The research and development of Mindfulness-Based Interventions (MBIs) has been on a steady and burgeoning path, especially in the past 15 years, with no signs of slowing down. Although Mindfulness-Based Stress Reduction and Mindfulness-Based Cognitive Therapy are the two best known and studied MBIs, many others have been developed for specific challenges and/or clientele by adapting these programs, and/or by developing new MBIs. Mindfulness is a complex construct and philosophy, which can make it challenging to define, facilitate, and study. Moreover, MBI research is incredibly diverse as are MBIs and target populations of this research. This being said, almost all MBIs are delivered in group format. This Special Issue of Social Work with Groups draws attention to social group-work processes in the delivery and study of MBIs. This is an area, which to date, has not received fullsome consideration by researchers studying MBIs.
As a researcher and social group worker who has been involved in developing and studying an arts-based mindfulness program for many years, I have often wondered about the lack of consideration that group-work processes are given in the research literature. Some of the questions addressed by the articles in this Special Issue include “How are social group work processes discussed by researchers studying the benefits of MBIs? How does the group work process facilitate the development of mindfulness and support student learning? How can educators engage groups in a classroom setting to promote skill development in social work students? What are the benefits of group participation for participants in MBIs?”
My hope for this Special Issue is that it helps readers consider, think more deeply about, and validate the contributions being made by group workers in the study and delivery of MBIs. Overall, I believe that we need to better understand how group work is part of the delivery and mechanism of change that we see when people participate in an MBI group program. As discussed by the authors in this Special Issue, group work processes can provide an effective supportive context within which participants can help one another learn new skills and deal with challenges. Sometimes, participants report that the group work and connecting with peers is one of their favorite aspects of an MBI. Conversely, perhaps ineffective group work and processes can interfere with learning and gaining benefits from an MBI or even turn people away from understanding the life-long benefits that a mindfulness practice can offer. Practitioners, researchers, and educators with experiences in social group work have important perspectives to contribute in this field of practice and study. I am pleased to note that the authors who have contributed to addressing these issues herein are based around the world including Canada, Lithuania, New Zealand, and the United States of America. Certainly, the interests in MBIs and in group work are worldwide.