Mindfulness-based programmes

: a conceptual framework for teacher influence and participant experience

Abstract

Thesis summary. The portfolio offered within this thesis focuses on the applicability of research and theory from common factors and small group treatment (SGT) approaches, developed from individual and group therapy research and practice, to mindfulness-based programmes (MBPs) with a focus on the role of the teacher1. It aimed to investigate the relevance of group and common factors to inform and support mindfulness teachers in recognizing and skilfully engaging with these within the context of their teaching practice in the real world.

MBPs have proliferated in number and variety over the last few decades, but primarily are delivered as a secular group programme, facilitated by a mindfulness teacher, to support participants to navigate stress, depression and anxiety, chronic pain, pregnancy and childbirth, relationships and other potential challenges through a mindful approach. Specific curriculums support a teacher in delivering the programme, whilst they are also potentially navigating individual and group processes brought into and developing within the group context. Within MBPs, these processes and how the teacher manages these to good effect, are under-researched. Thus, common and group factors and their applicability to MBPs, with a focus on the teacher, are investigated in four original pieces of research.

Firstly, the thesis explores existing research and MBP pedagogy within the frame of common factors and SGT approaches. A selective literature review highlights the potential relevance of group composition, cohesion, alliance, participant expectations, and teacher competence, suggesting implications for teachers while acknowledging significant research gaps. Secondly, routinely collected data, through a content analysis and statistical analyses, is used to see if such data is helpful for teachers and providers in predicting which course participants may engage in terms of attendance and which may discontinue. Results are consistent with the proposition that early-session experiences support continuation. Participants in the third Constructivist Grounded Theory study seem to perceive a teacher as intentionally and responsively scaffolding their experience through the course. This model of responsive scaffolding is further investigated in a case study with a teacher facilitating a diverse participant group. It describes the unfolding story of this particular course and the importance of context. All four studies underline the intricacies and nuances of facilitating MBPs.

Thus, the thesis begins with a wide lens, critically exploring the relevance of the contextual (common factors) model and small group treatment model to MBPs, and narrows to consider in more detail the role of the teacher in navigating the complexities of teaching MBPs. A focus on participant voice and the diversity of these voices has been a thread throughout. Teachers may find it helpful to think about scaffolding participant journeys through mindfulness courses to support both connection and safety as well as autonomy and self-efficacy, enabling both space to stretch and a firm frame in which to do so, whilst also taking into account individual differences and context. Implications for further research include exploring structured feedback for participants and investigating teacher competence through a lens of responsiveness.

Date of Award	2025
Original language	English
Awarding Institution	Canterbury Christ Church University