MBSR-MBCT Teacher Training

The structure and content of the MBSR program The structure and content of the MBCT program Body Scan Sitting meditation Bodywork and gentle yoga Facilitating inquiry Research on mindfulness and mindfulness-based interventions Stress Mindfulness and emotions Aspects of pedagogy in an MBSR/MBCT course The teacher-student relationship The code of ethics How does an MBSR/MBCT teacher take care of his/her own well-being

The candidate has advanced knowledge in the following areas: - The theoretical, philosophical and pedagogical foundations of MBSR/MBCT - The relationship between mindfulness and Communication, Perception and stress, Emotions, Chronic pain, Self-care and compassion   - The role of the MBSR/MBCT teacher The candidate knows the exercises specific to MBSR/MBCT and the similarities and differences between the two programs. Skills - The candidate can create learning materials used in MBSR/MBCT - The candidate can identify potential participants that are suited to take part in MBSR/MBCT and those that are not suited - The candidate can carry out a MBSR/MBCT course professionally and ethically - The candidate is able to work with course participants¿ questions and difficulties - The candidate can ensure his/her own well-being - The candidate can reflect on her/his own work and adjust this through the mentoring process. - The candidate is able to review scientific research on MBSR/MBCT. General competencies - The candidate has knowledge of professional and ethical issues and is able to initiate professional and ethical discussions related to mindfulness - The candidate can apply their knowledge and skills in new areas - The candidate can communicate independent work both in writing, verbally and through other appropriate forms of expression - The candidate can communicate about relevant professional issues - The candidate can contribute to innovation.

lectures discussions exercises student presentations peer mentoring in groups Mandatory coursework requirements: Students will continuously document their own work through participation in a discussion forum on the web-based learning platform Fronter. All posts will be accessible to the rest of the class within Fronter. Posts may be written in Norwegian or English. A list of hand-in deadlines with be given out at the first module. A minimum of 20 discussion posts; A learning and development post (min 400 words) An autobiography post (min 600 words) Six module posts (min 200 words) Six literature posts (min 200 words) Six practicum posts (min 200 words) In addition each student will submit eight written reflections, one for each week of the eight-week course and the day of mindfulness, to their mentor two days prior to mentoring. Each reflection should be between 500-600 words.