Standard Standard

The Mindfulness-Based Interventions : Teaching Assessment Criteria (MBI:TAC): reflections on implementation and development. / Crane, Rebecca; Kuyken, W.

In: Current Opinion in Psychology, Vol. 28, 08.2019, p. 6-10.

Research output: Contribution to journalArticle

HarvardHarvard

APA

CBE

MLA

VancouverVancouver

Author

RIS

TY - JOUR

T1 - The Mindfulness-Based Interventions

T2 - Current Opinion in Psychology

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 -