Browsing by Author "Whitesman, Simon"

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    Evaluating the effects of a training programme in mindfulness based interventions in South Africa
    (Stellenbosch : Stellenbosch University, 2023-12) Whitesman, Simon; Mash, Bob; Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Family and Emergency Medicine. Family Medicine and Primary Care.
    ENGLISH SUMMARY: The training of teachers of contemporary mindfulness-based approaches requires a range of competencies to be developed, embedded within which is the implicit paradox that learning and sharing mindfulness is a life-long journey, while at the same time is always present centered. The capacity of a teacher of this approach to embody the immanence of mindfulness is fundamental to this process. Thus training of teachers involves a complex interplay of experiential learning, theoretical understanding, group enquiry and periods of silent practice, both self-directed and guided. At its essence, mindfulness is the momentary knowing of the phenomena moving through the present moment, and is, as such, a subjective experience. In general the training of mindfulness-based teachers over the last two decades has been through institutions in developed countries. At the same time much of the research in the field has emerged from similar regions. While mindfulness as a practice and ethos is consistent irrespective of context, it is nonetheless important to consider that context influences the way in which mindfulness is effectively and skillfully shared, given the particular psycho-social, economic and demographics dynamics of a given country. The research presented in this dissertation is based on the experience of trainee teachers and graduates of a two-year, university-level training in mindfulness-based interventions (MBIs) in South Africa, considered a low-middle income country. As such the context is different from the prevailing regions where most teacher training is currently offered. The focus in this dissertation is primarily on the experience of those undergoing the training as the source of data. The research arc can be considered an inward-outward movement, tracking aspects of the learning journey during the training through to the sharing of mindfulness in communities, which represent many of the enormously challenging dimensions of life for a majority of South Africans. The methodological approach is a mixed-methods one, in which quantitative data using standardised scales as well as surveys are considered alongside qualitative analysis from various data sources, such as focus group and individual interviews. The findings and implications that emerge from this research are applicable to both mindfulness-based pedagogy as well as the sharing of mindfulness in diverse communities, in which skillful adaptation and trauma sensitivity are central features.
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    Examining the effects of a mindfulness-based distance learning professional training module on personal and professional functioning : a qualitative study
    (BioMed Central, 2016-11-09) Whitesman, Simon; Mash, Robert
    ENGLISH SUMMARY : Background: Training people to deliver mindfulness-based interventions (MBI) is becoming an important activity as mindfulness has been shown to have clinical benefits across a variety of conditions. Training courses must not only address the principles, skills and theory of mindfulness, but the trainers themselves must be able to embody the practice. There is limited research on the ability of teachers-in-training to embody the practice as a result of teacher training programmes. This study explored the extent to which a short course enabled future teachers to embody mindfulness practice. This first module was part of a larger course of four modules to prepare future teachers of MBIs. Methods: Qualitative data was obtained from 10 out of 35 end of course written assignments that asked respondents to reflect on their experience of mindfulness practice during the course. These were systematically selected and a focus group interview was also conducted with local participants. Data was analysed by means of the framework method and key themes identified. Results: The combination of a retreat and on-line learning was perceived to be effective. Students reported significant changes in personal functioning as a result of daily mindfulness practice: self-awareness, improved relationships, enhanced connectedness, better self-regulation, enhanced compassion and curiosity towards self and others and self-acceptance. Participants began to introduce elements of mindfulness into their professional practice. Conclusions: The first module of a post-graduate training programme for health professionals who want to teach MBIs successfully supported students to embody, explore and apply mindfulness in their lives. The integrated teaching modalities of residential retreat and distance-based on-line learning appeared effective.
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    Examining the effects of a mindfulnessbased distance learning professional training module on personal and professional functioning : a qualitative study
    (BioMed Central, 2016) Whitesman, Simon; Mash, Robert
    Background: Training people to deliver mindfulness-based interventions (MBI) is becoming an important activity as mindfulness has been shown to have clinical benefits across a variety of conditions. Training courses must not only address the principles, skills and theory of mindfulness, but the trainers themselves must be able to embody the practice. There is limited research on the ability of teachers-in-training to embody the practice as a result of teacher training programmes. This study explored the extent to which a short course enabled future teachers to embody mindfulness practice. This first module was part of a larger course of four modules to prepare future teachers of MBIs. Methods: Qualitative data was obtained from 10 out of 35 end of course written assignments that asked respondents to reflect on their experience of mindfulness practice during the course. These were systematically selected and a focus group interview was also conducted with local participants. Data was analysed by means of the framework method and key themes identified. Results: The combination of a retreat and on-line learning was perceived to be effective. Students reported significant changes in personal functioning as a result of daily mindfulness practice: self-awareness, improved relationships, enhanced connectedness, better self-regulation, enhanced compassion and curiosity towards self and others and self-acceptance. Participants began to introduce elements of mindfulness into their professional practice. Conclusions: The first module of a post-graduate training programme for health professionals who want to teach MBIs successfully supported students to embody, explore and apply mindfulness in their lives. The integrated teaching modalities of residential retreat and distance-based on-line learning appeared effective.