Brief Mindfulness-Based Interventions: Teacher and Course Attendee Perspectives on Content

Abstract Objectives While brief mindfulness-based interventions (MBIs) show promise, stakeholder involvement in their design is lacking and intervention content can vary substantially. The aim of this study to explore perspectives MBIs, MBI content, adapting existing MBIs. Methods In convergent mixed methods study, 22 mindfulness teachers 20 course attendees completed an online UK-based survey. Twenty-six participants were female, mean age was 50.8 years. Data from closed questions analysed using descriptive inferential statistics, data open reflexive thematic analysis. Results Findings suggest a could comprise five 80-min sessions include focused attention practice, informal mindfulness, inquiry, psychoeducation, min daily home practice. Opinions some elements differed among participants, such as the body scan, poetry, sitting with difficulty Four themes generated participants’ comments about attitudes which generally positive but expressed concerns insufficient poor delivery. Three suggesting tensions between adhering curriculum meeting group needs. Five views characteristics highlighting importance accessibility, teacher training, participant safety. Conclusions Brief MBIs may increase access yet there need for adequate governance transparency regarding strengths limitations. Clarity evidence mechanisms along scientific literacy will support fidelity-consistent modifications.