General Principles

The Ukrainian Mindfulness Teachers Association recognizes ethics and professional standards as the foundation of responsible mindfulness teaching.

 

This document outlines the ethical principles and core professional guidelines expected of Association members in their teaching practice, relationships with students, colleagues, and society at large.

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The purpose of these standards is to:

• protect participants of mindfulness practices;

• support the quality and integrity of teaching;

• foster a culture of responsibility, transparency, and trust;

• support the professional maturity of mindfulness teachers.

 

1. Personal Practice and Embodiment

A mindfulness teacher does not merely teach the practice, but embodies it in their own life.

Members of the Association:

• maintain a regular personal mindfulness practice;

• recognize lived experience as the primary foundation of teaching;

• remain aware of how their personal state, behavior, and unconscious processes may influence students;

• take responsibility for ongoing self-observation and self-reflection.

 

2. Professional Competence and Boundaries

Mindfulness teachers clearly understand the limits of their professional role.

Members of the Association:

• teach mindfulness within the scope of their education, training, and experience;

• do not provide psychotherapy, psychological counseling, coaching, or other helping interventions without appropriate professional qualifications;

• communicate honestly about the nature, potential benefits, and limitations of mindfulness practice;

• refer participants to appropriately qualified professionals when necessary.

 

3. Responsibility Toward Students

Mindfulness teachers are responsible for the safety and well-being of participants.

Members of the Association:

• create a safe, respectful, and supportive learning environment;

• respect the autonomy, dignity, and boundaries of each participant;

• refrain from manipulation, exploitation of trust, or misuse of authority;

• do not use the teacher–student relationship for personal, emotional, financial, or other forms of gain;

• remain attentive to potentially vulnerable or challenging experiences that may arise during practice.

 

4. Ethical Relationships and Boundaries

Professional relationships in mindfulness teaching are grounded in clarity, respect, and responsibility.

Members of the Association:

• maintain clear professional boundaries with students;

• avoid dual or conflicting roles that could compromise the well-being of participants;

• ensure transparency in financial, organizational, and communicative matters;

• respect confidentiality and the privacy of students.

 

5. Ethics of Teaching and Communication

Mindfulness teaching requires clear, responsible, and honest communication.

Members of the Association:

• use clear, accessible, and non-directive language;

• avoid exaggerated claims or unrealistic promises regarding the effects of mindfulness;

• refrain from esoteric, pseudoscientific, or manipulative narratives;

• represent their qualifications, training, and Association membership accurately and transparently.

 

6. Professional Development, Support, and Supervision

Ethical mindfulness teaching requires ongoing professional development.

Members of the Association:

• engage in continuous learning and professional growth;

• recognize the value of supervision, mentoring, and peer support;

• remain open to feedback and willing to reflect on and refine their teaching practice;

• seek professional support when facing complex or challenging teaching situations.

 

7. Professional Community and Collegial Conduct

The Association supports a culture of respect and collaboration among mindfulness teachers.

Members of the Association:

• respect diverse schools, approaches, and teaching styles within mindfulness;

• refrain from discrediting colleagues or fostering a “cult of personality”;

• support the development of mindfulness as a shared professional field rather than a personal brand;

• act from a stance of cooperation rather than competition.

 

8. Responsibility Toward Society

Mindfulness teaching has a broader social dimension.

Members of the Association:

• remain aware of the social and cultural context of their work;

• support the responsible and ethical dissemination of mindfulness in society;

• avoid forms of commercialization that undermine the integrity of the practice;

• act with sensitivity to the cultural, psychological, and social realities of Ukraine.

 

Concluding Statement

These ethical principles and professional standards constitute a living framework guiding the work of the Association.
They may evolve in response to practice, dialogue, and the collective experience of the community.

Adherence to these standards is a condition of membership in the Association and a shared responsibility of all its members.