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The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC): reflections on implementation and development

Allbwn ymchwil: Cyfraniad at gyfnodolyn › Erthygl › adolygiad gan gymheiriaid

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The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC): reflections on implementation and development. / Crane, Rebecca; Kuyken, W.
Yn: Current Opinion in Psychology, Cyfrol 28, 08.2019, t. 6-10.

Allbwn ymchwil: Cyfraniad at gyfnodolyn › Erthygl › adolygiad gan gymheiriaid

HarvardHarvard

Crane, R & Kuyken, W 2019, 'The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC): reflections on implementation and development', Current Opinion in Psychology, cyfrol. 28, tt. 6-10. https://doi.org/10.1016/j.copsyc.2018.10.004

APA

Crane, R., & Kuyken, W. (2019). The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC): reflections on implementation and development. Current Opinion in Psychology, 28, 6-10. https://doi.org/10.1016/j.copsyc.2018.10.004

CBE

Crane R, Kuyken W. 2019. The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC): reflections on implementation and development. Current Opinion in Psychology. 28:6-10. https://doi.org/10.1016/j.copsyc.2018.10.004

MLA

Crane, Rebecca a W. Kuyken. "The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC): reflections on implementation and development". Current Opinion in Psychology. 2019, 28. 6-10. https://doi.org/10.1016/j.copsyc.2018.10.004

VancouverVancouver

Crane R, Kuyken W. The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC): reflections on implementation and development. Current Opinion in Psychology. 2019 Awst;28:6-10. Epub 2018 Hyd 9. doi: 10.1016/j.copsyc.2018.10.004

Author

Crane, Rebecca ; Kuyken, W. / The Mindfulness-Based Interventions : Teaching Assessment Criteria (MBI:TAC): reflections on implementation and development. Yn: Current Opinion in Psychology. 2019 ; Cyfrol 28. tt. 6-10.

RIS

TY - JOUR

T1 - The Mindfulness-Based Interventions

T2 - Teaching Assessment Criteria (MBI:TAC): reflections on implementation and development

AU - Crane, Rebecca

AU - Kuyken, W.

PY - 2019/8

Y1 - 2019/8

N2 - The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a tool for supporting good practice in mindfulness-based teaching, training supervision and research contexts. It has been taken up in practice in teacher training organizations worldwide. The MBI:TAC sits within the wider consideration within research contexts of building methodological rigor by developing robust systems for ensuring intervention integrity. Research on the tool is at an early stage and needs development. The process of implementation needs careful attention to ensure reliability and good practice. Future research is needed on the tool’s reliability, validity and sensitivity to change, and on the relationships between mindfulness-based teaching, participant outcomes and key contextual factors, including the influence of participant population, culture and context.

AB - The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a tool for supporting good practice in mindfulness-based teaching, training supervision and research contexts. It has been taken up in practice in teacher training organizations worldwide. The MBI:TAC sits within the wider consideration within research contexts of building methodological rigor by developing robust systems for ensuring intervention integrity. Research on the tool is at an early stage and needs development. The process of implementation needs careful attention to ensure reliability and good practice. Future research is needed on the tool’s reliability, validity and sensitivity to change, and on the relationships between mindfulness-based teaching, participant outcomes and key contextual factors, including the influence of participant population, culture and context.

U2 - 10.1016/j.copsyc.2018.10.004

DO - 10.1016/j.copsyc.2018.10.004

M3 - Article

VL - 28

SP - 6

EP - 10

JO - Current Opinion in Psychology

JF - Current Opinion in Psychology

SN - 2352-250X

ER -