Crane R S, Brewer J, Feldman C, Kabat-Zinn J, Santorelli S, Williams J M G, Kuyken W
Centre for Mindfulness Research and Practice, School of Psychology, Bangor University,Brigantia Building,Gwynedd,UK.
Department of Medicine,Center for Mindfulness in Medicine, Health Care, and Society,University of Massachusetts Medical School,Worcester, MA,USA.
Psychol Med. 2017 Apr;47(6):990-999. doi: 10.1017/S0033291716003317. Epub 2016 Dec 29.
There has been an explosion of interest in mindfulness-based programs (MBPs) such as Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy. This is demonstrated in increased research, implementation of MBPs in healthcare, educational, criminal justice and workplace settings, and in mainstream interest. For the sustainable development of the field there is a need to articulate a definition of what an MBP is and what it is not. This paper provides a framework to define the essential characteristics of the family of MBPs originating from the parent program MBSR, and the processes which inform adaptations of MBPs for different populations or contexts. The framework addresses the essential characteristics of the program and of teacher. MBPs: are informed by theories and practices that draw from a confluence of contemplative traditions, science, and the major disciplines of medicine, psychology and education; underpinned by a model of human experience which addresses the causes of human distress and the pathways to relieving it; develop a new relationship with experience characterized by present moment focus, decentering and an approach orientation; catalyze the development of qualities such as joy, compassion, wisdom, equanimity and greater attentional, emotional and behavioral self-regulation, and engage participants in a sustained intensive training in mindfulness meditation practice, in an experiential inquiry-based learning process and in exercises to develop understanding. The paper's aim is to support clarity, which will in turn support the systematic development of MBP research, and the integrity of the field during the process of implementation in the mainstream.
人们对基于正念的项目（MBP），如基于正念的减压疗法（MBSR）和基于正念的认知疗法，兴趣激增。这体现在研究的增加、MBP在医疗保健、教育、刑事司法和工作场所的应用，以及主流社会的关注上。为了该领域的可持续发展，有必要阐明MBP是什么以及不是什么的定义。本文提供了一个框架，以界定源自母项目MBSR的MBP系列的基本特征，以及为不同人群或情境改编MBP的过程。该框架涉及项目和教师的基本特征。MBP：以源自沉思传统、科学以及医学、心理学和教育等主要学科融合的理论和实践为依据；以一种人类体验模型为支撑，该模型探讨人类痛苦的成因及缓解途径；培养一种以当下为焦点、去中心化和接纳取向为特征的与体验的新关系；促进诸如喜悦、慈悲、智慧、平静以及更强的注意力、情绪和行为自我调节等品质的发展，并让参与者参与正念冥想练习、基于体验探究的学习过程以及增进理解的练习的持续强化训练。本文的目的是支持明晰性，这反过来将支持MBP研究的系统发展以及该领域在主流实施过程中的完整性。
