Show simple item record

dc.contributor.authorCrane, R. S.
dc.contributor.authorBrewer, Judson A.
dc.contributor.authorFeldman, C
dc.contributor.authorKabat-Zinn, Jon
dc.contributor.authorSantorelli, Saki F.
dc.contributor.authorWilliams, J M. G.
dc.contributor.authorKuyken, W
dc.date2022-08-11T08:10:29.000
dc.date.accessioned2022-08-23T17:11:08Z
dc.date.available2022-08-23T17:11:08Z
dc.date.issued2017-04-01
dc.date.submitted2017-03-27
dc.identifier.citationPsychol Med. 2017 Apr;47(6):990-999. <a href="https://doi.org/10.1017/S0033291716003317">Link to article on publisher's site</a> Epub 2016 Dec 29.
dc.identifier.issn0033-2917 (Linking)
dc.identifier.doi10.1017/S0033291716003317
dc.identifier.pmid28031068
dc.identifier.urihttp://hdl.handle.net/20.500.14038/46207
dc.description.abstractThere has been an explosion of interest in mindfulness-based programs (MBPs) such as Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy. This is demonstrated in increased research, implementation of MBPs in healthcare, educational, criminal justice and workplace settings, and in mainstream interest. For the sustainable development of the field there is a need to articulate a definition of what an MBP is and what it is not. This paper provides a framework to define the essential characteristics of the family of MBPs originating from the parent program MBSR, and the processes which inform adaptations of MBPs for different populations or contexts. The framework addresses the essential characteristics of the program and of teacher. MBPs: are informed by theories and practices that draw from a confluence of contemplative traditions, science, and the major disciplines of medicine, psychology and education; underpinned by a model of human experience which addresses the causes of human distress and the pathways to relieving it; develop a new relationship with experience characterized by present moment focus, decentering and an approach orientation; catalyze the development of qualities such as joy, compassion, wisdom, equanimity and greater attentional, emotional and behavioral self-regulation, and engage participants in a sustained intensive training in mindfulness meditation practice, in an experiential inquiry-based learning process and in exercises to develop understanding. The paper's aim is to support clarity, which will in turn support the systematic development of MBP research, and the integrity of the field during the process of implementation in the mainstream.
dc.language.isoen_US
dc.relation<a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&list_uids=28031068&dopt=Abstract">Link to Article in PubMed</a>
dc.relation.urlhttps://doi.org/10.1017/S0033291716003317
dc.subjectFidelity
dc.subjectmindfulness-based cognitive therapy
dc.subjectmindfulness-based program
dc.subjectmindfulness-based stress reduction
dc.subjectAlternative and Complementary Medicine
dc.subjectMental and Social Health
dc.subjectOther Rehabilitation and Therapy
dc.subjectPsychiatry
dc.subjectPsychiatry and Psychology
dc.titleWhat defines mindfulness-based programs? The warp and the weft
dc.typeJournal Article
dc.source.journaltitlePsychological medicine
dc.source.volume47
dc.source.issue6
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/psych_pp/740
dc.identifier.contextkey9928832
html.description.abstract<p>There has been an explosion of interest in mindfulness-based programs (MBPs) such as Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy. This is demonstrated in increased research, implementation of MBPs in healthcare, educational, criminal justice and workplace settings, and in mainstream interest. For the sustainable development of the field there is a need to articulate a definition of what an MBP is and what it is not. This paper provides a framework to define the essential characteristics of the family of MBPs originating from the parent program MBSR, and the processes which inform adaptations of MBPs for different populations or contexts. The framework addresses the essential characteristics of the program and of teacher. MBPs: are informed by theories and practices that draw from a confluence of contemplative traditions, science, and the major disciplines of medicine, psychology and education; underpinned by a model of human experience which addresses the causes of human distress and the pathways to relieving it; develop a new relationship with experience characterized by present moment focus, decentering and an approach orientation; catalyze the development of qualities such as joy, compassion, wisdom, equanimity and greater attentional, emotional and behavioral self-regulation, and engage participants in a sustained intensive training in mindfulness meditation practice, in an experiential inquiry-based learning process and in exercises to develop understanding. The paper's aim is to support clarity, which will in turn support the systematic development of MBP research, and the integrity of the field during the process of implementation in the mainstream.</p>
dc.identifier.submissionpathpsych_pp/740
dc.contributor.departmentDepartment of Medicine, Center for Mindfulness in Medicine, Health Care, and Society
dc.source.pages990-999


This item appears in the following Collection(s)

Show simple item record