Adaptations and Preparation for Teaching Mindfulness-Based College for Young Adults (MB-College). Program includes the principles of Mindfulness-Based Programs for Young Adults Aged 18-29
Hybrid Program: Readings, Videos, and Live Online Sessions
The Mindfulness-Based College for Young Adults (MB-College) Teacher Training is a hybrid learning experience. Videos of a full 8-week MB-College class will be available online for review and study and there will be two half day retreats and a three-hour program.
Please note: Registration has closed for this program. To see available programs, visit our programs page.
This hybrid learning experience is in three (3) sections. The first two sections cover the principles of mindfulness for young adults through self-study videos of a full 8-week MB-College class and required readings. The third section is two half day retreats to explore the curriculum and classroom examples of teacher-student interactions. A third teacher-led session is a three-hour seminar on the skillful process of developing adaptations of MB-College.
Have a Question about this program? Schedule an Advising Session.
VIDEO: Eric Loucks, PhD speaking at the Mindfulness in this Moment Event about the science of Mindfulness Based College for Young Adults
2 Half Day Retreats: Live-Online, Saturday, January 13 and 20, 10:00 AM – 2:00 PM (ET)
Learning to Adapt Program for Various Populations: Live-Online, January 27, 10:00 AM – 1:00 PM (ET)
Program Fee $2,295.
Payment plans available at checkout.
Instructor: Eric Loucks, PhD, Author and Director,
Mindfulness Center at Brown University
About Mindfulness-Based College for Young Adults
Young adulthood is a remarkable time in life for opportunity, as neural pathways in the brain mature, and young adults build the foundation for their life’s directions, such as career, relationships, and health-promoting behaviors. Evidence also suggests that this is also a time in history, many young adults aged 18-29 are experiencing high levels of stress, depressive symptoms, loneliness, body mass index, and sedentary activities. Research into mindfulness programs points to programs, such as MB-College, supporting health and well-being. MB-College is a program adapted to young adults, who are destined to be the future of our societies.
About Adapting and Preparing to Teach Mindfulness-Based College for Young Adults
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.
Who is this Teacher Training for?
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.
Required Course Materials
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)
Coursework to be completed before live instruction
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
- 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
About the Live Instruction
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
About the Program
Mindfulness-Based College for Young Adults (MB-College) was developed by Dr. Eric Loucks to support the distinct experiences and challenges of emerging adults aged 18-29 years. Teacher training for MB-College provides an in-depth review of how the Mindfulness-Based Stress Reduction (MBSR) curriculum developed by Dr. Jon Kabat-Zinn informs the curriculum for this course. Empirical evidence demonstrating the positive effects of mindfulness in emerging adulthood is analyzed, including the improvement of stress, depression, and anxiety. How to effectively implement mindfulness-based interventions is also discussed. Integrating Dr. Loucks’ research on mindfulness and his experience teaching college students, MB-College Teacher Training provides valuable tools and resources to support this challenging period of adult life.
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.
This program has been developed to meet learning objectives. Read about the learning objectives.
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
What designation will I have after the training?
Trainees that complete, with full attendance in all sessions and submission of all reflections, the Training to Teach MB College for Young Adults course, will receive a Certificate of Completion for Adaptations and Preparations for Teaching Mindfulness-Based College for Young Adults. Trainees that receive a Certificate of Completion and are Level 1 MBSR or MBCT Qualified instructors may go on to apply for the Certificate to Teach this curriculum.
How do I receive a Certificate to Teach the full 2.5 hour 8-week MB-College curriculum?
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.
This program has been developed using extensive mindfulness and young adult research. Read about the research.
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