Mindfulness-based program(MBP)instructors, such as MBCT and MBSR teachers and clinicians, conduct a practice called inquiry when teaching. Inquiry is considered by many the most challenging aspect of teaching MBPs. It has parallels to CBT interventions such as the processing that follows exposure interventions; guided discovery; and collaborative empiricism. Indeed, the practice of inquiry offers practice for enhancing skills and competence in facilitating emotional processing transtherapeutically. Recorded examples will be used to illustrate the implementation of inquiry by two first-generation MBCT teachers. Brief guided practice will also be followed by the demonstration of inquiry practice. Attendees will have an opportunity to reflect on and ask questions about addressing challenges conducting inquiry. See www.accessMBCT.com for more about qualifications to teach MBCT & read optional EBP article about teaching MBSR. Participants are asked to read pages 46 to 53 of Crane et al. (2021) Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC) [Click on link in required readings for free download].
CE Learning Objectives:
By the end of this program, participants will be able to:
Describe the three layers of inquiry and specific examples that parallel each from recorded or live examples.
Describe two common challenges encountered by Mindfulness-Based Program Teachers in implementing inquiry practice when teaching MBPs.
Required Reading
Crane, RS., Soulsby, J.G., Kuyken, W., Williams, J.M.G., & Eames, C. (2021a, pages 46-53). Mindfulness-Based Intervention: Teaching Assessment Criteria (MBI:TAC) In-depth version.
Suggested Readings
Crane, R.S. (2019) Intervention Integrity in Mindfulness-Based Research: strengthening a key aspect of methodological rigor, Current Opinion in Psychology, 28:1–5, ww.doi.org/10.1016/j.copsyc.2018.09.009 2352-250X
Crane, R. S., Stanley, S., Rooney, M., Bartley, T., Cooper, L., & Mardula, J. (2015). Disciplined improvisation: Characteristics of inquiry in mindfulness-based teaching. Mindfulness, 6, 1104-1114.
Crane, R. S., Brewer, J., Feldman, C., Kabat-Zinn, J., Santorelli, S., Williams, J. M. G., & Kuyken, W. (2017). What defines mindfulness-based programs? The warp and the weft. Psychological medicine, 47(6), 990-999.
The Mindful Way Workbook: An 8-Week Program to Free Yourself from Depression and Emotional Distress.
Mindfulness-Based Cognitive Therapy for Depression, Second Edition 2nd Edition
Evans, A., Crane, R., Cooper, L., Mardula, J., Wilks, J., Surawy, C., ... & Kuyken, W. (2015). A framework for supervision for mindfulness-based teachers: A space for embodied mutual inquiry. Mindfulness, 6, 572-581.
Griffith, G., & Crane, R. (2021). Introducing the mindfulness-based interventions: Teaching and learning companion (the TLC). Global Advances in Health and Medicine, 10, 21649561211056883.
Woods, S. L., Rockman, P., & Collins, E. (2016). A contemplative dialogue: The inquiry process in mindfulness-based interventions. Centre for Mindfulness Studies, Oakland, CA.
Woods, S. L., Rockman, P., & Collins, E. (2019).Mindfulness-based cognitive therapy: Embodied presence and inquiry in practice. New Harbinger Publications.
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 INTERMEDIATE.
REQUIRED PREREQUISITE: Completion of an MBP such as MBCT or MBSR that included formal guided mindfulness-based practices. Current participation in MBSR or MBCT is also an acceptable pre-requisite.
About Presenters
Mark Lau, PhD, is a Clinical Associate Professor of Psychiatry at the University of British Columbia, and a registered psychologist in private practice at the Vancouver CBT Centre. Dr. Lau has over 25 years experience providing Mindfulness-based Cognitive Therapy (MBCT) and Cognitive Behaviour Therapy (CBT) to individuals and groups; conducting MBCT and CBT research; providing leadership in developing models of mental health care delivery including innovative ways of delivering MBCT & CBT; and, providing leadership in training and education including providing MBCT single and multi-day professional trainings across North America, Europe and Australia for mental health professionals. Mark is also an MBCT teacher trainer/mentor with the UCSD Mindfulness-Based Professional Training Institute and is one of a handful of MBCT trainers who provide the 5-day MBCT Professional Training in North America. He has provided MBCT & Fostering Resilience workshops to psychiatrists, physicians, UBC internal medicine residents, university research administrators and college staff. Dr. Lau’s research interests include investigating the mechanisms underlying MBCT’s effectiveness, the development and validation of the Toronto Mindfulness Scale, and evaluating effective methods of disseminating MBCT and CBT. He is a former Associate Editor of the journal Mindfulness.
Chris Molnar, Ph.D., a licensed psychologist and clinical investigator, 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.
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 (1)hour of CE credits.
- 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.
- Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
- ZOOM VIDEO LINKS WILL BE SENT TO REGISTRANTS NO LATER THAN 2 DAYS BEFORE IT.
- Full attendance with video display and participation in break out rooms 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
