OMC Workshops and Masterclasses

Masterclasses and Foundational Workshops at the OMC are provided by leaders in mindfulness training, teaching and research.

Foundational Workshops are a required elements of Step 1 (Foundational Training) of the OMC’s MBCT teacher training pathway and are also open to mindfulness teachers and trainers wishing to expand their knowledge and skills. Masterclasses offer continuing professional development in teaching MBCT and in specialist areas of applying mindfulness training. Some are open only to mindfulness teachers and teachers in training, whereas others are open to anyone wishing to find our more about recent developments in their field of interest.

A full list of all our workshops and masterclasses follows.

Teaching Mindfulness Online Live – Masterclass for Mindfulness Teachers

11th, 18th and 25th March 2020

Live Online with Ted Meissner

To help the continued growth in the delivery of high-quality mindfulness programming in its online live portfolio, a masterclass will be offered to interested teachers.  This course provides the hands-on experience to complement existing materials, and is intended to help teacher competency and confidence in delivering mindfulness online live using digital technology.

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Assessment, Orientation, & Ethics Workshop – Foundational Training (Oxford, UK)

19th March 2020

Ruth Baer and Marie Johansson

This is a two-part workshop. The morning session cultivates skills that mindfulness teachers need before a course begins: orienting potential participants to MBCT and gathering essential information about them. The afternoon session covers important ethical issues in the mindfulness field.

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Mindfulness in Higher Education

Mindfulness in Higher Education

21st March 2020

Dr Ruth Collins and Oli Bazin

The importance of mental health and wellbeing is widely acknowledged in the Higher Education setting where student life can bring a host of personal and emotional challenges alongside academic demands. This has led to a number of Universities in the UK introducing programmes to enhance and promote the well-being of their students.

Mindfulness is a well-researched, non-religious and effective means of alleviating stress, anxiety and depression, and promoting well-being and flourishing. Research into the benefits of mindfulness for students demonstrate positive outcome for participants, psychologically and emotionally, and also in terms of facilitating better cognitive and academic performance.

 

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Research and Evaluation Workshop – Foundational Training (Oxford, UK)

2nd April 2020

Ruth Baer

MBCT is an evidence-based program. Effective teachers need an understanding of the evidence base in order to communicate effectively with potential participants and other interested parties about what the evidence shows and the limitations of current knowledge. Effective teachers also adopt an empirical mind-set. Rather than assuming that their courses must be effective because the literature says MBCT is helpful, they collect data to find out how their participants are responding to the course.

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Group Skills for MBCT Workshop – Foundational Training (Oxford, UK)

16th April 2020

Ruth Baer and Marie Johansson

This workshop offers trainee MBCT teachers, and established teachers, the opportunity to develop their skills in creating a warm, supportive, safe group environment. It will help you to reflect upon how a group develops and ends and develop your skills in managing challenges, processes and patterns/dynamics within the group.

The workshop has an experiential basis allowing the group to learn from their own experience of being a group within the workshop and from the innovative teaching method of forum theatre, through which participants will have the opportunity to have fun together trying out new skills and ideas. The workshop aims to grow teacher’s confidence in leaning into group challenges/processes/patterns/dynamics, enabling us to open to these as our own teachers so that we become curious about them rather than closed and/or fearful.

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Mindful Movement Workshop for Teachers (Oxford, UK)

8th May 2020

Christina Surawy and Taravajra

This workshop will prepare mindfulness teachers to lead mindful movement and breath awareness in MBCT and MBSR programmes.
This is an experiential and interactive masterclass for practitioners and facilitators of mindfulness and mindful movement. Enquiry and open receptivity are at the heart of this exploratory day.

 

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Summer School 2020: Finding Peace in a Frantic World – 2 Day Workshop (Oxford – UK)

24th August 2020 – 25th August 2020

Chris Cullen and Colleagues

This workshop is for mindfulness teachers who are already teaching mindfulness-based interventions who wish to explore considerations involved with teaching the “Frantic World” course in non-clinical settings.

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Summer School 2020: Partnership Day (Oxford, UK)

26th August 2020

Ruth Baer

This is an opportunity for teachers who are registered as part of our teacher partnership programme to come together in an annual gathering. The day will share key research findings, curriculum development updates, plus wider updates on field developments and provide an opportunity to come together as a community and practice.

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Summer School 2020: Mindfulness-based Cognitive Therapy for Life (Oxford, UK)

27th and 28th August 2020

Alison Yiangou and Willem Kuyken

MBCT for Life [MBCT-L] is intended as a universal taught face-to-face programme, applicable to the general population.  As a recent adaptation of Mindfulness-Based Cognitive Therapy for Depression [Teasdale, Segal, & Williams, 2013), MBCT-L offers mindfulness practices and cognitive-behavioural techniques in ways that are intended to be accessible to all. It guides participants in how to apply this learning in everyday life both to manage what is painful and difficult but also to cultivate qualities such as compassion and equanimity.  It offers a different way of living that supports people to work with challenges, including recurring patterns of thought and behaviour that create suffering, but also to savour life and to flourish.

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Summer School 2020 – Deepening and Sustaining Mindfulness for Life: Beyond the 8 Week Course

29th and 30th August 2020

Willem Kuyken and Alison Yiangou

“It changed me in just about every way possible; but what do I do next to next?”

The quote is not untypical of what people say following an 8-week Mindfulness-based Programme (Allen, Bromley, Kuyken, & Sonnenberg, 2009; Hopkins & Kuyken, 2012). What does happen next? What sustains people beyond the 8-week programmes? How can we help people maintain their mindfulness practice? How can we support people to live with greater wisdom, balance and responsiveness in the myriad different moments of their real lives? Many people graduating an 8-week programme would like to continue the transformational journey they have started and would like some additional guidance and support in this journey.

Join our 2 day Workshop with Willem Kuyken and Alison Yaingou where they introduce a new OMC curriculum that is intended for graduates of 8-week programmes.

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Inquiry Skills in MBCT Workshop (Oxford, UK)

28th September 2020

Ruth Baer and Marie Johansson

Inquiry skills are often perceived as the most difficult teaching skills to learn, yet periods of inquiry in MBCT sessions have great potential for enhancing participants’ learning. Inquiry is sometimes described as a crucible where participants’ learning history, current concerns, and experiences during mindfulness practices combine with the teacher’s embodiment of mindfulness, understanding of MBCT theory, and relational skills to enable learning that is potentially transformational.

This foundational masterclass will demystify this process through a variety of teaching methods.

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Research and Evaluation Workshop (Oxford, UK)

29th September 2020

Ruth Baer

MBCT is an evidence-based program. Effective teachers need an understanding of the evidence base in order to communicate effectively with potential participants and other interested parties about what the evidence shows and the limitations of current knowledge. Effective teachers also adopt an empirical mind-set. Rather than assuming that their courses must be effective because the literature says MBCT is helpful, they collect data to find out how their participants are responding to the course.

Find out more

Introduction to Buddhist Psychology Workshop (Oxford, UK)

30th September 2020

Chris Cullen

This workshop will provide an introduction to the key relevant components of Buddhist psychology that can inform, enrich and deepen the work of Mindfulness teachers. We will examine the nature of human distress, to which Mindfulness is directed, and the aetiology of this distress together with a close examination of the self as a process rather than as something fixed, and why this important to understanding MBCT in the contemporary world.

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Assessment, Orientation, & Ethics Workshop (Oxford, UK)

1st October 2020

Ruth Baer and Marie Johansson

This is a two-part workshop. The morning session cultivates skills that mindfulness teachers need before a course begins: orienting potential participants to MBCT and gathering essential information about them. The afternoon session covers important ethical issues in the mindfulness field.

Find out more

Group Skills for MBCT Teachers Workshop (Oxford, UK)

2nd October 2020

Ruth Baer and Marie Johansson

This workshop offers trainee MBCT teachers, and established teachers, the opportunity to develop their skills in creating a warm, supportive, safe group environment. It will help you to reflect upon how a group develops and ends and develop your skills in managing challenges, processes and patterns/dynamics within the group.

The workshop has an experiential basis allowing the group to learn from their own experience of being a group within the workshop and from the innovative teaching method of forum theatre, through which participants will have the opportunity to have fun together trying out new skills and ideas. The workshop aims to grow teacher’s confidence in leaning into group challenges/processes/patterns/dynamics, enabling us to open to these as our own teachers so that we become curious about them rather than closed and/or fearful.

Find out more