Publications

Journals

Thomas, J., AlJuraib,N., Ashour, L., Karunavira (2024) The mindfulness-based digital wellbeing retreat: An interpretative phenomenological analysis, Computers in Human Behavior Reports,
Evans, A., Griffith, G. M., & Smithson, J. (2024). What do supervisors’ and supervisees’ think about mindfulness-based supervision? A grounded theory study. Mindfulness.
Fontana, V. E., Griffith, G., & Crane, R. S. (2024). “I’m not sure I can see myself in this world”: Experience of mindfulness teacher training among trainees from diverse backgrounds. Mindfulness. https://doi.org/10.1007/s12671-024-02370-1

Floyd, E., Shelley, A., Crane, R., Brewer, J., Moran, P., Richler, R., Hartogensis, W., Kuyken, W. & Hecht, F. M., (2023) The Reliability of Rating via Audio- Recording Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC), Global Advances in Health and Medicine. 12, 1-10
Crane, R.S., Callen-Davies, R., Francis, A., Francis, D., Gibbs, P., Mulligan, B., O’Neill. B., Pierce Williams, N.K., Waupoose, M., Vallejo, Z. (2023) Mindfulness-Based Stress Reduction for our time: A curriculum that is up to the task, Global Advances in Health and Medicine, doi.org/10.1177/27536130231162604
Callen-Davies, R.J., Bristow, J., Gazder, T., Griffith, G.M., Noorani, Y., Crane, R.S. (2023) Mindfulness-based programmes and ‘bigger than self’ issues: protocol for a scoping review. BMJ Open, doi:10.1136/ bmjopen-2022-067819
Strauss, C., Bibby-Jones, A., Jones, F., Byford, S., Heslin, M., Parry, G., Barkham, M., Lea, L., Crane, R., de Visser, R., Arbon, A., Rosten, C., Cavanagh, K. (2023) Clinical Effectiveness and Cost-Effectiveness of Supported Mindfulness-Based Cognitive Therapy Self-help Compared With Supported Cognitive Behavioral Therapy Self-help for Adults Experiencing Depression: The Low-Intensity Guided Help Through Mindfulness (LIGHTMind) Randomized Clinical Trial. JAMA Psychiatry. doi:10.1001/jamapsychiatry.2023.0222
Griffith, G. M., Saville, C. W. N., Halstead, E. J., & Hastings, R. P. (2023). Mindfulness as a potential moderator between child behavior problems and maternal well-being. American Journal on Intellectual and Developmental Disabilities, 128(6), 411–424. .
Owen, K. L., Griffith, G. M., Gillard, D., & Grindle, C. (2023). “Children will leave school with these life skills, which I think is amazing”: an interview study exploring teachers’ experiences of implementing a health and wellbeing. Pastoral Care in Education, 1-21.
Rivera, C. E., Kaunhoven, R. J., & Griffith, G. M. (2023). How an interest in mindfulness influences linguistic markers in online microblogging discourse. Mindfulness, 14(4), 818–829.

Floyd, E., Shelley, A., Crane, R., Brewer, J., Moran, P., Richler, R., Hartogensis, W., Kuyken, W., Hecht, F. (2022) The Reliability of Rating via Audio- Recording Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) Global advances in Health and Medicine
Crane, R.S. (2022) John Teasdale: What Happens in Mindfulness: Inner Awakening and Embodied Cognition. Guilford, New York, 2022, 268 pp Mindfulness
Williams, J.M.G., Baer, R., Batchelor, M., Crane, R.S., Cullen, C., De Wilde, K., Fennell, M., Kantor, L., Kirby, J., Ma, H., Medlicott, E., Gerber, B., Johnson, M., Ong, E.L., Peacock, J., Penman, D., Phee, A., Radleym L., Watkin, M., (2022) What next after MBSR / MBCT? An open trial of an eight-week follow-on program exploring mindfulness of feeling-tone (vedanā). Mindfulness, doi.org/10.1007/s12671-022-01929-0
Loucks, E., Crane, R., Sanghvi, M., Montero-Marín, J., Proulx, J., Brewer, J., Kuyken, W. (2022) Mindfulness-Based Programs: Why, When, and How to Adapt? Global advances in Health and Medicine,
Bartley, T., & Griffith, G.M. (2022). Teaching mindfulness-based groups: The inside out model. Pavilion.
Griffith, G. M., & Hastings, R. P. (2022). Bangor mindful parenting scale (BMPS). In O.N Medvedev., C. Krageloh., R. J. Siegert., & N. Singh (Eds.), Handbook of Assessment in Mindfulness Research (pp. 1–9). Springer.

Niemi, M. Crane, R.S., Sinselmeijer, J., Andermo, S. (2021) The Implementation of Mindfulness-Based Programs in the Swedish Healthcare System – A Survey Study of Service Providers, Global advances in Health and Medicine DOI:10.1177/21649561211049154
Andermo, S., Crane, R.S., Niemi, M. (2021) The implementation of Mindfulness Based Programs in the Swedish healthcare system – a qualitative study. Global advances in Health and Medicine,
Griffith, G.M., & Crane, R.S. (2021). Introducing the Mindfulness-Based Interventions: Teaching and Learning companion (The TLC). Global Advances in Health and Medicine.
Griffith GM, Crane RS, Fernandez E, Giommi F, Herbette G, Koerbel L. (2021) Implementing the mindfulness-based interventions: teaching assessment criteria (MBI:TAC) in mindfulness teacher training programs. Global Advances in Health and Medicine,
Maroney, M., Luthi, A., Hanney, J., Mantell, A., Johnson, D., Barclay, N., Satterfield, J. & Crane, R., (2021) Audit of a Mindfulness-Based Cognitive Therapy Course Within a Prison, Journal of Correctional Health Care. 27, 3, 196-204 DOI:
Sally A. Harris, S.A., Harris, P.R., Lenton, J., Warde, C., Gold, E., Gane, T., Seddon, P., (2021) “Nurturing Parents”–Mindfulness-Based Parent Well-Being Group in Pediatric Cystic Fibrosis, Clinical Practice in Pediatric Psychology, 9, 2, 123–134
, A.,, G.M., , R.S., Sansom, S. (2021) Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision (2021),Global advances in Health and Medicine,
Bowden, A., Norton, K., & Griffith, G. M. (2021). Do Trainee Mindfulness Teachers Practice What They Teach? Motivation, Challenges, and Learning Gaps. Mindfulness, 12 (7), 970-982. IF: 3.801
Crane, R. S., Karunavira, & Griffith, G. M. (Eds.). (2021). Essential resources for mindfulness teachers. Routledge.
Dix, D., Norton, K., & Griffith, G. M. (2021). Leaders on a mindfulness-based program: Experience, impact, and effect on leadership role. Human Arenas, 5 (4), 783-801. .
Evans, A., Griffith, G. M., Crane, R. S., & Sansom, S. A. (2021). Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision. Global Advances in Health and Medicine, 10, 2164956121989949.
Griffith, G.M., Crane, R.S., Karunavira., & Koerbel. (2021). The mindfulness-based interventions teaching and learning companion (MBI:TLC), In R.S Crane., Karunavira., & Griffith, G.M (Eds.), Essential Resources for Mindfulness Teachers. Routledge.
Griffith, G.M., & Karunavira. (2021). Science and theory, In R.S Crane., Karunavira., & Griffith, G.M (Eds.),Essential Resources for Mindfulness Teachers. Routledge.
Griffith, G.M., & Crane, R.S. (2021). Introducing the Mindfulness-Based Interventions: Teaching and Learning companion (The TLC). Global Advances in Health and Medicine.https://journals.sagepub.com/doi/full/10.1177/21649561211056883
Hutchinson, J. K., Jones, F., & Griffith, G. M. (2021). Group and common factors in mindfulness-based programmes: A selective review and implications for teachers. Mindfulness, 12, (7), 1582-1596.

Alsubaie, M., Dickens, C., Dunn, B.D., Gibson, A., Ukoumunne, O.C., Evans, A., Vicary, R., Gandhi, M., Kuyken, W. (2020) Feasibility and Acceptability of Mindfulness-based Cognitive Therapy Compared with Mindfulness-based Stress Reduction and Treatment as Usual in People with Depression and Cardiovascular Disorders: a Three-Arm Randomised Controlled Trial Mindfulness,11, 30–50, DOI: 10.1007/s12671-018-0999-8
Crane, R.S., Koerbel, L., Sansom, S., Yiangou, A. (2020) Assessing Mindfulness-Based Teaching Competence: Good Practice Guidance, Global advances in Health and Medicine,
Crane, R.S., Hecht, F.M., Brewer, J., Griffith, G.M., Hartogensis, W., Koerbel, L., Moran, P., Sansom, S., Yiangou, A., Kuyken, W., (2020) Can We Agree What Skilled Mindfulness-Based Teaching Looks Like? Lessons From Studying the MBI:TAC, Global Advances in Health and Medicine, 0: 1–11,
Roberts, J.L., Williams, J., Griffith, G.M., Jones, R.S.P., Hastings, R.P., Crane, R.S., Bryning, L., Hoare, Z., Edwards, R.T. (2020) Soles of the Feet Meditation Intervention for People with Intellectual Disability and Problems with Anger and Aggression – a Feasibility Study, Mindfulness,
Strauss, C., Arbon, A., Barkham, M., Byford, S., Crane, R., de Visser, R., Heslin, M., Jones, A., Jones, F., Lea, L., Parry, G., Rosten, C., Cavanagh, K.(2020) Low-Intensity Guided Help Through Mindfulness (LIGHTMIND): study protocol for a randomised controlled trial comparing supported mindfulness-based cognitive therapy self-help to supported cognitive behavioural therapy self-help for adults experiencing depression. Trials 21, 374
Crane, R. S., Hecht, F. M., Brewer, J., Griffith, G.M., Hartogensis, W., Koerbel, L., Moran, P., Sansom, S., Yiangou, A., & Kuyken, W. (2020). Can We Agree What Skilled Mindfulness-Based Teaching Looks Like? Lessons From Studying the MBI: TAC. Global Advances In Health and Medicine, 9, 1-13.
*Norton, K. R., & Griffith, G. M. (2020). The Impact of Delivering Mindfulness-Based Programmes in Schools: A Qualitative Study. Journal of Child and Family Studies, 29(9), 2623–2636. .
*O’Dowd, B., & Griffith, G. M. (2020). “I Need to Start Listening to What my Body Is Telling Me.”: Does Mindfulness-Based Cognitive Therapy Help People with Chronic Fatigue Syndrome? Human Arenas. 1-20
Roberts, J. L., Williams, J., Griffith, G. M., Jones, R. S. P., Hastings, R. P., Crane, R., Bryning, L., Hoare, Z., & Edwards, R. T. (2020). Soles of the Feet Meditation Intervention for People with Intellectual Disability and Problems with Anger and Aggression—a Feasibility Study. Mindfulness, 11(10), 2371–2385.

Crane, R.S., Kuyken, W. (2019) The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC): reflections on implementation and development, Current Opinion in Psychology, 28:6–10,
Crane, R.S. (2019) Intervention Integrity in Mindfulness-Based Research: strengthening a key aspect of methodological rigor, Current Opinion in Psychology, 28:1–5,
Rycroft-Malone J, Gradinger F, Owen Griffiths H, Anderson, R., Crane, R.S., Gibson, A., Mercer, S.W., Kuyken, W. (2019) ‘Mind the gaps’: the accessibility and implementation of an effective depression relapse prevention programme in UK NHS services: learning from mindfulness-based cognitive therapy through a mixed methods study. BMJ Open, doi:10.1136/ bmjopen-2018-026244
Griffith, G.M., Hastings, R.P., Williams, J., Jones, R.S.P., Roberts, J., Crane, R.S., Snowden, H, Bryning, L., Hoare, Z., & Edwards, R.T. (2019). Mixed experiences of a mindfulness-informed intervention: Voices from people with intellectual disabilities, their supporters, and therapists. Mindfulness, Online First, doi.org/10.1007/s12671-019-01148-0 (IF3.69)
Michalak, J., Crane, C., Germer, C.K., Gold, E., Heidenreich, T., Mander, J., Meibert, P., Segal, Z.J., (2019) Principles for a responsible integration of mindfulness in individual therapy, Mindfulness, 10: 799.
Griffith, G. M., Bartley, T., & Crane, R. S. (2019). The Inside Out Group Model: Teaching Groups in Mindfulness-Based Programs. Mindfulness, 1-13.
Griffith, G. M., Bartley, T., & Crane, R. S. (2019). The Inside Out Group Model: Teaching Groups in Mindfulness-Based Programs. Mindfulness, 10, 1315-1327. .
Griffith, G.M., Hastings, R.P., Williams, J., Jones, R.S.P., Roberts, J., Crane, R.S., Snowden, H, Bryning, L., Hoare, Z., & Edwards, R.T. (2019). Mixed experiences of a mindfulness-informed intervention: Voices from people with intellectual disabilities, their supporters, and therapists. Mindfulness,

Clapton, N. E., Williams, J., Griffith, G. M., & Jones, R. S. (2018). ‘Finding the person you really are… on the inside’ Compassion focused therapy for adults with intellectual disabilities. Journal of Intellectual Disabilities, 22, 135-153.
Crane, R.S., Hecht, F.M. (2018), Intervention integrity in mindfulness-based research, Mindfulness, 9 (5), 1370 – 1380,
Lloyd, A., White, R., Eames, C., Crane, R. (2018). The Utility of Home-Practice in Mindfulness-Based Group Interventions: A Systematic Review. Mindfulness, DOI 10.1007/s12671-017-0813-z
Crane, R.S., Hecht, F.M., Intervention Integrity in mindfulness-Based Research, Springer, doi: 10.1007/s12671-018-0886-3
Clapton, N. E., Williams, J., Griffith, G. M., & Jones, R. S. (2018). ‘Finding the person you really are… on the inside’ Compassion focused therapy for adults with intellectual disabilities. Journal of Intellectual Disabilities, 22, 135-153.

Crane, R.S., Implementing Mindfulness in the Mainstream: Making the Path by Walking It, Mindfulness, doi:10.1007/s12671-016-0632-7
Crane, R.S., Brewer, J., Feldman, C., Kabat-Zinn, J., Santorelli, S., Williams, J.M.G. and Kuyken, W. (2017) What defines mindfulness-based programs? The warp and the weft, Psychological Medicine, pp. 1–10. doi: 10.1017/S0033291716003317. (IF6.15)
Huijbers, M.J., Crane, R.S., Kuyken, W., Heijke, L., van den Hout, I., Donders, R.T., Speckens. A.E.M., (2017) Teacher Competence in Mindfulness-Based Cognitive Therapy for Depression and its Relation to Treatment Outcome. Mindfulness (IF3.69) download
Jones, L., Gold, E., Totsika, V., Hastings, R. P., Jones, M., Griffiths, A., & Silverton, S. (2017). A mindfulness parent well-being course: Evaluation of outcomes for parents of children with autism and related disabilities recruited through special schools. European Journal of Special Needs Education, 1-15.
Ruijgrok-Lupton, P.E., Crane, R.S., Dorjee, D., (2017) Impact of Mindfulness-Based Teacher Training on MBSR Participant Well-Being Outcomes and Course Satisfaction download
Rycroft-Malone J, Gradinger F, Griffiths HO, Crane R, Gibson A, Mercer S, Kuyken, W (2017) Accessibility and implementation in the UK NHS services of an effective depression relapse prevention programme: learning from mindfulness-based cognitive therapy through a mixed-methods study. Health Serv Deliv Res 2017;5 (14)

Griffith, G.M., Jones, R., Hastings, R.P., Crane, R.S., Roberts, J., Williams, J., Bryning, L., Hoare, Z., Edwards, R.T. (2016) A Feasibility Study Using Mindfulness for Anger and Aggressive Behaviour with people with Learning (Intellectual) Disabilities (UMAA-LD): study protocol. Pilot and Feasibility Studies
Griffith, G. M., Jones, R., Hastings, R. P., Crane, R. S., Roberts, J., Williams, J., Bryning, L., Hoare, Z., & Edwards, R. T. (2016). Can a mindfulness-informed intervention reduce aggressive Behaviour in people with Intellectual Disabilities? Protocol for a feasibility study. Pilot and Feasibility Studies.
Mann, J., Kuyken, W., O’Mahen, H., Ukoumunne, O., Evans, A., & Ford. T. (2016). Manual Development and Pilot Randomised Controlled Trial of Mindfulness-Based Cognitive Therapy Versus Usual Care for Parents with a History of Depression. Mindfulness 7(5), 1024–1033. DOI 10.1007/s12671-016-0543-7

Bennett, K., & Dorjee, D. (2015). The Impact of a Mindfulness-Based Stress Reduction Course (MBSR) on Well-Being and Academic Attainment of Sixth-form Students. Mindfulness, 1-10.
Barnhofer,T.,Crane,C.,Brennan,K., Duggan, D.S., Crane, R,S., Eames, C., Radford, S., Silverton, S., Fennell, M.J., Williams,J.M.G, (2015). Mindfulness based cognitive therapy(MBCT) reduces the association between depressive symptoms and suicidal cognitions in patients with a history of suicidal depression. Journal of Consulting and Clinical Psychology. 83, 6: 1013–1020
Crane, R., Stanley, S., Rooney, M., Bartley, T., Cooper, L. & Mardula, J. Disciplined Improvisation: Characteristics of Inquiry in Mindfulness-Based Teaching. Mindfulness 6:1104–1114 download
Dorjee, D., Lally, N., Darrall-Rew, J., Thierry, G. (2015). Dispositional mindfulness and semantic integration of emotional words: Evidence from event-related brain potentials. Neuroscience Research. download
Eames, C., Crane, R.S., Gold, E. & Pratt, S. (2015). Mindfulness-based wellbeing for socio-economically disadvantaged parents: a pre-post pilot study. Journal of Children’s Services, 10 (1), pp. 17-28. DOI: 10.1108/JCS-09-2014-0040. download
Kuyken, W., Hayes, R., Barrett, B., Byng, R., Dalgleish, T., Kessler, D., Lewis, G., Watkins, E., Brejcha, C., Cardy, J., et al (2015). Effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse or recurrence (PREVENT): a randomised controlled trial. Lancet, 386(9988), 63-73.
Sanger, K. & Dorjee, D. (2015). Mindfulness training for adolescents: Mindfulness training with adolescents enhances metacognition and the inhibition of irrelevant stimuli: Evidence from event-related brain potentials
Sanger, K. L., & Dorjee, D. (2015). Mindfulness training for adolescents: A neurodevelopmental perspective on investigating modifications in attention and emotion regulation using event-related brain potentials. Cognitive, Affective, & Behavioral Neuroscience, 1-16.

Crane, C., Crane, R. S., Eames, C., Fennell, M. J., Silverton, S., Williams, J. M. G., & Barnhofer, T. (2014). The effects of amount of home meditation practice in mindfulness based cognitive therapy on hazard of relapse to depression in the staying well after depression trial. Behaviour Research and Therapy. 63: 17-24
Crane, R. Some Reflections on Being Good, on not Being Good and on Just Being. Mindfulness, 6:1226–1231
Evans, A., Crane, R., Cooper, L., Mardula, J., Wilks, J., Surawy, C., Kenny, M., & Kuyken, W. (2014) A Framework for Supervision for Mindfulness-Based Teachers: a Space for Embodied Mutual Inquiry. Mindfulness, 6:572–581 download
Ietsugu, T., Crane, C., Hackman, A., Brennan, K., Gross, M., Crane, R.S., Silverton, S., Radford, S., Eames, C., Fennell, M.J.V., Williams, J.M.G., Barnhofer, T., (2014) Gradually Getting Better: Trajectories of Change in Rumination and Anxious Worry in Mindfulness-Based Cognitive Therapy for Prevention of Relapse to Recurrent Depression, Mindfulness. 6: 1088-1094
Radford, S., Eames, C., Brennan, K., Lambert, G., Crane, C., Williams, J.M.G., Duggan, D. S., Barnhofer, T. (2014) Trait Mindfulness as a Limiting Factor for Residual Depressive Symptoms: An Explorative Study Using Quantile Regression. Plos One, 9:7 download
Rycroft-Malone, J., Anderson, R., Crane, R.S., Gibson, A., Gradinger, F., Owen Griffiths, H., Mercer, S., & Kuyken, W. (2014) Accessibility and implementation in UK services of an effective depression relapse prevention programme – mindfulness-based cognitive therapy (MBCT): ASPIRE study protocol. Implementation Science, 9:62 download
Tudor Edwards, R., Bryning, L., Crane, R.S., (2014) Design of Economic Evaluations of Mindfulness-Based Interventions: Ten Methodological Questions of Which to Be Mindful, Mindfulness. 6, 3:490-500

Crane, R.S., Eames, C., Kuyken, W., Hastings, R. P.1, Williams, J.M.G., Bartley, T., Evans, A.,Silverton, S., Soulsby, J.G., Surawy, C. (2013) Development and validation of the Mindfulness-Based Interventions – Teaching Assessment Criteria (MBI:TAC), Assessment. doi: 10.1177/1073191113490790 download
Williams, J. Mark G., Crane, C., Barnhofer, T., Brennan, K., Duggan, D.S., Fennell, M.J.V., Hackmann, Krusche, A., Muse, K., Rudolf Von Rohr, I., & Shah, D., Crane, R., Eames, C., Jones, M., Radford, S., Silverton, S., Yongzhong, Sun Elaine Weatherly-Jones, Christopher J Whitaker, Russell, D. & Russell, I.T. (2013) Mindfulness-Based Cognitive Therapy for Preventing Relapse in Recurrent Depression: A Randomized Dismantling Trial download

Crane R.S., Kuyken, W., Williams, J. M. G., Hastings, R., Cooper, L., Fennell, M.J.V. (2012), Competence in teaching mindfulness-based courses: concepts, development, and assessment, Mindfulness 3:1-76-84, DOI: 10.1007/s12671-011-0073-2 download
Crane, R. & Kuyken, W. The implementation of mindfulness-based cognitive therapy in the UK Health Service (2012). Mindfulness. DOI 10.1007/s12671-012-0121-6 (http://www.springerlink.com/content/g88040u569361865/?MUD=MP) download
Kuyken, W., Crane, R. & Dalgleish, T., (2012) Does mindfulness based cognitive therapy prevent relapse of depression? British Medical Journal 345 doi: http://dx.doi.org/10.1136/bmj.e7194 download
Radford,S.R., Crane, R.S., Eames, C., Gold, E., Owens, G.W. (2012), The feasibility and effectiveness of mindfulness-based cognitive therapy for mixed diagnosis patients in primary care: a pilot study, Mental Health in Family Medicine, 9:191-200 download
Williams, J.M.G., Barnhofer, T.,Crane, C., Duggan, D., Shah, D., Brennan, K., Krusche, A., Crane,R.S., Eames, C., Jones,M., Radford,S., Russell, I.T. (2012) Pre-Adult Onset and Patterns of Suicidality in Patients with a History of Recurrent Depression, Journal of Affective Disorders, DOI: 10.1016 download

Crane, R.S., Kuyken, W., Hastings, R., Rothwell, N., Williams, J.M.G., (2010) Training teachers to deliver mindfulness-based interventions: learning from the UK experience, Mindfulness 1:74–86. DOI 10.1007/s12671-010-0010-9 download
Dorjee, D. (2010). Kinds and dimensions of mindfulness: Why it is important to distinguish them. Mindfulness, 1(3), 152-160.
Gold, E., Smith, A., Hopper, I., Herne, D., Tansey, G., and Hulland (2010) Original paper, Mindfulness-Based Stress Reduction (MBSR) for Primary School Teachers, G. Journal of Child and Family Studies. Volume 19, Number 2, 184-189,DOI: 10.1007/s10826-009-9344-0. Click for link.
Kuyken, W., Byford, S., Byng, R., Dalgleish, T., Lewis, G., Taylor, R., Watkins, E.R, Hayes, R., Lanham, P., Kessler, D., Morant, N., & Evans, A. (2010). Study protocol for a randomized controlled trial comparing mindfulness-based cognitive therapy with maintenance anti-depressant treatment in the prevention of depressive relapse/recurrence: the PREVENT trial. BMC Trials, 11, 99. doi:10.1186/1745-6215-11-99
Kuyken, W., Watkins, E., Holden, E., White, K., Taylor, R.S., Byford, S., Evans, A., Radford, S., Teasdale, J.D., Dalgleish, T., et al (2010). How does mindfulness-based cognitive therapy work?. Behav Res Ther, 48(11), 1105-1112.
J Mark G Williams, Ian T Russell, Catherine Crane, Daphne Russell, Chris J Whitaker, Danielle S Duggan, Thorsten Barnhofer, Melanie JV Fennell, Rebecca Crane, Sarah Silverton (2010) Staying well after depression: trial design and protocol, BMC Psychiatry. 2010; 10: 23. Published online 2010 March 19. doi: 10.1186/1471-244X-10-23 download

Crane, R. & Elias D. (2006) Being with what is - mindfulness practice for counsellors and psychotherapists, Therapy Today 17(10)31

Crane (2017) Mindfulness-Based Cognitive Therapy: Distinctive Features. Second Edition, Routledge
Williams, J.M.G., Fennell, M.J.V., Barnhofer, T., Crane, R.S., Silverton, S, (2017) Mindfulness Based Cognitive Therapy for people at risk of suicide, Second edition, Guilford Press
Bartley, T. (2016) Mindfulness: A Kindly Approach to Being with Cancer. Oxford: Wiley Blackwell
Bartley, T. (2012) Mindfulness-Based Cognitive Therapy for Cancer : Gently Turning Towards. Oxford: Wiley Blackwell
Chaskalson, M. (2011) The Mindful Workplace. Wiley-Blackwell
Crane, R., (2012) Mindfulness-Based Cognitive Therapy in CBT Approaches to Counselling and Psychotherapy (ed Windy Dryden), Sage
Dorjee, D. (2013) Mind, Brain and the Path to Happiness: A Guide to Buddhist Mind Training and the Neuroscience of Meditation: Routledge
Kuyken, W., & Evans, A. (2014). Mindfulness-based Cognitive Therapy for Depression. In R. A. Baer (Ed) Mindfulness-Based Treatment Approaches: Clinician’s Guide to Evidence Base and Applications (2nd edition) (pp. 29-60). London: Elsevier.
Mardula, J. & Larkin, F. (2014) Mindfulness in Individual Therapy. In Dryden, W. & Reeves, A. (Eds). The Handbook for Individual Therapy, (sixth edition., Pp.445-468). London, SAGE
Silverton, S. (2012) The Mindfulness Breakthrough. London: Watkins Publishing

Crane, R.S., Soulsby, J.G., Kuyken, W., Williams, J.M.G., Eames, C., (2017) The Bangor, Exeter & Oxford Mindfulness-Based Interventions Teaching Assessment Criteria (MBI-TAC) for assessing the competence and adherence of mindfulness-based class-based teaching, ��VR��Ƶ (/mindfulness/CentreforMindfulnessResearchandPractice-MBITAC.php)
Implementing MBCT – a tool kit:

Crane, R.S.(2013) Competence to teach mindfulness, The Psychologist, Vol. 26, Part 2,

CMRP Masters Students’ Research

Barkell, L. (2022). What does mindfulness mean to Muslims? A qualitative study of UK Muslims perceptions of mindfulness (MSc thesis).
Berry, K. (2022). An exploration of the relationship between mindfulness and hypnosis with consideration as to how the hypnotic principles of suggestion might enrich the teaching and guiding of mindfulness meditation (MA thesis).
Laussucq, A. (2022). The Impact of Mindfulness-Based Interventions (MBI) on Pain and Quality of Life for Cancer Patients: A Systematic Review (MScthesis).
My journey from boarding school trauma to healing through Mindfulness (MSc thesis)
Mindfulness Meditation: Courage to Turn Towards Difficulty (MA thesis)
Please come back: reconnecting with the self and others - mindfulness as a path back to authentic connection and security in intimate relationships (an autoethnography) (MSc thesis)
Does Secular Mindfulness Have a Spiritual Dimension? A Qualitative Exploration of the Experiences of Those Who Teach Mainstream Mindfulness (MSc thesis)
Perceptions of mindfulness in the UK legal sector (MSc thesis)
Exploring Faith-Based Resistance and Openness to Mindfulness-Based Interventions from a Christian Perspective (MSc thesis)

Moorhead, C. (2021). Mindfulness and dissociation: A cognitive and practical framework for the development and delivery of mindfulness-based cognitive therapy for dissociative phenomena. (MA thesis)
Snuggs, N. (2021). The Mindful Zebra: An autoethnographic enquiry into the effectiveness of mindfulness-based approaches for women with chronic illness. (MSc thesis)
Perceptions of mindfulness held by Muslim women: A qualitative exploration of barriers and facilitators of inclusion into mindfulness-based programs. (MSc thesis)
Advances and push backs – An autoethnography about promoting mindfulness in Swiss teacher education. (MSc thesis)
Equality, diversity and inclusion in mindfulness-based intervention research: A systematic review. (MSc thesis)
Exploring the effect of bringing mindfulness to daily eating. (MSc thesis).
Beneath “the smile” – An evocative and analytical autoethnography: Exploring what it means to be a highly sensitive person in a not so sensitive world and the implementation of mindfulness-based approaches. (MSc thesis)

Developing the skill of sensing towards the cultivation of psychological wellbeing: Investigating how developing the skill of sensing through the practice of mindfulness-based training could be proposed as a pathway by which psychological wellbeing may be cultivated. (MA thesis)
A reflection on combining mindfulness and creativity in schools. (MA thesis)
Perspectives on mindful movement: Issues of pedagogy (MSc thesis).
Evaluating the role of mindfulness training in promoting wellbeing in doctors: A narrative review. (MA thesis).
A pilot study comparing self-compassion, narcissism and depression between two groups of meditators. (MSc thesis).
Nature based mindfulness: benefits, connectedness and pro-environmental behaviour (MA thesis).
Bridging mindfulness-based teaching and diversity: Trainee experience and perspectives: A qualitative study. (MSc thesis).
Awareness first mindfulness. (MA thesis)
Mindfulness, implicit bias and racial justice. (MA thesis).
The language of mindfulness: Studying the relationship between mindfulness and language markers associated with mindfulness, affective processes, prosocial orientation and “being” mode of mind in online microblogging discourse. (MSc thesis).
Adapting mindfulness for deaf people (MA thesis)
Evaluation of the impact of a messaging app for mindfulness courses (MSc thesis).
The mindful jockey: An autoethnographic journey through challenge, motivation and happiness (MSc thesis)
Defining and measuring mindfulness: A meta-narrative review. (MA thesis).
Wheeler, L. (2020). An autoethnography of a working class gay woman becoming a mindfulness teacher. (MSc thesis).
Mindfulness-based forgiveness: A mindfulness-forgiveness programme for religio-spiritual trauma survivors affected by guilt and shame. (MA thesis).
Pain, perception, habits of mind and beyond: An autoethnography on suffering with pain from the perspective of a mindfulness teacher. (MSc thesis).

Evans. G. (2019). The impact of 8-week mindfulness course on levels of compassion and wellbeing in mental health professionals. (MSc thesis)
Girardini, D. (2019). The formative role of retreats in my development as a mindfulness teacher: An autoethnography enquiry (MSc thesis)
Kozlowski, C. (2019) Mindfulness for Motor Skills in Older Adults (MA thesis)
Practising what you teach: What is it like to be a new teacher of MBC’s? a qualitative study (MSc thesis)
Burton, A. (2019). Beginner’s Mind? From Schoolteacher to Mindfulness Teacher. An Autoethnography (MSc thesis)
Does retreat experience contribute to the development of mindfulness teachers? (MSc thesis)
Johnson, G. (2019). Interest as a conceptual frame for enhancing the capacity for self-regulated mindfulness practice (SRMP) within mindfulness-based programmes (MA thesis)
The role of silent residential retreats in Mindfulness Teacher training. (MSc thesis)
Exploring the role that a mindfulness rhythm and sounds programme may have for well-being in the workplace (MA thesis)
Study to investigate the extent to which mindfulness home practice affects blood pressure during and 8 week MBSR course. (MSc thesis)
The role and impact of retreat experiences on the training and development of Mindfulness teachers (MSc thesis)
Tailoring the delivery of MBSR to the needs of parents of teenagers (MA thesis)

Nielsen, A. Self-compassion and treatments for anxiety disorders: A systematic review (Download here)
Addasu Rhaglen Ymwybyddiaeth Ofalgar I’r Cymraeg/Adapting a Mindfulness Programme using the Welsh Language.
Using MBI:TAC domains to assess teacher impact on MBP participants: a feasibility study.
Evaluating the use of the MBI:TAC in training programmes internationally.
A qualitative study exploring the participant experience of a leadership development programme that incorporates a mindfulness=based approach.
How does mindfulness training help people with Chronic Fatigue Syndrome?
IS there a role for the universal delivery of MBIs for the prevention of female adolescent onset anorexia Nervosa in the school setting? A narrative literature review.
MBA’s for people with cancer: effectiveness and coping mechanisms
A qualitative study exploring medical students’ experience of MBCT
Comparison of mindfulness training and acceptance and commitment therapy in the workplace: Exploring mindfulness skills and values-based action as mediators of change.
Mindfulness for dyslexic adults in the workplace: a psychological approach.
MBCT-ca: Anxious worry and emotional flexibility in people with cancer.
Mindfulness for motor skills in older adults
MBIs and the existential therapist in the oncology setting
The effect of nine months mindfulness meditation training on state and trait mindfulness, mental well-being, and perceived stress.
Practicing what they preach: an Interpretive Phenomenological analysis of psychologists’ experiences of using mindfulness clinically and personally.

Roberts, M.A. (2017). A review of the good practice guidelines for mindfulness teachers in the workplace (MSc) (download)

Ashwood, D. Mindfulness-Based Relapse Prevention (MBRP-R12) for substance Misuse: A Feasibility Study (MSc) download
Callaghan, M. Mindfulness-based emotional resilience programme for caregivers – a feasibility study. (MSc) (download)
Culver, D. The effects of mindfulness and meditation practices on levels of empathy, acceptance, and responsiveness in intimate relationships: A Qualitative study. (MSc) (download)
Hutchinson, J. Exploring experiences of primary-age children in applying a school-based mindfulness programme to their lives. (MSc) (download)
Irving, A. Mindfulness Beyond Eight Weeks – Exploring mindfulness teaching that happens after eight-week courses. / (MSc) download
Lambie, A. ‘Getting it under your skin’: experiences of monthly mindfulness practice support groups. / (MSc) download
Nolan, N. Is the explicit cultivation of compassion compatible with the modern secular construct of mindfulness: a social constructionist perspective. (MA) (download)
An Investigation into the Efficacy of Mindfulness Based Stress Reduction (MBSR) in Enriching Community Wellbeing within Regeneration Areas. (MSc)
Mindfulness and Chronic Fatigue Syndrome / Myalgic Encephalomyelitis: an investigation into the clinician use of Mindfulness-Based Interventions with people who have CFS / ME in the UK. (MSc)
Mindfulness Intervention for adolescents with Chronic Pain. (MA)
Investigating the lived experience of School Staff delivering Mindfulness in Schools. (MSc)
A Qualitative study on the implementation of Mindfulness-Based Approaches (MBAs) in Irish Secondary Schools. (MSc)
School Teachers’ Experiences of Mindfulness Teacher Training and the Implications for Implementing in School. (MSc)
The Teacher’s View: An exploration with teachers of Mindfulness-Based Intervention courses and the impacts of the environment in which they teach. (MSc)
Developing an Information Strategy and Plan. Investigating how national information can support the implementation and further research and development of mindfulness-based approaches to improve the health and wellbeing of citizens. (MA)
Mindfulness Based Menstrual Cycle. (MSc)
The Role of Mindfulness in Spinal Cord Injury. (MA)
How do student mental health nurses perceive mindfulness-based interventions in clinical practice? (MSc)
Mindfulness in Poetry / Poetry in Mindfulness An Autoethnographic Account of why Poetry Matters (to me). (MSc)
Assessing Mindfulness-Based Cognitive Therapy Groups Within a Primary Care Mental Health Service. (MA)
Attitude of a selected sample of consultant psychiatrists regarding the implementation of Mindfulness-based therapeutic intervention (MBTI) in Sri Lanka: a qualitative study. (MA)
A Qualitative Study into Perceived Readiness to Deliver a Mindfulness-Based Parenting Programme by Family Support Staff. (MSc)
What are the effects of an 8 week Mindfulness-Based Cognitive Therapy course for those learning to manage intrusive tinnitus? (MSc)

Chaskalson, M. W. (2005). Mindfulness as cognitive training; a contribution from early Buddhist thought (MA) (download)
An Interpretative Phenomenological analysis of the experience of silence in the mindfulness practice of monastics. (MSc)
The Impact of Mindfulness-based Interventions of Nurses’ Health, Well-being, levels of Stress and Quality of Life. (MSc)
Impact of Mindfulness Teacher Training on MBSR Participant Wellbeing Outcomes and course satisfaction. (MSc)
An autoethnographic study : a personal journey in becoming a mindfulness teacher. (MSc Mindfulness-Based Approaches)
A Feasibility Pilot Study of the Effects of Mindfulness Based Cognitive Therapy (MBCT) and Compassion Focused Therapy (CFT) on Symptom Change, Mindfulness, Self-Compassion and Rumination. (MSc)
How can an adapted MBCT course meet the specific vulnerabilities of women survivors of domestic violence and abuse. (MA)
A Feasibility Pilot Study of Mindfulness in Problem Substance Use Treatment with Abstinent and Non-Abstinent Users. (MSc)
The Activation of Mindfulness: What Turns it on, What Keeps it on? (MSc)
Exploring Participants’ Engagement and Participation in the Mindfulness Training Programme in the Context of the Workplace: A Qualitative Study. (MSc)
Mindfulness Inquiry Questionnaire for Teachers (MIQ-T), Development and Validation of a Questionnaire. (MSc)
Towards a Greater Understanding of the Specific Requirements for Older Adults of the MBCT Eight-week Course. (MSc)
10 Mindful Minutes a day is it Enough to make a Difference? A Feasibility Study into a low dose Mindfulness-Based Intervention (LD-MBA) and Attention. (MSc)
The Prevalence and Implementation of Mindfulness-Based Interventions in Child and Adolescent Mental Health Services Within the UK: A Pilot Survey and Analysis. (MSc)

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Publications

Journals

CMRP Masters Students’ Research

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