Howes, Dean (2019) Towards fidelity, integrity and authenticity: A critical reflection of an academic-oriented mindfulness-based programme. PhD thesis, University of Warwick.
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Abstract
Despite a burgeoning evidence-base (Black 2018), there exists a number of issues and debates in the developing field of mindfulness that impact upon its pedagogy. These create an “unstable ground” (McCown, Reibel and Micozzi, 2010, p3) for teachers of mindfulness, such as myself. According to McCown (2017; 2014), tensions often arise from the disconnects between drives to create a standardised, structured account of mindfulness for teaching, training and research (fidelity) and efforts to authentically express the constructivist nature of the pedagogy of mindfulness in its teaching (integrity). In this study I utilised a critical realist approach to evaluate the outcomeeffectiveness and pedagogical properties of an established and popular Academic- Oriented Mindfulness Programme (AO-MBP) course offered to adult learners at a leading UK university. Heeding the calls in the field to develop new methodological approaches (e.g. Grossman, 2011; Brown et al., 2011), I employed a ‘convergent parallel phase’ mixed-methods design that analysed data collected from multiple sources. The analytical process of retroduction produced four overarching tendencies for the course. These were 1) that the pedagogic approach was effective in balancing the demands of the course; 2) that the learners of the course experienced significant growth in mindfulness and associated benefits; 3) that the course was effective as an HE-based academic-oriented course, and; 4) that there were possible pedagogic developments that would move the course towards greater fidelity, integrity and authenticity. Causal mechanisms that underpinned the expression of these tendencies were theorised and included factors concerning the teacher, the course, the learners and the wider field of mindfulness. A guidance framework for the design, development, implementation and evaluation of AO-MBPs was produced from the findings. Applications are discussed alongside the wider implications for the cultivating of genuinely transformational mindfulness-based programmes.
| Item Type: | Thesis [via Doctoral College] (PhD) |
|---|---|
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) L Education > LB Theory and practice of education L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education |
| Library of Congress Subject Headings (LCSH): | Mindfulness (Psychology), Mindfulness (Psychology) -- Study and teaching, Critical pedagogy |
| Official Date: | January 2019 |
| Dates: | Date Event January 2019 UNSPECIFIED |
| Institution: | University of Warwick |
| Theses Department: | Centre for Lifelong Learning |
| Thesis Type: | PhD |
| Publication Status: | Unpublished |
| Format of File: | |
| Extent: | xvi, 371 leaves : illustrations |
| Language: | eng |
| URI: | https://wrap.warwick.ac.uk/134730/ |
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