Barriers to Engagement in Compassionate Mind Training as Continued Professional Development

Abstract Objectives Compassionate mind training (CMT) is a burgeoning non-clinical well-being intervention, demonstrating moderate-to-large effects on health and well-being. However, less well researched are the barriers to engaging in CMT. This is important when considering the opt-in nature of continued professional development (CPD) and sustained engagement or otherwise. Method Four focus groups were conducted with 20 (3 male) consenting participants, recruited from school staff of four schools who had undertaken the six-module CMT as part of their school’s mandatory CPD provision. Reflexive thematic analysis was used to analyse the focus group data, informed by the research question: “What are the barriers to accepting and engaging in CMT as continuous professional development?”. Results Four themes were identified. Beliefs and preconceptions about compassion and CPD; diversity of perspectives about science, evolution and practical programme content; evaluation of programme requirements, demands, and benefits; and emotional challenges and boundaries. Participants came with preconceptions about CPD and mindfulness/compassion, which influenced attitudes towards initial engagement. A key barrier here was the juxtaposition between compassion toward others and permission for self-compassion. Sustained engagement related to perceived costs and benefits of the programme in terms of time, learning, application, and emotional experience or vulnerability. A positive finding was the realisation that small behavioural changes can result in substantial benefits. Conclusions Findings can be used to tailor CMT interventions to ensure greater opt-in and sustained engagement. This is important in circumventing a “Matthew effect” in education — that those who could benefit most from compassion and/or mindfulness well-being CPDs are least likely to enroll. Preregistration This study was not preregistered.