Our Guiding Principles

The Guiding Principles have been developed to promote good practice in teaching mindfulness.  The Network is not a training or accrediting body and the Guiding Principles are not mandatory but are intended to advise members.

The members of the Hong Kong Mindfulness Teachers’ Network provide mindfulness-based instruction to a wide variety of populations including children, adolescents and adults, in varied settings including schools, corporations, workplaces and public venues.

Mindfulness-based instruction is available as group courses and one-on-one instruction with individuals.

Some members offer Mindfulness-based instruction for which they have undergone specific Teacher Training and Accreditation. Network members are encouraged to list their Teaching Credentials on their page under the Teachers List and on any promotional materials. The public and interested parties are advised to check and make their own evaluation of a members credentials. We provide links to some of the programs for Teacher Training and Accreditation here:

Our primary purpose in teaching mindfulness is to bring more wisdom and compassion into our own lives and into the lives of those we teach.

A teacher of mindfulness-based instruction should have the following:

Training or background required in addition to mindfulness-based teacher training
  1. A professional qualification in mental or physical health care, education, training, teaching, coaching or social care recognized by the organization or context within which the teaching will take place.
  2. Knowledge and experience of the populations that the mindfulness-based instruction will be delivered to, including experience of teaching, coaching, counseling, therapeutic or other care provision with groups and/or individuals.
Mindfulness-based Teacher Training
  1. Familiarity through personal participation with the mindfulness-based instruction curriculum that they teach, with particular in-depth personal experience of all the core meditation practices of this mindfulness-based programme.
  2. Completion of an in-depth, rigorous mindfulness-based teacher training programme or supervised pathway.

Members are encouraged to list their teaching credentials on their page under the Teachers List and on any promotional materials. Details should be verifiable by the public.

On-going Good Practice Requirements
  1. Commitment to a personal mindfulness practice through:
    • daily formal and informal practice
    • participation in annual residential teacher-led mindfulness meditation retreats
  2. Engagement in activities which continue to develop mindfulness-based teaching practice:
    • ongoing contacts with other mindfulness practitioners and teachers to share experiences and learn collaboratively
    • regular supervision with an experienced mindfulness-based teacher including:
      1. opportunity to reflect on/inquire into personal processes in relation to personal mindfulness practice and mindfulness-based teaching practice
      2. receiving periodic feedback on teaching through video recordings, supervisor sitting in on teaching sessions or co-teaching with reciprocal feedback.
      3. a commitment to ongoing development as a teacher through further training, keeping up to date with the evidence base, recording and reflecting on teaching sessions, participation in webs forums etc.
      4. adherence to the ethical framework appropriate to the teachers’ professional background and working context.
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