Group and Common Factors in Mindfulness-Based Programmes: a Selective Review and Implications for Teachers

Change factors common across psychosocial interventions, including those relating to group treatments, are often not addressed within research into mindfulness-based programmes (MBPs). Here, we present how consideration of these can be beneficial for both mindfulness teachers and researchers. This article is a selective review relevant small treatment practitioner literature. encompasses emergent imposed structure, formal change theory, foundational social processes process, as well teacher client effects. Extant qualitative quantitative key literature MBPs included, implications from the wider framework factors, MBP itself, outlined. Participant expectations preferences may play role in supporting good outcomes course continuation MBPs, but more needed. Participants practitioners describe importance crucible, experience humanity connection, composition impact this. Group size under-researched it unclear what influence this have on effectiveness. Surprisingly, thus far has found reliable link between participant outcome competence, though embodiment considered by practitioners, trainers participants. Future should focus expectations, alliance, context finding innovative ways further understand competence.