I intend to:

1. Honor MAM’s mission, vision and values.
2. Bring mindful awareness to daily living.

I intend to:

1. Honor MAM’s mission, vision and values.
2. Embody what I teach by engaging in daily personal practice and cultivating the attitudes of mindfulness.
3. Teach in a manner that is informed by theories and practices that are supported by research.
4. Pursue continuing education and training in the practice and teaching of mindfulness within my chosen focus area.

I intend to:

1. Honor MAM’s mission, vision and values.
2. 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.
3. 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.
4. 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.
5. Uphold ongoing Good Practice Guidelines for Mindfulness Teachers.
6. Complete diversity training when providing mindfulness practices and/or interventions for specific underrepresented or marginalized/oppressed populations.

I intend to:

1. Honor MAM’s mission, vision and values.
2. 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.
3. 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.
4. 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.
5. Uphold ongoing Good Practice Guidelines for Mindfulness Teachers & Trainers of Mindfulness Based Teachers
6. Complete diversity training when providing mindfulness practices and/or interventions for specific underrepresented or marginalized/oppressed populations.

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:

1. accountability and transparency
2. employee wellbeing
3. environmental stewardship
4. social justice and responsibility
5. investment in the community