Introduction to Mindfulness - Dean Amory

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2. Breath guidance: Helpful guidance regarding the breath includes: i. Generally, guiding participants to breathe in as they form the intention to move and then to move with the out breath ii. Encouraging participants to breath fully and freely in whatever way feels most natural as they move iii. Guidance on relaxing into postures and breathing with or into regions of greatest intensity 3. Ensuring that guidance is given in ways which invite detailed awareness of moment by moment experience i. Giving plenty of space within the practice: a. Dwelling in the postures long enough to let go into them b. Resting between postures to enable the effects of the movement to be sensed ii. Encouraging participants to explore and discover the creative edge between exploring / investigating / discovering, and accepting / letting be / being with 167
Domain 5: Conveying course themes through interactive inquiry and didactic teaching Overview: This domain assesses the process through which the course themes are conveyed to participants. These are at times explicitly drawn out and underlined by the teacher and at other times emerge implicitly within the process. The domain includes inquiry, group dialogue, use of stories and poems, facilitating group exercises, orienting participants to session/course themes, and didactic teaching. Five key features need to be considered in assessing this domain: (i) experiential focus – supporting participants to notice and describe the different elements of direct experience and their interaction with each other; teaching themes are consistently linked to this direct experience (ii) moving around the layers within the inquiry process (direct experience, reflection on direct experience, and linking both to wider learning) with a predominant focus on process rather than content (iii) conveying learning – through integrating material from outside the group with experience of participants (iv) teaching skills – the learning is communicated through clear, participatory, playful, alive, responsive teaching process (v) fluency – teacher conveys ease, familiarity with and confident knowledge of the material N.B. – Course themes are conveyed through all elements of the course; this domain only covers the teacher’s skill during the inquiry process, didactic teaching and facilitation of group exercises (not leading mindfulness practices) 168
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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
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Two primary stages in this practice
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5. Live your own truth. As a teenag
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Gradually the individual becomes tr
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counter the “mindless” state of
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Urges for substance use rarely last
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which required concentration. They
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Urge Surfing Summary Purpose To exp
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If we are guiding a client through
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- Prochaska, J. O., Diclemente, C.
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6. Ask people you trust to give you
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This technique involves no criticis
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"You can't stop the waves, but you
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Exercise 2: Mindfulness Meditation/
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Exercise 4: Visualization This exer
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Exercise 6: Mindful Movement Exerci
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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 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 136 and 137: Domain 1: Coverage, pacing and orga
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
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Page 164 and 165: Examples of how this needs to be at
Page 166 and 167: e little explicit care given to wha
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
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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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Page 188 and 189: not present”. It was agreed by ev
Page 190 and 191: Week three: Mindfulness creates a s
Page 192 and 193: Week 3 Today the group started with
Page 194 and 195: You are walking down the street and
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Page 198 and 199: Week 4 When this session began, it
Page 200 and 201: A member responded to the above acc
Page 202 and 203: Week five: “emotions are messenge
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Page 206 and 207: Invited speaker - Frank Frank (aged
Page 208 and 209: Week Six: Knowing what sets me off,
Page 210 and 211: Week 6 We began with sitting medita
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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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