The inquiry process is central to the teaching of Mindfulness-based Stress Reduction (MBSR), Mindfulness-based Cognitive Therapy (MBCT) and adapted Mindfulness based approaches. Unlike other elements of mindfulness teaching, inquiry can't be rehearsed and at times theories and various 'shoulds' can get in the way of what can be a fluid, fruitful and enjoyable process of discovery. This two-day training will provide an opportunity to further develop understanding, skill and confidence in the inquiry process.

The training is mainly experiential and will focus on bringing inquiry back to it's essence, supporting teachers to listen in, relax with and enjoy the inquiry process. As part of this we will explore the intentions of inquiry from both inside and outside of the process, and discover the beauty of inquiry as a support to bringing wonder into our lives. There will be plenty of opportunity to practice inquiry in small groups with fellow mindfulness teachers under the guidance of the training team.

This training is an element of the formal Mindfulness Training Pathway delivered in association with Bangor University and the certificate of attendance can be included in your Training Pathway Portfolio. This course can also be taken as a stand-alone training event as part of your own Continuing Professional and Personal Development. If you register on the training pathway after having completed this training, the certificate can be included retrospectively.

Detailed Description

The course is open both to experienced mindfulness-based teachers as an opportunity to refresh their personal and teaching practice, and newer teachers who are in the earlier stages of developing teaching skills.

1.    Deepen understanding of the inquiry process
a.    Explore inquiry as a central and distinctive element of mindfulness-based teaching.
b.    Clarify its role in MBSR, MBCT, and adapted approaches.

2.    Develop confidence and skill in facilitating inquiry
a.    Strengthen the capacity to hold inquiry as a fluid, responsive, and non-rehearsed process.
b.    Build confidence in navigating inquiry without reliance on rigid theories or prescriptive “shoulds.”

3.    Return inquiry to its essence
a.    Emphasise presence, curiosity, and openness in the moment.
b.    Encourage teachers to listen deeply, relax, and engage with inquiry as an enjoyable and creative process.

4.    Explore the intentions and functions of inquiry
a.    Investigate the purpose of inquiry both from within the participant’s experience and from the teacher’s perspective.
b.    Understand inquiry as a way of fostering discovery, insight, and wonder.

5.    Engage in experiential practice
a.    Participate in small group exercises to practice inquiry in a supported environment.
b.    Receive guidance and feedback from experienced trainers.

6.    Support professional development
a.    Integrate the training into the formal Mindfulness Training Pathway in association with Bangor University.
b.    Gain a certificate of attendance for inclusion in the Training Pathway Portfolio or for Continuing Professional and Personal Development (CPPD).