What: A 3-part CPD workshop for experienced mindfulness teachers and those in advanced stages of teacher training (e.g., within six months of assessment). Open to non-neurodivergent and neurodivergent teachers (including self-identifying).

The programme explores pre-, during, and post-mindfulness course considerations and is structured around the six domains of the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) (*).

When: Wednesdays 7/14/21 May, 7 – 9 pm UK, via ZOOM.

Why: It is estimated that 1 in 7 people in the UK are neurodivergent (and 5-20% of people worldwide are neurodivergent), but conventional ways of teaching mindfulness are not always accessible to neurodivergent participants. This 3-part workshop can help you adapt how you promote and teach mindfulness to create a more inclusive learning environment that accepts, embraces, and supports neurodivergent participants.

How: Live online, via ZOOM. All sessions are experiential and will consist of didactic presentations, opportunities for reflection, and Q&A. We have 20 places per cohort to optimise the learning experience. The sessions will not be recorded. If you cannot attend this time, please contact us to inquire about future dates.

About your trainers:

Liezl Laidlaw is a CBT Therapist and BAMBA-registered Mindfulness Specialist with ADHD lived experience.

Christoph Spiessens holds an MA in Teaching Mindfulness, is a BAMBA-registered teacher, and self-identifies as a Highly Sensitive Person.

General Admission £250 (+ Eventbrite fee)​

or Supporter £275 (+ Eventbrite fee). By choosing a Supporter rate, you help us to keep ticket prices accessible to a wider audience and those on limited income. Thank you!

(*) https://mbitac.bangor.ac.uk/mbitac-tool.php.en The MBI:TAC tool was collaboratively developed by teaching teams within the Centre for Mindfulness Research and Practice at Bangor University, the Oxford Mindfulness Centre at Oxford University, and CEDAR at Exeter University. It was first published in 2012 and has been developed iteratively since then. Development is still in progress informed by practice and research.