Introduction to Mindfulness - Dean Amory

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Domain 1: Coverage, pacing and organisation of session curriculum Five key features need to be considered when assessing this domain: (i) adherence to the form of the program and coverage of themes and curriculum content (ii) responsiveness and flexibility in adhering to session curriculum (iii)appropriateness of the themes and content (to stage of program and to the participants) (iv) level of organisation of teacher, room and materials (v) the degree to which the session flows and is appropriately paced Mindfulness-based teaching requires that time is given to exploring important issues with sensitivity and simultaneously that time is used in an intentional and focused way. Effective coverage and pacing of the session curriculum offers an opportunity to embody the possibility of balancing working responsively with the present moment whilst holding an awareness of overarching intention. Skilful teaching therefore requires a dynamic balance between staying with the core intention for the session and responding to the spontaneity of the moment. Generally, the teacher will have a session plan to work to with approximate times allotted to each part of the session curriculum. A key skill is to hold this plan flexibly and lightly, to enable appropriate responsiveness to the moment. This is particularly emphasised in teaching MBSR, where content is transferable both between and within sessions. The main requirement is that the session themes are conveyed. A teacher may appropriately decide to drop a particular planned exercise should the material be naturally arising through other aspects. 135
It is important that the teacher conveys a strong sense of intention so that it is clear to the participants that the choice of focus for the time together is carefully planned and particular. Within this it is important to honour the contributions of participants. For example, at times it can be fruitful to use seemingly unproductive digressions to build cohesion in the group or to weave them in as examples of the kinds of mind patterns highlighted by mindfulness-based teaching processes (e.g. recognising rumination in action; seeing the pressure to have rationales for what we do and to search for outcomes). 136
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Cover: meditating Shiva - Rishikesh
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“Peace comes from within. Do not
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Basic aspects: body, breath, though
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Mindful Movement 3.................
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Discussion.........................
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What is Mindfulness? Have you ever
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awareness, enhance emotional intell
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The ABC of Mindfulness A is for awa
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How Mindfulness affects mind and bo
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simplified environment, even in the
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wanders. This develops a degree of
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Making matters a bit more complicat
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Helping keep people resilient Numer
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themselves and others, and nearly 7
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fine - its just what brains do, but
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experience of transcendence. Rather
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How do these processes unfold toget
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This takes many forms. One track is
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Mindfulness and therapy Throughout
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difficult experience, and noticing
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Differences between Awareness, Cons
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umination, depression, and anxiety
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3. Awareness Awareness is inherentl
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Sources: © Mindfulnet.org | create
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other hand, though, the way to unco
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cushion you can use one designed fo
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Feel it as it comes into your body
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occurred." I like to think of it as
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Mindfulness Meditation Therapy (MMT
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Dukkha Dukkha is a state of psychol
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and often this skill alone is suffi
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sorry for ourselves and certainly i
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5. Resolution The final step of MMT
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Mindfulness in the workplace How pr
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Benefits include improvements to ph
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Practising mindfulness helps coache
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Mindfulness Based Cognitive Therapy
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Long-term skills from MBCT Particip
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Stop trying to force pleasant feeli
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Everyday-life practice & coping: Th
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Mindfulness meditation Mindfulness
Page 85 and 86: Two primary stages in this practice
Page 87: 5. Live your own truth. As a teenag
Page 90 and 91: Gradually the individual becomes tr
Page 92 and 93: counter the “mindless” state of
Page 94 and 95: Urges for substance use rarely last
Page 96 and 97: which required concentration. They
Page 98 and 99: Urge Surfing Summary Purpose To exp
Page 100 and 101: If we are guiding a client through
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Page 104 and 105: 6. Ask people you trust to give you
Page 106 and 107: This technique involves no criticis
Page 108 and 109: "You can't stop the waves, but you
Page 110 and 111: Exercise 2: Mindfulness Meditation/
Page 112 and 113: Exercise 4: Visualization This exer
Page 114 and 115: Exercise 6: Mindful Movement Exerci
Page 116 and 117: Start with feet slightly apart and
Page 118 and 119: Mindful Movements 7 Stand with hand
Page 120 and 121: Exercise 7: Deora Core Elements of
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Page 126 and 127: drawn into endless ruminations. The
Page 128 and 129: Exercise 6: Extended sitting medita
Page 130 and 131: 9. As best you can, bring a quality
Page 132 and 133: 9. Continue to scan the body, linge
Page 134 and 135: Learn from the teachers 1. Teaching
Page 138 and 139: Domain 2: Relational skills Mindful
Page 140 and 141: Formal mindfulness practices offer
Page 142 and 143: participant’s expressed experienc
Page 144 and 145: The teacher conveys this through se
Page 146 and 147: All practices need to incorporate 3
Page 148 and 149: Raisin practice Key learning (featu
Page 150 and 151: our well-being; in particular the f
Page 152 and 153: the abdominal wall as you breathe i
Page 154 and 155: Elements to consider in guiding (fe
Page 156 and 157: 3. Bring awareness to any urges you
Page 158 and 159: Thoughts and emotions - Relating to
Page 160 and 161: the present moment and the task at
Page 162 and 163: desire to change or control it. Not
Page 164 and 165: Examples of how this needs to be at
Page 166 and 167: e little explicit care given to wha
Page 168 and 169: 2. Breath guidance: Helpful guidanc
Page 170 and 171: - This domain assesses the process
Page 172 and 173: 1. Layer 1 - noticing sensations, t
Page 174 and 175: ‘progression’ through the inqui
Page 176 and 177: o Confidence in the teaching proces
Page 178 and 179: (iv)leadership style which offers s
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Page 182 and 183: was for them to simply be in the pr
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185
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not present”. It was agreed by ev
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Week three: Mindfulness creates a s
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Week 3 Today the group started with
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You are walking down the street and
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tandem with skills teaching to deal
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Week 4 When this session began, it
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A member responded to the above acc
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Week five: “emotions are messenge
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just somewhere else most of the tim
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Invited speaker - Frank Frank (aged
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Week Six: Knowing what sets me off,
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Week 6 We began with sitting medita
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energies that arise from our uncons
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energy to others and make it safe f
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215
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Week eight: Staying clean Agenda: -
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Finale The group ended with a 10 mi
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221
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- One of the major ones was discove
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Participant 2 How was the course he
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The day in Wicklow was hard, but he
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(4) Your work/study Before I was ob
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(2) Your relationship with others I
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How could the course have been more
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What was the most challenging aspec
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When is the right stage in recovery
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Participant 6 (part of the intervie
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However, when taken together with t
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worker or a counsellor. Six partici
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It is interesting to note that neit
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were encouraging and clearly indica
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themselves that the effect of tryin
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services. They did not exclude peop
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o The fifth week mindfulness of min
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There is no need to judge what happ
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lip. Wherever the breath tends to a
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Benefits of mindfulness of the body
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Meditation instruction: mindfulness
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3rd Week - Mindfulness of Emotions:
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The four are: Recognition: A basic
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doubt. Are any of these more common
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Sometimes thinking can be strong an
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stream to take up residence, albeit
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create a bias in how we see our exp
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maintain this state of mind after y
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Mindfulness in daily life As in med
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WISDOM Mindfulness coupled with con
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Why look behind you, you can't chan
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Introduction to Mindfulness - Dean Amory

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