Gemma M. Griffith & Trish Bartley & Rebecca S. Crane
Mindfulness-Based Programs (MBPs) were originally de- signed to be delivered in groups, and aim to help participants cultivate awareness through moment-to-moment attention, with the intention of reducing suffering and promoting well- being (Kabat-Zinn 2013; Segal et al. 2013). We use the term MBP as it is defined in Crane et al. (2017a, b)—i.e., with a particular focus on the key MBPs designed for delivery in mainstream, secular contexts: Mindfulness-Based Stress Reduction (MBSR), Mindfulness-Based Cognitive Therapy (MBCT), and group programs which evolved from these. MBPs are mindfulness-based (i.e., the entire pedagogy is em- bedded within the practice and teachings of mindfulness), as opposed to being mindfulness-informed (i.e., influenced by the practice and teachings of mindfulness) (Germer et al. 2005). MBPs are educational, structured, time-limited, closed groups (Yalom and Leszcz 2005), with a unique program cur- riculum that involves mindfulness meditation practices, time for inquiry about those practices, and psycho-educational ele- ments. Each MBP course is unique, with a co-creation between individual members in relation to each other, individ- uals in relation to the group, and the group and individuals in relation to the teacher (McCown et al. 2010; McCown 2016).
Read full article: The Inside Out Group Model: Teaching Groups in Mindfulness-Based Programs