Frequently Asked Questions

MBCL was developed as a follow-up training programme for those who wish to deepen the wholesome effects of mindfulness with explicit compassion practices. MBCL builds on what you already learned in MBSR, MBCT or another Mindfulness-Based Programme (MBP). So, sufficient grounding in basic mindfulness practice is a requirement for joining in an MBCL course, preferable through a recognized MBP. If in doubt, approach the MBCL teacher (or Professional working with MBCL) of your choice.

Yes, this is perfectly fine.

After participating in an introductory MBCL course you are very welcome to participate in an MBCL Teacher Training programme to deepen your personal mindfulness and compassion practice.

In MBCL developing self-compassion is an important starting point. Based on this, however, participants are also introduced to practices that allow them to extend the circle of compassion to other beings and the planet at large. However, the practices offered are always invitations and participants can explore to what extend they wish to expand. They can return to self-compassion practice at any stage.

Health care professionals, therapists, coaches or other professionals who are not certified mindfulness teachers can benefit from participating in the MBCL Teacher Training to deepen their skills in mindfulness-based and compassion-focused interventions and enhance their therapeutic skills in individual or group work, within the ethical code of their own profession.

After having followed the Teacher Training you can integrate these (therapeutical) skills in working individually or in groups – according to your professional work setting.

If you wish we register you on https://www.mbcl-international.net/mbcl-teachers/ as an ‘MBCL Professional’.

Yes, also after retirement personal development never stops and the MBCL Teacher Training may be valuable in non-professional domains, such as volunteer work or in your intimate circle of family and friends.

Mindfulness-Based Compassionate Living (MBCL) and Mindful Self Compassion (MSC) or both increasingly offered in different parts of the world. Basically, MBCL is designed as a follow-up training and MSC as a stand-alone training,

If you wish to know more about differences and commonalities you can click here.

As long as no formal guidelines have been formulated internationally, the Good Practice Guidelines for Supervisors of Mindfulness-Based Teachers formulated by BAMBA, the British Association of Mindfulness-Based Approaches, serve as guidelines for MBCL Supervisors.

Click here for the BAMBA Good Practice Guidelines.

The supervisor may ask the supervisee to send an email with specific questions and/or themes for explorations no later than 2-3 days before a scheduled supervision session. At the second and third session, supervisees can also be asked to send a short reflection report with insights from the previous conversation and how they worked with this during the course.

Depending on their learning needs supervisees can bring in themes themselves. Reflecting ones areas for development the six competence domains as described in the MBI-TAC by Crane et al. (2012) are fully applicable to MBCL and can be a valuable resource.

• Providing and organising the MBCL programme to the target group at an appropriate pace.
• Relational skills.
• Embodiment of mindfulness and compassion (embodiment).
• Guiding MBCL practices.
• Communicating MBCL themes through interactive inquiry (mindful dialogue) and didactic teaching.
• Facilitating a safe atmosphere and constructive learning environment (holding).

The full version of MBI-TAC and last updates can be found here.

At the end of the MBCL supervision process no formal assessment will take place, since supervisees have already followed a certification process for mindfulness teaching.

Certified mindfulness teachers are themselves considered capable of assessing when they can add additional mindfulness-based interventions to their repertoire. However, the supervisor can make recommendations based on the impression of a supervisee during the MBCL supervision process.

When in doubt about the competence of a supervisee, the supervisor will discuss this timely with the supervisee. The supervisor can then recommend additional training, practice and/or supervision. In consultation with the supervisee, the supervisor can also seek advice from Frits Koster or Erik van den Brink or other senior MBCL tutors.

No fixed rate is prescribed as in different countries there are considerable differences regarding what is common and reasonable. Supervisors will orientate themselves towards the rates recommended by their national mindfulness teachers associations. Contracting and invoicing procedures are to be discussed individually with the supervisor.

After the successful completion of the MBCL certification course accompanied by at least three one-hour supervision sessions, the supervisor will send an email to the responsible coordinator Jana Willms (info@achtsamkeit-willms.de) and in cc to the supervisee, stating that the supervisee is recommended for inclusion in the International Register for certified MBCL teachers.

The supervisee then has to send a corresponding email to the responsible coordinator Jana Willms (info@achtsamkeit-willms.de) asking for inclusion in the international register and submitting a contact option (website, email or pdf file) to be published in the register. A copy of a document or a link to a recognised mindfulness institute stating the supervisee is certified to teach MBSR, MBCT or another recognised Mindfulness-Based Programme, as well as a copy of the certificate of participation in the MBCL Teacher Training must be attached.