Development and Validation of the Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI:TAC)

被引：164

作者：

Crane, Rebecca S. ^{[1
]}

Eames, Catrin ^{[2
]}

Kuyken, Willem ^{[3
]}

Hastings, Richard P. ^{[1
]}

Williams, J. Mark G. ^{[4
]}

Bartley, Trish ^{[1
]}

Evans, Alison ^{[3
]}

Silverton, Sara ^{[1
]}

Soulsby, Judith G. ^{[1
]}

Surawy, Christina ^{[4
]}

机构：

[1] Bangor Univ, Bangor LA57 1UT, Gwynedd, Wales

[2] Univ Liverpool, Liverpool L69 3BX, Merseyside, England

[3] Univ Exeter, Exeter, Devon, England

[4] Univ Oxford, Warneford Hosp, Oxford, England

来源：

ASSESSMENT | 2013年 / 20卷 / 06期

基金：

英国惠康基金;

关键词：

mindfulness-based interventions; competence; adherence; intervention integrity; assessment; reliability; validity; COGNITIVE THERAPY; COMPETENCE; PROTOCOL; ADHERENCE; RELIABILITY; DEPRESSION; SCALE;

D O I：

10.1177/1073191113490790

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

Background. The assessment of intervention integrity is essential in psychotherapeutic intervention outcome research and psychotherapist training. There has been little attention given to it in mindfulness-based interventions research, training programs, and practice. Aims. To address this, the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) was developed. This article describes the MBI:TAC and its development and presents initial data on reliability and validity. Method. Sixteen assessors from three centers evaluated teaching integrity of 43 teachers using the MBI:TAC. Results. Internal consistency ( = .94) and interrater reliability (overall intraclass correlation coefficient = .81; range = .60-.81) were high. Face and content validity were established through the MBI:TAC development process. Data on construct validity were acceptable. Conclusions. Initial data indicate that the MBI:TAC is a reliable and valid tool. It can be used in Mindfulness-Based Stress Reduction/Mindfulness-Based Cognitive Therapy outcome evaluation research, training and pragmatic practice settings, and in research to assess the impact of teaching integrity on participant outcome.

引用

页码：681 / 688

页数：8

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