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MBCT Programme Handbook; page 1 of 64

Programme Handbook

Postgraduate training in

Mindfulness-based Cognitive Therapies

In collaboration with Gaia House Teachers

a Centre for meditation and enquiry


Programme Handbook

Postgraduate training in

Year 1 Certificate in

Mindfulness-based Cognitive Therapies


Postgraduate Programme in Mindfulness-based Cognitive Therapies

Table of Contents

Page Number

Welcome 4

Programme Team 5

Programme Structure 6

Mindfulness Practice & Retreats 7

Programme Timetable 8-10

Tutorials 11-12

Student Support Systems & Confidentiality 13-14

General University Information 15-17

Assessment Overview 18

Guidance on Assessments and Marking Criteria 19-29

Submitting Your Work 30-32

Guidelines for Successful Completion of the Programme 33-36

Late Submission and Mitigation 37-43

Programme Committees and the Administration 44

APPENDICES

Resource Lists 46-50

Assessment Front Sheets 51-52

Teaching Feedback Questionnaire 53-54

Good Practise Guidelines 55

Programme Specifications 56-59

Module Descriptions 60-64


Welcome to the University of Exeter

College of Life & Environmental Sciences

Mindfulness-based Cognitive Therapies Programme

Certificate Level

We want to extend a warm welcome to you all on the Mindfulness-based Cognitive Therapies (MBCT) programme (Year 1). Our aim is to provide you with the opportunities to develop a grounded understanding of MBCT. Mindfulness approaches have the potential to transform suffering in a wide range of chronic diseases and this programme will explore in some depth its application to recurrent depression but include other chronic conditions.

The MBCT programme sits in the context of our research group, the Mood Disorders Centre and alongside a range of professional training programmes including the Improving Access to Psychological Therapies and MSc in Psychological Therapies programmes. This is part of our larger commitment to making high quality interventions more accessible for people who experience recurrent depression.

We are very excited about this Programme and hope you will enjoy it and find it professionally and personally stimulating, allowing you to gain clarity of thinking and skills around MBCT.


Meet the Programme Team

Ms Alison Evans

Programme Lead / Tutor

[email protected]

Professor Willem Kuyken

Programme Lead / Tutor

[email protected]

Christina Feldman

Gaia House Teacher

John Teasdale

Gaia House Teacher

Jenny Wilks

Supervisor Liaison / Tutor

Desiree Hanson Group Tutor Vici Williams 8 Week course faciliator

Administrative Support

Miss Pamela Willox, Tel: 01392 725755, E-mail: [email protected]

External Examiner: Rebecca Crane, Bangor Centre for Mindfulness Research and Practice (2008/2012)

Guest speakers, practice supervisors and College of Life & Environmental Sciences faculty members will also contribute to the programme.


Programme Structure

The programme is made up of three levels the first two normally covered over two years. The first Certificate level year is a foundation year that offers a grounded and experiential understanding of MBCT. Year 1 aims to provide students with a detailed understanding of mindfulness based on both personal practice and knowledge of theory and research. It establishes the students’ personal practice and knowledge. It covers several topics: Cultivating personal mindfulness practice through regular practice, participation in

the 8-week MBCT course and a 4-day silent mindfulness retreat; Learning about theory and research relevant to MBCT; Learning about the Buddhist Psychology that underpins MBCT and; Integrating personal mindfulness practice, theoretical knowledge about MBCT and

Buddhist Psychology in considering the applications of mindfulness There is access to a range of learning methods including: personal practice and study (guided reading), lectures, workshops and retreats. Formative and summative assessment will include a mixture of reflective diaries, essays and a proposal for audit/evaluation. At the end of the first year students are not yet ready to teach MBCT to clients. For those students who are continuing on to the Diploma year, progression requires students to re-register at the end of the first year. The second Diploma level year lays the groundwork for students’ readiness to teach MBCT classes for clients. Year 2 begins with a series of workshops where students are taken through each of the 8 weeks of the course, watching experienced MBCT teachers on videotape, rehearsing skills on peers and preparing the materials to run an MBCT course. A 7-day silent retreat further develops personal mindfulness practice. Year 2 also includes a supervised MBCT placement in which students have the opportunity to start to lead the 8-week course. There is access to a range of learning methods: personal practice, workshops with peer teaching and feedback, supervised clinical practice, and retreats. Formative and summative assessment will include a mixture of personal reflection, essays, reports of teaching MBCT classes and direct observation of students teaching MBCT classes. The third Masters level year offers an opportunity to pursue an area of interest within the field of MBCT to further depth following completion of the Diploma. There are two options: a MBCT empirical paper or a theoretical research paper (10,000 words) Students will mainly be studying independently with regular supervision (face to face, telephone, email).There may be opportunities for attendance at research seminars or peer group supervision.


Mindfulness Practice and Gaia House Retreats

Zindel Segal (2002, p.65-66) and his co-authors write that,

The MBCT instructor’s own basic understanding and orientation will be one of the most powerful influences affecting this process [helping individuals make a radical shift]. Whether the instructor realises it or not, this understanding colours the way each practice is presented, each interaction handled.

Becca Crane (2009, p.155-159) writes about Teaching through embodiment

The key distinguishing skill, which is essential for successfully conveying the essence of an MBCT course, is that of being able to teach through an embodiment of the qualities of mindfulness.

Our experience in Exeter is that teaching MBCT classes is enormously rewarding but requires a particular training that cultivates this basic understanding and orientation grounded in personal mindfulness practice. The programme will support students in developing a regular and sustained mindfulness practice on which they can draw in their learning and in their work as an MBCT therapist.

GAIA AND RETREATS An important part of this will be participation in the retreats offered by Gaia House, a four-day retreat in year 1 and a seven-day retreat in year 2. Gaia House is an Insight Meditation Centre set in the hills and woodlands of South Devon, just outside of Newton Abbot. They run mainly silent retreats offering meditation instruction and teachings drawn from the Buddhist traditions. They have over 25 years experience as a retreat centre creating an environment that supports the cultivation of people’s mindfulness practice. The retreat in year 1 is taught by Christina Feldman and John Teasdale. All students will attend and it will be open to others who teach Mindfulness-based interventions. It is an opportunity to deepen experience and understanding of mindfulness practice. The retreat will emphasise the four foundations of mindfulness through sustained practice, interviews, talks, instructions and group interviews. The majority of the retreat will be held in silence. There will be a programme of formal practice (sitting, walking and movement) beginning before breakfast and continuing throughout the day in to the evening. There are many other times in the day to practice informally e.g. in the one-hour daily work period, over meal times. Christina and John will offer some guidance, instruction and teachings. Please refer to their website or request a retreat programme to read more about the retreats and Gaia House. Please note that the cost of retreats is additional to the course fee and will be set independently by Gaia House. We will liaise with Gaia House to reserve places for the retreats and then you will need to confirm and book directly with Gaia House by phone or via their website stating that you are a student on the course. http://www.gaiahouse.co.uk/


Outline for term1 Year 1 NB Provisional outline which may be subject to change

Session Times am: 10.00 ‐ 12.30, pm: 13.30 ‐ 16.30

Week Date Topic

1

07/10/2010

Information in course –handbook, intentions (AE & WK)

Practice & Dialogue (AE & WK)

2

14/10/2010

PRACTICAL – Library, Essay Writing, Walk around campus (PW)

PRACTICAL – Library, Essay Writing, Walk around campus (PW)

3

21/10/2010

Tutorials (AE, WK & JW) Group Orientation (VW)

4

28/10/2010

MBCT Course ‐ Week 1 (VW)

Week 2 (VW)

5

04/11/2010

What is Mindfulness (CF & WK)

6

11/11/2010

Study day

7

18/11/2010 Gaia House

Experiential Day at Gaia House(CF)

8

25/11/2010


What is Depression ? CBT understanding of depressive relapse (WK)

9

02/12/2010


Evidence Base for MBCT (WK)

10

09/12/2010


Self Study

11

16/12/2010 MBCT Course ‐ Week 7 (VW)

Reflection of term (AE&WK)

Alison Evans (AE) Christina Feldman (CF) Jenny Wilks (JW) Vici Williams (VW) Willem Kuyken (WK)


Outline for term2 Year 1 Session Times am: 10.00 ‐ 12.30, pm: 13.30 ‐ 16.30

(Students to lead 15 mins of practice in pm on a rota basis)

Week Date Topic

1

13/01/2011 MBCT Course ‐ Week 8 (VW)

How to lead a sitting (AE)

2

Retreat at Gaia – 19th‐23rd January 2011

3

27/01/2011 Group tutorial ‐ Reflection on retreat (DH)

Self Study

4

03/02/2011 Presentation (20mins each – journey through the 8 week programme and retreat) (AE)

5

10/02/2011 The relevance of mindfulness to health and mental health (CF& WK)

6

17/02/2011 Bodyscan (skills/cognitive shifts) (CF&WK)

7

24/02/2011 Pleasant and Unpleasant Events(CF & WK)

8

03/03/2011 Ethics (JW&WK)

9

10/03/2011 Exploring the difficult (CF&WK)

10

17/03/2011 Group Dynamics (AE) Reflection of the term (AE & WK)

Alison Evans (AE) Christina Feldman (CF) Desiree Hansson (DH) Jenny Wilks (JW) Vici Williams (VW) Willem Kuyken (WK)


Outline for term3 Year 1 Session Times am: 10.00 ‐ 12.30, pm: 13.30 ‐ 16.30

(students to continue leading 15 mins practice after lunch on a rota basis except with external speakers)

Week Date Topic

1 21/04/2011

Group tutorial re presentations (DH)

Group Presentation Prep

2 28/04/2011

Audit ‐ Research and evaluation (WK)

3 05/05/2011

CBT Components of MBCT (WK)

Inquiry (WK)

4 12/05/2011

MBCT/MBSR in different health care settings (JW)

5

19/05/2011 CPD event Room 105 Exeter Uni

Adapting MBCT for people who attempt suicide and with chronic depression (TB)

6

26/05/2011 CPD event Room 105 Exeter Uni

MBCT and Chronic Fatigue (CS)

7 02/06/2011

East meets West (JW) Group presentation prep

8

09/06/2011 CPD event Buckfast Abbey

Compassion Day (CF) including past MBCT clinic patients

9 16/06/2011

Presentations ‐ Groups A & B (AE)

MBCT participant

Session for those attending year 2 (AE)

10 23/06/2011

Presentations ‐ Groups C & D (AE)

End of year review (AE & WK)

Alison Evans (AE) Christina Feldman (CF) Christina Surawy (CS) Desiree Hansson (DH) Jenny Wilks (JW) Dr. Thorsten Barnhofer (TB) Willem Kuyken (WK) RETREAT @ GAIA 16TH‐23RD SPETEMBER 2011 for those progressing onto the Diploma Year


Tutorials Students join the programme with differing backgrounds, strengths, abilities, levels of expertise, concerns and career goals. One-to-one tutorials are an opportunity for students to meet with a member of the team to review their progress through the programme, so that their individual goals and different styles are understood and, if possible, are accommodated. They are also designed to support students’ mindfulness practice. Group tutorials are designed to enable students to work together learn with and from each other. The tutorials have several specific functions:

Developmental / formative. The primary function of the tutorials is to support and develop students’ development. It aims to provide a formal, structured opportunity for students to reflect on their experience of the teaching, mindfulness practice, teaching, assessment and learning across the programme as a whole and consider their personal and professional development needs. It aims to encourage students to engage in self-appraisal – especially recognising and building on strengths and identifying, accepting and working on areas of weakness. Students are encouraged to identify and clarify learning goals. This process would normally include being able to recognise the limits of their competence, work within these limits and make use of others to support their learning and professional development. The tutorials also aim to provide individualised support of people’s mindfulness practice.

Responsibilities for the tutorials are shared by the student and tutor. Role of the Student (i) Prepare for the meeting by reviewing their reflective journal, supervision notes, tutorial notes and formative feedback (i.e., feedback on assessed work and clinical placements). Bring copies of their reflective journal and formative feedback to the tutorials (ii) Make notes of each meeting and e-mail these to the tutor who can then place them in the student’s file. If the tutor and student negotiate that an aspect of the tutorial is to be confidential, the e-mailed notes would obviously not include reference to this aspect

Role of the Tutor

(i) Prepare for the meeting by reviewing the student’s file. For the first tutorial, this would involve reading the student’s application form For subsequent tutorials this would normally include reading relevant

formative feedback on assignments and assessments (ii) Support student’s learning by providing constructive feedback about the

student’s performance in the programme


Suggested Agenda for Tutorials

The following is a suggested agenda that the tutor and student would collaboratively discuss and complete during their meetings. 1. General “how is it all going?” 2. Issues arising e.g. from the reflective journal 3. Progress and previous achievements:

Review of previous meeting Review of individual learning goals and work towards these goals (except for

the first tutorial, where this becomes selection and beginning the programme)

4. Current performance and development needed: Strengths Development needed Strategies for development

5. Feedback on the tutorial process and for development of the programme

Practical Aspects of Tutorials

The Programme Administrator will assign all students a tutor at the beginning of the programme. Where possible, the same programme team member will remain the tutor throughout the course (except for group tutorials) Tutors support each other and liaise as appropriate through staff meetings. In Year 1, there should be one tutorial per term. Some of these will be individual and some group. Group Tutorials The group tutorials will give students an opportunity to learn from and share with each other. There will be a theme for the tutorial which students will be informed of in advance. These tutorials may be facilitated by an external teacher. We have a group of local teachers who are involved in supervising students in year 2. This will give students an opportunity to meet a member of this team.


Student Support Systems Any form of professional training is potentially stressful and we recognise that the programme team and supervisors cannot necessarily provide all the support that may be required. Within the programme we hope to promote a mutually supportive atmosphere in which students feel able to share concerns and issues with one another, with the programme team and with clinical supervisors. We recognise that the three components of the course: university attendance, clinical practice and independent study may be difficult to balance. Please remember to talk with the programme leads if you begin to experience difficulties. There is also a University Student Counselling Service that is free and confidential and available to all students. Appointments are available during term time and a reduced service is offered during the vacation (tel 01392 264381). Confidentiality The following guidelines about the treatment of students’ information are based on those used for the Doctorate in Clinical Psychology programme. The work of the therapist necessarily involves working with patients around distressing, sensitive and difficult issues and case material. As practitioners we are given the power to influence the lives of patients who may be very vulnerable. Alongside this comes a high degree of responsibility. It is a job that requires emotional resilience and a high degree of self-awareness and self-care. The programme team recognises that we are all human and all have life experiences and relationships that have shaped who we are. Inevitably, we can all be emotionally affected to varying degrees (in both positive and negative ways) by the work that we do. It is for this reason that the programme promotes reflective practice to ensure that we are mindful of the way our own experiences and assumptions about the world, people and relationships may influence our therapeutic relations and interventions. We would like to promote an ethos which allows students the opportunity to reflect openly and honestly on the challenges of their role and the way in which contact with their patients and their life stories can affect us all. This means that students may sometimes be sharing personal information about themselves with selected members of staff and with each other. Students can expect that team members and their student colleagues will be thoughtful and sensitive about the student’s right to confidentiality.


Student Confidentiality We aim to facilitate an open learning environment in which information is shared appropriately and respectfully between staff, students and relevant others to enable students’ development and to ensure appropriate client care. Students should expect that information about day-to-day aspects of training will be shared as appropriate. It is likely that personal matters are discussed in the course of discussions with programme leads. This can, of course, be confidential and in these circumstances there should be a discussion about how best to handle confidentiality. Where personal matters are discussed that may impact on the student’s performance on the programme/ability to provide appropriate client care, there should be a discussion about how best, and with whom, to share concerns. Students should expect that staff team members will need to discuss with one another how best to handle any issues. As far as possible this should be with the student’s informed consent. If necessary a confidentiality agreement can be drawn up between the students and appropriate staff/supervisors. The details of any personal material remains confidential within the context in which it is shared, i.e. it is not fitting for any participant to disclose information about another, in their absence or presence, within the course or in conversation outside of sessions, without agreed permission. The only exception to this if you have concerns about safety in such cases you should consult your programme lead. Patient Confidentiality If patient information is shared as part of the course students will do so in a manner most likely to protect the identity of the patients; in a manner which honours the limits of confidentiality. There is an understanding that no member of the group will disclose any information about patients outside of the group. Students must ensure that they consider and respect patient’s dignity in all written and spoken communications. A good rule of thumb is to consider what would be the answer to the question; ‘Would I feel respected if I or my family were written or spoken about in this way?’


General University Information The University Campus The campus is compact and well signposted - http://www.exeter.ac.uk/about/streatham.shtml The main buildings to look out for are: the Library, Devonshire House (Guild of Students), Clydesdale House (Postgraduate Centre), Reed Hall Mews (Student Health Centre) and nearby in Reed Hall Annexe is the Student Counselling Service. Northcote House houses the University’s administration (the Vice-Chancellor, Registrar and Academic Secretary have their offices there, plus the Faculties Office, Registry, Accommodation and Examinations). The Sports Hall is on campus and there is an open-air swimming pool adjacent to Cornwall House (open end of May to middle of September) and an indoor pool at St Luke’s College. There is very limited pay and display parking available on campus. IT Facilities Numerous departmental PCs with scanning and printing facilities are available for students’ use. The Postgraduate Computer Room (Room 124) has high quality computers with networked printing for use in conjunction with other postgraduates in the College of Life & Environmental Sciences. Students will need to get a key from the School Office (£5.00 deposit) to gain access to the room. (This key also provides access to the entry door to the first floor out of normal business hours). In addition, all the PCs in rooms 220 and 221 are available for students’ use in conjunction with undergraduates in the College of Life & Environmental Sciences. In term time these computers are subject to heavy use, although in University holidays they are underused. Software for PCs is available from John Staplehurst and Martin Ward. There is a Computing and Statistics Helpdesk available Monday-Friday 9.30am-12.30pm in Room 220 in the College of Life & Environmental Sciences, Washington Singer Building. At other times you can seek advice via email ([email protected]). Library Facilities The main library facilities are at the University of Exeter. The library is stocked in psychology texts. The library catalogue and facilities for reserving and renewing books are on the web: http://lib.ex.ac.uk/ Students can get online access to many journals, the library catalogue and several other databases http://www.library.ex.ac.uk/cgi-bin/athens Contact Details Students should make sure that the Programme Administrator is kept informed of any change of home address and telephone numbers.


Communication E-mail is generally used for day-to-day communication. The e-mail addresses for the programme team are listed at the front of this handbook. Students will all have a University of Exeter e-mail account and this will be used by the programme team and the University for any communication about the programme. Students should ensure they check this account regularly; this can be done through the MyExeterlogin from the University’s homepage: http://www.exeter.ac.uk/ Study Skills Service The Study Skills Service offers confidential help to any student who would like to improve their study skills. The Study Skills Advisors can help with the following:

Reading effectively Selecting from book lists Planning and writing assignments or essays Taking useful notes Revising for exams Organising your time Generally evaluating your study skills

This service is available to postgraduates, who can and do consult the Study Skills Advisors. Help is available throughout each term and during part of each vacation - see: http://www.services.ex.ac.uk/edu/student-learning-skills/ Students with Disabilities The University employs a Disability Co-ordinator who offers support to students with disabilities and endeavours to provide facilities and equipment suited to people’s individual needs: see http://www.admin.ex.ac.uk/academic/disability/intro.php The main Library has a ‘Special Needs Zone’ with special IT equipment available to those students for whom it is appropriate. The Student Advice Centre can provide more information on Disabled Student Allowances, diagnostic testing and other financial support. A general leaflet with advice for students with a disability is available from the Registry or the Student Advice Centre. College of Life & Environmental Sciences Officers The College of Life & Environmental Sciences has the following officers who can be approached to discuss relevant issues: Women Student Advice: Michelle Ryan ([email protected]) Mature Student Advice: Avril Mewse ([email protected]) Disability Liaison Officer: Louise Pendry ([email protected])


Protection of Dignity at Work and Study The University of Exeter is committed to a policy of equality of opportunity and aims to provide a working and learning environment, which is free from unfair discrimination and will enable staff and students to fulfill their personal potential. All individuals should be treated with dignity and respect whether at work or study: staff and students have an important role to play in creating an environment where harassment is unacceptable. The purpose of this policy is to assist in developing a working and learning environment and culture in which harassment is known to be unacceptable and where individuals have the confidence to deal with harassment without fear of ridicule or reprisals. The policy aims to ensure that if harassment or bullying does occur, adequate procedures are readily available to deal with the problem and prevent it reoccurring. Harassment can have a detrimental effect upon the health, confidence, morale, learning and performance of those affected by it. Contact the University’s Equal Opportunities Officer, Personnel Division, in Northcote House (tel 01392 263401) for a list of current advisors. The policies can be found at: http://www.ex.ac.uk/admin/personnel/policies.shtml Sexual Harassment The University defines sexual harassment as ‘attention of a sexual nature which is offensive or unwanted’. There is a leaflet available on the nature of the problem and how to deal with it. A copy is available on each of the year’s notice boards and a further copy can be obtained from the School Office. If you feel that you have experienced sexual harassment then read this document and discuss the matter with any of the University’s trained advisors or with any member of the School. This service is confidential and further action is taken only with the knowledge and permission of the student. It is worth pointing out that the University’s policy on protection from sexual harassment extends to its staff as well as students. It is not only students who may feel that they have been sexually harassed – staff have rights too!


Assessment Overview Formative and summative assessment will include a mixture of reflective journals, essays, reports of teaching MBCT classes and direct observation of teaching MBCT classes. Module Assignment / assessment

(credit value) Due Date Due Returned1

Introduction to Mindfulness Based Cognitive Therapies PSYM170

A presentation to staff and students based on the reflective journal, followed by a period of student-led enquiry.

Year 1, beginning of term 2

3rd Feb 2011 Immediate feedback

One essay (3,000 words) from list of set questions, relating to the fundamentals of MBCT theory and practice (100%)

Year 1, beginning of term 2

13th Jan 2011 1pm

4 weeks later

MBCT theory and research PSYM171

One essay (3,000 words) on a topic chosen by the student within the domains of MBCT theory and research and approved in advance by the Programme Leads (50%)

Year 1, end of term 2

21st April 2011 1pm

4 weeks later

One written proposal (2,500 words) for an audit / evaluation of MBCT in a clinical setting (50%)

Year 1, end of term 3

03rd July 2011 1pm

4 weeks later

1 We will endeavour to return work within 4 working weeks of the deadline.


Guidance on Assessments Reflective Journal Students keep a reflective journal as an assignment, which is not directly assessed but which is intended to support their learning, to act as a resource in tutorials / supervision / academic assessments. Becoming an MBCT teacher is a complex process. The intention of the journal is to help establish a reflective orientation. The idea is to ask questions so as to inquire into experience in such a way that supports learning. Content and frequency of entry in the journal is up the student. Most students will add to their journal whenever something comes up that particularly interests or challenges them. Entries may be in various forms: notes, prose, poems, sketches, pictures, and diagrams, mind maps, etc. Essays There are several essays throughout the course. These are an opportunity to explore in depth topics relevant to MBCT. The different essays cover different areas of the course curriculum and word limits are set out in the assessment overview. Essay titles for the other modules should be negotiated with the programme leads. The following are some guidelines for the essays: 1. The essay should be no more than the word limit. 2. The essay should be well structured to include an introduction, which identifies

the key issues to be addressed in the essay and provides the reader with a guide for the arguments, which will follow.

3. The main arguments of the essay should be ordered logically and an emphasis should be placed on a clear and critical analysis rather than an exhaustive review of the relevant issues.

4. The essay should be brought to a close with a well-argued conclusion supported by evidence and outlining the implications.

It is recommended that before submission the essay be exchanged with a peer for peer review and feedback. Students may also discuss their proposed essay with their tutors or others associated with the course.


ESSAYS

Introduction to Mindfulness Based Cognitive Therapies PSYM170 Essay Titles. Please choose one of the titles offered below.

Critically review the theory and research underpinning MBCT.

While we know that MBCT helps people with recurrent depression, we have very limited evidence about how it works. Discuss

A personal mindfulness practice is a pre-requisite for teaching MBCT. Discuss.

MBCT theory and research PSYM171 One essay (3,000 words) on a topic chosen by the student within the domains of MBCT theory and research and approved in advance by the Programme Leads


MARKING GUIDELINES FOR ESSAYS

Excellent/Very Good Good/Satisfactory Requires Revision INTRODUCTION TO THE ESSAY

a) Interpretation of the title

The introduction makes explicit the subject matter of the essay and convincingly addresses the issues raised or implied by the title.

The introduction gives a reasonable idea of what the title means.

The introduction lacks any description of the title, or is confused or unclear.

b) Scene setting The introduction provides a clear and compelling rationale for the choice of topic (e.g., professional relevance, relevance to student’s professional development). Key concepts and terms are defined in an informed and useful way. A convincing rationale is given for the inclusion and exclusion of material.

The introduction provides an adequate rationale for the choice of topic. Key concepts and terms are defined. The introduction adequately states the areas to be covered with an explanation for why material is included or excluded.

The introduction provides either no rationale or an inadequate rationale for the choice of topic. Important terms and concepts are incorrectly or poorly defined or no attempt is made to define them. The introduction provides either no description of the areas to be covered or does so inadequately.

c) Route map The introduction provides a clear and useful guide that fully enables the reader to make sense of what follows.

The introduction provides an adequate guide that enables the reader to make sense of what follows.

The introduction provides no or confused directions as to what follows.

2. DEVELOPMENT OF THE ESSAY

a) Structure The essay has a clear and coherent overall structure, with good linkage between elements.

The essay has adequate overall structure, with linkage between elements.

The material is jumbled or out of order causing misunderstandings or confusion.

b) Development of argument and ideas

Arguments and ideas are developed very effectively. The essay is written in a logical, sequential and sophisticated manner.

The essay has an adequate flow that enables the argument to be developed.

The essay is incoherent with insufficient building of the argument.

c) Focus The essay answers the question and keeps to the point. The essay contains only material that is highly relevant to the title.

The essay answers the questions and largely keeps to the point.

The essay deviates from the title, fails to draw the material towards a focal point or fails to address the title fully.

d) Use of sources The essay demonstrates an excellent or very good understanding of how to draw on a wide range of sources, identifying key material that is central to the understanding and development of the argument. The essay includes an appropriately wide selection of the most salient current material and important historical sources. The writer draws on high quality primary sources. Sources are cited appropriately and flawlessly.

The essay demonstrates an adequate understanding of how to draw on a wide range of sources, identifying key material that is central to the understanding and development of the argument.

Important sources are either not used or used inappropriately.

e) Grasp of theory

The essay shows evidence of deep, thorough and extensive knowledge of relevant theory. Further, the essay demonstrates

The essay demonstrates adequate knowledge of relevant theory.

The essay demonstrates inaccurate, only partly accurate or superficial knowledge of theory.


a deep understanding of the relevance and impact of theory upon professional practice.

f) Constructive critical analysis

The essay critically evaluates theories, ideas and evidence in a focused, rigorous and balanced way to develop the arguments effectively. The material is well integrated. The essay uses the critical analysis constructively and creatively (e.g. to build theory, to recommend further research, to draw out implications for professional practice or personal or service development).

The essay uses appropriate evidence to build the main argument(s). The essay is critical in its appraisal of previous work and accurately identifies the most important flaws. A reasonable attempt is made to integrate the material.

The essay’s thesis is not supported by appropriate evidence, or evidence is not well synthesised. The essay fails to be appropriately critical, applies critical analysis in an unfocused or unbalanced way or is lacking in critical analysis.

h) Professional issues

The essay demonstrates that the author possesses a deep and sophisticated understanding of the influence of the wider political, legal, organisational and systemic frameworks upon professional practice. A high level of integrity is demonstrated in consideration of professional practice and views espoused are highly consistent with guidelines for professional conduct.

The essay demonstrates that the author has an awareness of the influence of the wider political, legal, organisational and systemic frameworks upon professional practice. Views espoused are in commensurate with the appropriate guidelines for professional conduct.

The essay omits consideration of the wider influences or addresses these issues in an incoherent or confused manner. Views are espoused in a muddled way leading to doubt about whether or not they are commensurate with guidelines for professional conduct.

i) Evidence of original thought

The essay’s overall thesis builds on existing theory, evidence and ideas to provide an insightful and original synthesis, viewpoint or analysis.

The essay contains ideas that are original in part.

The essay is derivative or provides a synthesis that is flawed.

3. CONCLUSION a) Summary of the argument

The work is brought appropriately together with a succinct and clear summary of the information and ideas presented leading to a compelling conclusion.

The summary follows clearly from the information and ideas presented and provides a reasonable and useful conclusion.

The essay fails to provide a summary/conclusion, or does so in a perfunctory way or introduces new or irrelevant material.

b) Implications The essay draws out the implications of the ideas (this may include research and or health/social policy) and/or for the student’s continuing professional development. Recommendations are firmly grounded in the review and are presented in a highly accessible way.

The conclusions draw out the implications of the ideas. The recommendations are grounded in the review and are well presented.

The conclusion either fails to draw out the implications, or does so in a way that is not grounded in the review.


FEEDBACK FORM FOR ESSAY Student: Year: First Marker: Date: Moderator: Mark: % DISTINCTION / MERIT / PASS/ REFERRED/ FAIL (highlight as appropriate) Conforms to regulations: YES/NO a) Overall evaluation and particular strengths of the work b) Introduction to the essay c) Development of the essay d) Conclusion e) Changes required (if appropriate)


PROPOSAL FOR AN AUDIT / EVALUATION This assessment is intended to encourage prospective MBCT teachers to consider how best to establish whether MBCT services /groups are meeting their aims and intentions. There are a range of formal and informal methods to evaluate MBCT services and/or groups. Evaluation may include both formal and informal means for gathering information. Whatever method is proposed, we encourage an orientation of curiosity, empiricism and constructive critique. The following headings are suggested:

Background theory and research Audit / evaluation questions Suggested methods for answering these questions Critique


Writing and Marking Guidelines for Audit / Evaluation

Excellent/Very Good

Good/Satisfactory Requires Revision

a) Background theory, research and questions

Compelling rationale for selection of particular theory(ies) and research; thoroughly described; key relevant studies are reviewed in an insightful and balanced way that relates seamlessly to the evaluation / audit questions.

Good rationale for selection of theory(ies) / research for the piece of work and theory(ies) / research described adequately. Related well to the evaluation / audit questions.

Insufficient or no theoretical rationale and inadequate description of theory(ies) / research. The evaluation / audit questions are not set up convincingly.

b) Methods of evaluation

Demonstrates excellent/very good ability to use appropriate methods to evaluate the effectiveness, acceptability and broader impact of services / interventions, and to use this information to inform and shape practice and recommendations. Where appropriate, this may also involve devising innovative procedures.

The proposed evaluation framework is documented. Further recommendations are plausible.

Outcome issues are either ignored or presented in an unconvincing way.

c) Contextual factors in evaluation

A good account is given of the factors likely to influence the outcome of the intervention, based on theory, research and the circumstances of the case.

A reasonable account is given of the factors likely to influence the outcome obtained from theory, research or the case.

Limited or lack of scholarship in judging the likely outcome of the intervention.

d) Risk assessment

Evidence of good awareness of risk assessment, management issues and methods.

Some evidence of the awareness of risk assessment is shown.

Inadequate awareness of risk assessment.

e) Critique & reflection

Broad ranging in-depth critique is offered of both the process and results of the exercise. Attention paid to ethical and other professional issues.

A reasonable critique is offered of the process and results of the exercise. Some attention paid to ethical and other professional issues.

Inadequate or ill thought out critique of the process and results of the exercise.


FEEDBACK FORM FOR PROPOSED AUDIT /EVALUATION Student: Year: First Marker: Date: Moderator: Mark: % DISTINCTION / MERIT / PASS/ REFERRED/ FAIL (highlight as appropriate) Conforms to regulations: YES/NO a)Overall evaluation and particular strengths of the work b) Background theory / research & audit / evaluation questions c) Suggested methods for answering these questions d) Critique e) Changes required (if appropriate)


Marking Conventions This document summarises the Marking Conventions for the MBCT Programmes and is based on the University Teaching Quality Assessment Manual.

Marking and Examining Procedure Work submitted for assessment for modules or individual components of taught modules will normally be marked by a single examiner and moderated by another member of staff. The marks awarded at that stage are provisional only. The External Examiner in due course reviews a sample of the assessed work and the provisional marks assigned to benchmark the assessment process, and may recommend adjustments. Any work marked as <50% will be second marked and reviewed by an external examiner. Provisional marks are considered at the Examination Board which will meet at the end of the programme to consider final degree awards. The marks awarded by the Examining Board require confirmation by the Faculty Board. With the exception of all competency assessments we operate a blind marking scheme for all written work as far as is possible. The Programme Administrator will assign each student with a number that should be used for all continuously assessed work. After the mark is decided and the feedback collated, the Programme Administrator un-blinds the work and the formative feedback is sent to the student. If necessary, a new number can be assigned at any time to maintain blind marking.

Nomenclature

The following definitions are adopted for the purposes of this document: Assessment: any work undertaken by a student that counts towards their degree or progression, including both examinations and coursework. Level: A level is an indicator of the relative demand, complexity and depth of learning and of the relative autonomy and responsibility of the learner, associated with a module of a programme. Deferral: A deferral means an assessment taken at a later occasion because either a student has been prevented from taking an assessment, or where an assessment was attempted, but the student is permitted to have another attempt. Deferral decisions are made where the Board of Examiners decides there are adequate grounds, such as medical reasons or exceptional personal circumstances. Where the assessment in question was a first attempt, the deferral will also be treated as a first attempt (i.e. marks are not capped). If the assessment in question was already a referred assessment, then the deferral will mean that the assessment taken at a later occasion is also treated as a referral. Referral: A further attempt on the next normal occasion, following initial failure, at an individual assessment without the requirement to repeat any attendance. Students may be referred in an individual assessment on one occasion only, and have a right to be so referred only following initial failure.


Repeat Study: A School has the option, following the failure of a candidate in all or part of a programme, of requiring a candidate to repeat a module or the whole programme. Compensation and Condonement: In certain circumstances, a Board may decide to award credit for a particular module even though the pass-mark has not been reached. Mitigation: The process by which a Board of Examiners may exercise its discretion, in appropriate and fully documented circumstances, such as medical reasons or exceptional personal circumstances, for example to:

grant a deferral for a module assessment attempted; or raise a mark for a module or for an individual assessment component; or disregard a mark for classification purposes (i.e. in the calculation of a credit-

weighted mean mark); or leave module marks unchanged, but take account of mitigating circumstances in

the determination of the award classification. The minutes of the Board of Examiners must clearly identify all such cases and provide a brief justification for the decision. Marks which have been modified through the consideration of mitigating circumstances are recorded in their modified form on student transcripts, and no reference is made to mitigation, in order to protect the privacy of the candidate.


The marking criteria shown are adopted as a framework:

Marks Range Marking Criteria

70% and above Distinction. Work of exceptional standard reflecting outstanding competence / knowledge of material and critical ability.

60 – 69% Merit. Work with a well-defined focus, reflecting a good working competence / knowledge of material and good level of competence in its critical assessment.

50 – 59% Pass. Work demonstrating adequate competence / working knowledge of material and evidence of some analysis.

40 – 49% Referred. Limited competence / knowledge of core material and limited critical ability.

39% and below Fail. Lacking in basic competence / knowledge and critical ability.

The mark sheets submitted to the board of Examiners should record the following information:

Credit value of each module Mark awarded (expressed as a percentage) for each module The credit-weighted mean mark

Staff should use the whole of the mark range in their assessment of student performance. In awarding marks for modules, or alternatively, in assessing performance in a programme as a whole, examiners may take into account the additional constraints that arise when a candidate is being examined in a language other than their first language.


Submitting Your Work All written assessments (essays etc.) should be word-processed, using double-line spacing on one side only of A4 paper. You should use a font size of 11pt or 12 pt in a font that is easy to read, eg. Arial, Verdana, Tahoma. All pages should be numbered. You can submit your assignment either by e-mailing two copies or by printing two hard copies off and submitting them to the Programme Administrator’s office. Written assessments should be stapled in the top left-hand corner and not put into files. In both cases submission must be before 1.00pm on the submission date.

Work submitted either by e-mail or printed hard copy must be also submitted with two front sheets (as enclosed overleaf). Front Sheet One must be completed with the student’s name, ID number, module number, module title, title of essay and name of assignment type eg. essay, audit/evaluation, commentary, written report, deadline date and word count. The declaration must also be signed. In the case of e-mailed copies either type your name or include an electronic signature in the space where the signature should be. Front Sheet Two must NOT include the name or signature of the student. The name of the student should not appear anywhere on the work to assist with the ‘blind’ marking process. In the case of the e-mailed copies please start one of the file names with ‘Blind’ to indicate the blind copy and do not include your signature on Front Sheet Two. A general statement should be added to Front Sheet One for all submitted work, as follows:

“I certify that all material in this assignment / assessment which is not my own work has been identified and properly attributed. I have conducted the work in line with the appropriate professional practice guidelines.”

If the work relates to clinical work and contains confidential information, the following statement must be added:

“I confirm that all names and identifying information has been changed to protect confidentiality.”

Written work must not deviate from the stipulated word length by more than 10%. Any work which deviates from the word length by more than 10% will be returned unmarked for reduction. You are required to give the word count on the front sheets. Citing and Referencing The School has adopted the American Psychological Association (APA) conventions as the standard for citations and references. As such references must be completed in APA style. It is important that students are familiar with the precise details of citing and referencing. We use the standard of ‘a publishable article’ and we expect citations and references to adhere to that standard. The information given here is based on the latest edition of the Publication Manual of the APA. We would encourage you to consult these guidelines and copies are kept in the library, School office or can be obtained online at http://www.apastyle.org/. There are many web sites providing summaries of the APA


Style Guide (a Google search will identify these). Reference Section or Bibliography The main conventions are as follows: Journal Articles A typical citation would be (Ablon & Jones, 1999) and the reference would appear as: Ablon, J. S. & Jones, E. E. (1999). Psychotherapy process in the National Institute of Mental Health treatment of depression collaborative research program. Journal of Consulting and Clinical Psychology, 67, 6-7. Another example would be: Kasen, S., Cohen, P., Skodol, A. E., Johnson, J. G., Smailes, E., & Brook, J. S. (2001). Childhood depression and adult personality disorder - Alternative pathways of continuity. Archives of General Psychiatry, 58, 231-236. Books A typical citation would be (Bateman, Brown & Pedder, 2000) and the reference would appear as: Bateman, A., Brown, D., & Pedder, J. (2000). An introduction to psychotherapy. (3rd ed.). London: Routledge. Another example would be: American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders. (4th ed. Revised ed.). Washington, DC: American Psychiatric Association. Chapters in a Book If you have read a chapter in an edited book you would put the following citation in the text: (Aveline, 2006). In the reference section you would list it as: Aveline, M., Strauss, B., & Stiles, W. B. (2005). Psychotherapy research. In G. Gabbard, J. S. Beck, & J. Holmes (Eds.), Oxford textbook of psychotherapy (pp. 449-462). Oxford: Oxford University Press. Citations in the Main Text Citing in text means referring to author(s) with the dates (e.g., Eells, 1997) so that the reader can then go to the References and find them in more detail. Eells, T. D. (1997). Handbook of psychotherapy case formulation. New York: Guilford Press. Reference citations for two or more works within the same parentheses. List two or more works by different authors who are cited within the same parentheses in alphabetical order by the first author’s surname. Separate the citations with semicolons. For example: Several studies (Balda, 1980; Kamil, 1988; Pepperberg & Funk, 1990). Exception: You


may separate a major citation from other citations within parentheses by inserting a phrase such as see also, before the first of the remaining citations, which should be in alphabetical order. For example: (Minor, 2001; see also Adams, 1999; Storandt, 1997). There are many different instances of citing and referencing (e.g., Internet resources, personal communication, conference papers, case examples, and you are advised to consult the Publication Manual for these. Academic Probity The definition of cheating and plagiarism in this document are taken from the University’s Teaching Quality Assurance (TQA) Manual: a hard copy of which can be found in the School Office. It can also be found at: http://www.admin.ex.ac.uk/academic/tls/tqa/ Cheating Cheating in a University assessment is a very serious academic offence that may lead ultimately to expulsion from the University. Cheating can take one of a number of forms, including:

1 Unauthorised collusion, i.e. either aiding or obtaining aid from another candidate, or any other person, where such aid is not explicitly required;

2 Acting dishonestly in any way, whether before, during or after an examination or other assessment so as to either obtain or offer to others an unfair advantage in that examination or assessment;

3 Deliberate plagiarism (see below for definition of plagiarism) Plagiarism The act of presenting someone else’s words or ideas, whether published or not, without proper acknowledgement is called plagiarism. There are three main types of plagiarism, which could occur within all modules of assessment (including examination):

1 Direct copying of text from a book, article, fellow student’s essay etc without proper acknowledgment.

2 Claiming individual ideas derived from a book, article etc as one’s own, and incorporating them into one’s work without acknowledging the source of these ideas.

3 Overly depending on the work of one or more others without proper acknowledgment of the source, by constructing an essay, project etc, by extracting large sections of text from another source, and merely linking these together with a few of one’s own sentences.


Guidelines for Successful Completion of the Programme Successful graduation is dependent on fulfilling a number of attendance and performance requirements which are outlined below: Attendance We expect your attendance to be 100% because absences can affect the quality of the learning experiences of the course. As such we do not expect you to take holidays when teaching has been scheduled. If a student is ill for a prolonged period of time or other unforeseen circumstances intervene to prevent attendance then the staff team will attempt to negotiate an alternative package of clinic and teaching attendance so that the student can still meet the requirements. In the case you miss any of the teaching days through ill health it is your responsibility to inform both your employer and the programme administrator. Each student is required to keep a log of his or her attendance at teaching sessions and clinic sessions which will be periodically reviewed by the programme lead. The attendance log will be tabled at the Board of Examiners and may be used in Board’s deliberations. Satisfactory Completion of Continuous Assessment Assignments (CAAs) Students are required to submit their assignments at regular intervals throughout the course. The only grounds for exemption from this stipulation are in accordance with College of Life & Environmental Sciences Mitigation guidelines which are in accordance with University procedures. The programme leads will return marked assessments to students within four weeks, provided has taken place within the deadline. You will need to get a pass mark in each of the clinical competence [Pass/Fail] and academic (50%+) assignments to pass each module. There is no substitution of marks between any of the assignments. In the event of a piece of work being graded as a fail, this will be sent to the external examiner to be reviewed. The work will be returned to students, together with feedback, when it has been returned by the external examiner. The work must be resubmitted within one month after returned to students.


Award Criteria PG Cert MBCT

A Postgraduate Certificate is awarded when a student gains all 60 credits of the PG Cert MBCT programme.

A Postgraduate Certificate with Merit is awarded when a student gains a credit-weighted mean of at least 60% overall.

A Postgraduate Certificate with Distinction is awarded when a student gains a credit-weighted mean of at least 70% overall.

Other Award Matters In calculating an overall module mark or the credit-weighted mean mark for the programme as a whole, a calculation resulting in a decimal of 0.5 or above should be rounded up. It would not be appropriate for any lesser award to be made while a candidate still has a right to referral in the failed modules, and where the outcome of the referral may allow the candidate to achieve the higher award. If, at any time, trainees have concerns about their progress through the programme, they should discuss this with the programme lead and/or the appropriate member of staff. An appropriate action plan can then be set up to anticipate and avoid problems. Award of Credit The overall module mark of 50% is the threshold standard for the award of credit to obtain the PG Cert MBCT. The above procedures carry the presumption that any student who fails a module will normally be required to pass a referral in it to acquire sufficient credits for progression or an award. Where the condonement process can be applied to a module mark in the range 40-49%, the mark is notionally raised to 50% for the purpose of awarding credit (though the actual recorded mark is unchanged). Marks below 40% constitute failure, as does any mark between 40% and 49%. For further information concerning credit, reference should be made to the University’s Levels and Awards Framework, contained in the TQA Manual. Re-assessment Procedures Referral: A referral is a further attempt permitted by the examiners, following initial failure of an individual module, at the assessment(s) or examination(s) for that module. There is no requirement to repeat attendance. Marks following referral are capped at the pass mark of 50%.For marks between 40-49% candidates must resubmit their work with relevant changes. For marks of 39% and below candidates must submit a new piece of work. For any assessment, candidates have a right to be referred on one occasion only. Where the Board of Examiners decides there are adequate grounds, such as medical reasons or exceptional personal circumstances, it may allow a deferral (i.e., re-assessment without the mark being capped), or permit a further referral. Candidates referred in a module must submit revised/new work to be assessed, or re-sit examinations, at a time agreed with the convenor of the module in question, in all components of that module. Exceptionally, the Examiners may direct that referral be limited to particular components of a module. A further failure will result in a failure of the


module.

Communication of Decisions Following the final Board of Examiners meeting, recommendations for the award of qualifications should be submitted to the Graduate School Office. Separate report forms on dissertations do not need to be returned. Where a Board of Examiners requires a referral or deferral, these decisions should be communicated to the Examinations Office using the Pass/Fail lists issued by that Office, and signed by the Chair of the Board of Examiners and the External Examiner(s). In relation to the referred / deferred examination period, it is essential that Boards return the Pass/Fail lists by the deadline specified by the Examinations Office. Module marks (including dissertation modules) should be entered into the student record system directly (for those Schools appropriate), or submitted to the Examinations Office in a grid which clearly records:

candidate name and student number; the module name and code; the numerical mark, or non-submission, or absence; whether a mark has been condoned; whether mitigating circumstances were considered; whether a candidate is being referred in the assessment concerned. Separate report forms on dissertations do not need to be returned.

Marking and Appeals Procedure

If a student feels that there has been irregularity in the marking of an assignment and wishes to appeal against a provisional mark prior to the Examination Board, they should bring the grounds for their appeal in writing promptly to the attention of the Programme Director, who may then seek the opinion of an additional marker. The External Examiner would then review both marks and the correspondence. This will usually resolve the matter, but if a student still feels that he or she has grounds for a formal appeal, the university’s procedures for doing this can be found at the following web address: (http://www.admin.ex.ac.uk/calendar/live/ugfaculty/appeals.htm)

Student Complaints Procedure Information about the University Student Complaint Procedure can be found at the following website: (http://www.admin.ex.ac.uk/calendar/live/ugfaculty/complaints.htm) Progression through the Programme If, at any time students have concerns about their progress through the programme, they should discuss this with the programme lead. An appropriate action plan can then be set up to anticipate and avoid problems. If at any time there is serious concern about the progress or performance of a student in any aspect of the programme, the Programme Leads will formally issue a warning informing the student about what areas of work are giving rise to that concern, what


needs to be done to achieve satisfactory progress and the date by which satisfactory progress is expected. In the absence of remedy, or improvement, the Programme Lead will report the problem to the Head of School who will report to the Dean of the Faculty. If the Dean is satisfied that action is appropriate, he/she will issue a final warning that unless there is satisfactory improvement the student’s continued University registration may be terminated.


Management of Work Submitted Late and Mitigation Issues

Mitigation – Penalties: Late Course Work The University has issued regulations concerning the mark penalty to be applied to late continuous assessment work. These regulations apply to all undergraduate and taught postgraduate programmes throughout the University.

All students are strongly advised to read the full details given in the official University document.

In summary, continuous assessment work submitted between one day and two weeks late, inclusive, will receive the actual mark up to a maximum of the pass mark for the module. Work submitted more than two weeks late will receive a mark of zero. In other words, if the work is between one day and two weeks late, and it passes, then the mark received is lowest possible pass level (i.e. 50%).

If the work fails and is less than two weeks late then it receives the ‘actual’ failing mark. If the work is more than two weeks late then the mark is failed. When an assignment involves elements of assessment submitted at different times, penalties will apply to those elements submitted late, not the whole module or component. The final decision about work falling into this category will be made by the Board of Examiners for the course.

Programme Directors are not able to grant extensions to deadlines for postgraduate continuous assessment work. In accordance with the University procedures mitigation of the penalty for late submission is the sole prerogative of the School Mitigation Committee.

Where a student considers that they have grounds for an extension to the deadline for a piece of work, and wishes to appeal for mitigation of the mark penalty for late submission, then they must submit their appeal in writing to the Programme Administrator. Normally, all appeals must be submitted within fourteen days after the deadline. The appeal must give details identifying the piece of work, and details of the proposed grounds for appeal: normally this information should be given on one side of A4 (maximum). The appeal will be considered at the next meeting of the committee and the student will be informed in writing of the decision of the committee. It is expected that the committee will meet not more than three times per session. Please note that under this procedure it will not be possible to grant extensions in advance of a deadline. In cases where a committee meeting is not within an appropriate time frame for enabling decisions to be made regarding the management of programme requirements, then, under these exceptional circumstances, between meetings submissions can be made to the Chair of the committee. The Chair will liaise with relevant Programme Directors to facilitate a “between meetings” response.

All students are strongly advised to plan ahead and aim to submit continuous assessment work a few days in advance of each deadline so that any problems arising close to the deadline can be resolved.


As a general rule the committee will not accept appeals where the problems could have been resolved and late submission avoided if the student had planned ahead by a few days.

Minor ailments, including coughs and colds, and short-term difficulties including those involving transport, computer problems (always make a backup of your work); personal or family celebrations, etc. will not be acceptable as grounds for appeal. Acceptable grounds for an extension will include serious illness, serious personal problems, and deaths of close family or friends. Appeals should be supported by the relevant documentation, including medical notes, where possible and appropriate.

Penalties for late submission will be applied at the time that the marks are collated at the end of the session and before the examiners meetings. The External Examiners and other members of the Board of Examiners will be informed of all cases where a late penalty has been applied.

Psychology Mitigation Related to Academic Material

A member of the programme team will take the responsibility for considering any medical or other mitigating evidence presented by students in relation to assessment and to consider applications for deferral of module(s), and to make appropriate recommendations to the relevant Board of Examiners as to how the mitigating circumstances may have affected a student’s performance with respect to academic components of the programme. Details of mitigation will be available to the Boards of Examiners but the Board will not receive any details regarding a student’s individual circumstances.

The School has devised a coding structure to ensure that the full nature of the circumstances affecting a student’s performance remain confidential but also allow for the full impact of those circumstances to be considered.

Codes will have a specific order:

[Onset] [Severity] [Classification] [Level affected] [Compensation]


Definitions: [Onset]

Og - Chronic Sp - Acute D - Disability, registered with the University DC - Disability, registered with the University, which has already received some

compensation, e.g., additional time in exams etc. [Severity]

S - Significant - May have had a significant effect on performance N - Not significant - Unlikely to have had a significant effect on performance E - Extreme - Something particularly unpleasant that very few people experience. If in doubt, list as significant. “not significant” means exam board is likely to

dismiss it

[Classification] M - Medical - including psychological problems diagnosed by a professional. P - Personal - Personal problems; Medical problems of friends and relations

[Level affected]

1a - Performance in Level 1, Semester 1 would have been affected 1b - Level 1, semester 2 1x - Level 1, both semesters 2a - Performance in Level 2, Semester 1 would have been affected 2b - Level 2, semester 2 2x - Level 2, both semesters 3 - Level 3 6 - MSc/PhD (both semesters)

[Compensation]

C - Compensated - This problem has already been 100% compensated for by other procedures (e.g. mark penalty on CA work lifted).

N - not compensated - There are aspects of this problem that could have affected performance in ways that have not been entirely compensated by other procedures.

NA - Not applicable + - a plus sign indicates that a student has had more than one event in the

academic year which has compounded the possible effects on their academic performance

Where a student considers that they have grounds to appeal for mitigation of the mark penalty for late submission, then they must submit their appeal in writing to the Programme Administrator. This should be done on the University Application for Consideration of Mitigation form. Normally, all appeals must be submitted within fourteen days after the deadline date and should be made once the work has been submitted. The application will be considered and the reverse of your form will be completed with the decision and a ‘code’ will be forwarded to the Board of Examiners to ensure that they are aware of how the circumstances may have affected your academic performance. Please


note that under this procedure it will not be possible to grant extensions in advance of a deadline.

Recommendations by the Mitigation member of staff to a Board of Examiners may also include, but are not restricted to, the following examples:

removing module or individual assessment results from the classification calculation;

considering the effect that raising marks in affected modules might have on a student’s classification;

exercising discretion at classification.

The recommendations made by the member of staff to the Board of Examiners will not be available to the student concerned. The above examples should be considered in light of the School’s assessment procedures

Mitigating circumstances can only be taken into account if there is a clear indication that students may have been prevented from performing as well as they could have been expected to. In many cases, students should take action during their studies if they are adversely affected by circumstances (for example, seek appropriate support from the programme team, study skills advisers or the Disability Resource Centre.)

Mitigation of Clinical Practice Outcome Assessments

The programme handbook provides the timeline for submission of the clinical practice outcome assessment. As in the case of all continually assessed work, trainees may submit a case to mitigation (see Programme Handbook) where there are difficulties meeting deadlines. However, in the case of assessments requiring the completion of practice competence based outcomes there may be extenuating circumstances where completion of the assessment may (a) not fall within the criteria for mitigation but (b) remain beyond the trainee’s control. For example it may be that trainee’s have had difficulty gaining access to clinical practice or that the practice based supervisor has been ill.

The criteria and procedure for extenuating circumstances are as follows:

1. Extenuating circumstances would apply when there are unpredictable events, beyond the remit of Mitigation, that hinder your progress completing the practice outcomes. For example, it may be that access to patients suitable for the course has been considerably delayed or that the practice based supervisor has been on long term sickness and there have been problems and a delay in identifying a new one. The critical criterion is that progress has been hindered unreasonably such that the delay is greater than would normally be expected. Weakness in meeting areas of clinical competence would not be sufficient grounds, as this should have been picked up earlier in appraisal and during supervision.

2. Anyone seeking extenuating circumstances related to the attainment of clinical practice outcomes needs to make a case to the Programme Leads. This will be in writing explaining clearly the relevant circumstances, the period of delay and the


additional time being sought for submission of the practice outcomes assessment. For instance, if there have been unreasonable delays in accessing patients then the trainee would need to provide evidence of such delays (e.g. letter from manager/supervisor), the length of the delay and the impact that this has had on their progress. In addition a supportive statement from their supervisor would strengthen the case.

3. The Programme Leads will be responsible for judging each case. Where the case for extenuating circumstances has been approved, a revised submission date will be provided in writing.


UNIVERSITY OF EXETER

Application for Consideration of Mitigation

To be completed by Student: Name: Student Number: Programme: Year of Programme: Reasons for mitigation requested (please give full details, supported by material evidence): Code and title of module(s) for which you are seeking consideration:

Type of consideration: (exam or coursework performance, other)

Student Signature: Date:


To be completed by School:

Mitigating circumstances considered for: Module code(s)

Type of consideration (exam or coursework performance, other)

Evidence presented Evaluation of impact on study (for Board of Examiners)

Comments: Signature Date (Chair of Mitigation Committee) dfb/exams/MitigationForm.04.05


Programme Committees and the Administration of the Programme

The week-by-week administration of the programme is undertaken by the Programme Leads supported by the Programme Administrator. Students are able to participate in the running of the programme through participation in the end of term review meetings. There will be a meeting of the core programme team after each term to discuss general issues in programme delivery that will incorporate student feedback as part of its agenda. A Board of Examiners will meet once a year to recommend awards. The Board comprises the programme leads and the External Examiners and is conducted in accordance with University procedures. It should be noted that you will not officially complete the training programme until your award has been approved at this board.


APPENDICES Reading/Resource List MBCT Programme Assessment Front Sheet Teaching Feedback Questionnaire Good Practice Guidelines Programme Specifications Module Descriptions


Resource List

* Core resources Readings

Allen, M., Bromley, A., Kuyken, W., & Sonnenberg, J. (2009). Participants experiences of Mindfulness-Based Cognitive Therapy: “It changed me in just about every way possible”. Behavioural and Cognitive Psychotherapy, 37, 413-430.

*Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology-Science and Practice, 10, 125-143.

*Baer, R. A. (2005). Mindfulness-Based Treatment Approaches: Clinician's Guide to Evidence Base and Applications. Academic Press Inc. {Edited book covering the science and practice of a range of mindfulness-based approaches.}

Baer, R. A., Smith, G. T., & Allen, K. B. (2004). Assessment of mindfulness by self-report - The Kentucky inventory of mindfulness skills. Assessment, 11, 191-206.

Bennett-Goleman, T. (2001). Emotional Alchemy: How the Mind Can Heal the Heart. New York: Three Rivers Press.

Britton, W., Fridel, K. W., Payne, J. D., & Bootzin, R. R. (2005). Improvement in sleep and depression following mindfulness meditation: A PSG study. Sleep, 28, A315.

Broderick, P. (2005). Mindfulness and coping with dysphoric mood: Contrasts with rumination and distraction. Cognitive Therapy and Research, 29, 501-510.

Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical Foundations and Evidence for its Salutary Effects. Psychological Inquiry, 18, 211-237.

Carlson, L. E. & Garland, S. N. (2005). Impact of Mindfulness-Based Stress Reduction (MBSR) on sleep, mood, stress and fatigue symptoms in cancer outpatients. International Journal of Behavioral Medicine, 12, 278-285.

Carson, J. W., Carson, K. M., Gil, K. M., & Baucom, D. H. (2004). Mindfulness-based relationship enhancement. Behavior Therapy, 35, 471-494.

Chadwick, P., Taylor, K. N., & Abba, N. (2005). Mindfulness groups for people with psychosis. Behavioural and Cognitive Psychotherapy, 33, 351-359.

*Crane, R.(2009). Mindfulness-based cognitive therapy: Distinctive features. London: Routledge.

Coelho, H. F., Canter, P. H., & Ernst, E. (2007). Mindfulness-based cognitive therapy: Evaluating current evidence and informing future research. Journal of Consulting and Clinical Psychology, 75, 1000-1005.

Davidson, R. J., Kabat-Zinn, J., Schumacher, J., Rosenkranz, M., Muller, D., Santorelli, S. F. et al. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65, 564-570.


Dimidjian, S. & Linehan, M. M. (2003). Defining an agenda for future research on the clinical application of mindfulness practice. Clinical Psychology-Science and Practice, 10, 166-171.

Dumas, J. E. (2005). Mindfulness-based parent training: Strategies to lessen the grip of automaticity in families with disruptive children. Journal of Clinical Child and Adolescent Psychology, 34, 779-791.

Elliston, P. (2001). Mindfulness in medicine and everyday life. British Medical Journal, 323, 7322.

Epstein, M. (1995). Thoughts without a thinker: Psychotherapy from a Buddhist perspective. New York: Basic Books. (Mindfulness from a psychodynamic perspective)

Eyberg, S.M., & Graham-Pole, J.R., (2005). Mindfulness and behavioural parent training: Commentary. Journal of Clinical Child and Adolescent Psychology, 34, 792-794.

* Germer, C. K., Siegel, R. D., & Fulton, P. R. (2005). Mindfulness and psychotherapy. New York: Guildford. {Good chapters on mindfulness for psychotherapists and working with children}

* Grepmair, L., Mitterlehner, F., Rother, W., & Nickel, M. (2006). Promotion of mindfulness in psychotherapists in training and treatment results of their patients. Journal of Psychosomatic Research, 60, 649-650.

Hayes, S. C., Follette, V. M., & Linehan, M. M. (2004). Mindfulness and acceptance. New York: Guilford.

Johnstone, M. (2007). I had a black dog. London: Constable & Robinson Ltd. {A cartoon book describing depression}

*Kabat-Zinn, J. (1990). Full Catastrophe Living: How to Cope with Stress, Pain and Illness Using Mindfulness Meditation. New York: Delacorte.

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology-Science and Practice, 10, 144-156.

*Kabat-Zinn, J. (2005). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Piatkus Books.

Kabat-Zinn, J., Wheeler, E., Light, T., Skillings, A., Scharf, M. J., Cropley, T. G. et al. (1998). Influence of a mindfulness meditation-based stress reduction intervention on rates of skin clearing in patients with moderate to severe psoriasis undergoing phototherapy (UVB) and photochemotherapy (PUVA). Psychosomatic Medicine, 60, 625-632.

Kabat-Zinn, J., Massion, A. O., Kristeller, J., Peterson, L. G., Fletcher, K. E., Pbert, L. et al. (1992). Effectiveness of A Meditation-Based Stress Reduction Program in the Treatment of Anxiety Disorders. American Journal of Psychiatry, 149, 936-943.


Kabat-Zinn, M. & Kabat-Zinn, J. (1998). Everyday Blessing: The Inner Work of Mindful Parenting. Hyperion Books. {A book written for for parents about mindful parenting by Jon Kabat-Zinn and his wife Myla Kabat-Zinn.}

Kenny, M. A. & Williams, J. M. G. (2007). Treatment-resistant depressed patients show a good response to Mindfulness-based Cognitive Therapy. Behaviour Research and Therapy, 45, 617-625.

*Kuyken, W., Byford, S., Taylor, R. S., Watkins, E. R., Holden, E. R., White, K., et al. (2008). Relapse prevention in recurrent depression: mindfulness-based cognitive therapy versus maintenance anti-depressant medications. Journal of Consulting and Clinical Psychology, 76, 966-978

*Kuyken, W., Watkins, E., Holden, E., White, K., Taylor, R. S., Byford, Evans, A., Radford, S., Teasdale, J.D., & Dalgleish, T.. How does mindfulness-based cognitive therapy work? Behaviour Research and Therapy, In Press, Accepted Manuscript.

Lewis, G. (2002). Sunbathing in the rain: A cheerful book about depression. London: Flamingo, Harper Collins. {The perspective of someone who used mindfulness as an integral part of her recovery from depression}

Ma, H. (2004). Prevention of relapse/recurrence in recurrent major depression by mindfulness-based cognitive therapy. Unpublished doctoral dissertation, Cambridge University, UK.

Ma, S. H. & Teasdale, J. D. (2004). Mindfulness-based cognitive therapy for depression: Replication and exploration of differential relapse prevention effects. Journal of Consulting and Clinical Psychology, 72, 31-40.

Masicampo, E. J. & Baumeister, R. F. (2007). Relating Mindfulness and Self-Regulatory Processes. Psychological Inquiry, 18, 255-258.

Mason, O. & Hargreaves, I. (2001). A qualitative study of mindfulness-based cognitive therapy for depression. British Journal of Medical Psychology, 74, 197-212.

Miller, J. J., Fletcher, K., & Kabat-Zinn, J. (1995). 3-Year Follow-Up and Clinical Implications of A Mindfulness Mediation-Based Stress Reduction Intervention in the Treatment of Anxiety Disorders. General Hospital Psychiatry, 17, 192-200.

Santorelli, S. (1999). Heal thy self, lessons of mindfulness in medicine. Bell Tower.

Segal, Z. V., Teasdale, J. D., Williams, J. M. G., & Gemar, M. C. (2002). The mindfulness-based cognitive therapy adherence scale: Inter- rater reliability, adherence to protocol and treatment distinctiveness. Clinical Psychology and Psychotherapy, 9, 131-138.

Segal, Z. V., Teasdale, J. D., Williams, J. M. G., & Gemar, M. C. (2002). The mindfulness-based cognitive therapy adherence scale: Inter- rater reliability, adherence to protocol and treatment distinctiveness. Clinical Psychology and Psychotherapy, 9, 131-138.


*Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2002). Mindfulness-based cognitive therapy for depression: A new approach to preventing relapse. New York: Guilford Press. {The MBCT Manual.}

Smith, A. (2004). Clinical uses of mindfulness training for older people. Behavioural and Cognitive Psychotherapy, 32, 432-430.

Teasdale, J. D. (1999). Emotional processing, three modes of mind and the prevention of relapse in depression. Behaviour Research and Therapy, 37, S53-S77.

Teasdale, J. D. (1999). Meta-cognition, mindfulness and the modification of mood disorders. Clinical Psychology and Psychotherapy, 6, 146-155.

Teasdale, J. D., Segal, Z. V., & Williams, J. M. G. (2003). Mindfulness training and problem formulation. Clinical Psychology-Science and Practice, 10, 157-160.

Toneatto, T. & Nguyen, L. (2007). Does mindfulness meditation improve anxiety and

mood symptoms? A review of the controlled research. Canadian Journal of Psychiatry-Revue Canadienne de Psychiatrie, 52, 260-266.

*Williams, J. M. G., Teasdale, J. D., Segal, Z. V., & Kabat-Zinn, J. (2007). The Mindful

Way Through Depression: Freeing Yourself from Chronic Unhappiness. New York: Guildford Press.

Williams, J. M. G., Russell, I., & Russell, D. (2008). Mindfulness-based cognitive therapy:

Further issues in current evidence and future research. Journal of Consulting and Clinical Psychology, 76, 524-529.

There are two special issues of Clinical Psychology: Science and Practice which have

articles with commentaries on Mindfulness: *Volume 10, Number 2. *Volume 11, Number 3. The following websites are excellent mindfulness resources:

www.mbct.co.uk. This is a website providing excellent all round information about MBCT. http://www.mindandlife.org. Mind and Life is an organization bridging between science

(particularly cognitive science and neuroscience) and Buddhism. The Dalai Lama is a central figure.

http://www.umassmed.edu/cfm/. The Center for Mindfulness in Medicine, Health Care, and Society is dedicated to furthering the practice and integration of mindfulness in the lives of individuals, institutions, and society through a wide range of clinical, research, education, and outreach initiatives in the public and private sector.

http://www.bangor.ac.uk/mindfulness/centre_information.html. The North Wales Centre for Mindfulness Research and Practice aims to alleviate the effects of ill health and encourage well being by promoting the practice of mindfulness.

www.bemindful.co.uk A website created by the Mental Health Foundation with information about Mindfulness-based Interventions, a summary of a recent report about Mindfulness and courses available in various locations.


The following are books/websites on mindfulness from a Buddhist (Insight Meditation) perspective. Analayo (2003). Satipatthana: The direct path to realization. Birmingham, UK: Windhorse

Publications. Bodhi, B. (1984). The noble eightfold path: Way to the end of suffering. Onalalaska,WA:

BPS Pariyatti Editions. Brach, T. (2003). Radical Acceptance: Embracing Your Life with the Heart of a Buddha.

New York: Bantam. *Feldman, C. (1998). Meditation plain and simple. London: Harper Collins. Feldman, C. (2005). Compassion: Listening to the Cries of the World. Berkeley, CA:

Rodmell Press. *Goldstein, J. & Kornfield, J. (1987). Seeking the Heart of Wisdom. Boston. Gunaratana, B. H. (2002). Mindfulness in plain English. Somerville, MA: Wisdom

Publications. His Holiness the Dalai Lama (2002). How to Practice: The Way to a Meaningful Life.

London. *Kabat-Zinn, J. (2004). Wherever you go, there you are. Piatkus Books. Rosenberg, L. (1998). Breath by breath: The liberating practice of insight

meditation. London: Thorsons. Salzberg, S. (1995). Loving kindness. The revolutionary art of happiness. Boston:

Shambala. *Thich Nhat Hahn (1975). The miracle of mindfulness. Boston: Beacon Press. Thich Nhat Hanh (1991). Peace is every step: The path of mindfulness in everyday life.

New York: Bantam. http://www.gaiahouse.co.uk/. Gaia House offers Insight Meditation (known as Vipassana

in the Buddhist tradition) and Zen Retreats throughout the year. The Centre provides comprehensive Dharma (Buddhist) teachings and spiritual practices to realize wisdom and compassion in daily life.

http://www.accesstoinsight.org/. Access to Insight is a website with readings in Theravada Buddhism

www.dharmaseed.org A website with talks from many teachers including Christina Feldman, Tara Brach, Joseph Goldstein.

These are “beginner’s mind” books Banyai, I. (1998). Zoom. Puffin. {Cartoon book with no words} MacLean, K. L. (2004). Peaceful Piggy Meditation. Albert Whitman & Company. {A book

about mindfulness written for young children.}


MBCT Programme Front Sheet #1 This form is to be attached to the front of each piece of written work submitted. NAME: _________________________________________

ID NUMBER: ____________________________________

MODULE NUMBER: PSY __________________________________________________

MODULE TITLE & TYPE: ________________________________________________

ESSAY/ASSIGNMENT TITLE: _____________________________________________

_____________________________________________________________________

_____________________________________________________________________ DEADLINE DATE: _____________________________________________________ WORD COUNT: _______________________________________________________

“I certify that all material in this assignment/assessment which is not my own work has been identified and properly attributed. I have conducted the work in line with the appropriate professional practice guidelines.”

Signed ..........................................................................................................

“I confirm that all names and identifying information has been changed to protect confidentiality.”

Signed ..........................................................................................................

For Office use only:


MBCT Programme Front Sheet

#2

This form is to be attached to the front of each piece of written work submitted.

ID NUMBER: ____________________________________

MODULE NUMBER: PSY____________________________ MODULE TITLE & TYPE: ________________________________________________

ESSAY/ASSIGNMENT TITLE: _____________________________________________

_____________________________________________________________________ _____________________________________________________________________ DEADLINE DATE: _________________________________

WORD COUNT: ___________________________________

For Markers only:

MARK: ..........................................................................................................


TEACHING FEEDBACK QUESTIONNAIRE Year : Term : Date: Please rate the session by circling the appropriate number for each criterion using the following ratings:

5 = Excellent 4 = Good 3 = Satisfactory 2 = Unsatisfactory 1 = Unacceptable N/A = Not Applicable

Please feel free to provide as much additional comment and/or as many suggestions as you wish. 1. ACADEMIC CONTENT (Depth and breadth of coverage, up to date material)

5 4 3 2 1 N/A

2. PRESENTATION (Clarity, interesting or stimulating material)

5 4 3 2 1 N/A

3. SUPPORT MATERIAL (Reading lists, handouts, audio visual aids)

5 4 3 2 1 N/A

4. CLINICAL INTEREST (Perceived relevance, personal interest)

5 4 3 2 1 N/A

5. STUDENT PARTICIPATION (Quality and quantity)

5 4 3 2 1 N/A

6. HELPED DEVELOPMENT OF CLINICAL SKILLS

5 4 3 2 1 N/A

7. HELPED THEORETICAL DEVELOPMENT

5 4 3 2 1 N/A

8. PERSONAL INVOLVEMENT (Felt involved personally)

5 4 3 2 1 N/A

TURN OVER


From this session I learned: I would recommend this session to be repeated next intake: YES NO DON’T KNOW (circle the appropriate comment) General Comments:


Good Practice Guidance for Teaching Mindfulness-Based Courses

A Prior training or relevant background

1. Professional qualification in clinical practice, education or social context or equivalent life experience.

2. Knowledge of the populations that the mindfulness-based approach will be delivered to, including experience of teaching, therapeutic or other care provision with groups and individuals.

3. A professional mental health training that includes the use of evidenced based therapeutic approaches (if delivering MBCT).

B Foundational training 1. Familiarity through personal participation with the mindfulness-based course curriculum

that you will be learning to teach. 2. In-depth personal experience with daily mindfulness meditation practice, which includes

the three core practices of mindfulness-based programmes – body scan, sitting meditation and mindful movement (plus plus any other core practice that is a necessary part of the programme being taught e.g. the Kindly Awareness practice in the Breathworks programme).

C Mindfulness-based teacher training

1. Completion of an in-depth, rigorous mindfulness-based teacher training programme/pathway over a minimum duration of 12 months.

2. Development of awareness of the ethical framework within which you are working. 3. Development of awareness and recognition of the limitations and boundaries of your

training and experience. 4. Engagement in a regular supervision process with an experienced mindfulness-based

teacher(s) which includes: a. Opportunity to reflect on/inquire into personal process in relation to personal

mindfulness practice and mindfulness-based teaching practice; b. Receiving periodic feedback on teaching from an experienced mindfulness-based

teacher through video recordings, supervisor sitting in on teaching sessions or co-teaching and building in feedback sessions.

5. Participation in a residential teacher-led mindfulness meditation retreat.

D. Ongoing good practice requirements

1. Ongoing commitment to a personal mindfulness practice through daily formal and informal practice and attendance on retreat.

2. Ensuring that ongoing contacts with mindfulness-based colleagues are built and maintained as a means to share experiences and learn collaboratively.

3. Ongoing and regular process of supervision by an experienced teacher(s) of mindfulness-based approaches which includes the areas cited in C4 above.

4. Ongoing commitment to reflective practice supported by for example, viewing recordings of own teaching sessions, connections with mindfulness teacher(s) and regular reading of books from the field of mindfulness.

5. Engaging in further training to develop skills and understanding in delivering mindfulness-based approaches.

6. A commitment to keeping up to date with the current evidence base for mindfulness-based approaches.

7. Ongoing adherence to the appropriate ethical framework of your background.

UK Network of Mindful-Based Teacher Trainers – January 2010


Programme Specifications 1 Awarding Institution: University of Exeter 2 School(s)/Teaching Institution: College of Life & Environmental Sciences 3 Programme

accredited/validated by: Not applicable

4 Final Award(s): Certificate

5 Programme Title: Mindfulness-based Cognitive Therapies (MBCT) 6 UCAS Code (if relevant): 7 FHEQ Level of Final Award(s): M 8 QAA Subject Benchmarking

Group: Not applicable

9 Date of Production/Revision: 13th February 2008 10 Programme Structures and Requirements, Levels, Modules, Credits and Awards The programme is a Certificate offered part-time over one academic years. Students participate in the 8-week MBCT programme (as part of PSYM170), attend a series of lectures and workshops on MBCT theory and research, learn about Buddhist Psychology and participate in a 4-day retreat (as part of PSYM171). The theory and empirical basis of MBCT will be covered in detail. This first year is a foundation year that lays the groundwork of experiential practice and knowledge for potential progression to the Diploma in MBCT. The Certificate aims to provide students with a detailed understanding of mindfulness based therapies on both personal practice and knowledge of theory and research; that is it establishes the students’ personal practice and knowledge but at the end of the first year students are not yet ready to offer MBCT to clients in health care settings. The modules comprising the programme are as follows: PSYM170 Introduction to MBCT (Term 1, 30 credits) PSYM171 MBCT Theory/Research and Buddhist Psychology (Terms 2 & 3; 30 credits) Students will need to:

Commit at least a day a week of work over 1 year. If appropriate, students must secure employer’s approval for the time required to attend the course before applying. As part of that day-a-week commitment, students must attend the University of Exeter 1 day a week during term time. University term dates can be found on the University web site: www.ex.ac.uk. In addition, students must set aside about 6-7 hours weekly for personal study and practice. In addition, students must attend a 4-day residential retreat.

11 Educational Aims of the Programme The general aims of the College of Life & Environmental Sciences, in accord with those of the University as a whole, are: To provide an education for students intended to give them competence in their chosen discipline, and to encourage them to develop their intellectual capabilities within an institution that is committed to advancing research, scholarship and learning, and to disseminating knowledge. More specifically, the educational aims of the College of Life & Environmental Sciences are: To provide an education of high quality across a range of areas of psychology in a stimulating and supportive environment that is enriched by research and/or current practice in the discipline where


appropriate; To provide training in scientific skills of problem analysis, research design, evaluation of empirical evidence and dissemination in the context of psychology; To provide a range of academic and key skills that will prepare our students confidently for employment, future study, or training for professional practice; Additional aims specific to the Certificate in MBCT: The Certificate aims to provide students with a detailed understanding of MBCT in terms of personal practice and knowledge of theory / research. 12 & 13

Programme Outcomes and Teaching, Learning & Assessment Methods

On successfully completing the programme, a graduate should be able to demonstrate:

Programme-specific skills A

Experiential understanding of mindfulness

→ Teaching/learning methods and strategies Outcome A is developed primarily through participation in the MBCT programme, personal mindfulness practice (module PSYM170) and participation in an intensive residential retreat (PSYM171). Students will have opportunities for inquiry / reflection with peers and teachers through personal practice, tutorials and workshops as part of the course curriculum. Discussion and guidance from teachers, retreat leaders and peers will be the main modalities to support this learning. A reflective journal will also support this learning.

Assessment Essays and presentations to peers / staff (PSYM170-171)

B

1. Theoretical and research knowledge about MBCT 2. Understanding of Buddhist Psychology

→ Teaching/learning methods and strategies Outcomes B1 and 2 are developed throughout the programme in workshops, presentations and written work, most notably in PSYM171, but also PSYM170. This involves in depth focus on the theory and research underpinning MBCT, including access to the work carried out in the Mood Disorders Centre and exploration of the lineage of mindfulness in Buddhist Psychology with the input of experienced Buddhist teachers. All presented and written work attracts formative feedback from teachers that is intended to enable students to plan future improvements. Students may discuss their progress further with programme staff during tutorials.


Assessment Essays (PSYM170 & 171).

Personal and key skills C

1. Ability to reflect upon learning, to set personal learning goals and evaluate progress 2. Ability to communicate understanding of theory and application to practice in written and verbal formats

→ Teaching/learning methods and strategies Outcomes D1 & D2 will be developed through workshops, presentations and completing assignments and supported through formative assessment and tutorials. These outcomes are supported through both of the programme’s modules (PSYM170 &171).

Assessment Essays & reflective journal in both modules (PSYM170 & 171).

14 Support for Students and Students’ Learning At Exeter, the University Library maintains its principal collections in the main library buildings on the Streatham and St Luke’s campuses, together with a number of specialist collections in certain Schools. The total Library collection comprises over a million volumes and 3000 current periodical subscriptions, and in addition the Library subscribes to approximately 8000 electronic periodicals. The collection includes 13,500 books on Psychology and 111 current subscriptions to Psychology periodicals, and in addition the Library subscribes to approximately 300 electronic Psychology periodicals. Additionally, the following units at Exeter between them provide a wide range of student support services: - Student Counselling Service - Student Health Centre - Study Skills Service - Family Centre (Streatham campus) - Student Advice Centre (Guild of Students) - Chaplaincy - International Office - English and Foreign Language Centres - Study Abroad Office - Disability Resource Centre The University Careers Advisory service provides expert advice to all students to enable them to plan their futures, through guidance interviews, psychometric testing, employer presentations, skills events, practice job interviews and CV preparation. In accordance with University policy the College of Life & Environmental Sciences has a Postgraduate Student/Staff Liaison Committee, which allows students to contribute directly to the enhancement of educational and other provision at discipline level. Additional provision in the College of Life & Environmental Sciences: Postgraduate handbook and Web pages Dedicated computer suite and printers for postgraduates Student email IT Help Desk Resources Room Virtual Resources Room and other web based learning materials


Teaching staff office hours posted on every office door. Postgraduate representative at School Meetings, Postgraduate Teaching Committee, and other

committees. Postgraduate Student/Staff Liaison Committee Subject-specific informal seminars School Research Seminars where invited speakers talk about their area of research 15 Admission Criteria Candidates must satisfy the general admissions requirements of the University and of the College of Life & Environmental Sciences. In addition candidates wishing to undertake the Certificate in MBCT must meet the following criteria:

i. A first degree in Psychology or related topic at similar level ii. Requisite personal and interpersonal qualities

16 Regulation of Assessment and Academic Standards Each academic programme in the University is subject to an agreed School assessment marking strategy, underpinned by institution-wide assessment procedures. The security of assessment and academic standards is further supported through the external examiners appointed for each programme. Their responsibilities are described in the University's code for external examiners and include access to draft papers, coursework and examination scripts. Attendance at the Board of Examiners and the provision of an annual report are both required. Clear procedures are also in place for the monitoring of these annual reports at both School and University level. See the University's TQA Manual for details of these processes (http://www.ex.ac.uk/admin/academic/tls/tqa/). The assessment conventions for the Certificate in MBCT are printed in the Programme Handbook. 17 Indicators of Quality and Standards The University and its constituent Schools draw on a range of data in their regular review of the quality of provision. The annually produced Performance Indicator Dataset details admission, progression, completion and first career destination data, including comparisons over a five-year time span. Progression statistics are included in routine internal monitoring and review processes (see 18 below) The School was subject to QAA Subject Review in 2000, when the provision was awarded 23/24 points 18 Methods for Evaluating and Improving Quality and Standards The University has procedures in place for the regular review of its educational provision, including the regular review of programmes which draw on feedback from such sources as external examiners' reports, student evaluation, student achievement and progression data. These procedures are recorded in codes of practice contained in the TQA Manual. Certain programmes are also subject to review and/or accreditation by professional and statutory bodies, while nearly all subject areas are reviewed from time to time by the national Quality Assurance Agency for HE; see the QAA web site for review reports on subjects at Exeter.


Module Descriptions

MODULE CODE

PSYM170 MODULE LEVEL M

MODULE TITLE

Introduction to Mindfulness Based Cognitive Therapies

LECTURER(S) Programme Leads with approved MBCT teacher(s) CREDIT VALUE

30 ECTS VALUE 15

PRE-REQUISITES

None

CO-REQUISITES

PSYM171 MBCT Theory and practice

DURATION OF MODULE One term [Oct – Dec] TOTAL STUDENT STUDY TIME 300 hours: 30 hours tutorials/seminars; 16 hours MBCT group

participation; 70 hours home practice/reflective journaling; balance in personal study and assignments

AIMS The main aim of this module is for students to develop an experiential understanding of mindfulness. The module will provide a context for the development of a consistent and sustainable personal mindfulness practice. In addition the module aims to begin to develop students’ linking of their experiential understanding with MBCT theory and research. INTENDED LEARNING OUTCOMES

On successful completion of this module students will have demonstrated: Module-specific skills:

i. Experiential understanding of the key components of MBCT ii. Ability to develop and sustain a regular personal mindfulness practice iii. Appreciation of the role of personal mindfulness practice for MBCT instructors

Discipline specific skills:

iv. Understanding and critical evaluation skills to apply theoretical ideas and evidence v. Reflected on the development of personal skills in relation to psychological models of change vi. Demonstrated ability to select, organise and evaluate material to produce a coherent argument

Personal and key skills: vii. Deepened awareness of personal experience and responses to experience viii. Demonstrated ability to reflect upon personal practice, to set personal learning goals and

evaluate progress ix. Demonstrated ability to communicate understanding of theory and application to practice in

written and verbal formats LEARNING/TEACHING METHODS

Teaching uses an interactive and participatory workshop style, combining didactic, experiential and discussion-based learning methods with the aim of integrating theoretical knowledge with direct experience of practice in the student’s developing understanding of MBCT.


Subsequent weekly half-day sessions will consist of participation in an 8-week MBCT course as a participant; the module includes time allotted to the necessary home practice included in the course. Alongside participation in the group there will be tutorials and seminars on relevant topics, which will build on the personal discoveries that arise during the course and home practice. There will also be personal study time for required reading, reflective journaling and assignments. ASSIGNMENTS

Students will be expected to participate in the MBCT group, keep a reflective journal and complete all the associated home practices (LO ii). These are not themselves assessed but students will be expected to use them to contribute to the assessments below. A presentation to staff and students (during the second half of the term) based on the reflective journal, followed by a period of student-led enquiry. ASSESSMENT One essay (3,000 words) on a question selected from a supplied list, relating to the fundamentals of MBCT theory and practice assessed in relation to the above learning outcomes i- ix (100%)

SYLLABUS PLAN

Early in the term:

Introductory workshops: overview of the course and experiential introduction to mindfulness practices and practicalities around the university.

Rest of the term: Participation in 8-week MBCT course (8 x2½ hour sessions, plus home practice); Seminars and workshops on topics such as ‘What is mindfulness?, The evidence base, What

is depression?’ Students oral presentations on their experiential learning.

INDICATIVE BASIC READING LIST

Crane, R.(2009). Mindfulness-based cognitive therapy: Distinctive features. London: Routledge. Goldstein, J. 1987. The experience of insight. Shambala. Goldstein, J. & Kornfeld, J. (1987). Seeking the Heart of Wisdom. Shambala. Kabat-Zinn J. 1996. Full Catastrophe Living: How to cope with stress, pain and illness using

mindfulness meditation. Piatkus. Kabat-Zinn J. 1999. ‘Indra’s net at work: the mainstreaming of Dharma practice in society.’ In: G Watson

S Batchelor and G Claxton The Psychology of Awakening: Buddhism, science and our day-to-dalives. Rider.

Kabat-Zinn, J. 2004. Wherever you go, there you are. Piatkus. Kuyken, W., Byford, S., Taylor, R. S., Watkins, E. R., Holden, E. R., White, K., et al. (2008). Relapse

prevention in recurrent depression: mindfulness-based cognitive therapy versus maintenance anti-depressant medications. Journal of Consulting and Clinical Psychology, 76, 966-978

Ma, H. 2002. The Insider’s Perspective on Treatment Effects. Unpublished PhD Thesis (Chapter 8). Santorelli, S., 1999. Heal Thyself: Lessons on Mindfulness in Medicine Bell Tower. Segal Z, Williams JMG, Teasdale JD. 2002. Mindfulness-based Cognitive Therapy for Depression.

Guilford Press. Thich Nhat Hanh, 1999. The miracle of mindfulness. Rider. DATE OF LAST REVISION 14/09/2010


MODULE CODE

PSYM171 MODULE LEVEL M

MODULE TITLE

MBCT theory and research

LECTURER(S) Programme Leads & guest lecturers CREDIT VALUE

30 ECTS VALUE 15

PRE-REQUISITES

None

CO-REQUISITES

PSYM170 (Introduction to Mindfulness Based Cognitive Therapies)

DURATION OF MODULE Two terms [Jan – June] TOTAL STUDENT STUDY TIME 300 hours; 70 hours lectures/seminars; 40 hours residential

weekend; balance in personal study and assignments. AIMS To enable students to develop a thorough and comprehensive understanding of the background, theoretical rationale, and research evidence for the use of MBCT in clinical settings; to develop and extend their personal experience of the components of MBCT; and to integrate the understanding arising through reading, lectures/seminars, and personal practice. INTENDED LEARNING OUTCOMES

On successful completion of this module students will have demonstrated: Module-specific skills:

i. Systematic and reflective understanding of the key components of MBCT ii. Thorough knowledge of the history and background of mindfulness and its use in health and

mental health care iii. Understanding of the theoretical and empirical rationale for the application of mindfulness to

particular clinical problems iv. Understanding of empirical approaches to measuring and assessing the clinical benefits of

MBCT Discipline specific skills

v. Understanding and critical evaluation skills to apply theoretical ideas and evidence vi. Ability to select, organise and evaluate material to produce a coherent argument

Personal and key skills: vii. Ability to reflect upon learning, to set personal learning goals and evaluate progress viii. Ability to communicate understanding of theory and application to practice in written and verbal

formats LEARNING/TEACHING METHODS

Teaching will occur over the second and third term, and will use an interactive and participatory workshop style, combining didactic, experiential and discussion-based learning, based on in-depth reading of key texts, with the aim of consolidating the student’s understanding of MBCT and continuing to integrate their knowledge of theory, evidence and practice. Experienced mindfulness instructors and researchers will be invited to teach on specialist topics as appropriate. Each term will


include group tutorials to discuss personal practice and other topics. The module also includes a residential course between Terms One and Two in order to consolidate and deepen the student’s experience of mindfulness practices and to underscore the emphasis on personal experience as a basis for instructing others. ASSIGNMENTS Students will also be expected to continue to keep a reflective journal of their personal practice of mindfulness including their experience on the residential retreat. The reflective journal will not be assessed but students will be expected to use it to contribute to the assessments below. ASSESSMENT

One essay (3,000 words) on a topic chosen by the student (within the domains of MBCT theory and research and approved in advance by the Programme Leads) assessed in relation to the above learning outcomes i-viii. (50%)

One written proposal (2,500 words) for an audit / evaluation of MBCT in a clinical setting, evaluated in terms of learning outcomes iii-vi. (50%)

SYLLABUS PLAN

The module will consist of weekly seminars (half-day or daylong) consisting of in depth analyses of the principal aspects of the theory and practice of MBCT, under the following general topics:

Buddhist and Western Psychologies The historical background of mindfulness-based therapies The relevance of mindfulness to health/mental health care Defining mindfulness Mindfulness in practice – key components and the role of inquiry The function of formulation in clinical applications of mindfulness Clinical applications in health and mental health The CBT components of MBCT (particularly in the treatment of depression) Evidence and evaluation Quantitative and qualitative measurements of mindfulness Mindfulness and other developments in psychological therapies The role of personal practice for MBCT instructors Group processes Mindfulness and philosophy of science Ethics in Buddhism and MBCT Student presentations on a topic of their choice.

All sessions will include reference to literature, including theoretical and research papers. There will be guided required reading on the relevant topics in advance of each seminar. Between Terms One and Two: Attendance at residential weekend mindfulness retreat. INDICATIVE BASIC READING LIST

Baer RA 2003. ‘Mindfulness training as a clinical intervention: a conceptual and empirical review’

Clinical Psychology: Science and Practice, 10, 125-143 [followed by commentaries by Kabat-Zinn, Teasdale and others.]

Baer, R. E. 2005. Mindfulness-Based Treatment Approaches: Clinician's Guide to Evidence Base and Applications. Academic Press.


Beck AT, Rush AJ, Shaw BF , & Emery G. 1979. Cognitive Therapy of Depression. Wiley. Crane, R.(2009). Mindfulness-based cognitive therapy: Distinctive features. London:

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DATE OF LAST REVISION 14/09/2010

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