This concise, rich, readable and balanced text is an important addition to the literature on mindfulness-based approaches. Rebecca Crane's depth and breadth of experience of the field is apparent. In this slim volume, she clearly communicates a huge amount of information, whilst exemplifying the qualities of a skilful mindfulness teacher. She shares something of the story of her own development as a practitioner and teacher, and her ongoing journey alongside those she works with and teaches. She conveys a sense of interconnectedness, humbly placing her work in the context of that which has influenced it. The whole text is imbued with those qualities of commitment, open-minded curiosity and non-judgement called for in mindfulness practice and inquiry.

In the introduction, the author emphasizes the limitations of the endeavour of describing mindfulness in words, and the need for direct experience and non-conceptual knowledge. Having set out her remit, she fulfils it extremely well, making judicious use of well-chosen quotes, case examples, references and directions to further resources.

The first half of the book describes the theoretical basis of mindfulness-based cognitive therapy and places it in context, drawing together its roots in Buddhist thinking and cognitive theory. It also provides a brief overview of the relevant evidence base. The second half, like the processes of mindfulness practice and inquiry themselves, moves between specific and broader foci, describing in detail what happens in MBCT, and articulating and exemplifying the spirit of the programme.

This book provides a very clear description of what MBCT is and is not. It assumes no prior knowledge, and so would be an excellent introduction for practitioners completely new to the field and looking for an overview of its essence and what it involves. Similarly, it would be a valuable resource for service managers and commissioners seeking an understanding of MBCT. It is also a book that would repay reflective re-reading by practitioners as their experience of mindfulness grows.

It is part of the Distinctive Features series, edited by Windy Dryden, and the author makes good use of the structure this imposes, of 15 very short chapters on distinctive theoretical features and 15 on distinctive practical features. Each chapter can be read alone, making the book an excellent reference resource. It could be used to support reflection on particular aspects of the theory, or specific practices used in MBCT, by practitioners at all stages of their development.

This is a book of great value, as a reference work and a text to be read straight through, for beginning and more advanced practitioners in MBCT and others seeking an understanding of the area, and it comes highly recommended.