission , using our Applicant Self-Service tool.

ADMISSION STATUS

Closed to applications for entry in 2025-26

Applications for entry in 2026-27 are expected to open in September 2025

This course is not accepting applications for entry in 2025-26

† This course accepts applications every two years *Two-year average (applications for entry in 2022-23 and 2024-25)

Further information and enquiries

This course is offered jointly by the  Department for Continuing Education  and the  Department of Psychiatry

• Course page on the Cont. Education website
• Funding information from Cont. Education
• Staff  and  research  in Continuing Education
• University of Oxford Mindfulness Research Centre
• Continuing Education Graduate School
• Medical Sciences Graduate School
• Postgraduate applicant privacy policy

Course-related enquiries

Advice about contacting the department can be found in the How to apply section of this page

✉  [email protected] ☎ +44 (0)1865 270388

Application-process enquiries

Application guide

Visa eligibility for part-time study

We are unable to sponsor student visas for part-time study on this course. Part-time students may be able to attend on a visitor visa for short blocks of time only (and leave after each visit) and will need to remain based outside the UK.

Teaching Innovations

Mindfulness and the PhD Process

Dr Allan Kilner-Johnson – Faculty of Arts & Social Sciences 

The Doctoral College’s eight-week Mindful Researcher course was based on the Mindfulness-Based Stress Reduction programme and adapted to the needs of PhD students from all three faculties. It covered topics such as developing attention and focus, understanding the mind-body connection, dealing with challenging emotions, and dynamic future planning and goal setting. Most importantly, the course explored why mindfulness is not simply a tool for greater relaxation, concentration, or productivity, but a way of being which enables researchers to more confidently approach the complexities of advanced research. The content explored mindfulness in the broader context of academic research in the field of contemplative studies, drawing on mindfulness-based stress reduction, mindfulness-based cognitive therapy, yoga philosophy, and psychosynthesis.  

Weekly 90-minute live Zoom classes introduced and explored key mindfulness tools and gave participants the time and space to reflect on mindfulness with other PhD students, while weekly recorded 30-minute talks covered the theory and science of topics explored in the live sessions. Recorded audio meditations provided the focus for regular daily meditation practice at home and helped participants integrate practical and applied learning. 

As many PGRs are also involved in teaching, this course provided an opportunity to re-examine teaching practices and the shift from a reactive to a more compassionate student-centred approach to the challenges of teaching. Drawing upon the model of ‘right relations’, the course explored how mindfulness can help to foster more authentic and more meaningful teaching moments and promote effective teaching and learning. 

In the four separate deliveries of the 8-week course across academic years 2020/21 and 2021/22, participants made strong, sustainable connections with other PhD students. For many participants, the course provided a platform for meaningful exchange and community building, as well as a space to challenge their own beliefs and analytical thought processes. As the experience of running this course demonstrates, mindfulness is not a means of optimising performance, but a way of looking at research with more confidence and objectivity, and of building a community of practice across traditional disciplinary lines. The course provided an opportunity for self-reflection and a chance to explore the research process as a complex and often difficult one, frequently beset with practical and emotional challenges.   

Please view this podcast to find out more about Allan’s work or watch the following:

For more information contact: Allan Kilner-Johnson, Associate Dean (Doctoral College), [email protected] 

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Mindfulness and Compassion

Duration & study mode

3 years part-time

Education & Social Sciences

Online with face-to-face learning

Additional information

Funding available

Course starting dates

Online with in-person learning at London: January

Entry Requirements

• Course Details
• Fees & Funding

Our MSc Mindfulness & Compassion is delivered in conjunction with   the Mindfulness Association . The programme is underpinned by psychological theory and research, and is designed to train individuals to become specialist teachers of mindfulness and compassion.

This degree has an academic basis in psychology and will develop your understanding of the links between psychology, mindfulness and compassion whilst building on your teaching and practice skills.

Through the degree you will develop evidence-based knowledge of psychological wellbeing, biological psychology and consciousness and the relationship of these concepts to mindfulness and compassion. You will frequently reflect on the links between these concepts and your own teaching and practice.

Course details

Our Masters degree is delivered part-time on a blended learning basis. Face-to-face learning sessions take place across designated weekends at our London Campus, and online activities are delivered through the virtual learning environment.

To achieve the MSc in Mindfulness & Compassion you must complete four (30 credit) taught core modules as follows:

• Psychological Wellbeing and Mindfulness (core, 30 credits)
• Mindfulness, Biopsychology and Research Methods (core, 30 credits)
• Mindfulness Teaching, Cognition and Consciousness (core, 30 credits)
• Research Skills and Compassion Teaching (core, 30 credits)

And the additional research and practice module:

• Dissertation Portfolio (core, 60 credits)

To be eligible to be listed on the BAMBA UK Listing of Mindfulness Teachers you must complete all 180 credits. Each module will have two weekends of face-to-face teaching delivered at the UWS London Campus.

To ensure good practice in mindfulness and compassion you are expected to attend an annual residential retreat at Samyeling Tibetan Monastery in Dumfriesshire. You must arrange and pay for your own travel and accommodation for these retreats and for teaching weekends at London Campus.

Teaching & Assessment

You will be engaged in learning and teaching through various face-to-face teaching events and online activities. These include:

FACE-TO-FACE

• Interactive enquiry
• Guided practice
• Self, peer and tutor feedback
• Regular practice-focused check-in
• Recorded lectures
• Synchronous seminars and discussion
• Inquiry-based and student-centred asynchronous learning

Assessment for the course will consist of coursework (80%) and practical assessments (20%). Coursework will include reflective and scientific essays, evidence-based reviews and verbal presentations and discussions.

What qualifications do you need?

We welcome Scottish and UK students and consider all applicants on an individual basis.

Don’t worry if your qualifications are not listed here, we take a range of factors into account when assessing your application and are happy to consider other alternative combinations of qualifications and experience.

Academic Requirements

Honours degree or a bachelor’s degree with significant and relevant experience – prior to beginning the course applicants must have completed an eight-week mindfulness course which is listed on the UK Good Practice Guidelines for Mindfulness Teachers. Where candidates do not meet the standard entry requirement, they must demonstrate that they have sufficient relevant professional experience to undertake their chosen programme of study.

English Language Requirements

English language requirements for most courses.

For applicants whose first language is not English, the University sets a minimum English Language proficiency level. The qualifications below must have been gained within two years of the start of your course.

General English language requirements at UWS: International English Language Testing System (IELTS) Academic module (not General Training)

• overall score 6.0
• no sub-test less than 5.5

Exceptions to this level of IELTS scoring exist for some accredited or professionally-recognised courses (see section below for more details).

SOCIAL WORK DEGREES

For our BA (Hons) Social Work and MSc Social Work programmes, applicants are required to have an IELTS score as follows:

• overall score of 7.0
• no sub-test less than 7.0

COMMON EQUIVALENT ENGLISH LANGUAGE QUALIFICATIONS

All stated English tests are acceptable for admission for both home/EU and international students for this programme:

• CAE (Cambridge Certificate of Advanced English): 176 overall; no sub-test less than 169
• CPE (Cambridge Certificate of Proficiency in English): 176 overall; no sub-test less than 169
• Trinity College London Integrated Skills in English: ISEII with the minimum of a Pass in all sub-tests
• PTE Pearson Academic English: An overall score of 59 to 64 with no element below 59 (for programmes that require IELTS 6.0 with no element below 5.5). An overall score 65 to 75 with no element below 65 (for programmes that require IELTS 6.5 with no element below 6.0)

IELTS SCORE EXCEPTIONS (RESEARCH DEGREES, BIOMEDICAL SCIENCE DEGREES, NURSING & MIDWIFERY DEGREES WITH NMC REGISTRATION, CERTIFICATE OF HIGHER EDUCATION, ETC.)

Research degrees.

For our research degrees ( MRes, MPhil, PhD, DBA, DProf ) applicants are required to have an IELTS score as follows:

• overall score of 6.5
• no sub-test less than 6.0

HEALTH & MIDWIFERY AWARDS

For Health, Nursing & Midwifery courses that   lead to, or require professional registration with the Nursing & Midwifery Council , applicants are required to have an IELTS or Occupational English Test (OET)*.

For such courses, the IELTS score is as follows:

• score of at least 7.0 in reading, listening and speaking and no less than 6.5 in writing

* Note that the Occupational English Test (OET) will now be accepted in addition to IELTS as proof of a Nurse's English Language Competence (Nursing & Midwifery Council, 2019).

BIOMEDICAL DEGREES

For our   BSc (Hons) Applied Biomedical Science ,   BSc (Hons) Biomedical Science   and   MSc Advanced Biomedical Science   programmes, applicants are required to have an IELTS score as follows:

• no sub-test less than 6.5

CERTIFICATE OF HIGHER EDUCATION

For our   Certificate of Higher Education   courses, applicants are required to have an IELTS score as follows:

• overall score of 5.0
• no sub-test less than 4.5

TOEFL IBT*: 78; no sub-test less than:

• Reading: 17;
• Listening: 17;
• Speaking: 17;
• Writing: 17

* Please note that TOEFL is still acceptable for admission to this programme for both home/EU and international students. For international students, the Home Office has confirmed that the University can choose to use TOEFL to make its own assessment of English language ability for visa applications to degree level courses. We therefore still accept TOEFL tests taken in the last two years for admission to this programme.

WEST AFRICAN SENIOR SCHOOL CERTIFICATE OF EDUCATION (WASSCE)

West African Senior School Certificate of Education (WASSCE) including acceptance of WAEC Scratchcard*

• C6 or above in English

*UWS will accept a WAEC scratchcard confirming that an applicant has achieved C6 or above as evidence of meeting English language requirement from Nigeria if the student graduated within the last 5 years. After 5 years applicants would be required to provide the WAEC Certificate.

PRE-SESSIONAL COURSES

Applicants who do not meet the minimum English language requirements have the option to study one of our preparatory and pre-sessional English courses. The UWS courses available are:

• 10 week pre-sessional - entry criteria UKVI IELTS 5.0 with no element below 4.5.
• 5 week pre-sessional - entry criteria UKVI IELTS 5.5 with no element below 5.5.
• English Language for University Study - entry criteria UKVI IELTS with score of 4.0 in all elements (10 month course), or 4.5 with no score below 4.0 (7 month course).

Find out more about our English language Courses.

Career Prospects

Graduates find careers in various specialist roles particularly related to research, campaigning and advocacy across public, private, voluntary and charity sectors. This programme is also suitable for those considering a career in teaching. 

FURTHER STUDY

Part-time students may already be working in roles related to the specialist study areas and use the MSc for career advancement.

Many graduates also use the MSc Applied Social Science as an opportunity to commence doctoral-level research studies (MPhil/PhD) or a research career.

CAREER PROSPECTS

This is a vocational programme which is explicitly designed to enable graduates to become specialist teachers of mindfulness and compassion. Graduates may wish to use their skills in a range of settings by:

• Teaching mindfulness and/or compassion privately or on a freelance basis.
• Joining or establishing community interest or enterprise companies through which they may deliver teaching.
• Delivering mindfulness or compassion training within their current workplace.
• Seeking new employment opportunities where they can make an evidence-based contribution to the health and wellbeing of staff.

Tuition Fees 2023-24

Use the Link below to download details of our full-time, part-time tuition fees for Bachelor, Masters, Research, and English Language pre-sessional courses for session 2023-24.

Postgraduate Tuition Fees

Tuition fees for this course 2024/25.

£2,575 per year of study

All other UK & Republic of Ireland

Channel island & isle of man, how to apply, postgraduate courses (ma, msc, med, mba, dba, pg cert, pg dip, etc.) & some post-experience courses (certhe, ba, grad cert, grad dip, etc.).

All students should apply directly to the University through our online application system. Before you apply, you should check that you meet our entry requirements and you should have all your supporting documents ready.

The first stage of the process is to complete the initial application form. You will then receive a follow-up email with further instructions relating to your application including documents that you will need to forward to support your application, e.g. degree transcripts and certificates etc.

Most courses don't have a formal closing date, but they will close when they are full; apply early to avoid disappointment. There may also be funding deadlines that apply to you.

The Academic Technology Approval Scheme (ATAS) applies to all international students and researchers (apart from exempt nationalities) who are subject to UK immigration control and are intending to study or research at postgraduate level in certain sensitive subjects.

Students and researchers who are nationals of EU countries, the European Economic Area (EEA), Australia, Canada, Japan, New Zealand, Singapore, South Korea, Switzerland or the United States of America do not need an ATAS certificate.

An ATAS certificate may be required for certain taught postgraduate master's degrees for international students at UWS.

For the latest information on ATAS and details of eligibility and how to apply for a certificate check the UK Government's dedicated ATAS web pages .

Get in touch

Do you have a question about applying for this course? Get in touch. We are here to help!

• [email protected]
• 0800 027 1000 (UK)
• +44 (0) 141 849 4101 (out-with UK)

Research at UWS

With cutting edge facilities, specialist knowledge and world-leading and internationally excellent expertise, we aim to develop research outputs that have a tangible, early and positive impact on society across the globe.

We will always try to make sure that we publish accurate course information but we do not accept responsibility for any mistakes or omissions. We will also try to make sure that we deliver our courses in line with our published information. However, we may not always be able to do so and you can find further information about this in our enrolment terms and conditions .

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• Schools and departments
• School of Psychology

Mental Health Practice Unit

• Our Research
• Sussex Mindfulness Centre
• News and events
• Sussex Psychosis Research interest Group
• Mood and Anxiety Research in Sussex
• Educational programmes
• Clinical implications
• Publications
• Useful contacts

At Sussex Mindfulness Centre we aim to improve wellbeing through mindfulness. We bring together mindfulness practice, research and training. We do this for the benefit of people with mental or physical health challenges and the wider community. We want to learn more about who and how mindfulness can help. We have heartfelt values: helping those in need, with compassion, based on evidence.

The Sussex Mindfulness Centre (SMC) brings together teachers, trainers and researchers of Mindfulness-based Approaches (MBAs) in Sussex Partnership NHS Foundation Trust (SPFT). This includes a partnership of SPFT staff, experienced researchers at Sussex University, and experienced teachers and trainers in the local community. The Centre has good links with local teachers with whom it aims to facilitate a collaborative network through CPD and other events, as well as with trainers and researchers in other mindfulness centres and universities in the UK. The SMC aims to draw on the high quality training, good governance and the existing research evidence to offer high quality mindfulness provision. At the same time, it aims to develop new evidence by developing and evaluating innovative mindfulness approaches, and with groups that may not otherwise have been considered able to benefit from MBAs. 

More information about our current research projects . 

Promoting Good Practice in Mindfulness

Welcome to bamba: the british association of mindfulness-based approaches, bamba is the uk’s primary professional body of mindfulness practitioners, teachers and teacher training organisations. our mission is to promote safe, ethical and inclusive practices in the field of evidence-based secular mindfulness teaching in the uk., find a teacher, training organisations, join the register, do you have any questions about the register, visit our faq page or contact us.

BAMBA’s activities are only made possible through membership and voluntary support.

Should you wish to donate, your donation will be used to continue the maintenance of standards and inclusive access to mindfulness-based training in the UK.

We are grateful for your contribution to this vital work.

Belonging to BAMBA gives me an increased level of confidence, knowing that I am fully qualified, insured and bound by the GPGs

– Kate Gillingham, Mindfulness Teacher

It was a real achievement to become BAMBA registered. The process was easy and quick and I’m so pleased to be part of this growing organisation

– Kate Greenslade, Mindfulness Teacher

I was so pleased to finally be able to register with BAMBA after completing my MBSR pathway. It felt like a great achievement.

– Tawny Cortes, Mindfulness Teacher

Joining BAMBA was a significant final milestone on my journey to become an MBSR teacher and was a proud moment for me… I am using this achievement to highlight to potential clients, my commitment to not only the rigorous training pathway, but also the ongoing CPD and supervision.

– Charlotte Green, Mindfulness Teacher

A New Mindfulness-Based Programme Acknowledgement Process Launches After Five Years in the Making

by BAMBA Team | Mar 22, 2024 | News

Following a pilot test and consultation, a new process developed by the Dutch Association of Mindfulness-Based Trainers (VMBN) and the British Association of Mindfulness-Based Approaches (BAMBA), which enables international recognition of new Mindfulness-Based...

BAMBA are Offering Project Roles for an EDI Partnership and Programmes Task Force

by BAMBA Team | Oct 27, 2023 | News

We are proud to be offering three EDI Project Roles to form the foundations of an EDI partnership and programme task force for BAMBA.

BAMBA Announce New Mindfulness in the Workplace Quality Assessment Mark

by BAMBA Team | Sep 11, 2023 | News

Mindfulness in the workplace can take many forms. For some, it represents delivering fully recognised 8-week courses, for others this simply isn’t appropriate or possible. Deviating away from evidence-based programmes doesn’t necessarily mean poor quality however some...

• Schools & departments

Psychology PhD

Awards: PhD

Funding opportunities

Programme website: Psychology

Introduction to Postgraduate Study at the University of Edinburgh

Join us online on 25 September to learn more about Scotland, the city of Edinburgh and postgraduate study at the University.

Find out more and register

Research profile

Staff within the Department of Psychology carries out and supervises world-class research in a range of areas. We host five major research groups:

Developmental Science

Human cognitive neuroscience, language, cognition and communication.

• Differential Psychology

Social Psychology

Psychology is rated 3rd in the UK by Times Higher Education for the quality and breadth of the research using the latest Research Excellence Framework (REF 2021).

Research in the Developmental Science group examines how different developmental factors interact across the lifespan, from before birth into adolescence and old age. The group comprises a diverse but well-integrated set of researchers, with expertise in:

• cognitive, social and linguistic development
• differential psychology and genetics
• statistical and computational modelling

They use a range of methods from behavioural experiments and brain imaging, to large cohort studies.

This research group comprises academics with a diverse set of research interests spanning cognitive neuroscience.

Areas of research include:

• visual processing
• control of action
• executive functions
• social cognition
• higher-level cognition and reasoning

The group uses traditional experimental psychology and neuropsychology, neuroimaging techniques such as:

• brain stimulation
• eye-tracking
• motion tracking
• computational modelling
• clinical assessment

Staff work with both normally functioning children and adults, and people with neurological disorders.

The Language, Cognition and Communication group is internationally recognised for its work on the psychology of language.

We have wide expertise in such areas as:

• spoken and written comprehension
• bilingualism
• language development
• the cognitive neuroscience of language

Researchers use a range of methods, including behavioural experiments, brain imaging and eye-tracking.

Differential Psychology (individual differences)

Individual differences researchers ask how and why people or other primates differ from one another psychologically and how these differences matter in their lives.

The University of Edinburgh is uniquely positioned to offer PhD training in the area because of its long history of world-class individual differences research and teaching. Our researchers focus on a broad range of topics, including the assessment, causes and consequences of personality traits and intelligence, positive psychology, primate behaviour, paranormal beliefs, development, ageing and psychopathology.

For example, the researchers study the roles of genetics and life experiences and developmental trends in personality traits and intelligence, and how these traits are linked with real-life outcomes in the domains of achievement and health.

The Social Psychology group examines how we think about the self, others, and groups. The research group covers qualitative and quantitative methodologies, spanning processes like identity, relationships, crowds, and inter-group relations. We employ a range of methods such as:

• questionnaires
• social cognitive techniques
• observation
• physiological measures

Training and support

Currently, there are no mandatory courses for PhD students, but we expect students to take part in an informal year-long seminar series on key topics of academic work and research seminars of their research area. Also, many students audit various courses and take part in workshops and other modes of training, within the department and beyond.

We will assign you at least two supervisors who provide expert academic guidance on their research. We expect that at least some of your research will get published in peer-reviewed journals.

Many PhD students gain undergraduate teaching experience, for which we provide training and mentoring and you can gain formal recognition (a teaching certificate).

Psychology houses extensive facilities including:

• several eye-trackers
• EEG recording equipment
• fNIRS recorder
• TMS, celspot recording equipment
• a suite of dedicated computers running experimental software

We work with the Royal Infirmary of Edinburgh for MRI scanning facilities.

• Find out more about our community

The School of Philosophy, Psychology and Language Sciences is home to a large, supportive and active student community, hosting events and activities throughout the year which you can join. As a postgraduate student you will have access to a range of research resources, state of the art facilities, research seminars and reading groups.

Career opportunities

While many of our PhD graduates choose to remain in academia as lecturers and researchers, going onto post-doctoral opportunities or progressing into faculty positions, some pursue employment and careers in other sectors.

Important application information

Find a research opportunity and contact potential supervisors prior to making an application.

We strongly encourage you to get in touch with a potential supervisor, and to include their name in your application. When contacting a potential supervisor, please include a draft proposal and CV as this will provide the starting point for discussion. You can introduce yourself by explaining why their work interests you.

• View our main research interests and staff profiles

Write a research proposal

We will use your research proposal to consider whether the proposed research is feasible and can be supervised by our staff members, so it is important that your theoretical and methodological preparedness for it are clear.

We understand that it can be difficult to formulate research plans well in advance of carrying out the work, but we encourage you to articulate your ideas as clearly as possible. You should draft your proposal several times, and, ideally, seek comments on it from other people (perhaps from your referees or former lecturers) before submitting it.

We recommend that you contact your planned supervisor(s) well in advance of the deadline to identify a suitable topic for your research proposal. You should draft the research proposal independently and then discuss it with your planned supervisor(s), revising it based on their comments and suggestions.

Each PhD thesis contains several theoretical and empirical chapters. Your proposal should focus on the empirical work, laying out plans for at least two empirical studies (further plans can be worked out as you progress). Ideally, each of the studies will be a publishable journal article; students are strongly encouraged to publish their work in collaboration with their supervisors.

Your proposal must not exceed 1000 words; the panel may not read the part of your proposal exceeding the limit. This does not include references.

Your proposal should include:

• A title for the project
• A brief background for the planned research question(s)
• A compelling, brief rationale for the studies, including the specific research questions/hypotheses
• A description of the methodology for addressing these questions/hypotheses, which generally includes:
• Sufficiently large sample(s) of participants (allowing for appropriate statistical power) and measurement/experimental procedures
• If using existing data (for example, data from large cohort studies or biobanks, imaging data sets, etc.), describe the data sets
• Your data analytical approach (for example, suitable statistical models)
• If using qualitative data such as interviews, describe your methods and analytical approach
• Note that the methodology should be realistic, within the resources and time-scales available to you and your supervisor(s), and also allowing for necessary time for writing the thesis
• An indication of how your proposed work fits with and contributes to the research programme of your planned supervisor(s). A PhD thesis typically means teamwork, involving the student and one or two supervisors, and often also other members of the research group(s) of the supervisor(s); a student receives training and help from the team, but can also contribute to the team with their research. Applicants who can show a good fit with supervising team have an advantage.

We may ask for a brief (Zoom or MS Teams) interview with you if we have further questions.

If your application is successful, we expect that your research will develop. It is likely that your supervisor(s) or those reviewing the work will suggest changes or developments to your research as your studies progress. Therefore, you will not be held to the ideas that you explain in your proposal during the course of your research.

• How to write a good PG research proposal

Get ready to apply

In order to ensure full consideration of your application we ask that you submit your complete application including all supporting documentation.

We will ask you to add contact details for your referees. We will email them with information on how to upload their reference directly to your online application. Please allow plenty of time as we can only consider your application once we have received your full application, including your references.

• Find out more about the application process

Consider your funding options

There are a number of funding opportunities both within the University and externally. Funding is highly competitive at PhD level.

• More information on funding

Pre-application Checklist

To receive a pre-arrival checklist to help you with your application, please email the PPLS Postgraduate Office at

• [email protected]

Please complete this checklist to keep track of your application preparations. Please submit the completed checklist as an additional document to your application.

Psychology at Edinburgh

Entry requirements.

These entry requirements are for the 2024/25 academic year and requirements for future academic years may differ. Entry requirements for the 2025/26 academic year will be published on 1 Oct 2024.

A UK 2:1 honours degree, or its international equivalent, in Psychology or a related subject.

Your application will also be considered if you have a UK 2:1 honours degree, or its international equivalent, in another subject and a postgraduate masters level degree in Psychology.

Your academic achievements will be assessed by a panel of academics along with the research proposal submitted as part of your application.

(Revised 19 February 2024 to clarify entry requirements and assessment methods.)

International qualifications

Check whether your international qualifications meet our general entry requirements:

• Entry requirements by country
• English language requirements

Regardless of your nationality or country of residence, you must demonstrate a level of English language competency at a level that will enable you to succeed in your studies.

English language tests

We accept the following English language qualifications at the grades specified:

• IELTS Academic: total 7.0 with at least 6.5 in each component. We do not accept IELTS One Skill Retake to meet our English language requirements.
• TOEFL-iBT (including Home Edition): total 100 with at least 23 in each component. We do not accept TOEFL MyBest Score to meet our English language requirements.
• C1 Advanced ( CAE ) / C2 Proficiency ( CPE ): total 185 with at least 176 in each component.
• Trinity ISE : ISE III with passes in all four components.
• PTE Academic: total 70 with at least 62 in each component.

Your English language qualification must be no more than three and a half years old from the start date of the programme you are applying to study, unless you are using IELTS , TOEFL, Trinity ISE or PTE , in which case it must be no more than two years old.

Degrees taught and assessed in English

We also accept an undergraduate or postgraduate degree that has been taught and assessed in English in a majority English speaking country, as defined by UK Visas and Immigration:

• UKVI list of majority English speaking countries

We also accept a degree that has been taught and assessed in English from a university on our list of approved universities in non-majority English speaking countries (non-MESC).

• Approved universities in non-MESC

If you are not a national of a majority English speaking country, then your degree must be no more than five years old* at the beginning of your programme of study. (*Revised 05 March 2024 to extend degree validity to five years.)

Find out more about our language requirements:

Fees and costs

Tuition fees, scholarships and funding.

Only applications received by the Round 1 deadline will be considered for University of Edinburgh based funding.

You may be able to secure external funding outside of this deadline.

Featured funding

• Scottish Graduate School of Social Science Funding
• [College of Arts, Humanities and Social Sciences Research Awards] ( https://www.ed.ac.uk/ppls/psychology/prospective/postgraduate/psychology-phd-programme/funding-research-students/arts-humanities-soc-sci-research-awards )
• [Edinburgh Doctoral College Scholarships] ( https://www.ed.ac.uk/student-funding/postgraduate/international/other-funding/doctoral-college )

UK government postgraduate loans

If you live in the UK, you may be able to apply for a postgraduate loan from one of the UK’s governments.

The type and amount of financial support you are eligible for will depend on:

• your programme
• the duration of your studies
• your tuition fee status

Programmes studied on a part-time intermittent basis are not eligible.

• UK government and other external funding

Other funding opportunities

Search for scholarships and funding opportunities:

• Search for funding

Further information

• PPLS Postgraduate Office
• Phone: +44 (0)131 651 5002
• Contact: [email protected]
• Dugald Stewart Building
• 3 Charles Street
• Central Campus
• Programme: Psychology
• School: Philosophy, Psychology & Language Sciences
• College: Arts, Humanities & Social Sciences

This programme is not currently accepting applications. Applications for the next intake usually open in October.

Start date: September

Application deadlines

Only applications received by the Round 1 deadline will be considered for University of Edinburgh based funding. You may be able to secure external funding outside of this deadline.

We operate a gathered field approach to PhD applications.

This means that all complete applications which satisfy our minimum entry requirements will be held until the nearest deadline. The admissions panel will meet to consider all applications received together after that date.

Applications are held for processing over two deadlines:

(Revised 12 October 2023 to amend the application deadlines)

• How to apply

Please read through the ‘Important application information’ section on this page before applying.

Find out more about the general application process for postgraduate programmes:

Teaching Matters blog

Promoting, discussing and celebrating teaching at the university of edinburgh, making a difference to the phd journey – mindfulness-based wellbeing for doctoral students.

In this extra post, Anne MacDonald, shares insights into the process of designing a mindfulness programme to support Doctoral students in their PhD journey. Anne – a PhD student at the Moray House of Education and Sport – spearheaded this initiative through the Student Partnership Agreement 2022 .

I was initially inspired to apply for the Student Partnership Agreement funding following a series of programmes I ran for Sports Union students in 2021 (thanks to the Student Experience Grant ). Having noticed that many of the wellbeing challenges aired by the sports union students were relevant to all students, it became clear that the programme could benefit other cohorts of students across the university.

Spurred on by my own experiences as a PhD student, I wanted to design a programme adapted specifically to Doctoral students. Being a big believer in the spirit of “stronger together” and knowing that the University Mindfulness Chaplain, Dr Kitty Wheater, had been teaching mindfulness to university students for many years, it made sense to put our heads together…and so our application for the SPA funding took shape!

  The programme’s purpose was to introduce Doctoral students to mindfulness-based wellbeing approaches which could support them as they navigate the inevitable highs and lows of the PhD journey.

At this point it might be worth a few words on what mindfulness is and how it is thought to “work”. It is a little more nuanced than simply being a relaxation technique!

Mindfulness is a practice which hones our attention and awareness (of ourselves, others, and our environment) and it encourages developing a friendly approach towards what we notice. With this friendly awareness comes the possibility to practice making more helpful choices for our wellbeing, e.g., taking a break and doing something energising instead of plodding on relentlessly without a break, submitting an imperfect chapter to your supervisor rather than holding on to as you don’t deem it good enough… 

The visual below shows the objectives of the programme in more detail.

Together, Kitty and I set about designing the programme curriculum for Doctoral students. Coming from varied backgrounds and trained in slightly different 8-week evidence-based mindfulness curriculums meant that we were able to combine our knowledge, experiences, and ideas.

To make the programme as accessible as possible, I was keen to continue the 4-week online format of the sports union programme, rather than the 8-week evidence-based programme.

To make it relevant and appealing to students, we created programme communication designed to be explicit about how it might be useful to PhD students. Each week had a clear and relevant theme, and the experiential and practical nature of the programme was emphasised.  See the visual below for the weekly themes.

With the curriculum and communication co-created, the next step was to work with the IAD team to communicate and enable sign up to the programme. I was grateful for the openness of Louise McKay (Doctoral Programme Manager) to offer the programme and Julie Daubenspeck and Carla Perera were very helpful during the process of sign up and attendance.

I delivered two programmes – one in May and one in November 2022 with PhD students attending from a wide variety of Schools and years of study.

At the end of each programme, I invited the students to complete a feedback form to gauge the usefulness of the programme as well as the programme’s appropriateness in terms of purpose and format. I also made them aware of the University’s wider offering on mindfulness at the Chaplaincy: https://www.ed.ac.uk/chaplaincy/mindfulness .

Overall, it appears the programme was well-received, and this feedback made my heart sing:

“The program was very useful in highlighting how I can manage my response to the overwhelm and in noticing that the tasks are not inherently negative, but they are made negative due to my anxious response. This has potentially made a difference for me in continuing the PhD rather than quitting.”

Others cited benefits beyond wellbeing, for example:

“It helped me focus, think, be more creative and productive.”

This didn’t surprise me; the evidence from my own PhD research suggests that mindfulness-based approaches can have positive effects in the workplace beyond wellbeing (e.g., enhanced interpersonal skills, increased task focus).

Kitty and I continued working together through supervision meetings during and after the programmes. These were useful to discuss the commonality of PhD students’ challenges ( e.g., feelings of overwhelm, time management difficulties, anxiety about supervisor meetings ) and the challenges of delivering the programme ( e.g., nonattendance – an average of 58% of sign-ups attended week 1; drop-off in adherence during the course – an average of 44% finished the courses ).

So, whilst the programme helped a good number of PhD students, there is clearly an opportunity to make mindfulness-based approaches more appealing and accessible to this cohort. Indeed, the mission continues to make exercises for the mind as integrated into the fabric of our day as physical exercise may be.

I would like to conclude with a series of thanks: to Professor Catherine Bovill for her initial guidance and enthusiasm; to Dr Kitty Wheater for the friendly space for exploration and discussion; to Laura McKay, Julie Daubenspeck and Carla Perera at the IAD for their help in the programme roll out; and to Jenny Scoles for guidance on writing this blog.

Anne MacDonald

Anne is a PhD candidate at the Moray House School of Education and Sport. She is passionate about facilitating workplace wellbeing and performance and curious about the potential of mindfulness-based approaches in this endeavour. With a background in industry as a board member and HR Director, Anne is also trained as a mindfulness teacher through the Centre of Research and Practice at Bangor University, and is an ICF accredited Executive coach.

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Join us on Sept. 21st @ 1 PM (ET) for this free, virtual event featuring inspiring Buddhist, mindfulness, and civic leaders sharing their teachings on how we can move our divided country forward with love and compassion.

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Tara Brach, Ph.D. is a meditation teacher, psychologist and author of several books including international bestselling Radical Acceptance , Radical Compassion and Trusting the Gold . Her teaching blends Western psychology and Eastern spiritual practices, mindful attention to our inner life, and a full, compassionate engagement with our world. Tara is the founder of the Insight Meditation Community of Washington and, together with Jack Kornfield, has co-founded Banyan and the Mindfulness Meditation Teacher Training Program , which serves participants from 74 countries around the world.

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Recent Talks

What is love asking from us a conversation between tara brach & gabor maté, trusting your basic goodness: part 2, basic trust – part 1, desire and addiction (part 2): voices of longing calling you home, recent meditations, meditation: a witnessing, kind presence (19:52 min.), meditation: touching peace (22:03 min.), meditation: awake, relaxed and open (26:27 min.), meditation: entrusting yourself to the waves (25:59 min.), subscribe to tara’s podcast.

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The mindfulness meditation teacher training program.

Join Tara Brach and Jack Kornfield for this extraordinary two-year training and bring practices of mindfulness and heartfulness to communities around the globe. Program begins in 2025…

Upcoming Events

Wednesday night meditation with tara brach, awakening your fearless heart – 6-week online course, awakening your fearless heart - 6-week online course, the power of awareness | 7-week online course, online courses.

Mindfulness Daily – FREE 40-Day Mindfulness Course

Happiness, Contentment & Inner Freedom

The Power of Awareness with Tara Brach & Jack Kornfield

Mindfulness for Anxiety and Sleep

Mindful Self-Compassion UK

Caroline Hoffman PhD

Mindfulness dr. caroline hoffman, hampshire/london.

Dr Caroline Hoffman OAM, PhD, RN, BSW is a certified Mindful Self-Compassion MSC) Teacher and is currently teaching online courses from her home in Hampshire. She also teaches the Live Online MSC course for the world-wide Center for MSC in the USA. She has been teaching mindfulness-based approaches since 2005. She is also a Mindfulness Based Interventions Supervisor with the UK Mindfulness Network.

An Australian, Caroline did her degree in Social Work at the University of Melbourne in the 1970s and then became a specialist Intensive Care Nurse for nine years. She has a long history of working in acute health and psychological care. She has been teaching the eight-week Mindfulness-Based Stress Reduction (MBSR) programme since 2005, following her training at The Center for Mindfulness at the University of Massachusetts, near Boston, USA in 2004.

She has taught many mindfulness courses to people affected by breast cancer and other cancers as well as for healthcare professionals caring for people with cancer. For her PhD studies, she performed a large randomised controlled trial evaluating the psychological and physical benefits of the MBSR programme which was published in the Journal of Clinical Oncology in April 2012. This is followed by other research in this field and she is currently writing up a service evaluation of the MSC course for people affected by cancer.

She runs regular practice groups of mindfulness and self-compassion in addition to the eight-week programmes.

She also supports newer mindfulness and mindful self-compassion teachers.

Caroline has been a pioneer in the field of integrated medicine since the 1980s, with professional level training in many touch therapies including Traditional Chinese Acupuncture and Shiatsu and was Clinical and Research Director of the national breast cancer support charity Breast Cancer Haven providing psychological support and complementary therapies for over 21 years.

She started practicing mindfulness under Sonia Moriceau at The Orchard Dharma Centre in Herefordshire in 1992. She is a long-term student of Iyengar yoga and started practising meditation in the 1970s. She completed the two-year Committed Practitioners Programme with Bodhi College in 2019, exploring the early Buddhist teachings. She has a keen interest in the understanding and meeting of Buddhist and western psychology.

• Mindful Self Compassion

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Can you get a PHD in mindfulness?

October 28, 2022

Can you study mindfulness?

There are many ways you can learn mindfulness, which come in different formats . This page covers: Introductory courses, taster sessions and groups. Formal mindfulness courses (MBCT and MBSR)

What is the difference between meditation and mindfulness meditation?

Mindfulness is a quality; meditation is a practice

While Kabat-Zinn’s definition describes a way of relating to oneself and one’s environment, Walsh and Shapiro define a formal practice meant to alter or enhance one’s state of mind.

How do I become a mindful therapist UK?

• Professional qualification in a caring profession or equivalent life experience.
• Completion of a live or online 8 Week MBSR course.
• Attendance of at least 1 Teacher led Mindfulness Retreat preferably a 5 Day Retreat.
• Minimum of 6 months of daily formal mindfulness meditation practice.

Can you get a PHD in mindfulness? – Related Questions

What qualification do I need to teach mindfulness?

There are three ways to train to be an MBSR or MBCT teacher: Master’s in Mindfulness ; Teacher Training Pathway (TTP); and Stand-alone teacher training courses.

How much does a mindfulness coach make UK?

The highest salary for a Mindfulness Teacher in United Kingdom is £49,184 per year . What is the lowest salary for a Mindfulness Teacher in United Kingdom? The lowest salary for a Mindfulness Teacher in United Kingdom is £24,066 per year.

How do I become a mindfulness trainer?

• Assess if mindfulness coaching is a good fit for you. Are you reaping the benefits of mindfulness yourself?
• Complete a certification. Next, you need to learn mindfulness coaching from a reputed training institute.
• Practice, practice, and more practice.
• Expand services and business.

How do I become a mindfulness facilitator?

Must have at least four years prior experience with mindfulness or permission of director . Must have attended at least one Mindful Awareness Practices (MAPs) class through MARC—ideally MAPs 1 to learn our methodology (enrollment in Sept/Oct 2022 class series is OK).

Do you need training to teach meditation?

Do You Have to Be a Certified Meditation Instructor to Lead a Meditation? Although there is no set of minimum qualifications to become a meditation instructor , it’s important to appreciate that guided meditation is both an art and a science that can only be perfected through experience.

How do I train to be a meditation teacher?

• Make Meditation part of your routine.
• Learn more about Meditation practice, study in a formal meditation course.
• Once you are ready, find a space to offer your Meditation instruction.
• Decorate, don’t skip this step in favor of a generic space.

Can you make money as a mindfulness coach?

Yes, you can make a good living as a meditation teacher . ZipRecruiter gives the meditation teacher income a wide range, from $16K as a beginner to $186.5K per year as a top range. Other close comps include teaching yoga.

What is a mindfulness practitioner?

A modern mindfulness teacher is a specially trained facilitator who holds space for presence, reflection and connection with self and others to occur . They do this with the purpose of teaching the skill of paying attention to present moment experiences without judgment of thoughts, feelings or sensations.

What do you call a meditation teacher?

A meditation coach is typically someone that’s right there next to you as a guide–someone who’s walking the path with you. The coach knows what you need to do to thrive and can help you blaze a new trail for a life you want to create.

How do I start a meditation business?

• Get Appropriate Meditation Training.
• Choose A Niche.
• Craft Your Offer.
• Choose The Delivery Method For Your Offer.
• Sell before You Build.
• Build Your Website.
• Advertise Your Meditation Business.

What is a mindfulness facilitator?

Mindfulness facilitators in the workplace all have one thing in common: they are passionate about helping their co-workers or client organizations cultivate a calmer and reduced stressed existence .

What makes a good meditation teacher?

You want a teacher who knows the in’s and out’s of meditation, who can answer your questions and help you connect more deeply to your own internal wisdom, and who can guide you safely through challenges as they arise .

How much can you charge for meditation classes?

How Much Should You Charge for a Meditation Class? The price of your meditation class depends on what others in your area charge, your credentials, class size, session length and what your business expenses are to run each session. A typical meditation class price ranges from $15 – $25 per hour, per student .

How much can you make as a meditation teacher?

How much does a Meditation Teacher make? As of Oct 20, 2022, the average annual pay for a Meditation Teacher in the United States is $56,042 a year .

Are meditation studios profitable?

Meditation studio revenue: There are an estimated 2,450 meditation studios or centers in the U.S., mostly non-profit organizations. They generate $659 million in revenues .

How big is the mindfulness market?

The mindfulness meditation application market size is projected to grow from $533.2 million in 2022 to $2,633.4 million by 2028 ; it is estimated to grow at a CAGR of 30.5% from 2022 to 2028. New York, Aug.

Related posts:

• How do you meditate Doodles?
• Can mindfulness help with intrusive thoughts?
• Is 4 minutes of meditation enough?
• What is the purpose of dropping anchor?

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New Book Available Now!

Mindful self-compassion for burnout: tools to help you heal and recharge when you’re wrung out by stress.

5 Day In-Person Teacher Training Course

September 28 – october 4, 2024 w/ lisa baylis.

Mindful Self-Compassion (MSC) Intensive

October 15 – 20, 2024 in the netherlands (elspeet) with chris germer & mila de koning, watch the video, mindful self-compassion (msc).

MSC combines the skills of mindfulness and self-compassion to enhance our capacity for emotional wellbeing.

Mindfulness & Compassion in Psychotherapy

A powerful combination that allow us to live our lives more fully and happily.

Publications

Books, articles and other publications.

Upcoming Workshops

Event Location

Kripalu Center

Medipsy, Montreal

Sedona Mago

Past & Future Events

Only Past Events

Only Future Events

september 2024

21 sep 10:00 am 4:30 pm Self-Compassion and Burnout, Brighton UK

Event Details

LEARN MORE Many of us would say we’re burned out on the news or Zoom meetings. However, when burnout strikes, it’s hard to do much of anything. We feel drained,

Many of us would say we’re burned out on the news or Zoom meetings. However, when burnout strikes, it’s hard to do much of anything. We feel drained, empty, irritable, or useless. We’re also likely to blame ourselves for feeling this way. Have you been there, perhaps during the pandemic, or do you know someone who has been burned out? That’s highly likely because studies show that 25-75% of workers around the world experience burnout symptoms.

Burnout happens when our work-life balance gets out of whack, usually through no fault of our own. We’re just doing the best we can. Common causes of burnout include excessive workload, lack of support, unfairness at the workplace, and moral distress. People who care deeply about their work are also more likely to get burned out, as are those who base their self-worth on their work, have a tendency to sacrifice themselves, or criticize themselves when things go wrong.

Fortunately, self-compassion is an antidote to burnout, and there are many research studies that support this claim. We also have an empirically-supported training for healthcare workers derived from the Mindful Self-compassion (MSC) program—Self-Compassion for Healthcare Communities. Recently, Kristin Neff and Chris Germer wrote a new book, to be published in September 2024, tentatively titled The Mindful Self-Compassion Toolkit for Burnout. This book, written in an easy style for exhausted readers, adapts MSC concepts and practices specifically for burnout.

This experiential workshop consists of talks, meditation, exercises and discussion. It is designed for people with some familiarity with self-compassion concepts.

(Saturday) 10:00 am - 4:30 pm

Calendar GoogleCal

28 sep All Day Mindful Self-Compassion Teacher Training w/Chris Germer and team (TBA)

Sept 28-Oct 4 Art of Living Retreat Center, Boone, N. Carolina Center for Mindful Self-Compassion Please check back for more details soon

Sept 28-Oct 4 Art of Living Retreat Center, Boone, N. Carolina Center for Mindful Self-Compassion

Please check back for more details soon

All Day (Saturday)

october 2024

15 oct All Day 20 Mindful Self-Compassion Intensive w/Mila De Koning, Netherlands

LEARN MORE Watch the video Join us for a remarkable opportunity to deepen your self-compassion practice with none other than Chris Germer, one of the renowned founders of the Mindful

Watch the video

Join us for a remarkable opportunity to deepen your self-compassion practice with none other than Chris Germer, one of the renowned founders of the Mindful Self-Compassion program.

We are thrilled to present this unique event on the serene and picturesque Veluwe, where you can immerse yourself in the beauty of the Dutch countryside.

Experience a profound transformation as you embark on a journey of self-compassion. This intensive program offers a deep dive into the principles of Mindful Self-Compassion, fostering self-kindness, mindfulness, and emotional resilience.

In these 5 days you go through the entire Mindful Self-Compassion training co-guided by one of the founders of the program: Chris Germer. We will dive deep into the material and you get plenty of opportunity to practice.

Exclusive European Offering: This is an exclusive chance to participate in Chris Germer’s Mindful Self-Compassion Intensive in Europe in 2024. Don’t miss this rare opportunity to learn from the program’s visionary founder and enhance your self-compassion journey.

This program fulfills one of the prerequisite for becoming a MSC teacher.

october 15 (Tuesday) - 20 (Sunday)

november 2024

01 nov All Day 07 MSC Teacher Training (in Spanish) Medellín, Colombia w/Marta Alonso and Luis de la Fuente

LEARN MORE The MSC Teacher Training consists of an intensive, 7 days, with a residential program format provided by a team of senior teachers. Teacher training is built around the

The MSC Teacher Training consists of an intensive, 7 days, with a residential program format provided by a team of senior teachers. Teacher training is built around the eight weekly sessions of MSC: half a day is dedicated to a condensed, experiential review of each of the sessions, followed by subgroup activities. These activities are designed to give opportunities to those who are being trained to play the role of teachers, so that they will teach topics, guide practices and facilitate the process of research in the session to the rest of their colleagues, with the direct supervision of each of the Senior teachers. In addition, the training includes short talks, general group exercises, sharing about practices and periods of silence. In addition, participants will be provided with essential materials to teach the basic 8-week MSC program.

november 1 (Friday) - 7 (Thursday)

23 nov 6:20 pm The Power of Mindful Self-Compassion (daylong, in-person and online). Cambridge, MA

Online: https://cambridgeinsight.org/product/the-power-of-mindful-self-compassion-a-cimc-benefit-workshop-hybrid-online/ In-Person: https://cambridgeinsight.org/product/the-power-of-mindful-self-compassion-a-cimc-benefit-workshop-hybrid-in-person/ Burgeoning research confirms that self-compassion is strongly associated with happiness and emotional well-being, lower levels of anxiety and depression, healthy habits such as diet and

Online: https://cambridgeinsight.org/product/the-power-of-mindful-self-compassion-a-cimc-benefit-workshop-hybrid-online/ In-Person: https://cambridgeinsight.org/product/the-power-of-mindful-self-compassion-a-cimc-benefit-workshop-hybrid-in-person/

Burgeoning research confirms that self-compassion is strongly associated with happiness and emotional well-being, lower levels of anxiety and depression, healthy habits such as diet and exercise, and more satisfying personal relationships. Self-compassion is also an effective antidote to burnout and shame. It allows us to be more fully ourselves‚ to acknowledge our shortcomings, learn from them, and make necessary changes with an attitude of kindness and self-respect.

Our day together will include talks, meditation, experiential exercises, and group discussion. No previous experience with mindfulness or meditation is required to attend the program. Everyone is welcome.

(Saturday) 6:20 pm

Meditations

Recordings and instructions, affectionate breathing, loving-kindness for ourselves, giving and receiving compassion, what is mindful self-compassion.

Developed by Christopher K. Germer, PhD, leader in the integration of mindfulness and psychotherapy, and Kristin Neff, PhD, pioneering researcher in the field of self-compassion. MSC combines the skills of mindfulness and self-compassion, providing a powerful tool for emotional resilience.

MSC 8-Week Course (In person)

MSC is offered once a week for eight week and includes a half-day silent retreat. Find a course in your area.

Live Online MSC

This 8-week MSC course contains the same content and has the same learning objectives as the in-person course, however we offer it online to increase access to those who live in areas where an in-person MSC is not offered. Learn more about LOMSC.

MSC Intensive Course

2-day core skills workshop.

This workshop is an in-depth opportunity for people to immerse themselves in some of the key practices and exercises of the full 8-week program in an intensive 2-day format. Find a Workshop .

MSC Teacher Training

This 6-day, residential program is facilitated by a team of senior MSC teachers. Half of the training is a condensed, experiential review of the MSC program, integrating short talks, meditation, group exercises, discussion, and periods of silence. The other half of the program focuses on how to teach the core themes and skills of each session in simulated, guided, small groups. Participants will be provided with the essential materials to teach the 8-week form of MSC. Find a Teacher Training.

Join the Center for MSC Newsletter

Books, articles, and other publications.

Mindful Self-Compassion for Burnout: Tools to Help You Heal and Recharge When You're Wrung Out by Stress

The Mindful Self-Compassion Workbook: A Proven Way to Accept Yourself, Build Inner Strength, and Thrive

This science-based workbook offers a step-by-step approach to breaking free of harsh self-judgments and impossible standards in order to cultivate emotional well-being.

Teaching the Mindful Self-Compassion Program: A Guide for Professionals

The Mindful Path to Self-Compassion: Freeing Yourself from Destructive Thoughts and Emotions

Learn how to be kind to yourself when you need it the most.

Start your self-compassion journey!

For questions about msc programs or msc teacher training, please send your inquiry directly the center for mindful self-compassion..

1 in 2 PhD students experiences psychological distress. 

1 in 3 is at risk of a common psychiatric disorder., graduate students are 6 times more likely to experience, anxiety and depression than the general population..

Levecque et. al. , 2017,  https://doi.org/10.1016/j.respol.2017.02.008

Evans  et. al. , 2018,  https://doi:10.1038/nbt.4089

36% of respondents have sought help for anxiety or depression caused by PhD studies. 

Woolston, C., 2019,  https://doi: 10.1038/d41586-019-03459-7

(Link to raw data  Nature Survey)

We feature in InspoDaily 's May 2021 issue! 

A mindful phd.

Factors making the PhD tough and how to keep it together.

Should I do a PhD?

A must read for those wanting to pursue a PhD but are not sure. 

Mental Health tips

Keep this handy book on how to maintain good mental health

> Book: "A Mindful PhD"

Phd mindfulness is about raising awareness of mental health issues during and after the phd degree and supporting and dealing with these concerns in a mindful manner, with encouragement and advice..

You are not struggling with the PhD alone. You can read more articles about the current mental challenges PhD students and graduates face on our Facebook page or purchase a book on this website to relate and gain advice.

Encouragement

Sometimes we all need a bit of encouragement to get through the PhD. You can regularly receive words of encouragement via our Twitter page.

Share your experience

Nothing is more relieving than sharing your story. On this website you can "share your experience" anonymously and we can publish this on our social media for others to relate and be encouraged. Never suffer in silence!

Please feel free to contact us at anytime with any questions that you have. We will respond as soon as we can.

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Anywhere mindfulness is being practiced, someone in the room will likely be struggling with trauma.

Are you prepared.

TRAUMA-SENSITIVE MINDFULNESS

Mindfulness is more powerful when combined with an understanding of trauma..

My name is David Treleaven. I’m a writer, educator, and trauma professional who teaches people to offer mindfulness in a trauma-sensitive way.

Unbeknownst to many, mindfulness meditation can exacerbate symptoms of traumatic stress. Instructed to pay close, sustained attention to their inner-world, people struggling with trauma can experience flashbacks, dysregulation, or dissociation.

On this site, you’ll find resources designed to prevent this while leveraging the power of mindfulness towards trauma recovery.

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FREE WEBINAR

Discover the truth about mindfulness and trauma.

Mindfulness is a double-edged sword when it comes to trauma. In this free webinar, I teach you why that is and tools you can apply immediately in your teaching and practice.

What Experts are Saying About Trauma-Sensitive Mindfulness (TSM)

“An essential ‘upgrade’ for anyone who thinks of her or himself as a mindfulness teacher, or is in training to become one.”

— JON KABAT-ZINN, PHD

Founder, mindfulness-based stress reduction (mbsr).

“Indispensable training for yoga and meditation teachers, as well as mental health professionals who are passionate about integrating mindfulness into their clinical practice.”

— ZABIE YAMASAKI

Program director of trauma-informed yoga, ucla.

“Essential reading for meditation teachers, mental health practitioners and all those who have suffered from trauma and want to engage on a meditative path in a wise and healing way.”

— TARA BRACH, PhD

Author of radical acceptance and true refuge.

“A rare combination of solid scholarship, clinically useful methods, and passionate advocacy for those who have suffered trauma.”

— RICK HANSON, PhD

Author of buddha's brain and hardwiring happiness.

“An accessible and loving guide through the complex territory of trauma and healing.”

— ADRIENNE MAREE BROWN

Nyt bestselling author of pleasure activism and emergent strategy.

“David’s work on trauma-sensitive mindfulness is providing much needed clarity on this vital issue..his book is now on the essential reading list for our students!”

— REBECCA CRANE, PhD

Director, centre for mindfulness research and practice, bangor university, uk.

“David Treleaven’s expertise is beyond valuable for students in our meditation instructor training programs—it is essential.”

— SUSAN PIVER

Nyt bestselling author of the four noble truths of love.

“The questions raised in this book — of how mindfulness can become more sensitive to trauma and more aware of the often overlooked traumas of ongoing and generational oppression — are necessary and timely investigations. We all deserve the kind of allyship and thoughtful practice this book calls us towards.” 

— PRENTIS HEMPHILL

Former healing justice director, black lives matter global network, trauma-sensitive mindfulness in practice.

“This program gave me the freedom and permission to approach my work with more fluidity, intuition, and deeper knowledge.”

— JOHANNA TRAVIESO

Licensed professional counselor.

“As a physician and mindfulness teacher going through the first wave of COVID-19, Trauma-Sensitive Mindfulness work was a lifeline that helped me stay centered and afloat during an incredible time of uncertainty and fear.”

— LENNA L. LIU

Physician and mindfulness teacher.

“Trauma-Sensitive Mindfulness significantly bolstered my understanding of the relationship between trauma and mindfulness and increased my confidence in providing meditation and healing work to incarcerated populations.”

— KOREN ELOUL

Prison/jail educator and mindfulness teacher.

“Through TSM, I’ve been able to serve First Responders even more effectively in my work.” 

— GINA ROLLO WHITE

Mindfulness trainer for first responders, featured episodes, the trauma-sensitive mindfulness podcast.

STAY CONNECTED

Trauma-sensitive mindfulness .

Receive up-to-date TSM related resources, and stay connected to a thriving community of engaged practitioners.  

Trauma-Sensitive Mindfulness

Receive up-to-date TSM related resources, and stay connected to a thriving community of engaged practitioners.