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Assessed Teaching Practice

Module titleAssessed Teaching Practice
Module codePYCM014
Academic year2020/1
Module staff

Ms Kay Octigan (Convenor)

Duration: Term123
Duration: Weeks




Number students taking module (anticipated)


Description - summary of the module content

Module description

This module enables you to consolidate your previous training and experience in teaching mindfulness-based cognitive therapy (MBCT) or mindfulness-based stress reduction (MBSR). You will facilitate an 8-week MBCT/MBSR programme in your own work place. You will need to arrange supervision with an experienced mindfulness-based teacher approved by the programme lead.

Module aims - intentions of the module

You will consolidate skills in instructing MBCT/MBSR with supervision to a level required for independent professional practice in health, mental health or other settings relevant to your previous training and experience which should include:

  • Completion of an eight week, group-based, teacher-led mindfulness-based programme as a participant.
  • Commitment to a daily, personal, formal mindfulness practice.
  • Completion of a teacher-led, mindfulness retreat to deepen practice.
  • Training in the theory, rationale and intentions underpinning the Mindfulness-based Intervention (MBI) being taught.
  • Structured training in teaching Mindfulness-based Interventions (MBIs). The domains of the MBI-TAC offer an example of the areas this should include. These are
    • Coverage, pacing and organisation of session curriculum
    • Relational skills
    • Embodiment of mindfulness
    • Guiding mindfulness practices
    • Conveying programme themes through interactive inquiry and didactic teaching
    • Holding the group learning environment.) see The Bangor, Exeter and Oxford Mindfulness-based Interventions Teaching Assessment Criteria (MBI:TAC)
    • Practising teaching under supervision.
    • A process of self-reflection to develop teacher awareness and skills.
    • Formative feedback on teaching practice and development from more experienced teachers.

The module aims to develop your understanding of the need for mindfulness instructors to exemplify the qualities of mindfulness and the importance of bringing mindfulness itself to the various elements involved in teaching MBCT/MBSR as per the six domains on the Mindfulness-based Interventions: Teaching Assessment Criteria (MBI:TAC).

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

  • 1. Adhere appropriately to the MBCT/MBSR curriculum
  • 2. Guide the key practices of MBCT/MBSR in a real world setting
  • 3. Illustrate core mindfulness skills through your embodiment as a mindfulness-based teacher
  • 4. Work with challenges and uncertainties that may arise for you as a teacher and MBCT/MBSR group participants, individually and as a group, during MBCT/MBSR programme
  • 5. Demonstrate teaching skills for translating mindfulness practice into practical, readily accessible language throughout the programme
  • 6. Show well-developed group process skills in working with and facilitating groups

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

  • 7. Make use of supervision
  • 8. Select, organise and evaluate material

ILO: Personal and key skills

On successfully completing the module you will be able to...

  • 9. Relate in a way which seems genuine, honest and confident and demonstrates a warm and empathic connection with others
  • 10. Communicate understanding of theory and application to practice in different formats to convey the programme themes
  • 11. Organise materials, room, time, self, others effectively
  • 12. Demonstrate ethical integrity, including awareness of the research on adverse effects in meditation practice, safety and trauma sensitive practice

Syllabus plan

Syllabus plan

The bulk of the module will comprise facilitation of an MBCT/MBSR programme in a real world setting with ongoing supervision from an approved mindfulness-based supervisor. The programme will be recorded for assessment purposes.

Learning and teaching

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Learning and Teaching2Mentoring
Guided independent study8Individual supervision – arranged independently
Guided independent study30Reading and reflection
Guided independent study30Preparation for running classes
Placement80Facilitating/co-facilitating MBCT/MBSR classes


Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Mentor and student view a sample selection of the student teaching MBCT/MBSR2 hours including DVD viewing, discussion and feedbackAllOral feedback on all 6 domains of the MBI:TAC

Summative assessment (% of credit)

CourseworkWritten examsPractical exams

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
MBI-TAC observation domain 1-6 (this assessment must be passed; an average of 50% or above across all six domains of the MBI-TAC must be achieved in order to pass. Any domain scoring below advanced Beginner will result in failure in this assessment. Failure in this assessment will lead to failure in the module)100Over the time of instructing an 8-week MBCT programme1, 3-4, 7-8, 10-11Mindfulness-based Interventions – Teaching Assessment Criteria (MBI-TAC)


Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
MBI-TAC observation domains 1-6MBI-TAC observation domains 1-61, 3-4, 7-8, 10-11As agreed with programme director

Re-assessment notes

One assessment is required for this module. In all cases re-assessment will be the same as the original assessment. Where you have been referred/deferred for any form of assessment detailed above you will have the opportunity to retake as agreed with the programme director.

If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.

If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 50%.

If you fail re-assessments taken as a result of referral (i.e. following initial failure in the assessment), you will be failed in the module and as a consequence your registration as a student of the University will be terminated.


Indicative learning resources - Basic reading

  • Blacker, M, Meleo-Meyer, F., Kabat-Zinn, J, Santorelli, S. (2009) Stress Reduction Clinic Mindfulness-Based Stress Reduction (MBSR) Curriculum Guide. Center for Mindfulness in Medicine, Health Care and Society, University of Massachusetts Medical School.
  • Crane, R. (2009). Mindfulness-based Cognitive Therapy: Distinctive features. London: Routledge
  • Kabat-Zinn, J. (1990). Full Catastrophe Living: How to cope with stress, pain and illness using mindfulness meditation. New York: Delacote.
  • McCown, D., Reibel, D., & Micozzi, M. S. (2010). Teaching mindfulness: A practical guide for clinicians and educators. New York: Springer.
  • Santorelli S (1999) Heal Thyself: Lessons on Mindfulness in Medicine. Random House
  • Segal ,Z . V., Williams ,J. M. G., Teasdale, J.D .(2013). Mindfulness-based Cognitive Therapy for Depression: A new approach to preventing relapse. (2nd Ed) New York: Guilford Press.
  • Stahl, B. & Goldstein, E. (2010). A mindfulness-based stress reduction workbook. New Harbinger Publications
  • Williams, J. M. G., Teasdale, J. D., Segal, Z. V., and Kabat-Zinn, J. (2007). The Mindful Way Through Depression: Freeing Yourself from Chronic Unhappiness. New York: Guildford Press.
  • Feldman, C., & Kuyken, W. (2019). Mindfulness:Ancient wisdom meets modern psychology. New York: Guilford Press

Indicative learning resources - Web based and electronic resources

Module has an active ELE page

Indicative learning resources - Other resources

Mirroring home practice around the relevant practice maybe using CDs from different teachers e.g.

Key words search

Mindfulness, mindfulness-based cognitive therapies, MBCT, mindfulness-based approaches, MBA, mindfulness-based interventions, MBI, mindfulness-based stress reduction, MBSR

Credit value15
Module ECTS


Module pre-requisites


Module co-requisites


NQF level (module)


Available as distance learning?


Origin date


Last revision date