Taking guidance from the Mindfulness-based Cognitive Therapy Training Pathway (Segal et al., 2018) we believe a mindfulness trained teacher would have completed a training pathway that:
1. Offers a coherent, stepped approach, describing progress from novice to advanced teacher.
2. Integrates formal teaching with workshops/residential mindfulness trainings, skills training and supervision/mentoring.
3. Adopts as benchmarks the training guidelines recognised in the relevant mindfulness approach, such as the MBCT manual (Segal et al., 2013, p. 422) for MBCT teachers and broader guidelines for mindfulness-based interventions as detailed in “What defines mindfulness-based programs? The warp and the weft” (Crane et al., 2017; see Table 1. The essential (warp) and flexible (weft) ingredients of MBPs, p. 993)
4. Has processes within the training to review teaching competency, such as the Mindfulness-based Interventions Teaching Assessment Criteria (MBI-TAC) (Crane et al., 2013) or equivalent
5. Expects teachers to work within the ethical codes of their professional bodies. If they do not have such a code, training and attention to codes set out by the most relevant professional body are suggested as a safeguard and to promote good practice (Baer, 2015).
6. Is evidence-based, relying on and generating the best available evidence to inform the training.