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Scientific Literacy as a Foundational Competency for Teachers of Mindfulness-based Interventions

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Abstract

Scientific literacy is a foundational competency for MBI teachers that empowers them to draw from the existing scientific research to enhance their pedagogy and serves as a foundation for all aspects of evidence-based practice. Most importantly, scientific literacy of MBI teachers maintains the credibility and public trust in MBIs. This chapter includes a description of the interdependence of MBIs and scientific research, a basic knowledge of the science of meditation, and practical methods to integrate science-based didactic material into the MBI curriculum. Skills for evaluating the ever-changing evidence-base of scientific research are provided in order to empower teachers to develop their own model. In evidenced-based practice beyond the classroom, scientific literacy informs ethical and clinical decision making, including inclusion and exclusion criteria and the ongoing process of informed consent in order to maximize benefits and minimize harm.

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Authors and Affiliations

  1. Department of Psychiatry and Human Behavior, Brown University Medical School, Providence, RI, 02906, USA

    Willoughby B. Britton Ph.D.

  2. Department of Behavioral and Social Sciences, Brown University School of Public Health, 185 Brown Street, Providence, RI, 02906, USA

    Willoughby B. Britton Ph.D.

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  1. Center for Contemplative Studies, West Chester University of Pennsylvania, West Chester, Pennsylvania, USA

    Donald McCown

  2. Mindfulness Institute, Jefferson-Myrna Brind Center of Integrative Medicine, Thomas Jefferson University Hospitals, Philadelphia, Pennsylvania, USA

    Diane Reibel

  3. Department of Physiology and Biophysics, Georgetown University School of Medicine, Washington, DC, USA

    Marc S. Micozzi

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Britton, W.B. (2016). Scientific Literacy as a Foundational Competency for Teachers of Mindfulness-based Interventions. In: McCown, D., Reibel, D., Micozzi, M. (eds) Resources for Teaching Mindfulness. Springer, Cham. https://doi.org/10.1007/978-3-319-30100-6_5

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