Crane Rebecca S
Centre for Mindfulness Research and Practice, School of Psychology, Bangor University, Bangor, LL57 2AS UK.
Mindfulness (N Y). 2017;8(3):585-594. doi: 10.1007/s12671-016-0632-7. Epub 2016 Oct 19.
There is expanding interest in mindfulness-based programs (MBPs) within the mainstream. While there are research gaps, there is empirical evidence for these developments. Implementing new evidence into practice is always complex and difficult. Particular complexities and tensions arise when implementing MBPs in the mainstream. MBPs are emerging out of the confluence of different epistemologies-contemplative teaching and practice, and contemporary Western empiricism and culture. In the process of navigating implementation and integrity, and developing a professional practice context for this emerging field, the diverse influences within this confluence need careful attention and thought. Both contemplative practices, and mainstream institutions and professional practice have well-developed ethical understandings and integrity. MBPs aim to balance fidelity to both. This includes the need to further develop skillful expressions of the underpinning theoretical and philosophical framework for MBPs; to sensitively work with the boundary between mainstream and religious mindfulness; to develop organizational structures which support governance and collaboration; to investigate teacher training, supervision models, and teaching competence; to develop consensus on the ethical frameworks on which mainstream MBPs rests; and to build understanding and work skillfully with barriers to access to MBPs. It is equally important to attend to how these developments are conducted. This includes the need to align with values integral to mindfulness, and to hold longer-term intentions and directions, while taking small, deliberate steps in each moment. The MBP field needs to establish itself as a new professional field and stand on its own integrity.
主流社会对基于正念的项目（MBPs）的兴趣正在不断扩大。尽管存在研究空白，但这些发展有实证依据。将新的证据应用于实践总是复杂且困难的。在主流社会中实施MBPs时，会出现特殊的复杂性和矛盾。MBPs源自不同认识论的融合——冥想教学与实践，以及当代西方经验主义和文化。在应对实施和完整性问题，并为这个新兴领域建立专业实践背景的过程中，这种融合中的各种影响需要仔细关注和思考。冥想实践、主流机构和专业实践都有完善的道德理解和完整性。MBPs旨在兼顾对两者的忠诚。这包括需要进一步发展对MBPs基础理论和哲学框架的巧妙表达；敏感地处理主流正念与宗教正念之间的界限；建立支持治理与合作的组织结构；研究教师培训、督导模式和教学能力；就主流MBPs所依据的道德框架达成共识；以及理解并巧妙应对MBPs获取方面的障碍。同样重要的是关注这些发展是如何进行的。这包括需要与正念所固有的价值观保持一致，秉持长期的意图和方向，同时在每个时刻都采取小而审慎的步骤。MBP领域需要将自身确立为一个新的专业领域，并凭借自身的完整性站稳脚跟。
