Psychological Medicine
December 29, 2016
Rebecca S. Crane, Judson A. Brewer, Christina Feldman et al.
861 citations
A framework defines essential characteristics of mindfulness-based programs (MBPs) like MBSR and MBCT, distinguishing them from other interventions. MBPs draw from contemplative traditions, science, medicine, psychology, and education; are grounded in a model addressing causes of human distress and pathways to relief; foster present-moment focus, decentering, and an approach orientation; cultivate qualities such as joy, compassion, wisdom, equanimity, and self-regulation; and involve sustained intensive meditation training, experiential inquiry, and exercises. The framework aims to support clarity for systematic research and maintain integrity as MBPs expand into healthcare, education, criminal justice, and workplaces.
Journal of Consulting and Clinical Psychology
December 3, 2013
J. Mark G. Williams, Catherine Crane, Thorsten Barnhofer et al.
418 citations
Mindfulness-based cognitive therapy (MBCT) plus treatment as usual (TAU) did not significantly reduce the risk of relapse to major depressive disorder over 12 months compared with cognitive psychological education (CPE) plus TAU or TAU alone among people with at least three previous episodes. The hazard ratio for MBCT versus CPE was 0.88, and for MBCT versus TAU was 0.69, both with confidence intervals crossing 1.0. However, severity of childhood trauma influenced relapse risk: each one-standard-deviation increase in trauma severity raised the hazard ratio to 1.26. Among participants with above-average childhood trauma, MBCT offered significant protection compared with TAU (hazard ratio 0.43) and a non-significant advantage over CPE. For those with below-average trauma, no differences between treatments appeared.
Mindfulness
September 21, 2011
Rebecca S. Crane, Willem Kuyken, J. Mark G. Williams et al.
232 citations
Interest in Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT) has grown rapidly in the UK, prompting health, education, and social work practitioners to develop competencies as mindfulness-based teachers. This has raised fundamental questions about training processes, standards, and competence assessment. The paper examines how competencies are addressed in secular mainstream contexts, presents a framework for how teaching competencies develop in trainees, and reviews current assessment methodologies. The authors argue for continued international dialogue among mindfulness-based trainers and teachers to build a robust professional context for future teachers.
Mindfulness
April 26, 2010
Rebecca S. Crane, Willem Kuyken, Richard P. Hastings et al.
205 citations
Mindfulness-based approaches, supported by several randomized controlled trials, help prevent depressive relapse and recurrence, and are recommended by the UK's National Institute for Health and Clinical Excellence for use in the National Health Service. These approaches also appear helpful for anxiety disorders and chronic physical health problems, with growing interest in applying them to personality disorders, substance abuse, and eating disorders. The authors review the UK context, outline criteria for teacher competence and training steps, and discuss challenges and future directions for ensuring evidence-based mindfulness approaches are available in health care and other settings.
August 18, 2008
Rebecca S. Crane
90 citations
Mindfulness-Based Cognitive Therapy (MBCT) helps people change their relationship with challenging thoughts and feelings by processing experience without judgment. It is often offered in groups to individuals vulnerable to depressive relapses. The book outlines 30 distinctive features that characterize the MBCT approach, providing a concise summary for professionals and trainees.
Mindfulness (N Y)
January 1, 2015
Alison Evans, Rebecca S. Crane, Lucinda Cooper et al.
28 citations
A framework for supervising teachers of mindfulness-based interventions (MBIs) is presented, developed from the experience of eight supervisors, existing literature, and the authors' own training and supervision work. The framework maps the distinctive features of mindfulness-based supervision (MBS) using concentric circles that represent its essence, form, content, and process. The aim is to support the expansion of MBIs without compromising their integrity and efficacy by increasing the availability of competent supervision.
Global advances in integrative medicine and health
January 1, 2024
Frederick M Hecht, Rebecca S. Crane, Patricia J Moran et al.
2 citations
Teaching quality in mindfulness-based stress reduction (MBSR) courses, measured by the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC), shows fair to good inter-rater reliability depending on the number of raters. Using a single rater, reliability was fair (intraclass correlation coefficients 0.33–0.56 across six domains); with three raters, reliability was good (0.6–0.8). Among 152 MBSR students, anxiety, depression, fatigue, sleep, and social role function improved from before the course to two and four months later (improvements of 2.3 to 6.3 points). Higher MBI:TAC ratings predicted greater anxiety reduction: each one-unit increase in composite teaching rating was associated with a 0.31-point greater decrease in anxiety score. No significant relationships were found for other health domains.
Global advances in integrative medicine and health
January 1, 2025
Frederick M Hecht, Rebecca S. Crane
1 citation
Mindfulness-Based Programs (MBPs) are increasingly used in health care, education, criminal justice, workplaces, and community settings worldwide, with some becoming standard care in publicly funded systems. Efficacy and cost-effectiveness research shows promising results, but assessing and ensuring fidelity of program delivery is still at an early stage. Without robust approaches to teaching skill and adherence to program form, dissemination and implementation could be compromised. This special collection presents research and practice on MBP intervention fidelity in teacher training, implementation, and governance. The introductory paper summarizes the collection, analyzes the field's current state, and outlines steps needed to advance understanding of these issues.
Journal of Consulting and Clinical Psychology
August 24, 2015
T. Barnhofer, C. Crane, Kate Brennan et al.
Mindfulness training can weaken the link between depressive symptoms and suicidal thinking in patients with a history of suicidal depression. In a randomized trial, previously suicidal patients received mindfulness-based cognitive therapy (MBCT), an active control treatment (cognitive psychoeducation, CPE), or treatment as usual (TAU). After treatment, among patients with minimal to moderate depressive symptoms, suicidal cognitions were significantly related to symptom levels in both control groups but not in the MBCT group. This suggests that mindfulness training helps patients decenter from negative thinking, reducing a key vulnerability for relapse into suicidal depression.
Behaviour Research and Therapy
December 1, 2014
Catherine Crane, Rebecca S. Crane, Catrin Eames et al.
In people with recurrent major depression who received Mindfulness-based Cognitive Therapy, those who practiced formal mindfulness exercises at home on at least three days per week during the seven-week treatment were almost half as likely to relapse over the following year as those who practiced less often. The average daily duration of formal practice was also linked to better outcomes. These associations held even after accounting for how plausible participants found the treatment. No significant link was found between informal mindfulness practice and relapse risk, possibly because informal practice is harder to measure. The findings suggest that regular formal home practice enhances the protective effect of MBCT against depression relapse.