The Impact of a 5-day Mindfulness-Based Cognitive Therapy Professional Training: Practitioner Attitudes, Implementation, and Mindfulness Practice

Mindfulness-based (MB) interventions are becoming increasingly popular in the mental health field as research continues to suggest their efficacy for a variety of symptoms and disorders. This has given rise to the number of professional training programs in MB interventions, which creates demand for research investigating professional training and competencies in MB approaches. The current study used a mixed-methods design to explore mental health professionals' experiences of a University of California-San Diego Center for Mindfulness, 5-day, Mindfulness-Based Cognitive Therapy (MBCT) professional training. Twenty-six participants completed a brief essay, open- and close-ended survey questions, and the Five Facet Mindfulness Questionnaire at pre- and post-training and at a 3-month follow-up. Participants provided feedback regarding their experiences of the professional training, perceived mastery of the material, and the integration of MBCT into professional work. Additionally, to better understand the notion that a personal mindfulness practice is fundamental to being a competent MBCT instructor, data were collected regarding participants' levels of mindfulness, personal mindfulness practices, and the perceived impact of their mindfulness practice on facilitating MBCT. Quantitative and Qualitative analyses were conducted and suggested that the majority of participants met their primary training objectives and felt "extremely satisfied" with the training experience, irrespective of their mindfulness experience or familiarity with the MBCT treatment protocol. Following the training, participants rated highest perceived competence in teaching meditation and program exercises and the least competence leading the inquiry process. Every respondent reported that they incorporated MBCT into their professional work; the highest majority incorporated MBCT into work with individual clients followed by implementing the MBCT program as designed. Every participant acknowledged interest in additional training, namely ongoing supervision and/or interactive learning. In regard to mindfulness, participants' levels of mindfulness increased significantly across time and 100% of participants reported that a personal mindfulness practice was essential to their teaching of MBCT. This study provided an in-depth look at an MBCT professional training to begin the necessary investigation of professional training in MB interventions to ensure optimal training and client care.