What is the Weekly Overview of Mindfulness for Life?

The Mindfulness for Life curriculum presented here serves as a general overview and is subject to potential modifications based on the unique needs, insights, and discussions that may arise during class.

Class 1: Waking up from autopilot 
The definition of mindfulness is discussed, including attitudes that can help a mindfulness practice flourish. The difference between really living life as it happens and the more usual way of rushing through life without seeing, tasting, smelling, or touching it is explored. Students are introduced to present moment awareness through experiential mindfulness practices.

Class 2: Another way of being: Keeping the body in mind
Students tune into physical sensations to explore how it's possible to use a different kind of "knowing", one that involves feeling and sensing, to gain deeper insights into their experiences and enhance their self-awareness. The way events and experiences are interpreted and how this can impact emotional reactions, physical sensations, and behavior is also explored.

Class 3: Gathering the scattered mind
Students practice intentionally stepping out of 'automatic pilot' by tuning into physical sensations. How this can bring awareness of emotional states and how the body can be used to bring attention back to the present moment when the mind wanders is explored.

Class 4: Recognizing reactivity  
Mindfulness techniques are utilized to recognize reactivity and step out of habitual, reactive patterns of behavior, so that students can practice skillful and intentional responses. Students learn how to stay with difficult experiences, rather than avoiding them.

Class 5: Allowing and letting be
In this session students explore new ways of working with difficulties and challenges through decentering mindfulness techniques and cultivation of foundational mindfulness attitudes. Students begin developing a compassionate stance towards oneself and one's experiences.

Class 6: Responding skillfully: Thoughts are not facts 
Students investigate the 'thinking mind' and discuss and practice ways to use mindfulness as a tool to understand that thoughts are mental events that do not always reflect reality. Practices revolve around identifying negative thought patterns and using mindfulness as a tool to step away from thoughts and practice relating to them in a different perspective. 

All-Day: Slowing down and “being” 
This 5 hour silent retreat provides participants with the opportunity to reinforce and build upon the mindfulness practices learned in the course. 

Class 7: How can I best take care of myself?
Students consider the areas of their life that nourish and deplete them. Mindfulness practices are centered around heightened awareness to make wiser and more compassionate decisions. 

Class 8: Mindfulness for life
Key themes of the course are reviewed. Tips on how to continue a mindfulness practice is discussed, including staying motivated beyond course completion.

These week-by-week descriptions offer a structured approach to learning mindfulness practices and integrating them into daily life, which is central to the course's goal of promoting long-term emotional resilience and well-being.

What happens during classes?

Classes follow a consistent curriculum and each class has a theme woven into discussions. We begin with a guided meditation practice and reflection on the experiences of the practice. We discuss the benefits and experiences of “home practice” during the week. We do other practices and cognitive exercises and reflect on what we are learning. Near the end of each class, we explain the “home practices” for the following week.

What "home practice" involves and why it matters

Home practice is like homework between sessions. Research shows that home practice reinforces classroom learning and deepens understanding of the ideas and practices. 

Teachers will provide recordings for the main practices and ask you to practice up to an hour each day. You may need to reorganize aspects of your life to fit this in. You can experiment with practicing at different times of the day, keeping an open mind as best you can. You may notice your experience changes day to day or week to week. The teachers are available to discuss any issues you are having with home practice or the course.

Who is Mindfulness for Life for?

Mindfulness for Life was specifically designed for the general population and adults over 18-years of age.  It is also versatile and accessible, and can be applied in various settings, including clinical, educational, and organizational contexts. Mindfulness for Life represents a significant advancement in mindfulness-based interventions, adapting the benefits of traditional MBCT to a wider audience. By integrating mindfulness practices with cognitive-behavioral principles, Mindfulness for Life enhances emotional resilience, reduces stress, and promotes overall well-being. Its flexible and experiential approach makes it applicable in diverse settings, from clinical environments to educational institutions and workplaces.

Resources for more information

Watch the video about Mindfulness for Life with co-creator Mark Williams: https://www.youtube.com/watch?v=gQfKpPpOxBM

What is the Science and Research on Mindfulness for Life?

Mindfulness for Life (also known as Mindfulness-Based Cognitive Therapy for Life, MBCT-L) is an adaptation of the traditional Mindfulness-Based Cognitive Therapy (MBCT) course developed at the Oxford Mindfulness Centre. It integrates mindfulness practices with cognitive-behavioral strategies to enhance well-being, build resilience, and encourage participants to savor the joys of life. While traditional MBCT is often tailored to individuals with a history of depression or anxiety, Mindfulness for Life is designed to be accessible to a broad audience, including those without clinical needs (Japan International Mindfulness Center, 2021). 

Dr. Willem Kuyken, Director of the Oxford Mindfulness Centre where Mindfulness for Life was developed, emphasizes that the course provides a structured roadmap for training attention, shifting perspective, and responding rather than reacting impulsively (Japan International Mindfulness Center, 2021). Research by Strauss and colleagues (2021) found that participants in Mindfulness for Life experienced reductions in stress, depression, and anxiety symptoms, along with improvements in overall well-being.

Additionally, at the heart of Mindfulness for Life is the practice of cultivating appreciation, a mindset that involves deeply recognizing and valuing one's experiences in a positive, meaningful way. Research shows that appreciation and gratitude are integral to happiness, influencing how individuals interpret and respond to their experiences (Wolf, 2021; Diener, 2000). While gratitude is often considered a cornerstone of happiness, it has its limits. For instance, it doesn’t occur without first cultivating appreciation. In contrast, appreciation can exist independently of gratitude (Tucker, 2007). Appreciation is correlated to life satisfaction and positive emotions, and happier individuals tend to be more appreciative of positive experiences, whereas those who struggle with happiness often find it difficult to recognize those moments (Swami & Todd, 2022; Wolf, 2021, Adler & Fagley, 2005). Through cultivating appreciation, Mindfulness for Life not only strengthens a person’s ability to be present but also fosters a deeper sense of contentment, gratitude, and well-being, ultimately helping individuals engage with life in a more connected and fulfilling way.

Additionally, studies show people are happiest when they are fully engaged in what they are doing, i.e., the present moment.  In contrast, a wandering mind often dwells on worries, distractions, and past regrets, which leads to stress, dissatisfaction, and reduced care in relationships (Killingsworth & Gilbert, 2010; Jazaieri, et al., 2015). However, emerging research suggests that mind wandering is not inherently negative, and its impact on mood depends on the content of wandering thoughts. In fact, when thoughts are pleasant, mind wandering can actually improve mood and reduce negative emotions (Welz, et al., 2018). Mindfulness allows individuals to observe their thoughts and feelings without immediately reacting to them, which gradually leads to more thoughtful and less reactive responses in everyday life. This shift requires practice, which is why the course focuses on integrating mindfulness into daily routines.

Mindfulness for Life also incorporates elements of positive psychology, which has been linked to greater resilience, happiness, life satisfaction, and even improved sleep (Taherkhani, et al., 2023; Chen, et al., 2022). Other studies show that individuals who prioritize positivity are associated with better well-being outcomes, including more frequent positive emotions and greater life satisfaction (Catalino, et al, 2014), and that positive thinking reduces worry, depression, and anxiety (Eagleson, et al, 2016; Pourdavarani, et al., 2024). By cultivating greater awareness of thought patterns, Mindfulness for Life,  helps individuals shift their wandering minds toward more constructive and positive experiences and reflections, thus fostering well-being and resilience.

Sources Cited

1. Adler, M. G., & Fagley, N. S. (2005). Appreciation: Individual Differences in Finding Value and Meaning as a Unique Predictor of Subjective Well-Being. Journal of Personality, 73(1), 79-114. https://doi.org/10.1111/j.1467-6494.2004.00305.x

2. Catalino, L.I., Algoe, S.B., Fredrickson, B.L. (2014). Prioritizing positivity: an effective approach to pursuing happiness? Emotion, 14(6):1155-61. doi: 10.1037/a0038029

3. Chen, M., He, Z., Zhang, Z., Chen, W. (2022). Association of physical activity and positive thinking with global sleep quality. Scientific Reports, 12(1):3624. doi: 10.1038/s41598-022-07687-2

4. Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55(1), 34-43. https://doi.org/10.1037/0003-066X.55.1.34
   

5. Eagleson, C., Hayes, S., Mathews, A., Perman, G., Hirsch, C.R (2016). The power of positive thinking: Pathological worry is reduced by thought replacement in Generalized Anxiety Disorder. Behaviour Research and Therapy, 78:13-8. doi: 10.1016/j.brat.2015.12.017

6. Japan International Mindfulness Center (2021, March 1). Dr. Willem Kuyken "Q4.What are the unique features of MBCT-L?" [Video]. Youtube. https://www.youtube.com/watch?v=9A9RiDqogLE&t=3s
7. Jazaieri, H., Lee, I. A., McGonigal, K., Jinpa, T., Doty, J. R., Gross, J. J., & Goldin, P. R. (2015). A wandering mind is a less caring mind: Daily experience sampling during compassion meditation training. The Journal of Positive Psychology, 11(1), 37–50. https://doi.org/10.1080/17439760.2015.1025418
8. Killingsworth, M. A., & Gilbert, D. T. (2010). A Wandering Mind Is an Unhappy Mind. Science, 330, 932-932. DOI: https://doi.org/10.1126/science.1192439

9. Pourdavarani, A., Farokhzadian, J., Forouzi, M. A., Shahraki, S.K. (2024). The effect of positive thinking training on anxiety and happiness among older adults: A quasi-experimental study. Journal of Education and Health Promotion, 13:65. doi: 10.4103/jehp.jehp_1799_22

10. Strauss, C., Gu, J.,  Montero-Marin, J., Whittington, A., Chapman, C., & Kuyken, W. (2021). Reducing stress and promoting well-being in healthcare workers using mindfulness-based cognitive therapy for life. International Journal of Clinical and Health Psychology, 21(2). https://doi.org/10.1016/j.ijchp.2021.100227
11. Swami, V., & Todd, J. (2022). Rural-urban differences in body appreciation and associations with life satisfaction in adults from Sabah, Malaysia. Body Image, 43, 385-392. https://doi.org/10.1016/j.bodyim.2022.10.007

12. Taherkhani, Z., Kaveh, M. H., Mani, A. Ghahremani, L, & Khademi, K. (2023). The effect of positive thinking on resilience and life satisfaction of older adults: a randomized controlled trial. Scientific Reports, 13:3478. https://doi.org/10.1038/s41598-023-30684-y

13. Tucker, K. L. (2007). Getting the most out of life: An examination of appreciation, targets of appreciation, and sensitivity to reward in happier and less happy individuals. Journal of Social and Clinical Psychology, 26(7), 791–825. https://doi.org/10.1521/jscp.2007.26.7.791
14. Welz, A., Reinhard, I., Alpers, G. W., & Kuehner, C. (2018). Happy Thoughts: Mind Wandering Affects Mood in Daily Life. Mindfulness 9, 332–343. https://doi.org/10.1007/s12671-017-0778-y
    

What are the Learning Objectives and Outcomes of Mindfulness for Life?

• Analyze the integration of cognitive-behavioral therapy (CBT) principles with mindfulness practices, including the historical context and development of MBCT and its extension to Mindfulness for Life.
• Learn and practice core mindfulness techniques such as body scan meditation, sitting meditation, and mindful movement to enhance present-moment awareness.
• Develop strategies to recognize, accept, and regulate difficult emotions through mindfulness practices, fostering emotional resilience.
• Develop a compassionate attitude towards oneself to counteract self-criticism and enhance self-acceptance and well-being.
• Learn to view personal challenges within the context of common human experiences, promoting a balanced and non-judgmental perspective.
• Apply mindfulness and communication skills to improve empathy, listening, and interpersonal interactions.
• Utilize mindfulness practices to manage stress and reduce symptoms of anxiety through increased awareness and acceptance. 
• Explore the relationship between mindfulness and physical health, including the management of chronic pain and the reduction of physiological stress markers.
• Develop practical ways to incorporate mindfulness practices into everyday activities, enhancing overall life satisfaction and presence.
• Gain insight into how mindfulness affects brain function and structure, supporting its psychological and physiological benefits.
• Employ and      practice mindfulness exercises that enhance attentional control and cognitive flexibility, improving concentration and task performance.
• Learn to self-assess and reflect on personal growth and changes in mindfulness practice, cognitive patterns, and emotional regulation.
• Develop a sustainable mindfulness practice to support long-term mental health and well-being, fostering resilience against future stressors and challenges.
• Participate in group discussions to share experiences, challenges, and insights, fostering a supportive community environment.
• Explore how mindfulness can be integrated into professional contexts to improve workplace well-being and productivity.
• Learn techniques for implementing mindfulness in educational settings to support students’ mental health and academic performance.
• Identify common barriers to maintaining a regular mindfulness practice, such as time constraints and motivational challenges.