Training to Teach “Mindfulness-Based College for Young Adults” – with Eric Loucks – Begins January 13, 2024

This training is a pathway to adapt and prepare to teach Mindfulness-Based College for Young Adults (MB-College). This course is both a didactic and experiential training that fosters learning by doing, as well as learning by listening, reading, and discussion. The program focuses on how to responsibly adapt the MB-College curriculum into organizational, clinical, and community settings, as well as learning to teach mindfulness-based tools for young adults aged 18-29. Trainees may also develop and refine teaching and presentation skills and competencies. This training pathway also includes a review of the current research on mindfulness tools for young adults and the current state of societal influences on young adults.

This comprehensive training program is designed for educators, mental health professionals, counselors, administrators, and anyone wanting to create a positive and nurturing environment for young adults as they navigate the challenges and transitions of this critical phase in their lives.

Completion of a live 8-week mindfulness program, such as MBSR, MBCT, or equivalent.
Having experience or interest in working effectively and respectfully with young adults.

Watch pre-recorded videos of an MB-College 8-week course (available on platform upon registration) and submit reflections

Complete reading assignments and submit reflections

Required Reading

• MBSR and MB-College Curriculum
• Emerging Adulthood: The Winding Road from the Late Teens through the Twenties by Jeffrey J. Arnett (NOT included with tuition) 
• The Mindful College Student: How to Succeed, Boost Well-Being, and Build the Life You Want at University and Beyond by Eric B. Loucks (not included with tuition) 
• Research papers provided on the MHI platform

Live instruction includes:

Two 4-hour half-day retreats where the MB-College elements are explored and practiced with peer and teacher feedback

One 3-hour session to learn how to adapt the program for various populations

Utilizing the salient and operative content of the MBSR curriculum, MB-College teacher training provides insight into its adaptations of MBSR (e.g. attentional control, self-awareness, Attitudinal Foundations). The teacher training program is informed by the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC), which identifies and defines the competencies required for effectiveness in teaching mindfulness-based interventions and programs. It provides a set of criteria and guidelines for assessing the skills, knowledge, and qualities required for teaching mindfulness programs. Coupled with MBI:TAC guidelines and formal meditations, MB-College trainees receive tools and information to lead MBSR-informed mindfulness practices. Trainees also explore the principles of dialogue and inquiry, learning to create an environment that encourages open reflection and discussions and guiding class conversations to the overarching themes of the curriculum in a way that’s relevant for young adults. 

Trainees delve into the principles, theories, and underpinnings of mindfulness-based approaches adapted specifically for emerging adults, exploring the principles, theories, and research of these adaptations designed to support this age group. As a result, trainees gain a comprehensive understanding of the unique challenges and needs relevant in emerging adulthood. For instance, many emerging adults tend to engage in sedentary activities, spending excessive time on computer and phone screens and social media, which can impact their mental and physical well-being. Other topics, including over consumption of palatable foods, substance use, sleep, exercise, stress management, social connections, and academic/work transition and success are also discussed. Furthermore, built into the exploration of perception and bias, this training explores mindfulness and its connection to societal and community matters like inclusion, diversity, and identity. Trainees will learn how to utilize mindfulness techniques to address these challenges in class and guide participants to healthier habits and more balanced lifestyles, while mitigating potential risks and trauma1,11. Trainees study these evidence-based tools and practices, so that they are able to discuss these topics openly and non-judgmentally, guiding emerging adults to make better choices using mindfulness as a tool for self-awareness, emotional resilience, effective communication, and decision-making.

By the end of this training, trainees will not only gain the necessary skills to tailor the Mindfulness-Based College for Young Adults curriculum to cater to the diverse needs of their respective audiences, but they will also be equipped to lead drop-in meditation sessions and design introductory mindfulness-based curricula specially designed for emerging adults. Overall, trainees will support the challenges and transitions of emerging adults as skilled instructors and compassionate mindfulness facilitators.

Explain what mindfulness is and is not from a theory- and evidence-based perspective

Explain the history and foundation of Mindfulness-Based Stress Reduction

Analyze the empirical evidence of mindfulness, MBSR, and Mindfulness-Based College for Young Adults

Discuss the risks and benefits of meditation and mindfulness as revealed through research

Describe and practice the curriculum of Mindfulness-Based College for Young Adults

Explore the basics of dialogue and inquiry in the classroom 

Apply dialogue and inquiry as tools that are generative of group learning

Discuss the teacher competencies necessary for teaching curricula that is didactic and experiential using the MBI:TAC (Mindfulness-Based Interventions Teacher Assessment Criteria)

Utilize personal mindfulness practice and self-awareness as a foundation for teaching mindfulness

Demonstrate effective communication skills for leading mindfulness-based sessions

Employ guided meditations, including body scan, focused attention, mindful movement, and loving-kindness

Explain the social and emotional aspects of being an emerging adult in today’s world

Discuss common challenges faced by emerging adults 

Analyze the influence of environmental factors on the development of unhealthy behaviors

Identify the benefits of meditation and mindfulness as revealed through the research

Identify the risks of meditation and mindfulness as revealed through the research, including how trauma may appear in the classroom

Discuss best practices for mitigating risk, addressing distressing events, and skillfully responding to trauma in the classroom

Explain how mindfulness tools and skills are relevant to emerging adults

Describe how craving for certain health-related behaviors (e.g. palatable foods and sedentary activities) can lead to lower well-being

Describe how the practice of mindfulness can improve self-regulation (how we respond and how we choose to respond) and the ability to deal with cravings and urges

Discuss when formal mindfulness meditations and informal practices may be used to support wellbeing

Create a personalized approach to health behaviors, incorporating mindfulness practices and self-care strategies tailored to individual needs and preferences of the participants

Design mindfulness-based curriculum specifically tailored to address health behaviors that are priorities of the intended audience

Create drop-in mindfulness sessions geared toward emerging adults

You are eligible to apply for a Certificate to Teach Mindfulness-Based College for Young Adults if:

• Are a Level 1 Qualified MBSR or MBCT instructor 
• Have completed all coursework, including reflections
• Have completed the attendance requirements of your training (100%)
• Have taught MB-College until confident that you are ready to apply for certification
  • Must have ≥90% adherence to MB-College curriculum and demonstrate skills in MBI-TAC domains to become certified.

Certification Review will be available as an additional program for $1195 once the above requirements are met. The process for review is the following: 

Film a live MB-College (with the permission of participants), timestamp where MB-College-specific elements take place, and submit for review where a teacher trainer assesses adherence to MB-College curriculum, alongside qualitative feedback consistent with MBI-TAC domains. 

Submit film(s) for certification review.

The MBI:TAC covers various aspects of teaching mindfulness, including embodying mindfulness in personal practice, understanding the theoretical underpinnings of mindfulness, demonstrating appropriate facilitating skills, interpersonal communication, and creating a safe and supportive learning environment. It also covers the framework of didactic and experiential curricula, including pedagogical skills, classroom management, and adaptability.

Loucks, E. B., Nardi, W. R., Gutman, R., Saadeh, F. B., Li, Y., et al. (2021). Mindfulness-Based College: A Stage 1 Randomized Controlled Trial for University Student Well-Being. Psychosom Med, 83(6): 602–614. https://doi.org/10.1097%2FPSY.0000000000000860

Bamber, M. D., & Schneider, J. K. (2016). Mindfulness-based meditation to decrease stress and anxiety in college students: A narrative synthesis of the research. Educational Research Review, 18: 1-32. https://doi.org/10.1016/j.edurev.2015.12.004

O’Driscoll, M., Byrne, S., McGillicuddy, A., Lambert, S., & Sahm, L. J. (2017). The effects of mindfulness-based interventions for health and social care undergraduate students – a systematic review of the literature. Psychol Health Med, 22(7): 851-865. https://doi.org/10.1080/13548506.2017.1280178

Crane, R. S., Brewer, J., Feldman, C., Kabat-Zinn, J., Santorelli, S., et al. (2016). What defines mindfulness-based programs? The warp and the weft, Psychological Medicine, https://doi.org/10.1017/s0033291716003317

Crane, R. S., Eames, C., Kuyken, W., Hastings, R. P., Williams, J. M. G., et al. (2013). Development and Validation of the Mindfulness-Based Interventions – Teaching Assessment Criteria (MBI:TAC). Assessment, 20(6): 681–688. https://doi.org/10.1177/1073191113490790

Crane, R. S., Hecht, F. M., Brewer, J., Griffith, G. M., Hartogensis, W., et al. (2020) Can We Agree What Skilled Mindfulness-Based Teaching Looks Like? Lessons From Studying the MBI:TAC. Global Advances in Health and Medicine, 9. https://doi.org/10.1177/2164956120964733

Evans, A., Griffith, G. M., Crane, R. S., & Sansom, S. A. (2021). Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision. Global Advances in Health and Medicine, 10. https://doi.org/10.1177/2164956121989949

Kabat-Zinn, J. (2013). Full catastrophe living : using the wisdom of your body and mind to face stress, pain, and illness. New York: Bantam Books.

Brown, K.W., Berry, D.R., Eichel, K. Beloborodova, P. Rahrig, H. & Britton, W.B.  (2022). Comparing Impacts of Meditation Training in Focused Attention, Open Monitoring, and Mindfulness-Based Cognitive Therapy on Emotion Reactivity and Regulation: Neural and Subjective Evidence from a Dismantling Study. Psychophysiology, 59 (7), e14024. https://doi.org/10.1111/psyp.14024

Salmon, P., Lush, E., Jablonski, M., & Sephton, S. E. (2009). Yoga and Mindfulness: Clinical Aspects of an Ancient Mind/Body Practice. Cognitive and Behavioral Practice, 16(1), 59-72. https://doi.org/10.1016/j.cbpra.2008.07.002

Treleaven, D. (2018). Trauma-Sensitive Mindfulness: Practices for Safe and Transformative Healing. WW Norton & Company: New York-London, https://davidtreleaven.com/

Arnett, J. J. (2015). Emerging Adulthood: The Winding Road from the Late Teens Through the Twenties. New York, NY: Oxford University Press.

Lasgaard, M., Friis, K., & Shevlin, M. (2016). “Where are all the lonely people?” A population-based study of high-risk groups across the life span. Soc Psychiatry Psychiatr Epidemiol, 51(10): 1373-1384. https://doi.org/10.1007/s00127-016-1279-3

Qualter, P., Vanhalst, J., Harris, R., Van Roekel, E., Lodder, G., et al. (2015). Loneliness across the life span. Perspect Psychol Sci, 10(2): 250-264. https://doi.org/10.1177/1745691615568999

Substance Abuse and Mental Health Services Administration (2018). Results from the 2017 National Survey on Drug Use and Health: Detailed Tables. Retrieved from https://www.samhsa.gov/data/sites/default/files/cbhsq-reports/NSDUHDetailedTabs2017/NSDUHDetailedTabs2017.pdf