revolution from the inside out
Intention Statements for Membership Levels
Practitioner
I intend to:
- Honor MAM’s mission, vision and values.
- Bring mindful awareness to daily living.
Mindfulness Informed Professionals
I intend to:
- Honor MAM’s mission, vision and values.
- Embody what I teach by engaging in daily personal practice and cultivating the attitudes of mindfulness.
- Teach in a manner that is informed by theories and practices that are supported by research.
- Pursue continuing education and training in the practice and teaching of mindfulness within my chosen focus area.
Trained Mindfulness Teachers
I intend to:
- Honor MAM’s mission, vision and values.
- Offer programs that are: nonsectarian, teacher-led, informed by a clear rationale, involve experiential learning with daily home practice, and have a clear commitment to being evidence-based.
- Have either: A) Earned “Trained Teacher” status, “Qualification”, and/or “Certification” in mindfulness and mind-body based teacher training that includes familiarity through participation as a student/participant with the mindfulness-based course curriculum taught, with particular in-depth personal experience of all the core practices of this mindfulness-based program. – or – B) Contingent upon review of and approval by MAM, completion of 1) an in-depth, rigorous mindfulness-based teacher training program, OR 2) supervised pathway over a minimum duration of 12 months.
- Have the training or background required for teaching a particular course to a specific population, including as applicable:
- A professional qualification in mental or physical health care, education or social care, recognized by the organization or context within which the teaching will take place.
- Knowledge and experience of the populations that the mindfulness-based course will be delivered to, including experience of teaching, therapeutic or other care provision with groups and/or individuals, unless such knowledge and experience is provided to an adequate level by the mindfulness-based teacher training itself. An exception to this can be when teaching with the help of a colleague who knows well the population to whom the course will be delivered and has a relevant qualification, as well as an understanding of mindfulness-based approaches.
- If delivering a service used with a clinical population or meant as a complement to treatment of a mental health disorder (such as MBCT or MBRP), appropriate professional clinical training and knowledge of relevant underlying psychological processes, associated research and evidence-based practice, unless these are provided to an adequate level by the mindfulness teacher training program.
- Uphold ongoing Good Practice Guidelines for Mindfulness Teachers.
- Complete diversity training when providing mindfulness practices and/or interventions for specific underrepresented or marginalized/oppressed populations.
Mindfulness Teacher Trainers
I intend to:
- Honor MAM’s mission, vision and values.
- Offer programs that are: nonsectarian, teacher-led, informed by a clear rationale, involve experiential learning with daily home practice, and have a clear commitment to being evidence-based.
- Have either: A) Earned “Trained Teacher” status, “Qualification”, and/or “Certification” in mindfulness and mind-body based teacher training that includes familiarity through participation as a student/participant with the mindfulness-based course curriculum taught, with particular in-depth personal experience of all the core practices of this mindfulness-based program. – or – B) Contingent upon review of and approval by MAM, completion of 1) an in-depth, rigorous mindfulness-based teacher training program, OR 2) supervised pathway over a minimum duration of 12 months.
- Have the training or background required for teaching a particular course to a specific population, including as applicable:
- A professional qualification in mental or physical health care, education or social care, recognized by the organization or context within which the teaching will take place.
- Knowledge and experience of the populations that the mindfulness-based course will be delivered to, including experience of teaching, therapeutic or other care provision with groups and/or individuals, unless such knowledge and experience is provided to an adequate level by the mindfulness-based teacher training itself. An exception to this can be when teaching with the help of a colleague who knows well the population to whom the course will be delivered and has a relevant qualification, as well as an understanding of mindfulness-based approaches.
- If delivering a service used with a clinical population or meant as a complement to treatment of a mental health disorder (such as MBCT or MBRP), appropriate professional clinical training and knowledge of relevant underlying psychological processes, associated research and evidence-based practice, unless these are provided to an adequate level by the mindfulness teacher training program.
- Uphold ongoing Good Practice Guidelines for Mindfulness Teachers & Trainers of Mindfulness Based Teachers
- Complete diversity training when providing mindfulness practices and/or interventions for specific underrepresented or marginalized/oppressed populations.
Mindfulness Informed Organization
Our organization intends to:
Honor MAM’s mission, vision and values, bring mindful awareness to the workplace, comply with the law, and make a commitment to ethical behavior by balancing stakeholders’ needs with:
- accountability and transparency
- employee wellbeing
- environmental stewardship
- social justice and responsibility
- investment in the community