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Studies in Mindfulness, MSc

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Introduction

This programme's aim is to develop a stable mindfulness practice, to study and research its application in a selected professional context and learn to teach mindfulness. This is done through a combination of experiential training, online forums and regular one to one practice reviews with an experienced mindfulness teacher. The unique focus of this course is a compassionate approach to mindfulness practice that is the basis for deepening insight, which then enriches one’s life and work.

Study Information

At a glance.

Mindfulness is an innate capacity of the mind to be aware of the present moment in a non-judgemental way. It enables us to access inner resources for coping effectively with stress, difficulty and illness. This promotes a way of being that helps us to take better care of ourselves and lead healthier lives.

The studies in Mindfulness MSc is run as a Partnership between the University of Aberdeen and the Mindfulness Association Ltd, with the Mindfulness Association delivering the experiential training in Mindfulness, Compassion and Insight, and the University delivering the academic training.

You can join this MSc programme if you have a first degree or equivalent professional experience, and a professional, work or voluntary context within which to explore mindfulness. The MSc is suitable for beginners as well as those who already have an established mindfulness practice. The training is entirely secular.

What You'll Study

Content: The MSc in Mindfulness programme is comprised of six courses contributing to a total of 180 credit points at SCQF Level 11 (PG5).

Compulsory Courses

30 Credit Points

ED505A Mindfulness is the first course in the MSc in Studies in Mindfulness. The course introduces the three elements of the Programme: mindfulness practice, the study of mindfulness (and associated concepts) and the relevance of mindfulness to a self-selected professional, work or voluntary context. An introduction to developing a sustained, formal mindfulness practice, based upon a unique approach, is encompassed within the course. Within the course there are two residential weekends of teaching, study and practice.

ED555B Compassion is the second course in the MSc in Studies in Mindfulness. The key study theme is the role and importance of compassion within mindfulness. ED505B Compassion is unique not only in prioritising the study of compassion but also in developing compassion within mindfulness practice. Specific topics include evolutionary psychology, our compassionate nature and ‘the undercurrent and the observer’.

This course follows the same teaching approach as the first two courses. Its distinctive feature is understanding how and why we get caught up in habitual patterns of thinking and behaviour. Mindfulness and Compassion provide the foundation for clear seeing into the hidden mechanisms that give rise to conditioned reactions; and seeing how these have their roots in the subliminal level of mental activity. Practice is developed through Insight meditation and reflection. The module also draws on insights from evolutionary psychology, neuroscience and Buddhism.

The course is assessed by a written assignment (6000 words).

This course aims to provide participants with a critical working knowledge of the key aspects of research and enquiry, in the context of professional learning and the enhancement of professional practice. Participants will source and critically engage with relevant literature and other evidence to provide a backdrop to the design of a small-scale enquiry in professional context. Decisions taken during all aspects of enquiry design will be justified using evidence. Enquiry processes implemented will be critically evaluated, and implications for future practice uncovered.

Participants who complete successfully the first two courses and 60 credit points may exit with a Certificate. Those who complete successfully the first four courses and 120 credit points may exit with a Diploma.

ED560A - Masters Dissertation/Project (60 credit points)

We will endeavour to make all course options available. However, these may be subject to change - see our Amendments to Programmes and Courses document .

Fee Information

Additional fee information.

• In exceptional circumstances there may be additional fees associated with specialist courses. Any additional fees for a course can be found in our Catalogue of Courses .
• For more information about tuition fees for this programme, including our refund policy, please visit our Tuition Fees page .

Funding Opportunities

Tuition fees will be charged depending on the number of credits you are registered for in each academic year. Students are normally expected to register for 60 credits in year 1 (ED505A – 30 credits and ED555B– 30 credits), 60 credits in year 2 (ED505C – 30 credits and ED555J – 30 credits) and 60 credits in year 3 (ED505PJ – 60 credits).

Please note below that there are two fee rates : Home / EU / RUK and International. Your fee classification will be determined upon submission of an application.

Please note that the cost of accommodation at the teaching weekends and retreats is not covered by the tuition fees

Scholarships

Self-funded international students enrolling on postgraduate taught (PGT) programmes will receive one of our Aberdeen Global Scholarships, ranging from £3,000 to £8,000, depending on your domicile country. Learn more about the Aberdeen Global Scholarships here .

To see our full range of scholarships, visit our Funding Database .

Related Programmes

You may also be interested in the following related postgraduate degree programmes.

• Health and Wellbeing Education
• Inclusive Practice
• Person-Centred Counselling

How You'll Study

The Mindfulness, Compassion and Insight courses all have two-weekend workshops (2 per semester). All of these weekends are taught online. For each of these modules, the first weekend can also, for those who wish to, be attended as a residential which takes place at Samye Ling Tibetan Centre. In each year of the programme, there is an end-of-year 6-day retreat on the Holy Island which is available either online or in person. Between practice and weekends, students are supported by regular one-on-one sessions with a designated mindfulness teacher, as well as online forums and tasks that focus more on academic input.

The programme is available in e-learning mode via the university’s online learning environment. There is an option to take teacher training with the Mindfulness Association for an additional fee.

Learning Methods

• Group Projects
• Individual Projects

Assessment Methods

Participants are encouraged to be active and reflective learners and great emphasis is placed on professional action in the workplace setting.

Formative assessment is a feature of all courses. Formative and summative assessments are designed to arise naturally in the workplace and from course work. Most assessment tasks focus on workplace applications and/or critical reflection on mindfulness and its application. Each course is assessed by a set assignment.

Why Study Studies in Mindfulness?

• Developing a stable mindfulness practice
• Studying mindfulness - its evidence base, areas of application and critiques
• Researching the application of mindfulness to a chosen professional context, such as health, education or business
• Learning to teach mindfulness in accordance with the guidelines of the UK Network for Mindfulness Teachers

Interested in this programme?

What our students say, susan grandfield.

What I loved about the Mindfulness degree with the University of Aberdeen was there was a real strong link with your professional context which was important to me.

Sheila Reid

The friendships I’ve made from the course have been very influential in my life and really supported me when I’ve had my ups and downs.

I had mindfulness practice for a long time but what was quite new for me is the approach and the Compassion and Insight modules and that’s actually why I chose the University of Aberdeen.

David Harrison

I have enjoyed being on the masters with people and meditating with people with a similar interest and desire to learn.

The most enjoyable thing was actually getting to do some research to do my own professional enquiry and really test some newfound skills.

Entry Requirements

The Mindfulness MSc is open to anyone with a first degree or equivalent experience who would like to explore Mindfulness in their work or some aspect of their life experience. Any work context is relevant from acting to the oil industry, police to parenting, drug and alcohol rehab to training riders in dressage.

The application deadline for September 2024 entry is Friday 16 August 2024.

Qualifications

The information below is provided as a guide only and does not guarantee entry to the University of Aberdeen.

An undergraduate degree (Hons 2.2 or better) is a normal requirement, but applications will be considered from individuals with other professional qualifications and relevant experience. It is also required that applicants provide evidence of having regular access to a practice context that allows for the application and evaluation of mindfulness techniques in a professional setting.

Please enter your country to view country-specific entry requirements.

English Language Requirements

To study for a Postgraduate Taught degree at the University of Aberdeen it is essential that you can speak, understand, read, and write English fluently. The minimum requirements for this degree are as follows:

IELTS Academic:

OVERALL - 6.5 with: Listening - 5.5; Reading - 6.0; Speaking - 5.5; Writing - 6.0

OVERALL - 90 with: Listening - 17; Reading - 21; Speaking - 20; Writing - 21

PTE Academic:

OVERALL - 62 with: Listening - 59; Reading - 59; Speaking - 59; Writing - 59

Cambridge English B2 First, C1 Advanced or C2 Proficiency:

OVERALL - 176 with: Listening - 162; Reading - 169; Speaking - 162; Writing - 169

Read more about specific English Language requirements here .

Document Requirements

You will be required to supply the following documentation with your application as proof you meet the entry requirements of this degree programme. If you have not yet completed your current programme of study, then you can still apply and you can provide your Degree Certificate at a later date.

International Applicants

Should your programme necessitate a visit to the University you may find the following information helpful.

Immigration and Student Visas .

UK Government visa advice pages .

There are many opportunities at the University of Aberdeen to develop your knowledge, gain experience and build a competitive set of skills to enhance your employability. This is essential for your future career success. The Careers and Employability Service can help you to plan your career and support your choices throughout your time with us, from first to final year – and beyond.

• More information on employability at the University of Aberdeen
• More information on the Careers and Employability Service

Career Opportunities

Professional links.

http://www.mindfulnessassociation.org/

Our Experts

Information about staff changes.

You will be taught by a range of experts including professors, lecturers, teaching fellows and postgraduate tutors. Staff changes will occur from time to time.

Get in Touch

Contact details.

• Enquire Now Using an online form

Professor Rebecca Crane

[email protected]

0000-0003-3605-0256

View Professor Rebecca Crane’s profile on the Bangor Research Portal

Rebecca Crane PhD directs the Centre for Mindfulness Research and Practice at Bangor University and has played a leading role in developing its training and research programme since it was founded in 2001. She teaches and trains internationally in both Mindfulness-Based Cognitive Therapy and Mindfulness-Based Stress Reduction (MBSR). Her research and publications focus on how the evidence on mindfulness-based interventions can be implemented with integrity into practice settings. She has written Mindfulness-Based Cognitive Therapy Distinctive Features 2017, co-authored Mindfulness-Based Cognitive Therapy with People at Risk of Suicide, 2017, co-edited Essential Resources for Mindfulness Teachers, 2021, and is a Principle Fellow with the Higher Education Academy. 

Additional Contact Information

Centre for Mindfulness Research and Practice

Room 328, Brigantia Building, Bangor University

Gwynedd LL57 2AS

United Kingdom

Tel: +44 (0) 1248 388066 

Email:  [email protected]

bangor.ac.uk/mindfulness

implementing-mbct.co.uk

PROFESSIONAL MEMBERSHIPS AND AWARDS

• Professional registration: Health Professions Council
• Certificated teacher of MBSR: University of Massachusetts Medical School
• Principle Fellow: Higher Education Academy
• Fellow of the British Association of Mindfulness-Based Approaches

Qualifications

• Professional : Certification as a teacher of Mindfulness-Based Stress Reduction University of Massachusetts, MA, 2010
• MA : Masters in Mindfulness-Based Approaches University of Wales, Bangor, 2002–2005
• Professional : Accredited Member, British Association for Counselling and Psychotherapy (MBACP) 1994
• Other : Post Graduate Diploma In Counselling University of Wales, Bangor, 1992–1994
• Professional : Diploma in Occupational Therapy Dorset House School of Occupational Therapy, Oxford, 1984–1987
• PhD : From research to practice: integrity and pragmatics in implementing mindfulness-based interventions 2010–2015
• Professional : Professional Registration, Occupational Therapist with the Health & Care Professions Council

Teaching and Supervision

I founded the first Master's programme in the field of mindfulness at Bangor University. It has gone from strength to strength since we started out in 2003. Students can choose the route that most suits their interests - a route leading to certification in MBCT or MBSR; a route leading to an empirical thesis; and options to take your Masters in 3 years or up to five years. 

I also train internationally in MBCT and MBSR. And offer training in the use of our competence framework - the MBI:TAC. 

Research Interests

My research investigates the practical implications of the evidence for mindfulness-based interventions – how do we support implementation in main stream settings in ways that preserve the integrity and effectiveness of the approach whilst also adapting to fit the context? Specifically my research investigates the process of MBCT implementation in the UK health service; ways of assessing mindfulness-based teaching competence; the links between training level, teaching competence and participant outcome; and adaptations of existing models of delivery.

I am keen to explore the role that mindfulness training can play in wider systemic transformation to reverse climate breakdown and enable flourishing for humans and the natural systems we are part of,  and aim to integrate social justice frameworks into the way I approach teaching and research. 

Prof Rebecca Crane is a member of the  Clinical, Health, & Behavioural Psychology  research group.

Publications

• Published “I’m Not Sure I Can See Myself in This World”: Experience of Mindfulness Teacher Training among Trainees from Diverse Backgrounds Fontana, V., Crane, R. & Griffith, G. , 1 Jun 2024 , In: Mindfulness. 15 , 6 , p. 1415-1428 14 p. Research output : Contribution to journal › Article › peer-review
• Published Clinical Effectiveness and Cost-Effectiveness of Supported Mindfulness-Based Cognitive Therapy Self-help Compared With Supported Cognitive Behavioral Therapy Self-help for Adults Experiencing Depression: The Low-Intensity Guided Help Through Mindfulness (LIGHTMind) Randomized Clinical Trial Strauss, C., Bibby-Jones, A.-M., Jones, F., Byford, S., Heslin, M., Parry, G., Barkham, M., Lea, L., Crane, R. , de Visser, R., Arbon, A., Rosten, C. & Cavanagh, K., 1 May 2023 , In: JAMA psychiatry. 80 , 5 , p. 415-424 10 p. Research output : Contribution to journal › Article › peer-review
• Published Effectiveness of virtual mindfulness-based interventions on perceived anxiety and depression of physicians during the COVID-19 pandemic: A pre-post experimental study Al Ozairi, A., Alsaeed, D., Al-Ozairi, E., Irshad, M., Crane, R. S. & Almoula, A., 9 Jan 2023 , In: Frontiers in Psychiatry. 13 , 9 p. Research output : Contribution to journal › Article › peer-review
• Published Mindfulness-Based Stress Reduction for Our Time: A Curriculum that is up to the Task Crane, R. , Callen-Davies, R., Francis, A., Francis, D., Gibbs, P., Mulligan, B., O Neill, B. , Pierce Williams, N. K., Waupoose, M. & Vallejo, Z., 2023 , In: Global Advances in Integrative Medicine and Health. 12 , 10 p. Research output : Contribution to journal › Article › peer-review
• Published Mindfulness-based programmes and ‘bigger than self’ issues: protocol for a scoping review Callen-Davies, R., Bristow, J. , Gazder, T., Griffith, G. , Noorani, Y. & Crane, R. , 15 Mar 2023 , In: BMJ Open. 13 , 3 , 8 p. , 067819. Research output : Contribution to journal › Article › peer-review
• Published The Reliability of Rating via Audio- Recording Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) Floyd, E., Shelley, A., Crane, R. , Brewer, J., Moran, P., Richler, R., Hartogensis, W., Kuyken, W. & Hecht, F. M., 2023 , In: Global Advances in Health and Medicine. 12 Research output : Contribution to journal › Article › peer-review
• Published John Teasdale: What Happens in Mindfulness: Inner Awakening and Embodied Cognition Crane, R. , Nov 2022 , In: Mindfulness. 13 , 11 , p. 2904-2905 2 p. Research output : Contribution to journal › Book/Film/Article review › peer-review
• Published Mindfulness-Based Programs: Why, When, and How to Adapt? Loucks, E. B., Crane, R. , Sanghvi, M. A., Montero-Marin, J., Proulx, J., Brewer, J. & Kuyken, W., Jan 2022 , In: Global Advances in Health and Medicine. 11 , 12 p. Research output : Contribution to journal › Article › peer-review
• Published What Next After MBSR/MBCT? An Open Trial of an 8-Week Follow-on Program Exploring Mindfulness of Feeling Tone (vedanā) Williams, J. M. G., Baer, R., Batchelor, M., Crane, R. , Cullen, C., de Wilde, K., Fennell, M., Kantor, L., Kirby, J., Ma, S. H., Medlicott, E., Gerber, B., Johnson, M., Ong, E.-L., Peacock, J. W., Penman, D., Phee, A., Radley, L., Watkin, M. & Taylor, L., Aug 2022 , In: Mindfulness. 13 , 8 , p. 1931-1944 14 p. Research output : Contribution to journal › Article › peer-review
• Published Audit of a Mindfulness-Based Cognitive Therapy Course Within a Prison Maroney, M., Luthi, A., Hanney, J., Mantell, A., Johnson, D., Barclay, N., Satterfield, J. & Crane, R. , 8 Sept 2021 , In: Journal of Correctional Health Care. 27 , 3 , p. 196-204 9 p. Research output : Contribution to journal › Article › peer-review
• Published Essential Resources for Mindfulness Teachers Crane, R. (Editor), Karunavira, K. (Editor) & Griffith, G. (Editor), 31 May 2021 , Routledge . Research output : Book/Report › Book › peer-review
• Published Implementing the Mindfulness-Based Interventions; Teaching Assessment Criteria (MBI:TAC) in Mindfulness-Based Teacher Training Griffith, G. , Crane, R. , Baer, R., Fernandez, E., Giommi, F., Herbette, G. & Koerbel, L., 24 Feb 2021 , In: Global Advances in Health and Medicine. Research output : Contribution to journal › Article › peer-review
• Published Introducing the Mindfulness-Based Interventions: Teaching Assessment Citeria (MBI:TAC) in Supervision Evans, A., Griffith, G. , Crane, R. & Sansom, S. , 2021 , In: Global Advances in Health and Medicine. 10 , 6 p. , 33614255. Research output : Contribution to journal › Article › peer-review
• Published Introducing the Mindfulness-Based Interventions: Teaching and Learning Companion (The TLC) Griffith, G. & Crane, R. , 2021 , In: Global Advances in Health and Medicine. 10 , 6 p. Research output : Contribution to journal › Article › peer-review
• Published The Implementation of Mindfulness-Based Programs in the Swedish Healthcare System – A Survey Study of Service Providers Niemi, M., Crane, R. , Sinselmeijer, J. & Andermo, S., 2021 , In: Global Advances in Health and Medicine. 10 , 8 p. Research output : Contribution to journal › Article › peer-review
• Published The Implementation of Mindfulness-Based Programs in the Swedish Healthcare System—A Qualitative Study Andermo, S., Crane, R. & Niemi, M., 2021 , In: Global Advances in Health and Medicine. 10 , 10 p. Research output : Contribution to journal › Article › peer-review
• Published The Mindfulness-Based Interventions: Teaching and Learning Companion (MBI: TLC) Griffith, G. , Crane, R. , Karunavira, N. & Koerbel, L., 1 May 2021 , Essential Resources for Mindfulness Teachers. Crane, R., Karanuvira, K. V. & Griffith, G. (eds.). Routledge , p. 125-148 28 p. Research output : Chapter in Book/Report/Conference proceeding › Chapter
• Published Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision Evans, A., Griffith, G. , Crane, R. & Sansom, S. , 2021 , In: Global Advances in Health and Medicine. 10 , 1 , 6 p. Research output : Contribution to journal › Article › peer-review
• Published Assessing Mindfulness-Based Teaching Competence: Good Practice Guidance Crane, R. , Koerbel, L., Sansom, S. & Yiangou, A., 2020 , In: Global Advances in Health and Medicine. 9 , 4 p. Research output : Contribution to journal › Article › peer-review
• Published Can We Agree What Skilled Mindfulness-Based Teaching Looks Like? Lessons From Studying the MBI:TAC Crane, R. , Hecht, F. M., Brewer, J., Griffith, G. , Hartogensis, W., Koerbel, L., Moran, P., Sansom, S. , Yiangou, A. & Kuyken, W., 2020 , In: Global Advances in Health and Medicine. 9 , 11 p. Research output : Contribution to journal › Article › peer-review
• Published Low-Intensity Guided Help Through Mindfulness (LIGHTMIND): study protocol for a randomised controlled trial comparing supported mindfulness-based cognitive therapy self-help to supported cognitive behavioural therapy self-help for adults experiencing depression. Strauss, C., Arbon, A., Barkham, M., Byford, S., Crane, R. , de Visser, R., Heslin, M., Jones, A.-M., Jones, F., Lea, L., Parry, G., Rosten, C. & Cavanagh, K., 4 May 2020 , In: Trials. 21 , 1 , 374. Research output : Contribution to journal › Article › peer-review
• Published Reflections on my role as a mental health service user co-applicant in a randomized control trial Lea, L., Byford, S., Coney, Y., Crane, R. , Fagabemi, N., Guerny, T., Leigh-Phippard, H., Rosten, C., Simms, K. & Strauss, C., 1 Feb 2020 , In: Research for all. 4 , 1 , p. 33-46 Research output : Contribution to journal › Article › peer-review
• Published Soles of the Feet Meditation Intervention for People with Intellectual Disability and Problems with Anger and Aggression—a Feasibility Study. Roberts, J., Williams, J., Griffith, G. , Jones, R. S. P., Hastings, R. P., Crane, R. , Bryning, L. , Hoare, Z. & Edwards, R. T. , Oct 2020 , In: Mindfulness. 11 , p. 2371–2385 Research output : Contribution to journal › Article › peer-review
• Published Intervention Integrity in Mindfulness-Based Research: strengthening a key aspect of methodological rigor Crane, R. , Aug 2019 , In: Current Opinion in Psychology. 28 , p. 1-5 Research output : Contribution to journal › Article › peer-review
• Published Mixed experiences of a mindfulness-informed intervention: Voices from people with intellectual disabilities, their supporters, and therapists Griffith, G. , Hastings, R., Williams, J., Jones, R., Roberts, J., Crane, R. , Snowden, H., Bryning, L. , Hoare, Z. & Edwards, R. , Sept 2019 , In: Mindfulness. 10 , 9 , p. 1828-1841 Research output : Contribution to journal › Article › peer-review
• Published The Inside Out Group Model: Teaching Groups in Mindfulness-Based Programs Griffith, G. M. , Bartley, T. & Crane, R. S. , Jul 2019 , In: Mindfulness. 10 , 7 , p. 1315-1327 13 p. Research output : Contribution to journal › Article › peer-review
• Published The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC): reflections on implementation and development Crane, R. & Kuyken, W., Aug 2019 , In: Current Opinion in Psychology. 28 , p. 6-10 Research output : Contribution to journal › Article › peer-review
• Published ‘Mind the gaps’: the accessibility and implementation of an effective depression relapse prevention programme in UK NHS services: learning from mindfulness-based cognitive therapy through a mixed-methods study Rycroft-Malone, J., Gradinger, F., Owen Griffiths, H., Anderson, R., Crane, R. , Gibson, A., Mercer, S. & Kuyken, W., 8 Sept 2019 , In: BMJ Open. 9 , 9 , e026244. Research output : Contribution to journal › Article › peer-review
• Published Impact of Mindfulness-Based Teacher Training on MBSR Participant Wellbeing Outcomes and Course Satisfaction Ruijgrok-Lupton, P. E., Crane, R. & Dorjee, D., Feb 2018 , In: Mindfulness. 9 , 1 , p. 117-128 12 p. Research output : Contribution to journal › Article › peer-review
• Published Intervention Integrity in Mindfulness-Based Research Crane, R. & Hecht, F. M., Oct 2018 , In: Mindfulness. 9 , 5 , p. 1370-1380 Research output : Contribution to journal › Comment/debate › peer-review
• Published The Utility of Home-Practice in Mindfulness-Based Group Interventions: A Systematic Review Lloyd, A., White, R., Eames, C. & Crane, R. , Jun 2018 , In: Mindfulness. 9 , 3 , p. 673-692 Research output : Contribution to journal › Article › peer-review
• Published Accessibility and implementation in the UK NHS services of an effective depression relapse prevention programme: learning from mindfulness-based cognitive therapy through a mixed-methods study Rycroft-Malone, J., Gradinger, F., Owen Griffiths, H., Crane, R. , Gibson, A., Mercer, S., Anderson, R. & Kuyken, W., 3 Apr 2017 , In: Health Services and Delivery Research. 5 , 14 Research output : Contribution to journal › Article › peer-review
• Published Implementing Mindfulness in the Mainstream: Making the Path by Walking it Crane, R. , Jun 2017 , In: Mindfulness. 8 , 3 , p. 585-594 Research output : Contribution to journal › Article › peer-review
• Published Mindfulness-Based Cognitive Therapy: Distinctive Features (CBT Distinctive Features) Crane, R. , 27 Mar 2017 , 2 ed. Routledge . 208 p. Research output : Book/Report › Book › peer-review
• Published Mindfulness-Based Cognitive Therapy with People at Risk of Suicide Williams, J. M. G., Fennell, M., Barnhofer, T., Crane, R. & Silverton, S., 24 Mar 2017 , Guilford Press . 334 p. Research output : Book/Report › Book › peer-review
• Published Teacher Competence in Mindfulness-Based Cognitive Therapy for Depression and Its Relation to Treatment Outcome Huijbers, M. J., Crane, R. , Kuyken, W., Heijke, L., Van den Hout, I., Donders, R. & Speckens, A., Aug 2017 , In: Mindfulness. 8 , 4 , p. 960-972 Research output : Contribution to journal › Article › peer-review
• Published What defines mindfulness-based programs? The warp and the weft Crane, R. , Brewer, J., Feldman, C., Kabat-Zinn, J., Santorellli, S., Williams, J. M. G. & Kuyken, W., Apr 2017 , In: Psychological Medicine. 47 , 6 , p. 990-999 Research output : Contribution to journal › Article › peer-review
• Published Can a mindfulness-informed intervention reduce aggressive behaviour in people with intellectual disabilities? Protocol for a feasibility study Griffith, G. , Jones, R., Hastings, R. P., Crane, R. , Roberts, J., Williams, J., Bryning, L. , Hoare, Z. & Edwards, R. , 20 Sept 2016 , In: Pilot and Feasibility Studies. 2016 , 2 , p. 58 10 p. Research output : Contribution to journal › Article › peer-review
• Published Training mindfulness teachers: Principles, practices, and challenges Crane, R. & Reid, B., 2 Nov 2016 , Resources for Teaching Mindfulness: An International handbook. McCown, D., Reibel, D. K. & Micozzi, M. S. (eds.). Springer , p. 121-140 Research output : Chapter in Book/Report/Conference proceeding › Chapter › peer-review
• Published Disciplined Improvisation: Characteristics of inquiry in mindfulness-based teaching Crane, R. S. , Stanley, S., Rooney, M., Bartley, P. , Cooper, L. & Mardula, J., Oct 2015 , In: Mindfulness. 6 , 5 , p. 1104-1114 Research output : Contribution to journal › Article › peer-review
• Published Mindfulness and the Transformation of Despair: Working with people at risk of suicide Williams, J. M. G., Fennell, M., Barnhofer, T., Crane, R. & Silverton, S., 1 Aug 2015 , Guildford Press . Research output : Book/Report › Book
• Published Mindfulness-based cognitive therapy (MBCT) reduces the association between depressive symptoms and suicidal cognitions in patients with a history of suicidal depression. Barnhofer, T., Crane, C., Brennan, K., Duggan, D., Crane, R. S. , Eames, C., Radford, S., Silverton, S., Fennell, M. & Williams, J. M. G., 12 Sept 2015 , In: Journal of Consulting and Clinical Psychology. 83 , 6 , p. 1013-1020 Research output : Contribution to journal › Article › peer-review
• Published Mindfulness-based wellbeing for socio-economically disadvantaged parents: a pre-post pilot study Eames, C. E., Gold, E. S., Eames, C., Crane, R. S. , Gold, E. & Pratt, S., 27 Aug 2015 , In: Journal of Children's Services. 10 , 1 , p. 17-28 Research output : Contribution to journal › Article › peer-review
• Published A Framework for Supervision for Mindfulness-Based Teachers: a Space for Embodied Mutual Inquiry Evans, A., Crane, R. S. , Cooper, L., Mardula, J., Wilks, J., Surawy, C., Kenny, M. & Kuyken, W., 1 Mar 2014 , In: Mindfulness. 6 , 3 , p. 572-581 Research output : Contribution to journal › Article › peer-review
• Published Accessibility and implementation in UK services of an effective depression relapse prevention programme – mindfulness-based cognitive therapy (MBCT): ASPIRE study protocol Rycroft-Malone, J., Anderson, R., Crane, R. S. , Gibson, A., Gradinger, F., Owen Griffiths, H., Mercer, S. & Kuyken, W., 24 May 2014 , In: Implementation Science. 9 , 62 , 62. Research output : Contribution to journal › Article › peer-review
• Published Building Integrity: The Mindfulness-Based Interventions: Teaching Assessment Criteria Crane, R. & Kuyken, W., 2014 . Research output : Contribution to conference › Abstract › peer-review
• Published Building integrity: he Mindfulness-Based Interventions, Teaching Assessment Criteria Crane, R. , 2014 . Research output : Contribution to conference › Abstract › peer-review
• Published Competence in Teaching Mindfulness-Based Courses: Concepts, Development and Assessment Crane, R. , 5 Oct 2014 Research output : Other contribution › peer-review
• Published Design of Economic Evaluations of Mindfulness-Based Interventions: Ten Methodological Questions of Which to Be Mindful Edwards, R. T. , Bryning, L. & Crane, R. , 1 Feb 2014 , In: Mindfulness. 6 , 3 , p. 490-500 Research output : Contribution to journal › Article › peer-review
• Published Gradually Getting Better: Trajectories of Change in Rumination and Anxious Worry in Mindfulness-Based Cognitive Therapy for Prevention of Relapse to Recurrent Depression Ietsugu, T., Crane, C., Hackmann, A., Brennan, K., Gross, M., Crane, R. S. , Silverton, S., Radford, S. H., Eames, C., Fennell, M. J., Williams, J. M. G. & Barnhofer, T., 13 Nov 2014 , In: Mindfulness. 6 , 5 , p. 1088-1094 Research output : Contribution to journal › Article › peer-review
• Published Some Reflections on Being Good, on not Being Good and on Just Being Crane, R. S. , 22 Oct 2014 , In: Mindfulness. Research output : Contribution to journal › Article › peer-review
• Published The effects of amount of home meditation practice in Mindfulness Based Cognitive Therapy on hazard of relapse to depression in the Staying Well after Depression Trial Crane, C., Crane, R. S. , Eames, C. E., Fennell, M. J., Silverton, S. C., Williams, J. M. G. & Barnhofer, T., 30 Aug 2014 , In: Behaviour Research and Therapy. 63 , December , p. 17-24 Research output : Contribution to journal › Article › peer-review
• Published Building Integrity: The Mindfulness-Based Interventions : Teaching Assessment Criteria Crane, R. , 2013 . Research output : Contribution to conference › Abstract › peer-review
• Published Competence in teaching mindfulness-based courses Crane, R. , 2013 . Research output : Contribution to conference › Abstract › peer-review
• Published Competence to teach mindfulness Crane, R. S. , 1 Feb 2013 , In: Psycologist. 26 , 2 , p. 83 Research output : Contribution to journal › Letter › peer-review
• Published Development and Validation of the Mindfulness-Based Interventions – Teaching Assessment Criteria (MBI:TAC) Crane, R. , Eames, C., Kuyken, W., Hastings, R. P., Williams, J. M. G., Bartley, P. , Evans, A., Silverton, S., Soulsby, J. & Surawy, C., 1 Dec 2013 , In: Assessment. 20 , 6 , p. 681-688 Research output : Contribution to journal › Article › peer-review
• Published Mindfulness-Based Cognitive Therapy for Preventing Relapse in Recurrent Depression: A Randomized Dismantling Trial Williams, J. M. G., Crane, C., Barnhofer, T., Brennan, K., Duggan, D., Fennell, M., Hackmann, A., Krusche, A., Muse, K., Von Rohr, I. R., Shah, D., Crane, R. , Eames, C., Jones, M., Radford, S., Silverton, S., Sun, Y., Weatherley-Jones, E., Whitaker, C., Russell, D. & Russell, I., 2 Dec 2013 , In: Journal of Consulting and Clinical Psychology. 82 , 2 , p. 275-286 Research output : Contribution to journal › Article › peer-review
• Published The Implementation of Mindfulness-Based Cognitive Therapy: Learning From the UK Health Service Experience Crane, R. S. & Kuyken, W., 1 Sept 2013 , In: Mindfulness. 4 , 3 , p. 246-254 Research output : Contribution to journal › Article › peer-review
• Published Competence in Teaching Mindfulness-Based Courses: Concepts, Development and Assessment Crane, R. S. , Kuyken, W., Williams, J. M. G., Hastings, R., Cooper, L. & Fennell, M., 1 Mar 2012 , In: Mindfulness. 3 , 1 , p. 76-84 Research output : Contribution to journal › Article › peer-review
• Published Does mindfulness based cognitive therapy prevent relapse of depression? Kuyken, W., Crane, R. & Dalgliesh, T., 9 Nov 2012 , In: British Medical Journal. 345 , p. e7194 Research output : Contribution to journal › Article › peer-review
• Published Growing teachers in a time of growing interest in mindfulness: investigating the challenge of mindfulness-based teaching competency Crane, R. , 2012 . Research output : Contribution to conference › Abstract › peer-review
• Published Mindfulness-Based Cognitive Therapy Crane, R. S. , 20 Jan 2012 , Cognitive Behaviour Therapies . Dryden, W. (ed.). SAGE Publications Research output : Chapter in Book/Report/Conference proceeding › Chapter › peer-review
• Published Mindfulness-Based Cognitive Therapy (MCBT) Implementation Resources Kuyken, W., Crane, R. S. & Williams J.M.G., [. V., 1 May 2012 Research output : Non-textual form › Web publication/site
• Published Pre-adult onset and patterns of suicidality in patients with a history of recurrent depression Williams, J. M. G., Barnhofer, T., Crane, C., Duggan, D., Shah, D., Brennan, K., Krusche, A., Crane, R. , Eames, C., Jones, M., Radford, S. & Russell, I., 1 Apr 2012 , In: Journal of Affective Disorders. 138 , 1-2 , p. 173-179 Research output : Contribution to journal › Article › peer-review
• Published The Bangor, Exeter & Oxford Mindfulness-Based Interventions Teaching Assessment Criteria (MBI:TAC) Crane, R. S. , Soulsby, J. G., Kuyken, W., Williams, J. M. & Eames, C., 1 May 2012 Research output : Non-textual form › Web publication/site
• Published The feasibility and effectiveness of mindfulness-based cognitive therapy for mixed diagnosis patients in primary care: a pilot study Radford, S. R., Crane, R. S. , Eames, C., Gold, E. & Wyn Owens, G., 1 Sept 2012 , In: Mental Health in Family Medicine. 9 , 3 , p. 191-200 Research output : Contribution to journal › Article › peer-review
• Published Mindfulness-Based Cognitive Therapy: the mindful way through depression Crane, R. , 2011 . Research output : Contribution to conference › Abstract › peer-review
• Published Mindfulness-based teacher competency and professional practice in the UK: past present and future Crane, R. , 2011 . Research output : Contribution to conference › Abstract › peer-review
• Published Mindfulness-Based Cognitive Therapy: ‘undoing’ depression' Crane, R. , 2010 . Research output : Contribution to conference › Abstract › peer-review
• Published Staying well after depression: trial design and protocol Williams, J. M. G., Russell, I., Crane, C., Russell, D., Whitaker, C., Duggan, D., Barnhofer, T., Fennell, M., Crane, R. & Silverton, S., 19 Mar 2010 , In: BMC Psychiatry. 10 , p. 23 Research output : Contribution to journal › Article › peer-review
• Published Training Teachers to Deliver Mindfulness-Based Interventions: Learning from the UK Experience. Crane, R. S. , Kuyken, W., Hastings, R. P., Rothwell, N. & Williams, J. M., 1 Jun 2010 , In: Mindfulness. 1 , 2 , p. 74-86 Research output : Contribution to journal › Article › peer-review
• Published Mindfulness-Based Cognitive Therapy (CBT Distinctive Features) Crane, R. S. , 1 Jan 2009 , 1st ed. Hove, East Sussex: Routledge . 176 p. Research output : Book/Report › Book
• Published Overview of the practice of mindfulness and its clinical applications. Crane, R. S. , 1 Jan 2009 . Research output : Contribution to conference › Paper
• Published Turning towards recurrent depression and suicidality: Developments in Mindfulness-Based Cognitive Therapy teaching Crane, R. , 2009 . Research output : Contribution to conference › Abstract › peer-review
• Published Mindfulness-based teacher training: integrating experience, reflection and knowledge. Crane, R. S. , 1 Jan 2007 . Research output : Contribution to conference › Paper
• Published Being with what is - mindfulness practice for counsellors and psychotherapists Crane, R. S. & Elias, D., 1 Dec 2006 , In: Therapy Today. 17 , 10 , p. 31 Research output : Contribution to journal › Article › peer-review
• Published Centre for Mindfulness Research and Practice (CMRP), Wales, UK: our development and work – an overview. Crane, R. S. , 1 Jan 2006 . Research output : Contribution to conference › Paper
• Published The science of competency and the experience of ‘being’: Paradoxes in mindfulness-based teacher training. Crane, R. S. , 1 Jan 2006 . Research output : Contribution to conference › Paper
• Published Further evaluation of mindfulness-based cognitive therapy: for community mental health team clients Crane, R. S. , Soulsby, J. G., Williams, J. M., Silverton, S. & Crane, R., 1 Aug 2002 , Unknown . Research output : Book/Report › Commissioned report

Endorsement for new book by David Rynick: Wandering Close to Home: A Year of Zen Reflections, Consolations, and Reveries

18 Aug 2024 – 25 Aug 2024

• https://www.amazon.co.uk/Wandering-Close-Home-Reflections-Consolations-ebook/dp/B0DBJ5BV71/ref=sr_1_1?crid=17N6QBBC6KB9N&dib=eyJ2IjoiMSJ9.Rw5dVcOV-Kfp268z2OVeOGUCj-jhP0Vif0_UI6fd83E.tM3C-E_hpjgQl2qoI2-Ij4B5nfR33Wg1zlIwEzADdto&dib_tag=se&keywords=david+rynick&qid=1726666242&sprefix=rynick%2Caps%2C94&sr=8-1

8 day retreat delivered in France

2 Aug 2024 – 6 Aug 2024

Delivery of a day long mindfulness session

29 Jun 2024

8 day retreat taught on Bardsey Island

1 Jun 2024 – 8 Jun 2024

5 day residential mindfulness retreat delivered at Sharpham house, Devon

15 Apr 2024 – 20 Apr 2024

Endorsement for new book by River Wolton: The subtle art of caring

• https://www.amazon.co.uk/Subtle-Art-Caring-Sustaining-Compassion/dp/191534221X/ref=sr_1_1?crid=A2UO0VOM6T9K&dib=eyJ2IjoiMSJ9.64CZmVI9usgzusugiVdoz1XL6FtKzZPkCCXmbkDa7eXDome0uW3IdQ2h4B8DHD3AS5W7Hp9a-QnFWFuPZ64q2bKe16lo0iGokMCvoPjj8xC9au7nE79SgRWwcaKtX_IM3l1JCmNQXlD4se4CTviQ9g.osEbdNpBnujdRvxuqMFqmjIlNrGCno5TbqpI4Hyr-Fs&dib_tag=se&keywords=river+wolton&qid=1726666481&sprefix=river+wolton%2Caps%2C85&sr=8-1

21 Oct 2023

Focused on the foundations of mindfulness

4 Sep 2023 – 9 Sep 2023

Guided day of practice

27 Mar 2022

Level 2 MBI:TAC training: Deepening for trainers and supervisors

In this deepening training we will aim to create a container within which participants can investigate and deepen their understanding and appreciation of both the mindfulness-based teaching process, and of their own process as they engage with reviewing teaching practice. We will give time both to the content issues that are raised when reviewing teaching (e.g. how to prioritise different elements; distinctions between domains and competence levels; curriculum questions); and process themes (e.g., the vulnerability that is inherent in investigating mindfulness teaching skills; the personal process issues that are triggered by assessing/reviewing teaching).

The skill of reliably discerning competence level takes time and practice. In the first instance, the benchmarked competence level (i.e. an assessment point that has been centrally agreed by a team of experienced MBI:TAC Raters is communicated to the participants in advance of reviewing the clip. Their task is to discern what features within the teaching have led to this assessment outcome. Participants then progress to discerning the competence level, building up the domains gradually and cross checking against established benchmarks.

Week by week, the training will include audio-visual teaching clips that progressively expand the elements of curriculum and domains to systematically build participants’ assessment skills. Participants will be given access each week to a benchmarked assessed teaching clip to review on their own between sessions and will subsequently be given weekly feedback on their assessment reliability. In this way participants can gradually fine tune their skills in assessing in line with benchmarked assessments.

There will also be training in ways of skilfully offering feedback to supervisees and trainees which is both accurate and precise, and is strengths based and encouraging.

Delivery format: 9 x 3-hour sessions delivered via zoom. 5 of these will be teacher led (at 2-week intervals) – and 4 (scheduled in the intervening weeks) will be peer led. Participants will be given home practice involving assessing clips of recorded MBP teaching and reading material.

Open to:Practitioners who have completed the level 1 MBI:TAC training and who are in supervisory and/or training roles

Learning aims:

Building on the learning aims of the level 1 training this deepening training aims to:

Refine and differentiate the structure and meaning of the six competence levels within the MBI:TAC

Build skills in conducting assessments reliably, through repeated practice in reviewing teaching practice and then cross-checking scores against central benchmarks

Build skills in offering verbal and written feedback which enables transparent understanding of how the assessment point was determined, what teaching strengths and learning needs were observed, and how the teacher could build their skills going

1 Mar 2022 – 12 Apr 2022

Mindfulness training is becoming increasingly accessible to everyday people in the mainstream both digitally, through books, and through access to teachers. We can begin to imagine the possibility that on a societal level embedding mindfulness practice into everyday life could become recognised and promoted as a pragmatic way to support wellbeing - in similar ways to how physical exercise is perceived. This emerging engagement with contemplative practices in mainstream culture and institutions holds great promise. The promise that awareness, wisdom, and compassion become more readily accessible to us – both individually and collectively.

There are though particular sensitivities related to bringing contemplative practices into the mainstream. How do we meet the implementation challenge of enabling breadth of accessibility whilst sustaining the transformational potential of the practice? How do we align with the scientific evidence base whilst meeting important developmental frontiers? How do we ensure that Mindfulness-Based Programme (MBP) teachers are well prepared to guide others? How does the public know how to choose an MBP teacher? How does this emerging field skilfully navigate the tensions inherent in mainstreaming an approach that involves a paradigm shift to mainstream frameworks for understanding human experience? How do we do the work of ‘mainstreaming’ language and approach whilst also retaining the full transformational potential of mindfulness practice? How do we skilfully innovate so that MBP teaching is flexed and tailored to a diversity of contexts and populations? How do MBP teachers skilfully integrate within their teaching, the reality of this moment in time with its intersecting crises of climate and biodiversity breakdown, inequality, generational imbalances?

The talk will examine these questions from the perspective of current empirical and practice-based developments and thinking, and will consider frontiers and challenges for the MBP field going forward.

13 Dec 2021

• https://www.youtube.com/watch?v=u9QOn_VR02A

Ongoing. Commenced Nov 2021

11 Nov 2021 – 11 Nov 2024

Commissioned by Belgium mindfulness teacher training organisation. www.pleine-conscience.be

Course delivered to 25 French speaking mindfulness teachers in 2 x 3 hour sessions with a 2 week gap to enable peer group practice.

15 Oct 2021 – 29 Oct 2021

This online retreat will focus on exploring the teachings of mindfulness as they are presented in the early Buddhist tradition in the Satipatthana Discourse and the ways that this teaching informs contemporary teaching and mindfulness programmes. Contextualizing mindfulness helps us to develop a more nuanced understanding of the role that mindfulness plays in understanding the nature of distress and developing our capacity for resilience and compassionate responsiveness.

There will be a programme of sustained meditation, daily talks and instructions and group meetings.

18 Sep 2021 – 22 Sep 2021

Training for 30 international mindfulness-based trainers and supervisors including participants from the USA, Thailand, China, Ireland, Spain, Germany, UK.

9 x 3 hour weekly sessions.

1 Sep 2021 – 27 Oct 2021

Training for trainers and supervisors working within the Health Education England funded NHS training for MBCT therapists within the Improving Access to Psychological Therapies service.

31 Aug 2021 – 26 Oct 2021

22 Jun 2021 – 7 Dec 2021

• https://home.mindfulness-network.org/bangor-mindfulness-20th-anniversary/
• https://community.mindfulness-network.org/course/index.php?categoryid=5

Day of guided practice for the AGM of the Friends of Bangor

18 Apr 2021

13 Apr 2021 – 11 May 2021

• https://www.youtube.com/watch?v=h5_wAw5rcIw

Training delivered to German speaking mindfulness teachers, trainers and supervisors in 5 x 3 hour workshops

12 Apr 2021 – 3 May 2021

8 day online training retreat for experienced French speaking mindfulness teachers

18 Mar 2021 – 28 Mar 2021

• https://www.association-mindfulness.org/

Mindfulness course delivered for people living with Parkinsons disease

19 Jan 2021 – 16 Mar 2021

• https://www.youtube.com/watch?v=3YvEcMRlQrw

12 Dec 2020 – 31 Dec 2021

• https://mindfulness-wales.org/about/

1 day workshop for mindfulness teachers and trainees

Level 1 MBI:TAC training: Introduction to the tool Descriptor: This level is designed as a foundational introduction to the use of the tool. By the end of the training participants will have enough familiarity with the tool to use it to support their own learning and development as mindfulness-based teachers, and if they are already supervising and training to begin to integrate it into these contexts. Further training will be required to resource participants to use the tool within training contexts, to offer structured feedback, and to conduct reliable assessments. The course is anchored in the curriculums of MBSR and MBCT but is relevant and open to those teaching other curriculums. The training starts with presentations on the rationale and process for the development of the MBI:TAC, then covers the structure of the tool, and methodologies for reviewing teaching practice. Participants are then given repeated opportunities to review video clips of mindfulness-based teaching practice. The clips include a range of experience and competence levels, and varied elements from the curriculums of MBCT and MBSR. This will be followed by explorations of and training in the use of the MBI:TAC to reliably recognize the ‘key features’ within the 6 Domains of MBI-TAC. In the early stages of reviewing clips, participants are being trained to ‘feature spot’ aspects of the teaching, and to use the MBI:TAC as a ‘lens’ through which to view the phenomenon of mindfulness-based teaching. Participants are given space to explore skilful ways of offering feedback to the teacher that is accurate, honest and supportive of learning. In the final phase of the training, participants are given space to explore the edges, potentialities and cautions when implementing the MBI:TAC in training and supervision. There will be a focus on a personal and collective exploration of integrity in mindfulness-based teaching and the use of the MBI:TAC as a ‘lens’ through which to engage in this exploration. We will reflect on the vulnerability inherent in exploring our teaching in this way and the personal process themes that are triggered. We will consider how participants can take forward their learning and practice beyond the workshop. Delivery format: Ideally delivered as a 2 day workshop. Could be adapted to zoom delivery. Open to: Trained and participant mindfulness-based teachers. Participants must have completed a level 1 or equivalent mindfulness-based teacher training, and have taught a minimum of 2 mindfulness-based courses. Learning aims: examine the particular nature of fidelity and integrity in mindfulness-based teaching present the rationale for the development of the MBI:TAC develop knowledge of the design and structure of the MBI:TAC Enable participants to develop a ‘way of looking’ at mindfulness-based teaching which enables a ‘seeing’ of both the whole and the elements of the teaching process acquire practice skills in reviewing mindfulness-based teaching using the MBI:TAC explore how this tool may be sensitively used to support personal learning and learning of others in supervision and training contexts discuss the potential and limitations of the MBI:TAC enable personal and collective examination of current and future directions for supporting clarity and consensus on mindfulness-based teaching integrity. Precourse reading (available for download at www.bangor.ac.uk/mindfulness/publications): Crane, R.S., Eames, C., Kuyken, W., Hastings, R. P.1, Williams, J.M.G., Bartley, T., Evans, A.,Silverton, S., Soulsby, J.G., Surawy, C. (2013) Development and validation of the Mindfulness-Based Interventions – Teaching Assessment Criteria (MBI:TAC), Assessment, doi: 10.1177/1073191113490790 Crane R.S., Kuyken, W., Williams, J. M. G., Hastings, R., Cooper, L., Fennell, M.J.V. (2012), Competence in teaching mindfulness-based courses: concepts, development, and assessment, Mindfulness, 3, 76–84. DOI: 10.1007/s12671–011–0073–2 Crane, R.S., Soulsby, J.G., Kuyken, W., Williams, J.M.G., Eames, C., (2012) The Bangor, Exeter & Oxford Mindfulness-Based Interventions Teaching Assessment Criteria (MBI:TAC) for assessing the competence and adherence of mindfulness-based class-based teaching (mbitac.bangor.ac.uk/documents/MBITACmanualsummaryandaddendums0517.pdf)

5 Oct 2020 – 2 Nov 2020

Editorial Board - appointed in October 2020

• https://journals.sagepub.com/editorial-board/GAM

Appointed to the International Advisory Board https://www.springer.com/journal/12671/editors

• https://www.springer.com/journal/12671/editors

30 Jul 2020 – 31 Dec 2021

• https://journals.sagepub.com/editorial-board/gam

The work of Friends of Bangor is to support connection. This practice will ground this work of connection in the immediacy of the arising of experience moment-by-moment, somatically, cognitively and affectively. We will come together as a community to draw on the supportive container that community offers to our practice. The guided practices will build our capacities to connect more intimately with ourselves, offering us the ground for our work of authentically connecting with each other. Part of the practice will be in silence as we engage with the core practices that are part of the mindfulness-based programmes. Through the lens of these practices we will have the opportunity to personally investigate experience. There will be time towards the end of the day to engage together in dialogue about our experiences of the day.

20 Jun 2020

• https://www.youtube.com/watch?v=KLTTo7tAJtA

Where have we come from? Where are we now? Where are we going?

Over the last 30 years, the field of mindfulness-based approaches has emerged and found its way into the mainstream. The work is having a strong positive influence on the lives of individuals and organisations. These developments are founded on an incredible upsurge of research and practice based work. The Centre for Mindfulness Research and Practice (CMRP) at Bangor University is coming up to its 20th year and has been a part of this global journey. Each one of us individually is part of the journey. These journeys are continually emergent as we grow and develop, as the work moves through developmental milestones, and as the context within which our work is situated shifts. This talk will encourage us all to take a step back and reflect on this journey and our part in it; it will point to current themes and priorities that CMRP are engaged in responding to; and will reflect on how we each can lay foundations for the future that will support the ongoing emergence of this work.

• https://www.youtube.com/watch?v=07ZItTA1cT4

Who is the workshop for?

• are interested in exploring mindfulness in the contexts of our relationships in our personal and work lives

• work one to one, such as coaches, therapists, yoga teachers, physiotherapists, nurses, complementary therapists, teachers, carers, community health workers, etc.,

• are mindfulness teachers who want to deepen into the relational aspect of mindfulness practice

• have completed an 8-week MBSR, MBCT or similar course and have an established on-going mindfulness practice.

• Are mindfulness practitioners who want to explore the relevance of mindfulness in their personal relationships whether work-related or not.

What does the workshop entail?

This workshop will be taught experientially, with a focus on developing and reflecting on a personal mindfulness meditation practice as the basis for our relationships with others. We will explore the importance of awareness of our internal process in developing awareness of interpersonal process.

The workshop will include:

• Experiential engagement in the core mindfulness practices that are part of MBSR/MBCT: the basis for cultivating the ability to embody mindfulness.

• An overview of the origins and theoretical bases of mindfulness: including the theories and attitudinal foundations behind mindfulness.

• Development of mindful 'presence' in relationship: experiencing and practising how mindful awareness and embodiment can enhance the relationship process and support the ability to be fully present with another.

• Mindfulness and self-care: how mindfulness practice can support us in dealing skilfully with interpersonal challenges.

• Ways to build mindfulness into the process whilst engaging with clients: this course is not about learning how to teach the 8-week course to individuals, but instead exploring the various ways mindfulness skills can be used within the relational aspect of your work

The trainer will integrate relevant theory and context on the use of mindfulness in one-to-one work within an experiential training process. Time will be given to guided meditation practice, interpersonal mindfulness practices, silent reflective time and to exploring together in dialogue in small and large groups as we learn through our individual and collective experience. The intention is to create an open, spacious learning environment, which will encourage and support spontaneity and creativity.

7 Feb 2020 – 9 Feb 2020

The training will combine time for engagement in personal mindfulness practice in a supportive context with the opportunity to link the learnings from this with a focused engagement in building the particular skills needed to skilfully offer mindfulness-based courses. We will use the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) as a supportive ‘lens’ through which we can explore the teaching process. The work will not involve assessing each others practice, but rather coming alongside each other to reflect on our strengths and learning needs as teachers and to build our skills with the support of peers and the facilitators.

Our time will be spent together in silence as we practice and in small and large group reflection and investigation as we learn through our individual and collective experience. Participants will have opportunities to lead practices and investigate personal and co-participant’s experiences of these.

The seven day programme will commence with time for orientation and welcome, followed by 1.5 days of guided silent practice. The intention of this is to facilitate the transition into and access to a deeper and wider spaciousness of mindful awareness which will inform the developmental processes that will follow. We will then journey together in small groups through the 8-week programme being teachers and participants for each other, and taking time to pause, step back, reflect and offer supportive feedback on the various domains of the MBI:TAC. The programme will offer an integration of interactive training and development processes within the context of periods of silent formal and informal meditation practice.

We will use the Mindfulness-Based Interventions: Teaching Assessment Criteria within the training as a support to developing teaching skills. Through the programme participants will become increasingly familiar with the criteria as a tool for reflective development. We will use the criteria as a support to offering feedback on teaching practice to each other and to ourselves. Throughout this we will keep in mind the importance of developing our teaching towards expected norms whilst supporting ourselves to discover our own authentic expression as a teacher.

25 Jan 2020 – 1 Feb 2020

This conference brought together mindfulness activity in Wales with policy perspectives from Welsh Government. I was part of the organising team that brought together the event. It led to the foundation of Meddylgarwch Cymru/MIndfulness Wales - mindfulness-wales.org

21 Nov 2019

• https://mindfulness-wales.org/category/welsh-government/

Part of the panel discussion

20 Nov 2019

This day long intensive will investigate the origins, intentions, curriculum and teaching process of Mindfulness-Based Stress Reduction (MBSR). It is intended for those who have taken a mindfulness-based teacher training and would like to deepen and refresh their connection to the specifics of MBSR.

The process will support participants to reconnect to the roots of all mindfulness-based developments, and will involve dialogue on the place of the MBSR programme now in the context of other curriculum choices.

We will connect to the responsivity and flexibility of the MBSR teaching process: time will be given to exploring how as teachers we can adapt our teaching style and practice guidance to the context and group we are connecting with in this moment.

The training will involve some didactic elements, experiential engagement with aspects of MBSR curriculum, and group dialogue and inquiry.

Keynote talk

25 Oct 2019

• https://sussexmindfulnesscentre.nhs.uk/events/conferences/

Opening talk at Symposium of 'The Role of Presence in Health and Happiness'

24 Sep 2019

This retreat taught over seven days will be structured and held so as to create a safe and supportive environment for this work of “coming back home to ourselves”. Residential retreat offers a unique opportunity to cultivate a continuity of mindfulness that allows us to deepen our understanding of the workings of our own heart, mind and body.

The retreat will be shaped around the Buddhist psychological framework of the four foundations of mindfulness, as well as drawing from the contemporary understandings informing mindfulness-based programmes. We will practise with and build on the meditation forms familiar to those within Mindfulness-Based Stress Reduction/Cognitive Therapy. There will be periods of guided and unguided sitting, lying, walking and mindful movement practice, opportunities for informal practice, and meetings to explore first person experience with the teachers and their support team. The retreat will also include each day a short period of carefully guided interpersonal mindfulness practice drawn from Insight Dialogue to enable us to inquire into the teaching themes with the support of a co-meditator.

The overall container of the retreat will be one of noble silence: a chance to be in community with like-minded people without the need to “be” anyone in particular. There will be opportunities for sharing and connecting at the end of our time together.

The retreat is ideal for those who have taken an 8-week mindfulness course and wish to deepen their learning, those who are training to teach mindfulness-based courses and for established mindfulness-based teachers.

19 Aug 2019 – 26 Aug 2019

An opportunity for experienced mindfulness-based teachers, trainers and supervisors to come together for retreat and community. We will gather on Bardsey Island – a place of pilgrimage since the 13th century. It was also the place that MBCT crystallised as a programme, and the CMRP team began to form during a retreat led by Ferris Urbanowski in 1998, so it holds a special place in the development of our work.
The retreat will offer a daily rhythm of guided practice structured around the four foundations of mindfulness, including periods of sitting practice, mindful walking and movement; time for informal practice, including solitary space to rest into the experience of being on Bardsey island; spaces for communal activity such as meal preparation; and spaces for interpersonal mindfulness practice, and held reflections and dialogue on our practice, work and current life themes. We will practice in silence through each morning and have spaces for connecting in dialogue during the afternoons.

6 Jul 2019 – 13 Jul 2019

This day will chart the unfolding of the story of MBCT research and practice, interweaving presentations with practice and dialogue.

Participants will be supported to situate ourselves within the evolving story with invitations to inquire into the role we are all playing – how is our MBCT practice situated? What are the questions and dilemmas we are experiencing?

11 Jun 2019

14 May 2019 – 15 May 2019

One day Masterclass: Teacher-led interactive investigation is at the core of mindfulness-based teaching. This is the skill area that most teachers find the most challenging. This two-day, experiential training will provide an opportunity to develop understanding, skill and confidence in the inquiry process.

12 May 2019

This day will chart the unfolding of the story of MBCT research and practice, interweaving presentations with practice and dialogue. Participants will be supported to situate ourselves within the evolving story with invitations to inquire into the role we are all playing – how is our mindfulness-based teaching practice situated? What are the questions and dilemmas we are experiencing?

11 May 2019

A day of guided mindfulness practice

Guided by Nolitha Tsengiwe, Rebecca Crane and Mark Williams

In the midst of the fullness of the conference, we will take a day to step into deeper connection with the immediacy of experience. During the day you will be guided in the various forms of mindfulness practice that are part of mindfulness-based programs, interspersed with some space for first person and collective inquiry into what is being known in experience. To allow space for deeper listening, we will give over some of the time to practising together in silence during both the formal and informal parts of the day. Coming into deeper contact with experience in these ways is tender, and at times is challenging. We need support to do this work - the solidarity and kindness of a community of colleagues and friends practising alongside us, along with the guidance from the teachers will offer the holding space within which to drop into our mindfulness practice: an engagement that is simultaneously deeply personal and individual, and deeply social and collective.

24 Mar 2019

• https://mindfulness.org.za/mindfulness-conference-2019/

Keynote talk at the Institute for Mindfulness, South Africa conference

23 Mar 2019

Preconference workshop at the IMISA conference

22 Mar 2019

Meeting to present the role and potential of mindfulness in public life in Wales

11 Mar 2019

Mindfulness training is becoming increasingly accessible to everyday people in the mainstream. The integration between contemplative practices and contemporary science has the potential to radically transform perspectives and relieve suffering for individuals and communities. We can begin to imagine the possibility that on a societal level embedding mindfulness practice into everyday life could become recognised and promoted as a pragmatic way to support wellbeing - in similar ways to how physical exercise is perceived. This emerging interest and engagement with contemplative practices in mainstream culture and institutions holds great promise. The promise that wisdom and compassion become more readily accessible to us – both individually and collectively.

There are though particular sensitivities related to bringing contemplative practices into the mainstream. How do we meet the implementation challenge of enabling the accessibility whilst supporting the integrity of the approach? How do we ensure that teachers are well prepared to guide others in mindfulness? What ethical issues need consideration when bringing practices that emerged in religious contexts into the secular mainstream? How does this emerging field skilfully navigate the tensions inherent in mainstreaming an approach that involves a paradigm shift to mainstream frameworks for understanding human experience? How do we do the work of ‘mainstreaming’ language and approach whilst also retaining the essential and unique elements of the foundations on which mindfulness-based programmes rest? How do we invite systemic transformation rather than ‘quick fixes’?

The talk will review empirical and practice based work in these areas in relation to developments that support integrity and ethical understanding, the work of training teachers, of assessing teacher competence, and of implementing mindfulness-based programmes, and will consider challenges and questions for the field in the future.

Invited Keynote, Mindfulness Symposium

15 Dec 2018

7 Dec 2018 – 10 Dec 2018

Invited keynote, Annual Conference, Berlin

Developing skills in a complex craft such as teaching mindfulness-based programs is a lifelong endeavour. If we are able to create the conditions in our daily lives for this, it becomes an inspiring and meaningful ongoing engagement. How do we keep our learning and inspiration alive? How do we stay close to our core intentions and motivations for becoming a mindfulness-based teacher? What inner and outer conditions in our lives are needed to enable us to sustain the process? What are the core skills, knowledge and qualities we are investing in developing? How does this personal maturation influence the wider maturation of this young field? In this talk I will share current field and personal perspectives on these important themes.

This workshop will build on the previous talk by enabling us to individually and collectively inquire into our development as mindfulness-based practitioners. We will use the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) as a map to investigate the range of competencies involved in the direct work of teaching. We will deepen our familiarity with these through personal, and then small group reflection on how we relate to the different aspects of the teaching process. We will then broaden out to acknowledge the range of skills required around the teaching to enable this work to happen - public speaking, leading, managing, administering, marketing and more. Through reflective process, dyad and small group work we will aim to catalyse a personal and collective inquiry into the multi-faceted work of being a mindfulness-based practitioner.

2 day workshop

11 Oct 2018 – 12 Oct 2018

In conference workshop, Science from Within, International Conference on Mindfulness, Amsterdam

12 Jul 2018

Crane, R.S. Segal, Z.V., Van Emmerik, A., Pots, W., (2018) Science from Within, International Conference on Mindfulness, Amsterdam

11 Jul 2018

Created during the 2018 International Conference of mindfulness

10 Jul 2018 – 13 Jul 2018

• https://www.youtube.com/watch?v=qfScweWG0NA&feature=youtu.be

30 Jun 2018 – 30 Jun 2023

Delivery of a 2 day workshop in Kathmandu - co-hosted by Bangor University and the British Council

11 Apr 2018 – 12 Apr 2018

19 Feb 2018

Three day workshop

7 Feb 2018 – 9 Feb 2018

a 3 day residential workshop for mindfulness teachers

26 Jan 2018 – 28 Jan 2018

• http://www.achtsamkeitsinstitut-ruhr.de/inquiry-verkoerpern-in-praxis-und-lehre-dr-rebecca-crane/

25 Jan 2018

• http://www.achtsamkeitsinstitut-ruhr.de/2017/11/23/mindfulness-in-the-mainstream-navigating-with-integrity/

Delivery of a 2 day workshop to the mindfulness masters team at University College Dublin

12 Jan 2018 – 13 Jan 2018

Monthly session for the general public. Pre-pandemic delivered to people living in N Wales. Now delivered online and open to all who have completed an 8-week mindfulness course.

1.5 hours on first Sunday of each month to members of the general public: 20+ participants each month.

6 Jan 2018 – 5 Dec 2021

Jan 2018 – 31 Dec 2021

• https://www.themindfulnessinitiative.org.uk/who-we-are.html

I organised/hosted this event

11 Nov 2017

• https://www.bangor.ac.uk/mindfulness/coursedesc.php?id=749

31 Oct 2017

• http://sussexmindfulnesscentre.nhs.uk/events/masterclasses/

Keynote talk, Summer School, Amsterdam

22 Aug 2017

Chairing 5 day international scientific conference on mindfulness

7 Jul 2017 – 11 Jul 2017

Delivery of a residential 8 day training for 32 experienced mindfulness-based clinicians and educators in France. The training is based on the research and practice work emanating from Bangor University on the MBITAC

26 Mar 2017 – 1 Apr 2017

What defines Mindfulness-Based Programs - podcast interview (Present Moment Mindfulness)

20 Feb 2017

• https://presentmomentmindfulness.com/2017/02/20/episode-080-rebecca-crane-what-defines-mindfulness-based-programs/

Delivery of train the trainers 2 day training. The participants were from Poland, Germany, Ireland, Norway, France, Turkey and Austria. The training was in the use of the Mindfulness-Based Interventions Teaching Assessment Criteria (MBITAC) as an assessment and training tool .

MBITAC tool development and evaluation of psychometric properties.

These trainers train mindfulness-based teachers in their home countries who in turn offer interventions to the general public.

9 Jan 2017 – 10 Jan 2017

Delivery of 2 day training in theoretical underpinnings to Mindfulness-Based Cognitive Therapy to new cohort of mindfulness-based trainees in Lithuania.

Mindfulness is new in Lithuania - the 60 participants were psychologists and medical doctors who will be bringing their new skills to their clinical work. The training will directly influence clinicians and their clients in Lithuania.

4 Jan 2017 – 5 Jan 2017

Blog: The new UK listing of mindfulness-based teachers, Oxford Mindfulness Centre

• http://www.oxfordmindfulness.org/mindfulness-teaching-integrity/

Blog: The role of retreats for MBCT teachers, Oxford Mindfulness Centre

• http://www.oxfordmindfulness.org/retreats-mbct-teachers/

Crane, R.S. & Kuyken W., (2016) Oxford Mindfulness Summer School, The Integrity of MBCT, Oxford University

24 Aug 2016

Keynote talk: Crane, R.S. (2016) Making the Path By Walking It: the journey of implementing mindfulness-based interventions, Keynote at the 2nd International Conference on Mindfulness, Sapienza—Università di Roma, Rome, Italy

11 May 2016

Keynote talk: Crane, R.S. (2016), Implementing Mindfulness: the Welsh Context, Key note at the All Wales Mindfulness Practitioner Conference (2016) Aberystwyth University

Keynote talk: Crane, R.S. (2016) Silence is Rarely Silent, Keynote at the Heart of Silence Conference, The Association of Core Process Psychotherapists, London,

Keynote talk: Crane, R.S. (2015) From Research to Practice: integrity and pragmatics in implementing mindfulness-based interventions, Keynote at the European Mind and Life, Germany

Trustee for The Mindfulness Network

http://presentmomentmindfulness.com/2014/10/episode-032-rebecca-crane-competence-in-teaching-mindfulness-based-courses-concepts-development-and-assessment/

External Examiner for Oxford University's MSt in Mindfulness-Based Cognitive Therapy. Served for four years 2013 - 2016

Sep 2013 – Dec 2016

External examiner for Exeter University MSc Psychological Therapies Practice (Mindfulness-based Cognitive Therapies and Approaches)

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) offers a map of the territory of mindfulness-based program (MBP) teaching skill, a way of assessing these, and a way of reflecting on skill development. The talk will offer an overview of the particular characteristics of teaching skill in the MBP context, how the MBI:TAC tool organises these into a framework, and how the tool can be used in research and practice contexts.

27 Nov 2001

• https://www.symposiacongressi.com/mindfulness2021/

Mindfulness-Based practice is at the meeting place of contemplative teachings that arose primarily in the East, with contemporary western empiricism, science, and theory. This interface is a rich and fertile ground for investigating human experience, and for understanding the causes and ways of skilfully addressing distress and enabling flourishing. As mindfulness-based programme (MBP) teachers therefore, we need fluency in these divergent disciplines. Importantly though, we do not need a formal training in research to enable us to bring a research mindset to our MBP teaching practice.

This talk will examine how MBP teachers can build science, theory, and research into their practice in ways that are doable, inspiring and growth enhancing for both the teacher and their MBP participants.

Keynote talk for the

LEBANESE ASSOCIATION OF MINDFULNESS FIRST CONFERENCE:

FOUNDATIONS AND APPLICATIONS

Mindfulness-based Programmes (MBPs) have been implemented in the UK since the early 2000s, firstly with a focus on depression prevention, then spreading within health care to other contexts, and then moving beyond clinical contexts to other areas within the mainstream including education, the justice system, and workplaces. Beyond the focus on personal wellbeing, there is also now increasing recognition of how cultivating inner capacities such as attention regulation, kindness, wisdom, and cognitive flexibility could be foundational in responding to the complex challenges of the 21st century. This is leading to research and practice on MBPs which support personal and collective engagement with the climate and biodiversity crisis, and with social challenges which have their roots in prejudice and bias.

This talk will offer the UK experience of integrating mindfulness delivery into mainstream institutions as a case study which may have relevance to other areas in the world, with a particular focus on the factors that have supported implementation progress.

Professor Rebecca Crane PhD directs the Centre for Mindfulness Research and Practice at Bangor University and has played a leading role in developing its training and research programme since it was founded in 2001. She teaches and trains internationally in both Mindfulness-Based Cognitive Therapy and Mindfulness-Based Stress Reduction. Her research and publications focus on how the evidence on mindfulness-based interventions can be implemented with integrity into mainstream practice settings. She has written Mindfulness-Based Cognitive Therapy Distinctive Features 2017, co-authored Mindfulness-Based Cognitive Therapy with People at Risk of Suicide, 2017, co-edited Essential Resources for Mindfulness Teachers, 2021, and is a Principle Fellow with the Higher Education Academy.

23 Oct 2001

• https://mindfullebanon.org/

Mindfulness training is becoming increasingly accessible to everyday people in the mainstream. We can begin to imagine the possibility that on a societal level embedding mindfulness practice into everyday life could become recognised and promoted as a pragmatic way to support wellbeing - in similar ways to how physical exercise is perceived. This emerging interest and engagement with contemplative practices in mainstream culture and institutions holds great promise. The promise that wisdom and compassion become more readily accessible to us – both individually and collectively.

There are though particular sensitivities related to bringing contemplative practices into the mainstream. How do we meet the implementation challenge of enabling the accessibility whilst supporting the integrity of the approach? How do we ensure that teachers are well prepared to guide others in mindfulness? What ethical issues need consideration when bringing practices that emerged in religious contexts into the secular mainstream? How does this emerging field skilfully navigate the tensions inherent in mainstreaming an approach that involves a paradigm shift to mainstream frameworks for understanding human experience? How do we do the work of ‘mainstreaming’ language and approach whilst also retaining the essential and unique elements of the foundations on which mindfulness-based programmes rest?

25 Sep 2001

2 hour webinar for health professionals

13 Sep 2001

KESS II MRes with The Mindfullness Initiative- BUK2E068

01/01/2022 – 31/03/2024 (Finished)

Accessibility and implementation of Mindfulness Based Interventions (MBIs) in Swedish health care services

01/01/2019 – 28/02/2021 (Finished)

Low-intensity guided help through mindfulness (LIGHTMind)

01/09/2017 – 01/08/2019 (Finished)

Predictors of Outcomes in MBSR Participants from Teacher Factors

01/09/2016 – 30/09/2018 (Finished)

Staying well after depression: a randomised trial - additional funding on r26120

01/04/2010 – 31/07/2012 (Finished)

Description

What is the Purpose of the Study?

Each year in the United Kingdom a large number of people get depressed. When this happens, many have suicidal thoughts. We are very keen to find out more about the reasons for this and how we can prevent it happening again – both the depression itself, and the suicidal thoughts that can occur. We are particularly interested in the ability of two treatments to help people stay well in the future (by reducing future episodes of depression and suicidal thinking), when they have been depressed or suicidal in the past. When taking part n the study you would be randomly allocated to either Cognitive Psycho-Education (CPE) Mindfulness Based Cognitive Therapy (MBCT) or the wait for treatment group, more information on these can be found in the information sheet and on the tabs left. What we learn from this study will be used to improve the care of patients in the future.

• http://stayingwell.bangor.ac.uk

Bursary for Mindfulness-Based cognitive therapy for the prevention of relapse in depression course

18/02/2010 – 31/01/2011 (Finished)

MSt in Mindfulness Based Cognitive Therapy

Entry requirements.

• Funding and Costs

College preference

• How to Apply

About the course

Mindfulness-Based Cognitive Therapy (MBCT) is a group of evidence-based skills training programmes that integrate mindfulness meditation practices with cognitive-behavioural methods to reduce distress and increase wellbeing. MBCT programmes are used in many countries around the world and in a wide range of settings and contexts, including healthcare, education, workplaces and community settings. A strong evidence base supports their efficacy.

This course is not accepting applications this cycle, but is expected to reopen to applications in the next admission cycle. The information on this page has been retained to provide an indication of the course content in previous years. Fees and costs are only valid for the year which is shown and will usually increase annually. The University is under no obligation to deliver the same course in the future. This page may be updated at any time prior to the course re-opening to applications.

The MSt in MBCT at the University of Oxford is two-year part-time course offered jointly by the Department for Continuing Education and the Department of Psychiatry. The course is aligned with internationally recognised MBCT training standards and cultivates the knowledge, skills and attributes necessary for skilful and ethical teaching of the MBCT family of curricula, and for contributing to the development and dissemination of MBCT.

The course is designed for professionals who would like to bring evidence-based mindfulness teaching into their work. It is best suited to those in fields such as mental or physical healthcare, education, skills training, stress reduction, wellness, or other contexts that involve working with individuals and groups in supportive ways.

In learning to be a mindfulness teacher, personal and professional development are closely intertwined. Personal mindfulness practice is essential for cultivating the self-awareness, understanding and attitudes needed to teach mindfulness to others. This course provides strong support for students’ development of mindfulness practice. It combines academic and professional rigour with the attitudes of kindness, compassion and friendly curiosity that are fundamental to mindfulness. The atmosphere of the course is warm, respectful, and supportive, and provides space to experiment and to grow as a mindfulness teacher.

Successful completion of the course leads to the award of a Master of Studies by the University of Oxford.

Course structure

The course combines in-person and online learning.

In-person teaching blocks of 3-5 days occur twice each year in Oxford. In addition, one in-person retreat of 5-6 days is held each year at a residential retreat centre in England. Online teaching days (9am – 5pm UK time) occur at weekly or other intervals.

Each student is assigned a tutor (one of the teaching staff) for individual meetings throughout the course. Tutoring meetings support the development of knowledge and skills and provide an opportunity for discussion of questions, concerns, or topics of interest.

Students should plan to devote 6-7 hours per week to independent reading and study, personal mindfulness practice, and completion of written assignments.

Most teaching is provided by the director and tutor team, with invited guest teachers for specialist areas.

Learning and teaching

The course covers several main topic areas and includes a variety of teaching and learning methods:

• Theory and research, including psychological science related to health, wellbeing, and underlying psychological processes; relevant aspects of Buddhist psychology and their contribution to MBCT; and empirical research on the effects of mindfulness practice, mechanisms of change, and applications in a variety of contexts. Knowledge and understanding of theory and research are cultivated primarily through reading, presentation and discussion.
• Experiential understanding of mindfulness is developed through guided and independent personal practice throughout the course, a guided intensive retreat once each year, and written reflection on personal practice in light of theory, research, and underlying psychological processes.
• Teaching skills and professional competencies for delivering MBCT curricula skilfully and ethically are cultivated through skills training, reading, and supervision of a teaching project.
• Communication skills for writing and speaking about mindfulness and MBCT are developed through group discussion, skills training, a teaching project, and written assignments.

Year 1 develops all of the main topic areas, with emphasis on teaching skills, experiential understanding, and theoretical and empirical foundations. Year 2 further hones all knowledge and skills, with emphasis on teaching two 8-week MBCT courses and on completing a dissertation.

This course is part-time. Part time students are required to attend course-related activities in Oxford, including residential sessions. There are also three retreats; two in Somerset and one in Devon. Accommodation and food are provided for these retreats.

Resources to support your study

As a graduate student, you will have access to the University's wide range of world-class resources including libraries, museums, galleries, digital resources and IT services.

The Bodleian Libraries is the largest library system in the UK. It includes the main Bodleian Library and libraries across Oxford, including major research libraries and faculty, department and institute libraries. Together, the Libraries hold more than 13 million printed items, provide access to e-journals, and contain outstanding special collections including rare books and manuscripts, classical papyri, maps, music, art and printed ephemera.

The University's IT Services is available to all students to support with core university IT systems and tools, as well as many other services and facilities. IT Services also offers a range of IT learning courses for students, to support with learning and research.

The  Rewley House Continuing Education Library , one of the Bodleian Libraries, is situated in Rewley House. The department aims to support the wide variety of subjects covered by departmental courses at many academic levels. The department also has a collection of around 73,000 books together with periodicals. The Jessop Reading Room adjoining the library is available for study.

The department provides various IT facilities, including the Student Computing Facility which provides individual PCs for your use.

Supervision

The allocation of graduate supervision for this course is the responsibility of the Department of Psychiatry and this role will usually be performed by the Course Director.

It is not always possible to accommodate the preferences of incoming graduate students to work with a particular member of staff. A supervisor for the teaching project may be found outside the core staff team.

Marked assignments are designed to support consolidation and extension of learning and to evaluate knowledge and skills. Assignments are marked by internal assessors and examiners. The marked assignments are:

Essay 1: Psychological Science

Explores topics in psychological science and their relationship to MBCT (4,000 words)

Reflective Analysis

Integrates personal experiences in mindfulness practice with theoretical and empirical foundations of MBCT (4,000 words)

Essay 2: Buddhist Psychology

Explores Buddhist psychology and its relationship to MBCT (4,000 words)

Dissertation

An in-depth exploration of a topic related to MBCT, in an area of particular interest chosen by the student in consultation with the teaching staff (10,000 words)

Teaching Project

Each student teaches two 8-week courses of MBCT, with supervision. Recordings of all sessions from one of these courses and a written description of the experience of teaching the course (4,000 words) are submitted for marking.

Graduate destinations

Most part-time students commencing this programme are already in employment and will teach MBCT in an appropriate context to which they have access.

Changes to this course and your supervision

The University will seek to deliver this course in accordance with the description set out in this course page. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision, either before or after registration. The safety of students, staff and visitors is paramount and major changes to delivery or services may have to be made if a pandemic, epidemic or local health emergency occurs. In addition, in certain circumstances, for example due to visa difficulties or because the health needs of students cannot be met, it may be necessary to make adjustments to course requirements for international study.

Where possible your academic supervisor will not change for the duration of your course. However, it may be necessary to assign a new academic supervisor during the course of study or before registration for reasons which might include illness, sabbatical leave, parental leave or change in employment.

For further information please see our page on changes to courses and the provisions of the student contract regarding changes to courses.

Proven and potential academic excellence

The requirements described below are specific to this course and apply only in the year of entry that is shown. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

Please be aware that any studentships that are linked to this course may have different or additional requirements and you should read any studentship information carefully before applying. 

Degree-level qualifications

As a minimum, applicants should hold or be predicted to achieve the following UK qualifications or their equivalent:

• a first-class or strong upper second-class undergraduate degree with honours in a relevant subject.

Preference will be given to applicants with professional experience in mental or physical healthcare, education or skills training, stress reduction, wellness, or other contexts that involve working with individuals and groups in supportive ways. 

Your background should have equipped you to:

• read theoretical and scientific literature relevant to MBCT
• write the essays and other assignments described above
• work with individuals and groups in ways which require relational skills.

If your degree is not from the UK or another country specified above, visit our International Qualifications page for guidance on the qualifications and grades that would usually be considered to meet the University’s minimum entry requirements.

For applicants with a bachelor's degree from the USA, the minimum overall GPA that is normally required to meet the undergraduate-level requirement is 3.6 out of 4.0.

GRE General Test scores

No Graduate Record Examination (GRE) or GMAT scores are sought.

Other qualifications, evidence of excellence and relevant experience

You are expected to have:

• knowledge of mindfulness-based approaches, and to have attended at least one face-to-face or online eight-week MBCT-L (Mindfulness-Based Cognitive Therapy for Life) course run by an experienced provider. The  Oxford Mindfulness Foundation  offers many courses.
• personal experience of insight meditation practice and a personal meditation practice of at least one year
• some experience of working with or facilitating groups.
• access to suitable groups with whom to teach MBCT under supervision
• substantial professional experience in mental or physical healthcare, education or skills training, stress reduction, wellness, or other contexts that involve working with individuals and groups in supportive way

Publications are welcome but not required.

Assessors screening applications and interviewers are looking for the following qualities:

• commitment to acquiring the knowledge and skills related to the practice and teaching of MBCT
• ability to take advantage of academic teaching, as evidenced by prior learning history
• openness to new ideas and the ability to absorb, communicate and use new information and concepts
• ability to meet the time and study commitments of the course
• ability to present a coherent argument in written English
• psychological and personal suitability to benefit from and contribute to the course, as well as the delivery of MBCT
• knowledge and understanding of cognitive-behavioural therapy (CBT) is desirable

English language proficiency

This course requires proficiency in English at the University's  higher level . If your first language is not English, you may need to provide evidence that you meet this requirement. The minimum scores required to meet the University's higher level are detailed in the table below.

*Previously known as the Cambridge Certificate of Advanced English or Cambridge English: Advanced (CAE) † Previously known as the Cambridge Certificate of Proficiency in English or Cambridge English: Proficiency (CPE)

Your test must have been taken no more than two years before the start date of your course. Our Application Guide provides  further information about the English language test requirement .

Declaring extenuating circumstances

If your ability to meet the entry requirements has been affected by the COVID-19 pandemic (eg you were awarded an unclassified/ungraded degree) or any other exceptional personal circumstance (eg other illness or bereavement), please refer to the guidance on extenuating circumstances in the Application Guide for information about how to declare this so that your application can be considered appropriately.

You will need to register three referees who can give an informed view of your academic ability and suitability for the course. The  How to apply  section of this page provides details of the types of reference that are required in support of your application for this course and how these will be assessed.

Supporting documents

You will be required to supply supporting documents with your application. The  How to apply  section of this page provides details of the supporting documents that are required as part of your application for this course and how these will be assessed.

Performance at interview

Interviews are normally held as part of the admissions process and are expected to take place in March.

Applicants will be shortlisted in accordance with their ability to meet the criteria for admissions.

Performance at interview will play a significant role in assessment against the selection criteria. Interviews are held following the application deadline and will be conducted by a minimum of two interviewers.

Offer conditions for successful applications

If you receive an offer of a place at Oxford, your offer will outline any conditions that you need to satisfy and any actions you need to take, together with any associated deadlines. These may include academic conditions, such as achieving a specific final grade in your current degree course. These conditions will usually depend on your individual academic circumstances and may vary between applicants. Our ' After you apply ' pages provide more information about offers and conditions . 

In addition to any academic conditions which are set, you will also be required to meet the following requirements:

Financial Declaration

If you are offered a place, you will be required to complete a  Financial Declaration  in order to meet your financial condition of admission.

Disclosure of criminal convictions

In accordance with the University’s obligations towards students and staff, we will ask you to declare any  relevant, unspent criminal convictions  before you can take up a place at Oxford.

Other factors governing whether places can be offered

The following factors will also govern whether candidates can be offered places:

• the ability of the University to provide the appropriate supervision for your studies, as outlined under the 'Supervision' heading in the About section of this page;
• the ability of the University to provide appropriate support for your studies (eg through the provision of facilities, resources, teaching and/or research opportunities); and
• minimum and maximum limits to the numbers of students who may be admitted to the University's taught and research programmes.

Departments offering this course

This course is offered jointly by the following departments:

Department for Continuing Education

The need for new learning opportunities throughout life is recognised throughout society. An intensive, initial period of higher education is not always enough, or possible, in times of rapid social, economic and technological change. The Department for Continuing Education is known worldwide as a leading provider of extended learning for professional and personal development.

The department provides high-quality, flexible, part-time graduate education, tailored for adults. Students can undertake graduate-level certificates, diplomas and taught master’s degrees in a wide range of subjects. Increasing numbers of courses are delivered in mixed mode, combining intensive periods of residence in Oxford with tutored online study.

The department recruits adult students of all ages on a regional, national and international level. Many courses are offered jointly with other academic departments around the University. Courses are offered in the following areas:

• Mathematical, physical and life sciences
• Medical and health sciences
• Social sciences .

All postgraduate students on the department's courses are members of its Graduate School. The department's  Graduate School aims to provide a stimulating and enriching environment for learning and research. It also supports intellectual and social interaction between graduates of different disciplines and professions from the UK and around the globe. Interdisciplinary research seminars, training opportunities and other events are offered by the Graduate School in support of this goal.

The department's Graduate School will help you make the most of the wealth of resources and opportunities available, paying particular regard to the support and guidance needed if you are following a part-time graduate programme. The department’s graduate community comprises over 600 members following taught programmes and more than 70 undertaking doctoral research.

The department is located in a block of attractive Victorian houses in Wellington Square in central Oxford close to some of the University's major libraries and museums and to the Radcliffe Observatory Quarter. The city's historic sites, colleges, shops and restaurants are only a few minutes' walk away. The modernised and extended site has its own fully equipped seminar rooms, library, reading room, student computing facility, graduate school study/social room, dining-room, common- room, garden seating areas and short-term student accommodation. Depending on the programme you are taking with the department, you may require accommodation at some point in your student career. The department has 35 en-suite study bedrooms , all with high quality amenities, including internet access.

The Rewley House dining room has seating for up to 132 people. A full meal service is available daily. The department operates a Common Room with bar for students.

All masters' and DPhil applicants are considered for Clarendon Scholarships . The department is committed to seeking scholarship support for other students wherever possible.

View all courses   View taught courses View research courses

Department of Psychiatry

The Department of Psychiatry offers supervision in a wide range of research areas including laboratory-based neuroscience, brain imaging, literature synthesis and psychological and pharmacological treatment research.

The Department of Psychiatry offers up-to-date seminar room facilities. Meeting rooms are also available for social and networking events. The department also offers excellent IT facilities and support.

The Department of Psychiatry provides well-equipped suites for psychological testing and patient consultation as well as laboratories that support basic neuroscience, clinical and experimental medicine research. There is also a brain imaging facility, the Oxford Centre for Human Brain Activity, on site. These resources and other state-of-the art technologies are also provided by our allied departments in the Medical Sciences Division. Students are also encouraged to attend seminars and research meetings which are held frequently within the department.

For entry in the 2025-26 academic year, the collegiate University expects to offer over 1,000 full or partial graduate scholarships across a wide range of graduate courses.

If you apply by the January deadline shown on this page and receive a course offer, your application will then be considered for Oxford scholarships. For the majority of Oxford scholarships, your application will automatically be assessed against the eligibility criteria, without needing to make a separate application. There are further Oxford scholarships available which have additional eligibility criteria and where you are required to submit a separate application. Most scholarships are awarded on the basis of academic merit and/or potential.

To ensure that you are considered for Oxford scholarships that require a separate application, for which you may be eligible,  use our fees, funding and scholarship search tool  to identify these opportunities and find out how to apply. Alongside Oxford scholarships, you should also consider other opportunities for which you may be eligible including  a range of external funding ,  loan schemes for postgraduate study  and any other scholarships which may also still be available after the January deadline as listed on  our fees, funding and scholarship search tool .

Details of college-specific funding opportunities can also be found on individual college websites:

Select from the list:

Please refer to the College preference section of this page to identify which of the colleges listed above accept students for this course.

For the majority of college scholarships, it doesn’t matter which college, if any, you state a preference for in your application. If another college is able to offer you a scholarship, your application can be moved to that college if you accept the scholarship. Some college scholarships may require you to state a preference for that college when you apply, so check the eligibility requirements carefully.

Further information about funding opportunities for this course can be found on the department's website.

Annual fees for entry in 2025-26

Information about course fees.

Course fees are payable each year, for the duration of your fee liability (your fee liability is the length of time for which you are required to pay course fees). For courses lasting longer than one year, please be aware that fees will usually increase annually. For details, please see our guidance on changes to fees and charges .

Course fees cover your teaching as well as other academic services and facilities provided to support your studies. Unless specified in the additional information section below, course fees do not cover your accommodation, residential costs or other living costs. They also don’t cover any additional costs and charges that are outlined in the additional information below.

Where can I find further information about fees?

The Fees and Funding  section of this website provides further information about course fees , including information about fee status and eligibility  and your length of fee liability .

Additional information

This course has residential sessions in Oxford. You will need to meet your travel and accommodation costs in attending these sessions. There are also three retreats; two in Somerset and one in Devon. Accommodation and food are provided for these retreats, but you will need to cover your travel costs. Further, as part of your course requirements, you may need to choose a dissertation, a project or a thesis topic. Depending on your choice of topic and the research required to complete it, you may incur additional expenses, such as travel expenses, research expenses, and field trips. You will need to meet these additional costs, although you may be able to apply for small grants from your department and/or college to help you cover some of these expenses.

Living costs

In addition to your course fees and any additional course-specific costs, you will need to ensure that you have adequate funds to support your living costs for the duration of your course.

Living costs for part-time study

Your living costs may vary depending on your personal circumstances but you will still need to cover your cost of living on a full-time basis for the duration of your course, even if you will not be based in Oxford throughout your studies. While the range of likely living costs for a single, full-time student living in Oxford is between £1,425 and £2,035 per month, living costs outside Oxford may be different.

Part-time students who are not based in Oxford will need to calculate travel and accommodation costs carefully. Depending on your circumstances and study plans, this may include the  cost of a visitor visa to attend for short blocks of time (assuming that visitor visa eligibility criteria are met).

Further information about living costs

The current economic climate and high national rate of inflation make it very hard to estimate potential changes to the cost of living over the next few years. For study in Oxford beyond the 2025-26 academic year, it is suggested that you budget for potential increases in living expenses of around 4% each year – although this rate may vary depending on the national economic situation. For further information, please consult our more detailed information about living costs , which includes a breakdown of likely living costs in Oxford for items such as food, accommodation and study costs.

Students enrolled on this course will belong to both a department/faculty and a college. Please note that ‘college’ and ‘colleges’ refers to all 43 of the University’s colleges, including those designated as societies and permanent private halls (PPHs). 

If you apply for a place on this course you will have the option to express a preference for one of the colleges listed below, or you can ask us to find a college for you. Before deciding, we suggest that you read our brief  introduction to the college system at Oxford  and our  advice about expressing a college preference . 

If you are a current Oxford student and you would like to remain at your current Oxford college, you should check whether it is listed below. If it is, you should indicate this preference when you apply. If not, you should contact your college office to ask whether they would be willing to make an exception. Further information about staying at your current college can be found in our Application Guide. 

The following colleges accept students on the MSt in Mindfulness Based Cognitive Therapy:

• Campion Hall
• Kellogg College
• Wycliffe Hall

Before you apply

Our  guide to getting started  provides general advice on how to prepare for and start your application. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

If it is important for you to have your application considered under a particular deadline – eg under a December or January deadline in order to be considered for Oxford scholarships – we recommend that you aim to complete and submit your application at least two weeks in advance . Check the deadlines on this page and the  information about deadlines and when to apply  in our Application Guide.

Application fee waivers

An application fee of £75 is payable for each application to this course. Application fee waivers are available for the following applicants who meet the eligibility criteria:

• applicants from low-income countries;
• refugees and displaced persons; 
• UK applicants from low-income backgrounds; and 
• applicants who applied for our Graduate Access Programmes in the past two years and met the eligibility criteria.

You are encouraged to  check whether you're eligible for an application fee waiver  before you apply.

Do I need to contact anyone before I apply?

You do not need to make contact with the department before you apply but you are encouraged to visit the relevant departmental webpages to read any further information about your chosen course.

Completing your application

You should refer to the information below when completing the application form, paying attention to the specific requirements for the supporting documents .

For this course, the application form will include questions that collect information that would usually be included in a CV/résumé. You should not upload a separate document. If a separate CV/résumé is uploaded, it will be removed from your application .

If any document does not meet the specification, including the stipulated word count, your application may be considered incomplete and not assessed by the academic department. Expand each section to show further details.

Referees: Three overall, academic and/or professional

Whilst you must register three referees, the department may start the assessment of your application if two of the three references are submitted by the course deadline and your application is otherwise complete. Please note that you may still be required to ensure your third referee supplies a reference for consideration.

Professional references are accepted if these are relevant to the course.

Your references will support your academic ability and suitability for the course. 

Official transcript(s)

Your transcripts should give detailed information of the individual grades received in your university-level qualifications to date. You should only upload official documents issued by your institution and any transcript not in English should be accompanied by a certified translation.

More information about the transcript requirement is available in the Application Guide.

Statement of purpose: A maximum of 500 words

Your statement of purpose should be written in English and explain your motivation for applying for the course at Oxford, your relevant experience and education, and the specific areas that interest you and/or you intend to specialise in. You are also required to include a summary of some of the most important discoveries you have made through your own personal meditation practice, including challenges.

If possible, please ensure that the word count is clearly displayed on the document.

This will be assessed for your motivation for applying to this particular programme of study and how you plan to make use of the material learnt in the programme.

Written work A maximum of 500 words

Please include a written critical discussion of approximately 500 words in which you discuss the following: ‘Are there any limits to the usefulness of MBCT in the area of mental health?’.

Start or continue your application

You can start or return to an application using the relevant link below. As you complete the form, please  refer to the requirements above  and  consult our Application Guide for advice .

Apply Continue application

After you've submitted your application

Your application (including the supporting documents outlined above) will be assessed against the entry requirements detailed on this course page. Whether or not you have secured funding will  not  be taken into consideration when your application is assessed. You can  find out more about our shortlisting and selection process  in our detailed guide to what happens next.

Find out how to manage your application after submission , using our Applicant Self-Service tool.

ADMISSION STATUS

Closed to applications for entry in 2025-26

Applications for entry in 2026-27 are expected to open in September 2025

This course is not accepting applications for entry in 2025-26

† This course accepts applications every two years *Two-year average (applications for entry in 2022-23 and 2024-25)

Further information and enquiries

This course is offered jointly by the  Department for Continuing Education  and the  Department of Psychiatry

• Course page on the Cont. Education website
• Funding information from Cont. Education
• Staff  and  research  in Continuing Education
• University of Oxford Mindfulness Research Centre
• Continuing Education Graduate School
• Medical Sciences Graduate School
• Postgraduate applicant privacy policy

Course-related enquiries

Advice about contacting the department can be found in the How to apply section of this page

✉  [email protected] ☎ +44 (0)1865 270388

Application-process enquiries

Application guide

Visa eligibility for part-time study

We are unable to sponsor student visas for part-time study on this course. Part-time students may be able to attend on a visitor visa for short blocks of time only (and leave after each visit) and will need to remain based outside the UK.

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Mindfulness and Compassion

Duration & study mode

3 years part-time

Education & Social Sciences

Online with face-to-face learning

Additional information

Funding available

Course starting dates

Online with in-person learning at London: January

Entry Requirements

• Course Details
• Fees & Funding

Postgraduate Open Evenings 2024

Postgraduate Open Evenings are a great way to learn more about the programmes we deliver, meet staff and students and see what it’s like to study at UWS.

Our MSc Mindfulness & Compassion is delivered in conjunction with   the Mindfulness Association . The programme is underpinned by psychological theory and research, and is designed to train individuals to become specialist teachers of mindfulness and compassion.

This degree has an academic basis in psychology and will develop your understanding of the links between psychology, mindfulness and compassion whilst building on your teaching and practice skills.

Through the degree you will develop evidence-based knowledge of psychological wellbeing, biological psychology and consciousness and the relationship of these concepts to mindfulness and compassion. You will frequently reflect on the links between these concepts and your own teaching and practice.

Course details

Our Masters degree is delivered part-time on a blended learning basis. Face-to-face learning sessions take place across designated weekends at our London Campus, and online activities are delivered through the virtual learning environment.

To achieve the MSc in Mindfulness & Compassion you must complete four (30 credit) taught core modules as follows:

• Psychological Wellbeing and Mindfulness (core, 30 credits)
• Mindfulness, Biopsychology and Research Methods (core, 30 credits)
• Mindfulness Teaching, Cognition and Consciousness (core, 30 credits)
• Research Skills and Compassion Teaching (core, 30 credits)

And the additional research and practice module:

• Dissertation Portfolio (core, 60 credits)

To be eligible to be listed on the BAMBA UK Listing of Mindfulness Teachers you must complete all 180 credits. Each module will have two weekends of face-to-face teaching delivered at the UWS London Campus.

To ensure good practice in mindfulness and compassion you are expected to attend an annual residential retreat at Samyeling Tibetan Monastery in Dumfriesshire. You must arrange and pay for your own travel and accommodation for these retreats and for teaching weekends at London Campus.

Teaching & Assessment

You will be engaged in learning and teaching through various face-to-face teaching events and online activities. These include:

FACE-TO-FACE

• Interactive enquiry
• Guided practice
• Self, peer and tutor feedback
• Regular practice-focused check-in
• Recorded lectures
• Synchronous seminars and discussion
• Inquiry-based and student-centred asynchronous learning

Assessment for the course will consist of coursework (80%) and practical assessments (20%). Coursework will include reflective and scientific essays, evidence-based reviews and verbal presentations and discussions.

What qualifications do you need?

We welcome Scottish and UK students and consider all applicants on an individual basis.

Don’t worry if your qualifications are not listed here, we take a range of factors into account when assessing your application and are happy to consider other alternative combinations of qualifications and experience.

Academic Requirements

Honours degree or a bachelor’s degree with significant and relevant experience – prior to beginning the course applicants must have completed an eight-week mindfulness course which is listed on the UK Good Practice Guidelines for Mindfulness Teachers. Where candidates do not meet the standard entry requirement, they must demonstrate that they have sufficient relevant professional experience to undertake their chosen programme of study.

English Language Requirements

English language requirements for most courses.

For applicants whose first language is not English, the University sets a minimum English Language proficiency level. The qualifications below must have been gained within two years of the start of your course.

General English language requirements at UWS: International English Language Testing System (IELTS) Academic module (not General Training)

• overall score 6.0
• no sub-test less than 5.5

Exceptions to this level of IELTS scoring exist for some accredited or professionally-recognised courses (see section below for more details).

SOCIAL WORK DEGREES

For our BA (Hons) Social Work and MSc Social Work programmes, applicants are required to have an IELTS score as follows:

• overall score of 7.0
• no sub-test less than 7.0

COMMON EQUIVALENT ENGLISH LANGUAGE QUALIFICATIONS

All stated English tests are acceptable for admission for both home/EU and international students for this programme:

• CAE (Cambridge Certificate of Advanced English): 176 overall; no sub-test less than 169
• CPE (Cambridge Certificate of Proficiency in English): 176 overall; no sub-test less than 169
• Trinity College London Integrated Skills in English: ISEII with the minimum of a Pass in all sub-tests
• PTE Pearson Academic English: An overall score of 59 to 64 with no element below 59 (for programmes that require IELTS 6.0 with no element below 5.5). An overall score 65 to 75 with no element below 65 (for programmes that require IELTS 6.5 with no element below 6.0)

IELTS SCORE EXCEPTIONS (RESEARCH DEGREES, BIOMEDICAL SCIENCE DEGREES, NURSING & MIDWIFERY DEGREES WITH NMC REGISTRATION, CERTIFICATE OF HIGHER EDUCATION, ETC.)

Research degrees.

For our research degrees ( MRes, MPhil, PhD, DBA, DProf ) applicants are required to have an IELTS score as follows:

• overall score of 6.5
• no sub-test less than 6.0

HEALTH & MIDWIFERY AWARDS

For Health, Nursing & Midwifery courses that   lead to, or require professional registration with the Nursing & Midwifery Council , applicants are required to have an IELTS or Occupational English Test (OET)*.

For such courses, the IELTS score is as follows:

• score of at least 7.0 in reading, listening and speaking and no less than 6.5 in writing

* Note that the Occupational English Test (OET) will now be accepted in addition to IELTS as proof of a Nurse's English Language Competence (Nursing & Midwifery Council, 2019).

BIOMEDICAL DEGREES

For our   BSc (Hons) Applied Biomedical Science ,   BSc (Hons) Biomedical Science   and   MSc Advanced Biomedical Science   programmes, applicants are required to have an IELTS score as follows:

• no sub-test less than 6.5

CERTIFICATE OF HIGHER EDUCATION

For our   Certificate of Higher Education   courses, applicants are required to have an IELTS score as follows:

• overall score of 5.0
• no sub-test less than 4.5

TOEFL IBT*: 78; no sub-test less than:

• Reading: 17;
• Listening: 17;
• Speaking: 17;
• Writing: 17

* Please note that TOEFL is still acceptable for admission to this programme for both home/EU and international students. For international students, the Home Office has confirmed that the University can choose to use TOEFL to make its own assessment of English language ability for visa applications to degree level courses. We therefore still accept TOEFL tests taken in the last two years for admission to this programme.

WEST AFRICAN SENIOR SCHOOL CERTIFICATE OF EDUCATION (WASSCE)

West African Senior School Certificate of Education (WASSCE) including acceptance of WAEC Scratchcard*

• C6 or above in English

*UWS will accept a WAEC scratchcard confirming that an applicant has achieved C6 or above as evidence of meeting English language requirement from Nigeria if the student graduated within the last 5 years. After 5 years applicants would be required to provide the WAEC Certificate.

PRE-SESSIONAL COURSES

Applicants who do not meet the minimum English language requirements have the option to study one of our preparatory and pre-sessional English courses. The UWS courses available are:

• 10 week pre-sessional - entry criteria UKVI IELTS 5.0 with no element below 4.5.
• 5 week pre-sessional - entry criteria UKVI IELTS 5.5 with no element below 5.5.
• English Language for University Study - entry criteria UKVI IELTS with score of 4.0 in all elements (10 month course), or 4.5 with no score below 4.0 (7 month course).

Find out more about our English language Courses.

Career Prospects

Graduates find careers in various specialist roles particularly related to research, campaigning and advocacy across public, private, voluntary and charity sectors. This programme is also suitable for those considering a career in teaching. 

FURTHER STUDY

Part-time students may already be working in roles related to the specialist study areas and use the MSc for career advancement.

Many graduates also use the MSc Applied Social Science as an opportunity to commence doctoral-level research studies (MPhil/PhD) or a research career.

CAREER PROSPECTS

This is a vocational programme which is explicitly designed to enable graduates to become specialist teachers of mindfulness and compassion. Graduates may wish to use their skills in a range of settings by:

• Teaching mindfulness and/or compassion privately or on a freelance basis.
• Joining or establishing community interest or enterprise companies through which they may deliver teaching.
• Delivering mindfulness or compassion training within their current workplace.
• Seeking new employment opportunities where they can make an evidence-based contribution to the health and wellbeing of staff.

Tuition Fees 2023-24

Use the Link below to download details of our full-time, part-time tuition fees for Bachelor, Masters, Research, and English Language pre-sessional courses for session 2023-24.

Postgraduate Tuition Fees

Tuition fees for this course 2024/25.

£2,575 per year of study

All other UK & Republic of Ireland

Channel island & isle of man, how to apply, postgraduate courses (ma, msc, med, mba, dba, pg cert, pg dip, etc.) & some post-experience courses (certhe, ba, grad cert, grad dip, etc.).

All students should apply directly to the University through our online application system. Before you apply, you should check that you meet our entry requirements and you should have all your supporting documents ready.

The first stage of the process is to complete the initial application form. You will then receive a follow-up email with further instructions relating to your application including documents that you will need to forward to support your application, e.g. degree transcripts and certificates etc.

Most courses don't have a formal closing date, but they will close when they are full; apply early to avoid disappointment. There may also be funding deadlines that apply to you.

The Academic Technology Approval Scheme (ATAS) applies to all international students and researchers (apart from exempt nationalities) who are subject to UK immigration control and are intending to study or research at postgraduate level in certain sensitive subjects.

Students and researchers who are nationals of EU countries, the European Economic Area (EEA), Australia, Canada, Japan, New Zealand, Singapore, South Korea, Switzerland or the United States of America do not need an ATAS certificate.

An ATAS certificate may be required for certain taught postgraduate master's degrees for international students at UWS.

For the latest information on ATAS and details of eligibility and how to apply for a certificate check the UK Government's dedicated ATAS web pages .

Get in touch

Do you have a question about applying for this course? Get in touch. We are here to help!

• [email protected]
• 0800 027 1000 (UK)
• +44 (0) 141 849 4101 (out-with UK)

Research at UWS

With cutting edge facilities, specialist knowledge and world-leading and internationally excellent expertise, we aim to develop research outputs that have a tangible, early and positive impact on society across the globe.

We will always try to make sure that we publish accurate course information but we do not accept responsibility for any mistakes or omissions. We will also try to make sure that we deliver our courses in line with our published information. However, we may not always be able to do so and you can find further information about this in our enrolment terms and conditions .

By using www.uws.ac.uk you agree to our Website Terms of Use and Cookie Policy .  We use cookies to offer you a better browsing experience, analyse site traffic and user behaviour.  Read about how we use cookies and how you can manage them on our Cookie Policy page .  The content of our Privacy Notice has recently been updated to reflect recent legal changes (the General Data Protection Regulation).

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Wellbeing PhD

Key information.

The PhD in Wellbeing gives you the opportunity to develop specialist knowledge in an area of interest and to hone advanced research skills. You’ll work with faculty who are global in their outlook and experts in their fields.

Our doctoral researchers come from all over the world. For many, the PhD is an important step in advancing a professional career.

Areas of study

We host one research centre, the Centre for Innovation and Research in Wellbeing (CIRW)  (hosted by the Department of Social Work and Social Care and School of Education and Social Work) . Doctoral researchers become members of this and more centres, depending on their area of interest, with supervisors generally coming from CIRW.

We understand that deciding where and what to study is a very important decision. We’ll make all reasonable efforts to provide you with the courses, services and facilities described in this prospectus. However, if we need to make material changes, for example due to government or regulatory requirements, or unanticipated staff changes, we’ll let you know as soon as possible.

PhD open evening on campus

Monday 21 October, 5pm - 8.30pm

Entry requirements

• UK requirements
• International requirements

Please select your country from the list.

Philippines

Saudi arabia, south africa, south korea, switzerland, united arab emirates, my country is not listed.

If your country is not listed, you need to contact us and find out the qualification level you should have for this course. Contact us

English language requirements

Ielts (academic).

Advanced level (7.0 overall, including at least 6.5 in each component).

IELTS scores are valid for two years from the test date. You cannot combine scores from more than one sitting of the test. Your score must be valid when you begin your Sussex course.  Find out more about IELTS

We accept IELTS One Skills Retake.

We do not accept IELTS Online.

Check full details of our English Language requirements and find out more about some of the alternative English language qualifications listed below

Alternative English language qualifications

Proficiency tests, cambridge advanced certificate in english (cae).

176 overall, including at least 169 in each skill.

We would normally expect the CAE test to have been taken within two years before the start of your course.

You cannot combine scores from more than one sitting of the test. Find out more about Cambridge English: Advanced

Cambridge Certificate of Proficiency in English (CPE)

We would normally expect the CPE test to have been taken within two years before the start of your course.

You cannot combine scores from more than one sitting of the test. Find out more about Cambridge English: Proficiency

LanguageCert Academic SELT

Advanced level (75 overall, including at least 70 in each component).

LanguageCert Academic SELT scores are valid for two years from the test date. Your score must be valid when you begin your Sussex course.  Find out more about LanguageCert Academic SELT

We only accept LanguageCert when taken at SELT Test Centres.

We do not accept the online version.  We also do not accept the non-SELT version.

LanguageCert International ESOL SELT

Advanced level (International ESOL SELT C1 with a minimum of 33 in each component)

LanguageCert International ESOL scores are valid for two years from the test date. Your score must be valid when you begin your Sussex course. Find out more about LanguageCert SELT

We only accept LanguageCert when taken at SELT Test Centres. We do not accept the online version.

Pearson PTE Academic

Advanced level (67 overall, including at least 62 in all four skills)

PTE (Academic) scores are valid for two years from the test date. You cannot combine scores from more than one sitting of the test. Your score must be valid when you begin your Sussex course. Find out more about Pearson (PTE Academic)

We do not accept the PTE Academic Online test.

TOEFL (iBT)

Advanced level 95 overall, including at least 22 in Listening, 23 in Reading, 23 in Speaking, 24 in Writing. 

TOEFL (iBT) scores are valid for two years from the test date. You cannot combine scores from more than one sitting of the test. Your score must be valid when you begin your Sussex course. Find out more about TOEFL (iBT)

We do not accept TOEFL (iBT) Home Edition.

The TOEFL Institution Code for the University of Sussex is 9166.

English language qualifications

As/a-level (gce).

Grade C or above in English Language.

Hong Kong Advanced Level Examination (HKALE)/ AS or A Level: grade C or above in Use of English.

GCE O-level

Grade C or above in English.

Brunei/Cambridge GCE O-level in English: grades 1-6.

Singapore/Cambridge GCE O-level in English: grades 1-6.

GCSE or IGCSE

Grade C or above in English as a First Language (Grade 4 or above in GCSE from 2017).

Grade B or above in English as a Second Language.

Ghana Senior Secondary School Certificate

If awarded before 1993: grades 1-6 in English language.

If awarded between 1993 and 2005: grades A-D in English language

Hong Kong Diploma of Secondary Education (HKDSE)

Level 4, including at least 3 in each component in English Language.

Indian School Certificate (Standard XII)

The Indian School Certificate is accepted at the grades below when awarded by the following examination boards:

Central Board of Secondary Education (CBSE) – English Core only:  70%

Council for Indian School Certificate Examinations (CISCE) - English:  70% 

International Baccalaureate Diploma (IB)

English A or English B at grade 5 or above.

Kenya Certificate of Secondary Education

Grades A - C in English language

Malaysian Certificate of Education (SPM) 1119/GCE O-level

If taken before the end of 2008: grades 1-6 in English Language.

If taken from 2009 onwards: grade C or above in English Language.

The qualification must be jointly awarded by the University of Cambridge Local Examinations Syndicate (UCLES).

West African Senior School Certificate

Grades A1-C6 (1-6) in English language when awarded by the West African Examinations Council (WAEC) or the National Examinations Council (NECO).

Country exceptions

Select to see the list of exempt english-speaking countries.

If you are a national of one of the countries below, or if you have recently completed a qualification equivalent to a UK Bachelors degree or higher in one of these countries, you will normally meet our English requirement. Note that qualifications obtained by distance learning or awarded by studying outside these countries cannot be accepted for English language purposes.

You will normally be expected to have completed the qualification within two years before starting your course at Sussex. If the qualification was obtained earlier than this, we would expect you to be able to demonstrate that you have maintained a good level of English, for example by living in an English-speaking country or working in an occupation that required you to use English regularly and to a high level.

Please note that this list is determined by the UK’s Home Office, not by the University of Sussex.

List of exempt countries: 

• Antigua and Barbuda
• New Zealand
• St Kitts and Nevis
• St Vincent and the Grenadines
• The British Overseas Territories
• Trinidad and Tobago
• United Kingdom

** Canada: you must be a national of Canada; other nationals not on this list who have a degree from a Canadian institution will not normally be exempt from needing to provide evidence of English.

English language support

If you don’t meet the English language requirements for your degree, you may be able to take a pre-sessional course

• Visas and immigration

Admissions information for applicants

If your qualifications aren’t listed or you have a question about entry requirements, contact us

• How to apply

If you’d like to join us as a research student, there are two main routes:

• browse funded projects in this subject area
• browse our potential supervisors and propose your own research project.

Find out how to apply for a PhD at Sussex

Our supervisors

Dr Henglien Lisa Chen

Senior Lecturer in Social Work

[email protected]

View profile of Henglien Lisa Chen

Prof Kristine Langhoff

Professor of Social Work

[email protected]

View profile of Kristine Langhoff

Prof Michelle Lefevre

[email protected]

View profile of Michelle Lefevre

Dr David Orr

[email protected]

View profile of David Orr

Prof Gillian Ruch

[email protected]

View profile of Gillian Ruch

Prof Elaine Sharland

Professor of Social Work Research

[email protected]

View profile of Elaine Sharland

Prof Charles Watters

Professor of Wellbeing and Social Care

[email protected]

View profile of Charles Watters

Dr Russell Whiting

Senior Lecturer in Social Work and Care

[email protected]

View profile of Russell Whiting

Funding and fees

How can i fund my course, funded projects and scholarships.

Our aim is to ensure that every student who wants to study with us is able to despite financial barriers, so that we continue to attract talented and unique individuals. Don’t miss out on scholarships – check the specific application deadlines for funding opportunities. Note that funded projects aren’t available for all our PhDs.

Up to 10 scholarships for outstanding PhD students from China

Find out more

Commonwealth PhD Scholarships (for least developed countries and fragile states) for full-time doctoral study at a UK university.

A number of ESRC-funded standalone PhD and PhD with Masters scholarships across the social sciences.

A maintenance allowance for a Black home PGR student for 4 years starting at £19,237 in 2024-5 and UK PhD fees for 4 years

Applying for USA Federal Student Aid?

If any part of your funding, at any time, is through USA federal Direct Loan funds, you will be registered on a separate version of this degree which does not include the possibility of distance learning which is prohibited under USA federal regulations. Find out more about American Student Loans and Federal Student Aid .

Part-time work

We advertise around 2,500 part-time jobs a year so you can make money and gain work experience. We have a special scheme to employ students on campus, wherever possible.

Find out more about careers and employability

How much does it cost?

Fees for self-funding students.

Home students: Fees are not yet set for entry in the academic year 2025/26. Fees will become available once set by United Kingdom Research and Innovation.

Channel Islands and Isle of Man students: Fees are not yet set for entry in the academic year 2025/26. Fees will become available once set by United Kingdom Research and Innovation.

International students: £22,575 per year for full-time students

Home PhD student fees are set at the level recommended by United Kingdom Research and Innovation (UKRI) annually, rising in line with inflation. Overseas fees are subject to an annual increase - see details on our tuition fees page

Additional costs

Note about additional costs.

Please note that all costs are best estimates based on current market values. Activities may be subject to unavoidable change in response to Government advice. We’ll let you know at the earliest opportunity. We review estimates every year and they may vary with inflation. Find out how to budget for student life .

Empirical research costs

On top of your PhD fees and living costs, you may also need to cover some research and training costs, relevant to your research project. These costs will depend on your research topic and training needs, but may include: - travel (to archives, collections or scientific facilities) - a laptop - overseas fieldwork costs (travel and accommodation, and language training) - conference costs (travel, registration fees and accommodation) - laboratory consumables and workshop materials - participant costs - transcription or translation costs - open-access publication costs. If you have a scholarship from one of the UK Research Councils, your scholarship should cover these types of costs. You'll receive details of how to claim this additional funding. If you're self funded, or if your scholarship doesn’t cover these costs, check with the Research and Enterprise Co-ordinator in your School for details of School or Doctoral School funding that may be available.

• Living costs

Find out typical living costs for studying at Sussex

Find out about our terms and conditions

Explore our campus

Experience Sussex life in our virtual tour.

Start your virtual tour

PhD Information Sessions

Visit campus and chat to staff and students. Book your place

Online PhD Sessions

Join a live webchat. Book your place

International

Meet us in your country

Course enquiries

+44 (0)1273 876787

Send us a message

Admissions enquiries

If you haven’t applied yet:

+44 (0)1273 678464 eswpgradmin@​sussex.ac.uk

Find out about the School of Education and Social Work

After you’ve applied:

+44 (0)1273 877773 [email protected]

Find out how to apply

Quick links

• Guide to PhD study
• PhD support
• Academic facilities
• Open Days and events
• Accommodation
• International students
• Student life
• Order a printed prospectus

What do you want to do next?

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