The Center for Mindful Eating is delighted to offer Good-Practice Guidelines (GPG) for professionals engaged in the practice and teaching of mindful eating. These Good-Practice Guidelines have been designed for professionals who identify themselves as Mindful Eating Teachers, professionals who train Mindful Eating Teachers, and Mindful Eating Teacher Trainers.
Becoming a Mindful Eating Teacher consists of multiple stages of preparation, study, training, practice, and direct teaching experience. A Mindful Eating Teacher Training is to be conducted by professional mindful eating trainers who have completed an extensive program of study and practice as well as have experience with teaching so they can provide a comprehensive education to other professionals. Trainings should be broad enough to provide a deep understanding of the principles of mindful eating, the current research in the field, and effective teaching strategies and techniques.
These guidelines are aspirational in nature. Not every professional who teaches aspects of mindful eating to their patients or clients will choose to be engaged in this level of training. However, for a Mindful Eating Teacher who wants to offer a mindful eating program of a minimum 18 hours (during a minimum six sessions), the Good-Practice Guidelines provide a complete, clear and internationally approved pathway that preserves the health and healing available through the practice of mindful eating.
Our hope is that the guidelines will motivate those wishing to be a part of this inspiring mindful eating work.
Mindful Eating Teacher is defined as a professional who offers a
Mindful Eating program during at least 18 hours and a minimum of 6
sessions to a group or individuals.
The Center for Mindful Eating encourages professionals meet the following Good Practice Guidelines for Mindful Eating Teachers:
A professional degree in mental or physical health care, education or
social care, or background in ecology, biology or food technology
science, with adherence to the ethical framework and best practice
guidelines appropriate to the teacher’s professional background and
As part of the teacher training, the teacher-in-training is mentored by
a senior mindful eating instructor during a minimum of 10 private
sessions while offering a cycle of mindful eating program.
This position statement is grounded in the Good Practice Guidelines of Mindfulness Based Interventions. Our special gratitude to the UK Network for Mindfulness-Based Teachers.
Crane, R.S., Eames, C., Kuyken, W., Hastings, R.P., Williams, J.M., Bartley, T. et al. (2013) Development and validation of the mindfulness-based interventions - teaching assessment criteria (MBI:TAC). Assessment, 20, 681-688.
Crane, R.S., Kuyken, W., Hastings, R.P., Rothwell, N., Williams, J.M.G. (2010) Training teachers to deliver mindfulness-based interventions: Learning from the UK experience. Mindfulness, 1, 74-86.
Cullen, M. (2011). Mindfulness-Based Interventions: An emerging phenomenon. Mindfulness, 2, 186-193.
It is recommended by The Center for Mindful Eating that Mindful Eating Teacher Trainers meet the following Good Practice Guidelines:
Mindful Eating teacher trainers need well developed skills, understandings and attitudes in the following areas:
The trainer adheres to the ethical framework of his/her profession or training and will additionally have particularly developed sensitivities in relation to:
- Only training within the limits and boundaries of competence
Network of Mindfulness Teacher Training Organisations
(www.mindfulnessteachersuk.org.uk): Good Practice Guidance for Teachers
It is recommended by The Center for Mindful Eating that a training created to prepare professionals to teach a mindful eating program of minimum 18 hours (minimum 6 sessions), will meet the following guidelines:
A Mindful Eating Teacher Training (METT) is a skill-building teachers
program, offered within a minimum of 5 days or longer in length in a
residential setting. This framework will serve the teacher-in-training,
to implement the different topics of the training and enhance the
personal meditation practice of the trainee.