Becoming an MBSR teacher*

“In order for the (MBSR) class or for the program as a whole to have any meaning or vitality, the person who is delivering it must make every effort to embody the practice in his or her own life and teach out of personal experience and his or her own wisdom, not just in a cookbook fashion and out of the thinking mind. Otherwise the instruction becomes a mechanical didactic exercise at best, and the true virtues of the mindfulness approach will be lost. “ (Jon Kabat-Zinn and Saki Santorelli 1996)

* This information is also relevant to teaching MBCT which is largely based on MBSR.

Teaching MBSR involves meeting our own suffering and that of others with resilience, transparency, courage and compassion. In order to give ourselves the best shot at meeting these challenges, we invite you to consider the following aspects of training in preparation for teaching MBSR. This outline follows the recommendations of the founders of MBSR at the Center for Mindfulness, UMass.

STEPS INVOVLED IN TRAINING TO TEACH MBSR

1. Experiencing an MBSR class

The first step is to attend an MBSR class. Through this experience, you will explore the transformational possibilities of this program as well as get a clearer sense of whether teaching this course is for you and also what you may need to develop in order to teach it. This is a pre-requisite to training as it provides an opportunity to explore this particular way of teaching the four foundations of mindfulness in a secular setting and the particular way of engaging participants in the unfolding process of experiential learning over the eight weeks. This may well be different from the tradition of practice you have been engaging in.

When undertaking the MBSR course we invite you to engage with the program just as any other participant would - perhaps approaching the course with your own personal inquiry into how to manage your stress and reduce suffering in your own life, rather than being preoccupied with training concerns.

With this in mind, you may find the following question a useful line of self-revealing inquiry: What might happen if each week, as I enter the classroom, I leave that definition of myself as a professional at the door?

2. Developing a meditation practice and silent retreat experience

Although “mindfulness skills” can be seen as a part of many kinds of psychological work these days, teaching a program like MBSR or MBCT is different than offering mindfulness skills in a session with a client. In MBSR we are teaching a sustained practice over a two month period, so it is important that the teacher has “walked the talk” in terms of having their own personal regular practice and also undertaken intensive periods of practice in a silent retreat setting.
Initially we recommend that you undertake at least one silent, teacher-led retreat of 5 – 10 days as a pre-requisite to begin training. This immersion in the practice makes it possible to engage skillfully with the kinds of dilemmas and questions that people bring to class. It also develops our own personal qualities of acceptance, patience, trust, non-striving, letting be and stability of mind.

Jon Kabat-Zinn recommends that people have a practice for 2 – 3 years before they begin teaching others.

Regarding retreat experience for MBSR teachers, the Center for Mindfulness, UMass., advises:

Because wonder and inquiry into the nature of the self and reality is an essential practice for MBSR teachers, your engagement in a daily practice of mindfulness meditation and on-going participation in silent, teacher-led retreats is critically important. We recommend attendance at retreat centers that emphasize Theravadan Buddhist teachings because the spirit, practices, and attitudes of MBSR are reflective of this tradition. Other consciousness disciplines that include many days of silence, interaction with a meditation teacher, and practice in a style of meditation that encourages spaciousness and introspection may be acceptable. http://www.umassmed.edu/cfm/oasis/index.aspx

MBSR is based on Insight (Vipassana ) meditation, and insight meditation retreats are widely available in Australia. See www.dharma.org.au for more information.

3. Personal Psychological Development and Awareness

Teaching can be joyful, exciting and deeply satisfying. It can be also be stressful as we share ourselves with others, wander into areas of uncertainty, challenge our personal identity and limits, exercise our values and ethics, and take risks. It draws on our resources and development as people as well as professional skills and knowledge.

Hence an important aspect of the work is to become familiar with your own personality and patterns of relating. A commitment to this process over time is important.

4. Body based training

Awareness of the body is central in teaching mindfulness meditation. In-depth experience in a body-based awareness practice is an important basis for teaching MBSR. Hatha yoga is ideal as this is the form of movement practice that is taught in the program, but other awareness-based training can be helpful eg. Tai Chi, Feldenkrais

5. Attending the MBSR Teacher Training Intensive

Attendance at the Teacher Training Intensive is the next step in the training process. Click here for more information on the next available training.
The 7 day training involves a range of didactic, experiential and small group work and provide opportunities for practice teaching/leading with supervision from the instructors (teacher/student ratio 1:10)

Specific areas of focus will include:

• Refining and deepening personal mindfulness practice (through formal and informal practices, in silence and in dialogue)

• An exploration of the development of MBSR, the theory underpinning it and the research into its efficacy

• Exploration of key aspects of the program including group process, exercises, use of poetry/stories, leading and inquiring into practice

• Exploring the value of mindfulness in attending to physical and emotional difficulties including depression, anxiety, pain and stress within ourselves and our clients

• On-going self-inquiry

After completion of this training, many students find that they are able to begin teaching MBSR/CT. Others find that they may need more development through their own practice and retreats, yoga or teaching skills.

6. Supervision

Supervision of teaching an MBSR class of your own is the next step in training. Supervision helps in the integration of the learning from one’s own meditation practice, the teacher training, and our other theoretical orientations which impact the work.
It also helps us stay true to the vision and integrity of the  MBSR/CT curricula and is is an important part of the training pathway for accreditation with the CFM. We suggest doing supervision weekly for your first couple of courses. This works well in a peer context where two or more students meet via Skype/phone with a senior teacher, and explore the unfolding of their groups over the eight weeks. If you are interested in supervision of your work and want to be matched with another supervisee, or have individual supervision, contact Timothea: tim@openground.com.au

7. Professional training and degree

Teaching MBSR requires an intellectual understanding of the educational, medical and scientific basis of the program and an ability to articulate these aspects in the classroom. To this end, professional training which would enhance and develop these capacities is helpful.

If you wish to discuss any aspect of this overview, contact the Director of Training, Timothea Goddard: tim@openground.com.au

Download an overview "Mindfulness and Mindfulness-Based Stress Reduction"

Download the Center for Mindfulness Training Brochure Click here