Mindfulness-based Interventions: Practice, Theoretical Backgrounds and Findings
| Module title | Mindfulness-based Interventions: Practice, Theoretical Backgrounds and Findings |
|---|---|
| Module code | PSY3434 |
| Academic year | 2019/0 |
| Credits | 15 |
| Module staff | Mr Jerry Fox (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 35 |
|---|
Module description
Mindfulness-based interventions combine intensive training in mindfulness meditation and psycho-educational components as a means of helping patients become better able to respond adaptively to difficult emotions and physical pain. Broadly defined as “the awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by moment” (Kabat-Zinn, 1990), training of mindfulness is used to help practitioners recognise and disengage from maladaptive patterns of responding, and to cultivate wholesome patterns of thinking and responding, characterised by an accepting and open stance. Over the past decades, there has been an exponential increase in research on mindfulness; empirically tested mindfulness-based interventions are increasingly being offered for preventative and therapeutic purposes.
This module will provide an opportunity to experience mindfulness practices alongside a theoretical introduction that will cover the historical roots of the concept and practices and its relation to cognitive therapy approaches, its mechanisms of action, the rationale for its application in the prevention and treatment of emotional disorders, and the current evidence base for these approaches.
Contraindications:
It is not advisable to take part in this module if you are experiencing:
- Recent trauma
- Post-Traumatic Stress Disorder
- Recent bereavement
- Acute mental health episode and feel at risk towards yourself or others
- Mental health problem related to a thought disorder
- You are currently receiving a mental health intervention. However, if the mental health care professional you are working with is aware of the module experiential learning/Mindfulness-Based Cognitive Training intervention and your mental health professional agrees that the experiential component of the programme (which is based on Mindfulness-Based Cognitive Therapy) implementation is safe, then participation may continue. Except if the episode is acute or related to a thought disorder
If you have any other concerns about past issues, then discuss with your GP and the module team. Please inform the team of any past mental health problems. Again, this is done on a 1-1 and confidential basis. If you experience difficulties during the program, please inform the instructors/teachers so that the team can manage any problems as soon as possible.
If you are going to be away from the University for more than three sessions of the mindfulness programme or you are unwilling to participate in a group, then this module may not be suitable.
Risk:
Any programme with the potential to be therapeutic may involve risk. Ensuring participants’ wellbeing and minimising any chance of harm requires that mindfulness practices are offered with skill and care. Harmful effects of mindfulness practice appear to be rare but have not yet been thoroughly studied. Until we understand the risks more clearly, the wisest course for anyone interested in mindfulness is to begin with low to moderate-intensity practices under guidance (i.e., this programme). Participants in any form of mindfulness practice should remember three crucial points:
First, mindfulness is not intended to be a blissful experience. Like exercise, it can be uncomfortable. In fact, mindfulness is about learning to recognise, allow and be with all of our experiences, whether pleasant, unpleasant or neutral, so that we can begin to exercise choices and responsiveness in our lives.
Second, mindfulness practice is not a panacea. It is not the only way to reduce stress or increase wellbeing, nor is it right for everyone. People should select an approach that matches their interests and needs, whether it be mindfulness, physical exercise, cognitive-behavioural therapy or some other approach.
Third, mindfulness practice is intended to be invitational and empirical. Participants are invited to experiment with the practices in an open-minded and curious way and to be guided by the evidence of their experience, continuing with practices that seem helpful and letting go of those that don’t.
Taken from: http://oxfordmindfulness.org/news/is-mindfulness-safe/
Warning:
Do not practice mindfulness meditation when attending to matters of safety (i.e., driving, riding, and crossing the road). For example, a cyclist should not be meditating or be distracted when cycling. It is advised you participate in sporting activity:
- With due care and attention
- With consideration of others
- With the need to adapt to the conditions
- With the need to be prepared for the unexpected or difficult situations
- With the need to be prepared to adjust speed as a precaution
- With patience
- With safe participation and full concentration
- With the need to avoid distractions
The programme team do not provide a 24-hour service and cannot respond to emergencies. If you require someone urgently, you should contact your GP, your practice’s “out-of-hours” service, ring 999, or visit an NHS walk-in centre or an Accident and Emergency Department.
After reading this document and if you do meet the criteria, and you commence the mindfulness programme, then if at any time you experience any issues related to the programme, please contact the module leads.
Module aims - intentions of the module
The aim of the module is for you to gain an experiential and theoretical understanding of the concept of mindfulness, to understand how and why mindfulness training is used in preventative and therapeutic contexts, and what the current evidence base for such uses is.
Through attending the weekly seminars and completing the assessments, you will further develop the following academic and professional skills:
- problem solving (linking theory to practice, developing your own ideas with confidence, showing entrepreneurial awareness, being able to respond to novel and unfamiliar problems)
- managing structure (identifying key demands of the task, setting clearly defined goals, responding flexibly to changing priorities)
- time management (managing time effectively individually and within a group)
- collaboration (respecting the views and values of others, taking initiative and leading others, supporting others in their work, maintaining group cohesiveness and purpose), and
- audience awareness (presenting ideas effectively in multiple formats, persuading others of the importance and relevance of your views, responding positively and effectively to questions).
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Gain an experiential and theoretical understanding of the concept of mindfulness, the rationale for its preventative and therapeutic use, and become able to critically evaluate its use in such contexts
- 2. Confidently and persuasively orally communicate scientific evidence to substantiate theoretical arguments concerning the nature of human behaviour
- 3. Operate within a dynamic group debate to win a point
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Acquire detailed, systematic and comprehensive knowledge within the discipline, with in-depth specialisation at the forefront of the discipline in certain areas, and demonstrate advanced critical understanding of this knowledge and of the limits and provisional nature of this knowledge
- 5. Review and critically evaluate published work at an advanced level and identify the strengths and weaknesses of this work, and at an advanced level structure this literature to present logical, coherent and sustained arguments to support conclusions at an advanced level
- 6. Address systematically complex problems at an advanced level which may be framed within unpredictable contexts, think critically, creatively and independently, and fully appreciate the complexities of the issues
- 7. Understand and apply essential principles in designing novel research, and critically evaluate and analyse empirical evidence, and assess the reliability of empirical evidence using a range of defined techniques at an advanced level
- 8. Illustrate the wider ethical issues relating to the subject and its application at an advanced level
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 9. Interact effectively and supportively within a learning group
- 10. Manage your own learning using the full range of resources of the discipline and with minimum guidance
- 11. Describe your own criteria of self-evaluation and challenge received opinion and reflect on your actions, and seek and make use of feedback
- 12. Select and manage information, and to undertake competently study tasks with minimum guidance
- 13. Take responsibility for your own work and criticise it
- 14. Engage effectively in debate in a professional manner and produce detailed and coherent written work; identify complex problems and apply appropriate knowledge and methods for their solution with confidence and flexibility
- 15. Act autonomously with minimal supervision or direction, within agreed guidelines
- 16. Manage time effectively to meet deadlines
Syllabus plan
The module consists of a series of eleven seminars. Following sessions devoted to the introduction of the subject, you will run through an eight-week mindfulness course. In parallel to this course we will cover the theoretical rationale and recent findings on mindfulness-based interventions in a number of different domains including their preventative use in schools, clinical contexts, and to prevent cognitive ageing. The seminar series will finish with sessions providing an outlook of likely future developments in the area and wider societal implications.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 33 | 117 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 33 | Seminars (11 x 3 hours) |
| Guided Independent Study | 57 | Reading in preparation for weekly seminars, following reading list recommendations linked to ELE module homepage and independently exploring further sources of information using links provided |
| Guided Independent Study | 30 | Further exploratory research and subsequent reading in preparation for writing CA component |
| Guided Independent Study | 30 | Further exploratory research and subsequent reading in preparation for final exam |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Small group discussions within seminars | Ongoing | 1-11, 13-14 | Oral, within plenary sessions |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 40 | 60 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Examination | 60 | 3 hours | All | Written, generic feedback posted on module ELE page |
| Essay | 40 | 2000 words | All | Written, individual feedback on script, generic feedback posted on ELE |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Essay examination | Examination | All | August Ref/Def |
| Essay | Essay | All | August Ref/Def |
Re-assessment notes
Two assessments are required for this module. Where you have been referred/deferred in the examination you will have the opportunity to take a second examination in the / re-assessment period. Where you have been referred/deferred in the essay you will be required to resubmit the essay. If you are successful on referral, your overall module mark will be capped at 40%; deferred marks are not capped.
Indicative learning resources - Basic reading
The following articles provide an introduction to the subject area:
- Barnhofer, T., Huntenburg, J., Lifshitz, M., Wild, J., Antonova, E., & Margulies, D. (2016). How mindfulness training may help to reduce vulnerability for recurrent depression: a neuroscientific perspective. Clinical Psychological Science.
- Hölzel, B. K., Lazar, S. W., Gard, T., Schuman-Olivier, Z., Vago, D. R., & Ott, U. (2011). How Does Mindfulness Meditation Work? Proposing Mechanisms of Action From a Conceptual and Neural Perspective. Perspectives on Psychological Science, 6(6), 537–559. doi:10.1177/1745691611419671
- Kabat-Zinn, J. (2003). Mindfulness-Based Interventions in Context�: Past, Present, and Future. Clinical Psychology: Science and Practice, (2002), 144–156. doi:10.1093/clipsy/bpg016
Indicative learning resources - Web based and electronic resources
ELE page: http://vle.exeter.ac.uk/course/view.php?id=6110
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | PSY2205 Personality and Individual Differences, PSY2306 Development Psychology and Psychopathology or equivalent |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 02/02/2016 |
| Last revision date | 14/03/2019 |
