Mindfulness and Compassion practices have gained enormous popularity over the last decade. Their rise is due to the increasing need to find spaces of calm, serenity, and self-care in a world that is increasingly uncertain and demanding, as well as to the development of research that supports their effectiveness.

How to Choose a Teacher to guide you in Mindfulness | Compassion Training
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The purpose of this document  (note 1) is to guide you in establishing your own criteria for selecting a Mindfulness and Compassion teacher in psycho-educational contexts.

Making an informed decision requires:

a) Understanding what Mindfulness and Compassion are and what they are not.
b) Understanding the contexts of intervention.
c) Understanding the trajectory to choose an intervention that suits you.
d) Knowing the characteristics that make a teacher suitable for you.

A. WHAT MINDFULNESS AND COMPASSION ARE AND WHAT THEY ARE NOT

Jon Kabat-Zinn defines Mindfulness as “the awareness that arises by paying attention deliberately, in the present moment, and non-judgmentally to how experience unfolds moment by moment.”

Paul Gilbert defines Compassion as “a basic kindness with a deep awareness of the suffering of oneself and other living beings, accompanied by the desire and effort to alleviate it.”

Any Mindfulness intervention inherently includes Compassion, and Compassion is not possible without the presence of Mindfulness. The two are inseparable.

There are false beliefs and misconceptions about Mindfulness and Compassion:

Misconceptions about Mindfulness:
• Mindfulness is relaxation: You may experience calm and relaxation while practicing, but the goal is to notice any experience you have, which may not always be relaxing.

• Mindfulness is an absence of thoughts: The objective is not to empty the mind but to become aware of thoughts without reacting to them.
• Mindfulness is a religion or has religious connotations: The practices are entirely secular and suitable for anyone, regardless of their beliefs or religion.
• Mindfulness is a panacea or instant cure: While the benefits are well-documented, it is a long-term effort and not always advisable.
• Mindfulness is about separating from or disconnecting from the world: On the contrary, mindfulness allows us to connect and open ourselves to life as it is.
• Mindfulness ignores the past and/or the future: Mindfulness connects us with the present, including understanding the past and committing to the future.Misconceptions about Compassion:

• Compassion is like pity: Pity assumes superiority over the person suffering. Compassion, however, places us on an equal plane and fosters empathy with resonance for their suffering.
• Compassion is weak: Research shows that compassion is a force that builds resilience to face difficulties.
• Compassion distances us from our goals: Compassionate people tend to provide more attention and support to others. Recognizing challenges and mistakes helps motivate us and others toward our goals.B. UNDERSTANDING THE CONTEXTS OF INTERVENTIONMindfulness and Compassion-based interventions can be applied in at least three different teaching contexts:

1. Spiritual context: This has a long-standing tradition in teaching through various contemplative traditions.
2. Clinical context: For treating psychological disorders such as depression, anxiety, etc.
3. Psycho-educational context: In educational, organizational, or personal growth environments.

Each of these contexts requires professionals with different training:

• For the spiritual context, meditation teachers.
• For the psycho-educational context, instructors/teachers trained in Mindfulness and Compassion with expertise in the area of application (e.g., a professional in business for organisational settings or a teacher for educational settings).
• For the clinical context, therapists, psychologists, and health professionals trained in Mindfulness and/or Compassion.

It is crucial to select a teacher trained for the context you seek guidance in. Receiving guidance in a context for which the teacher is not adequately trained can be harmful. For example, meditation teachers without proper preparation should not work in clinical contexts, nor should unqualified individuals work in spiritual settings.

B.1. STANDARDISED PROGRAMS:

Standardized Mindfulness and/or Compassion programs are interventions based on scientific evidence. Typically, such programs last approximately 8 or 9 sessions and systematically apply various types of content with a specific purpose. Learn more about “Which mindfulness based program to choose?”

Teachers of these programs usually require specific training aligned with established standards, enabling them to teach these programs. Examples of these programs include MBCT, MBPM, MSC, or MBSR. A common characteristic among all teachers of these programs is the necessity of regular personal practice and ongoing training to teach effectively. You can consult some of these good practice criteria in the following Good Practice Guidance for teachers

The scope of this document is limited to guidance on Mindfulness and Compassion-based interventions in a psycho-educational setting (personal self-management without clinical purposes to alleviate discomfort and promote well-being and personal growth).

C. UNDERSTANDING THE PATH TO CHOOSING THE RIGHT INTERVENTION FOR YOU

To evaluate the quality and suitability of an intervention, it’s important to reflect on several aspects:

1. What are you looking for?
   • Therapeutic support: Focus your search on qualified professionals. Mindfulnessand Compassion programs are not designed for therapeutic purposes.
   • Personal development training: Consider:
     • ▪  What is the purpose of the intervention? Look for programs that match your needs (e.g., stress management, pain relief, self-compassion).
     • ▪  What is the scientific backing of the intervention? Scientific research and published results provide insight into the quality and impact of the intervention.
2. Regarding the teacher:

◦ What are their skills, training, and experience?

D. KNOWING WHAT MAKES A TEACHER SUITABLE FOR YOU

Key characteristics to look for in a Mindfulness and Compassion teacher:

• Personal meditation practice: Understand their commitment and discipline incontemplative meditation practices.
• Training in Mindfulness: Knowing their educational background ensures they areproperly trained to teach and guide effectively.
  • Accreditation from a recognized institution.
  • Experience relevant to your specific needs.
• Years of experience: Mindfulness and Compassion rely on regular practice, so years of practice indicate a teacher’s depth and commitment.Additional considerations:
• Do you feel comfortable with the teacher? Connection and trust are essential for motivation and support.
• Ask questions to clarify the teacher’s qualifications and approach. To ease your search, eamba advises to consult these Directories of Qualified Teachers teaching evidence-based mindfulness programs.

  NOTE 1
  Publised with gratitude to the Spanish colleagues: This document has been created in 2022 by “Red Española de Programas Estandarizados de Mindfulness y Compasión” team. You can find the original version in Spanish in its website: http://www.redprogramasmindfulness.org/