Griffith Gemma, Crane Rebecca
School Human and Behavioural Sciences, Bangor University, Bangor, UK.
Glob Adv Health Med. 2021 Nov 11;10:21649561211056883. doi: 10.1177/21649561211056883. eCollection 2021.
Reflective practice is a key skill which can enable the development of teaching competence among Mindfulness-Based Program (MBP) teachers.
In this article, the Mindfulness-Based Interventions: Teaching and Learning Companion (TLC) is introduced. This new tool is based upon the established teaching competence assessment tool, the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC). The MBI:TAC has enabled benchmarking of international standards of MBP teaching which helps ensure high fidelity to MBP curricula and contributes to the overall integrity of the field. This in turn, underpins the potential of MBPs to be effective interventions for the enhancement of participants' mental health and wellbeing.
The TLC aims to facilitate MBP teachers' development by enabling active reflection focused on the key features of MBP teaching skills.
反思性实践是一项关键技能，能够促进正念课程（MBP）教师教学能力的发展。
本文介绍了《正念干预：教学与学习指南》（TLC）。这个新工具基于已确立的教学能力评估工具《正念干预：教学评估标准》（MBI:TAC）。MBI:TAC实现了正念课程教学国际标准的基准设定，有助于确保对正念课程的高度保真，并有助于该领域的整体完整性。这反过来又为正念课程成为增强参与者心理健康和幸福感的有效干预措施奠定了基础。
TLC旨在通过促使教师积极反思正念课程教学技能的关键特征，推动正念课程教师的发展。
