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  • Tending the field of mindfulness-based programs: Good practices for teacher development

Tending the field of mindfulness-based programs: Good practices for teacher development

  • 02/20/2025
  • 4:00 PM - 5:30 PM
  • Virtual

Registration

  • Includes 1.5 CE Credits
  • NO CE is offered for student membership level. Student participants must be seeking licensure & have some supervised clinical experience as a graduate trainee
  • Includes 1.5 CE Credits- consider becoming a PBTA member before registering to qualify for PBTA member benefit of no cost registration.

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Training to teach Mindfulness-Based Programs (MBPs) such as Mindfulness-Based-Stress Reduction (MBSR) and adaptations of it  (e.g., MBCT) with integrity, and without "falling off of the implementation cliff" (Dimidjian, & Segal, 2015), supports dissemination of and access to its benefits. Implementation of the  Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC) into MBP teacher training can support fidelity in implementation and development of competence. The MBI-TAC, originally developed to assess adherence to MBPs, can be integrated into the developmental pathway of teacher training in stages to contribute to comprehensive coverage of the domains essential to effective teaching of MBPs. In this training, the 6 domains essential for development of competent MBP teaching are described. Additionally, two ways to integrate reflective practices into teacher development are described. This includes self-reflection with recordings of guided practices and a process for offering peer feedback. The MBI-Teaching and Learning Companion (MBI-TLC: Griffith & Crane, 2021), a foundational and self-reflective tool for implementing the MBI-TAC into development of MBP teachers, is outlined.

Recommended Reading

Griffith, G. M., Crane, R. S., Baer, R., Fernandez, E., Giommi, F., Herbette, G., & Koerbel, L. (2021). Implementing the mindfulness-based interventions; teaching assessment criteria (MBI: TAC) in mindfulness-based teacher training. Global advances in health and medicine10, 2164956121998340.

Suggested Reading

Crane, R. S., Karunavira, & Griffith, G. M. (Eds.). (2021). Essential resources for mindfulness teachers. Routledge.

Dimidjian, S., & Segal, Z. V. (2015). Prospects for a clinical science of mindfulness-based intervention. American Psychologist, 70(7), 593.

Griffith G, Crane R. Introducing the Mindfulness-Based Interventions: Teaching and Learning Companion (The TLC). Glob Adv Health Med. 2021 Nov 11;10:21649561211056883. doi: 10.1177/21649561211056883. PMID: 34790436; PMCID: PMC8591640.

Luck, P., & Koerbel, L. Tending the Field of Mindfulness-Based Programs: The Development of International Integrity Guidelines for Teachers and Teacher Training.

 CE Learning Objective:

By the end of this program, participants will be able to:

Describe 2 guidelines for maintaining integrity of the evidence-based & first generation MBSR & MBCT training programs.

Describe a feedback process that integrates the MBI-TAC and TLC into training MBP teachers.

ABOUT PRESENTERS

Lynn Koerbel, MPH serves as the Assistant Director of MBSR Teacher Training and Curricula Development at the Mindfulness Center at Brown University. She oversees the MBSR teacher-training pathway and other Mindfulness-Based Program curricula.

Previous to coming to Brown, Lynn was Director of MBSR Teacher Education and Curriculum Development at the University of Massachusetts Medical School’s Center for Mindfulness. In that role, Lynn had the privilege of nurturing hundreds of MBSR teachers and teachers in training, supporting the integrity of the MBSR curriculum and best practices in teaching. 

Prior to her MBSR teaching and training, Lynn spent over 25 years as an integrative bodywork therapist with a focus on supporting individuals who had experienced early trauma and assisting in the integration of the body in healing. This work influenced Lynn’s deep trust in the body’s wisdom, the nature of resilience, the power of presence, and the inspiring human capacity to meet injury, trauma and stress with resources reflecting the inherent wholeness in each person. 

She began meditation in 1986, studying in the non-dual tradition of Kashmir Shaivism. In 2004, interested in reaching those who might best be served by an evidence-based approach, she began teacher training in MBSR. 

Lynn Koerbel served on the working committee of the International Mindfulness Integrity Network, a global initiative establishing international standards for MBP teacher training. She is the co-author of the “Mindfulness-Based Stress Reduction Workbook for Anxiety,” (2013) with fellow MBP teacher trainers Meleo-Meyer, and F., Stahl, B..

Chris Molnar, Ph.D., a licensed psychologist and clinical scientist, founded Mindful Exposure Therapy for Anxiety and Psychological Wellness Center (META Center) in 2007. She completed post-doctoral fellowship training in traumatic stress, neuroscience, and psycho-physiology and is an expert in the assessment and treatment of anxiety, OCD, PTSD, emotional, and stress-related conditions using evidence-based practices. She teaches both Mindfulness-Based Cognitive Therapy (MBCT) and Mindfulness-Based Stress Reduction (MBSR) and has also developed adaptations for highly distressed clients, using Relational Mindfulness Practices (RBPs), to meet the needs of people in both individual and group therapy settings. At META Center, she offers integrative interventions grounded in findings about the brain, emotion, and learning to facilitate mental and behavioral habit change, even in the face of severe distress. Before founding META Center, she served as a clinical investigator and therapist supported by grants from the National Institute of Health and other agencies. She is also on the editorial board of Behavior Therapy and serves the public in many ways, through professional presentations, workshops, publications, and affiliations.

Target Audience

This presentation is intended for licensed mental health professionals and advanced graduate student trainees seeking licensure and with some clinical experience. The instructional level of this presentation is BEGINNER.

Continuing Education

  • Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists*. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
  • This program provides one and a half (1.5) hours of CE credits.
  • Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
  • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania.
  • ZOOM VIDEO LINK WILL BE SENT TO  REGISTRANTS NO LATER THAN 2 DAYS BEFORE IT.
  • Full attendance with video display is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed. Registrants can log in to cancel up to 3 days before the event.
  • Contact PBTAcontinuingeducation@philabta.org if you need any learning accommodations no later than one week before event.
  • * PBTA offers CE to ALL licensed psychologists in the U.S.A., including those licensed in the state of New York. If you are not licensed as a psychologist & do not practice in PA -- essentially if you are not certain about whether or not CE credits from an APA-sponsored CE provider meets criteria for ongoing education for your specific board,  please inquire with your respective licensing board to confirm.  
  • All events are Eastern Time Zone 

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