1. Have offered at least nine public mindful eating programs to a group, over a minimum of three years.
2. To be a proficient teacher of mindful eating programs (for public)– as assessed by experienced senior colleagues and potentially reviewed by the use of the ‘Mindfulness-based Interventions: Teaching Assessment Criteria’ (MBI: TAC).
3. Experienced in offering training pathways for teachers-in-training which have a minimum duration of 5 days in a residential setting.
4. Have trained to be a trainer via an apprenticeship with a senior mindfulness/mindful eating teacher trainer and demonstrated a competency in training others.
5. Continuously teach mindful eating programs to people with varying levels of experience as a teacher, alongside training teachers.
6. Be in an ongoing and regular mentorship relationship regarding one’s teaching practice and how it interfaces with personal mindfulness practice. The trainer engage in peer relationships with other teacher trainers.
7. Attend annual residential teacher-led silent mindfulness meditation retreats which includes formal and informal mindfulness practices.
8. Stay up to date with the current and developing evidence based studies on mindful eating, nutrition research and food psychology, in addition to mindfulness-based teaching and best practices.
9. Be steeped in the practice and understanding of mindfulness which is informed by both relevant current scientific and/or clinical understanding as well as its historical antecedents from relevant spiritual and philosophical traditions, the most common example of which is the Buddhist tradition.
10. In the case of online mindful eating teacher trainings; the teachers trainer adheres to the same Good Practice Guidelines as for trainers in residential settings. Experienced in offering training pathways for trainees with a Mindfulness based teacher background or long-term meditation practice under guidance of an experienced meditation teacher (before the start of the online teacher training)
A. An experientially gained understanding of the complexity of mindfulness and mindful eating as an approach and its transformational potential.
B. An in depth understanding of the rationale and intentions of the full range of curriculum components within the mindful eating program they are training others to teach.
C. An understanding of the underlying theoretical principles of the mindful eating programs they are training others to teach.
D. Understand and have the capacity to train others in the principles underpinning the adaptation of mindful eating programs to different contexts and populations.
E. Skill in working with groups, especially the creation of a safe and challenging learning environment.
F. The ability and skill needed to support trainees in identifying their strengths and learning needs, and providing feedback which facilitates new learning.
- Only training within the limits and boundaries of competence
- Only asking trainees what is asked of self in relation to informal and formal mindfulness practice
UK Network of Mindfulness Teacher Training Organisations (www.mindfulnessteachersuk.org.uk): Good Practice Guidance for Teachers (April 2015)
Woods, S.L. (2009). Training professionals in mindfulness: The heart of teaching. In F. Didonna (Ed.), Clinical Handbook of Mindfulness (pp. 463-475). New York: Springer.