Hecht Frederick M, Crane Rebecca S
Osher Center for Integrative Medicine, University of California, San Francisco, CA, USA.
Centre for Mindfulness Research and Practice, Bangor University, UK.
Glob Adv Integr Med Health. 2025 Jun 11;14:27536130251349453. doi: 10.1177/27536130251349453. eCollection 2025 Jan-Dec.
Mindfulness-Based Programs (MBPs) are increasingly being introduced into a range of mainstream contexts such as health care, education, criminal justice, workplace, community settings, and leadership. MBPs are available in some form in every continent, and in some countries have become established as part of standard care in publicly funded health care systems and routinely embedded into school curriculums. Efficacy and effectiveness research demonstrate gold standard evidence in some areas and significant promise in others, and cost-effectiveness evaluations are encouraging. However, understanding how to assess and ensure the fidelity of program delivery is at a germinal stage. Without clear, robust, and coordinated approaches to this issue within the international field, ongoing dissemination and implementation could be compromised by variable standards of teaching skill and adherence to program form. These issues are relevant in practice contexts where approaches to teacher training internationally need to adhere to commonly held principles, understandings, and standards. They are also relevant in research contexts where assessment of intervention fidelity needs to ensure that the variable of the teaching process and curriculum is addressed in the research design and conveyed to readers in the presentation of data. In this special collection, we bring together articles reporting on research and practice on MBP intervention fidelity in teacher training, implementation, and development of governance for the emerging mindfulness-based field. This paper introduces the special collection, summarizes the papers included, and offers an analysis of where we are now as a field and of what steps are needed to further our understanding on these issues. We hope to share current best practice and catalyse new understandings and directions of inquiry that will provide a compass to navigate forward and benefit this promising field.
基于正念的项目（MBPs）正越来越多地被引入到一系列主流环境中，如医疗保健、教育、刑事司法、工作场所、社区环境和领导力领域。MBPs在各大洲均有某种形式的存在，在一些国家已成为公共资助医疗保健系统标准护理的一部分，并被常规纳入学校课程。疗效和有效性研究在某些领域证明了其黄金标准证据，在其他领域也显示出巨大潜力，成本效益评估也令人鼓舞。然而，了解如何评估和确保项目实施的保真度尚处于萌芽阶段。在国际领域，如果没有针对这个问题的清晰、有力且协调一致的方法，持续的传播和实施可能会因教学技能标准的参差不齐以及对项目形式的遵循情况而受到影响。这些问题在实践环境中很重要，因为国际上的教师培训方法需要遵循共同的原则、理解和标准。它们在研究环境中也很重要，因为干预保真度的评估需要确保在研究设计中考虑到教学过程和课程的变量，并在数据呈现中传达给读者。在这个专题集中，我们汇集了一系列文章，这些文章报告了在教师培训、实施以及新兴的基于正念领域的治理发展中，关于MBP干预保真度的研究与实践情况。本文介绍了这个专题集，总结了其中包含的论文，并分析了作为一个领域我们目前所处的位置，以及为进一步理解这些问题需要采取哪些步骤。我们希望分享当前的最佳实践，并激发新的理解和探究方向，为这个充满前景的领域提供前进的指引并使其受益。
