Mindfulness-based interventions (MBIs) such as Mindfulness-based Stress Reduction and Mindfulness-based Cognitive Therapy utilise a group format. Experts in the field of mindfulness endorse the group as beneficial to participants and professional practice literature promotes the need for mindfulness teachers to develop competence in group skills. However, the role of the group in MBIs has been largely overlooked in empirical research to date and the utility of existing group theory in this area is unconvincing. The current study presents a grounded-theory of the role of the group in MBIs. The theory was developed from semi-structured interviews conducted with mindfulness students, teachers and trainers (N=12) exploring their experiences and views related to the MBI group format. Through analysis, three higher-order categories emerged from the data describing five stages of group experiences, four group-based tasks the teacher attended to from a position of ‘embodiment’, and the impact of the MBI group. Findings were situated within existing group theory, facilitating differentiation between generic and MBI specific group factors. The sense of connection developed through non-verbal group meditation, the multi-layered experience of normalization, and the grounding of the teacher’s group-based responses in the embodiment of mindfulness, emerged as unique MBI group factors. The implications for clinical practice, research and theory are discussed.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:566776 |
| Date | January 2012 |
| Creators | Cormack, D. |
| Publisher | Canterbury Christ Church University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://create.canterbury.ac.uk/11134/ |
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