Creativity through Mindfulness

Over several blog posts I have explored the relationship between mindfulness and creativity.  In this post, I want to bring these ideas together to provide a more complete picture of how to develop creativity through mindfulness.

Mindfulness creates the internal environment for creativity through the following:

Stillness and silence

We discussed previously how creative people use stillness and silence to access their inner resources including their imagination.  The busyness of life and constant thinking means we are rarely still or silent.  In the process, we cut ourselves off from creative insight.  Jon Kabat-Zinn and Reg Revans also remind us that exploring what we do not know or understand is the beginning of learning and creative solutions.   As we practice mindfulness through meditation, we engage in stillness and silence and open ourselves up to what Jon Kabat-Zinn describes as “deep interior capacities” that lie within the “spaciousness” of our minds.

Turning down negative thoughts

Mindfulness can make us aware of the negative thoughts that often block creativity and constitute self-sabotage.  Creative people like David Lynch, Amanda Sinclair, Elizabeth Gilbert and Seth Godin report the importance of turning down, or turning off, thoughts about potential failure or deemed personal inadequacy.  Seth even ascribes this self-sabotage to the “Lizard Brain”.  Sam Smith, singer-songwriter, during a recent interview while performing in London, spoke of the internal demons that beset him and almost prevented him from pursuing his highly successful songwriting and singing career.

Mindfulness enables us to address negative thoughts and stories and defuse their strength to release creativity.  Boy George in a recent coaching session with a very nervous performer on the TV show, The Voice, encouraged the singer to let go of preoccupation with what others might think of their performance:

I think you are someone who really thinks about what people think about you.  We do that as performers – it’s just one of those things, it’s like a default setting in out make-up.  We worry too much about what other people think of us and that can get in the way of what we do.  Don’t think about it too much is the key.

Positive anticipation instead of disabling fear

In a previous post, I discussed the research of Anna Steinhenge and her demonstration of how positive anticipation can overcome the disabling effects of fear and enable us to access clear thinking and creativity.  In this discussion, I explored the R.A.I.N. meditation process that enables us to face the fear within and conquer it so that we free ourselves for new insights and creative endeavour.   Through mindfulness meditation we learn to name our feelings in order to tame them.

Calming the busyness of our minds

Mindfulness enables us to calm our minds and free us from mental busyness or what Haruki Murakami describes as “convoluted waterways of my consciousness” that result in a “restless aquatic organism” .   Even experienced meditation practitioners will sometimes find their mind racing and being invaded with endless thoughts.  Kabat-Zin reminds us that this is part of the human condition and we will not be able to stop the thoughts.  He suggests that instead of entertaining these thoughts, we view them as bubbles in boiling water floating to the surface and bursting on reaching the extremities of the container – our minds.

Being present and grounded

Rasmus Hougaard and Jacqueline Carter, co-authors of The Mind of the Leader, stress the importance of leaders being present and grounded.   They argue that being present in conversations gains respect and facilitates open sharing of ideas.  Being grounded before beginning a conversation or meeting can enhance a leader’s capacity to listen, take in ideas and access their own creative potential.   Practicising somatic meditation, which incorporates many approaches to being grounded in our body, will strengthen our capacity to be present in the moment, stay grounded in the conversation and be open to creative ideas.

Acting on creative ideas with boldness and bravery

It is one thing to have creative ideas, it is another to have the necessary  boldness and bravery to implement creative ideas.  Amanda Sinclair points out in her book, Leading Mindfully, that creativity involves breaking with tradition, taking risks, trying out something new and having the self-esteem and resilience to be able to persist in the face of opposition – especially from those who have a vested interest in maintaining things the way they are.

Mindfulness helps us to maintain focus, to remain calm, build resilience in the face of opposition and setbacks, and to become braver and less fearful of the difficulties, dangers and risks involved in implementing creative ideas.

As we grow in mindfulness, we are able to access our inner resources through stillness and silence of meditation, overcome our fears, stay present and grounded, remain calm in the face of difficulties and develop boldness, bravery and resilience as we venture beyond “the tried and true”.

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

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Forgiveness Meditation

Forgiveness meditation embraces three aspects of forgiveness – forgiving ourselves, forgiving someone else who hurt us and asking for forgiveness from someone we have hurt.  These can be combined in one meditation or undertaken as separate meditations because of the level of emotion potentially involved.

A combined forgiveness meditation is offered by Diana Winston who provides this half-hour meditation through the weekly meditation podcast series produced by the Mindfulness Awareness Research Center at the University of California, Los Angeles (UCLA).  Diana is Director of Mindfulness Education at the Center.  The combined approach to forgiveness meditation could be appropriate where you have been involved in a divorce or relationship breakup – where both parties have hurt each other over time, culminating in the ending of the relationship.

Diana’s meditation, as with other forgiveness meditations, flows through a series of phases – mindful breathing, body scan, silent meditation – before focusing on each of the aspects of forgiveness.  These initial phases are designed to lower the level of physical and emotional agitation experienced when people are practicing forgiveness meditation.

Whether we are forgiving ourselves or others who have hurt us or asking for forgiveness from someone else, our physical and emotional responses are heightened.

Forgiving yourself

This is often the hardest forgiveness meditation to do, however, it is the foundation of giving forgiveness to, and seeking forgiveness from, others.  We carry so much baggage in terms of “beating up on ourselves” for past actions, thoughts or omissions.  This self-blame and self-loathing can undermine our sense of calm and equanimity.  The starting point is to acknowledge that being human means that we will act or think in ways that will hurt somebody, whether consciously or unconsciously.  It is not possible to go through life without acting or thinking in ways that we later regret because of their adverse impact on someone else.

We can remain stuck in the mire of self-loathing or acknowledge that we are human and will make mistakes. The “forgiving self” meditation enables us to express the simple statement, “I forgive myself”.   This may take time, and frequent meditations, to be experienced as real, but persistence pays and we will gradually be able to tone down our negative thoughts and feelings.

Forgiving others who hurt you

The focus on this aspect of forgiveness meditation is on clearing the resentment, or even hatred, towards another person who has hurt us by their words, actions or omissions.  We can carry this hurt like a virus that infects our daily life and manifests itself in unpredictable and undesirable ways.  Resentment can eat away at us and erode our self-esteem, our self-confidence and effectiveness in whatever role(s) we have in life.

Sometimes resentment towards others for past words or actions can be projected onto another person who acts as a trigger to set us off a train of negative thoughts and feelings.  One example of this is where we have been subjected to constant criticism by a significant person in our life, which makes us super-sensitive to criticism by others, whether real or only perceived.

When we fail to forgive others for past hurts, it is as if we are carrying the past forward to today and contaminating the present.  We keep the hurt alive, and even intensify it, by not letting go.  In an article on forgiveness, Elisha Goldstein quotes the famous statement by Lily  Tomlin, Forgiveness means giving up all hope for a better past.  In the forgiveness article, Elisha also offers a brief forgiveness meditation practice designed to help people to let go of hurt and resentment.

Seeking forgiveness from those you have hurt

Invariably, we have hurt others by our words, actions and inaction.  We can carry around the burden of guilt or do something to release this burden.  Forgiveness meditation gives us the opportunity to address this guilt and awareness of the hurt to another person.  By focusing on our feelings and being empathetic towards the person who has been hurt by us, we can release ourselves from the chains of guilt, while acknowledging the hurt we have caused.  Otherwise, we will be burdened by the guilt and our life will be weighed down so that we are disabled in terms of experiencing the freedom of the moment.

A “seeking-for-forgiveness” meditation entails focusing on the person you have hurt and the pain you have caused them, while saying the words, “I have hurt you by my words and actions, I now seek your forgiveness”.  While engaging in this meditation, it is important to treat yourself with kindness (no matter how much you have hurt the other person, consciously of unconsciously).  You do not have to say the words to the other person who you have hurt – the readiness to do this may occur a lot later or the opportunity may never occur.

For each of the forgiveness meditations, you can get in touch with what is going on inside you – your thoughts, feelings and bodily reactions.  As you grow in mindfulness, and persist with the forgiveness meditation practice, you will have an increased sense of calm, happiness, freedom and peace. You will also experience greater empathy towards others and be kinder to yourself.

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

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Calming the Busyness of Our Minds

Haruki Murakami, the famous Japanese author, in his book  A Wild Sheep Chase,  gives us an insight into the busyness of our minds when his lead character comments:

My body was hazed to the core, but my mind kept swimming swiftly around through the convoluted waterways of my consciousness, like a restless aquatic organism.

This churning of our brains, stimulated by endless disruptive advertising, means that we spend so little time just being still in both mind and body.  There is so much of life we miss out on because we are so unaware with our focus oscillating beyond the present to the past or the future.  As Andy Puddicombe suggests, it only takes ten minutes a day to be still and do nothing, while experiencing calmness and happiness – escaping the torment of a turbulent mind.

Jack Kornfield, in discussing awareness, tells the story of a famous violinist who took part in an experiment to demonstrate peoples’ lack of awareness.  The violinist was due to play in a concert on a particular night before 1,000 people.  However, during the day of the concert, he set up in a busy street in New York and started playing his violin in his inimitable, brilliant style.  At the end of the day, he had only $17 USD in his hat which he had left out for donations.  Very few people stopped to listen, only young children tended to stop and take in the music.

Most people who walked past the violinist, or hurried past, were “lost in thought” – unable to hear and focus on the beauty of the music.  If only we could recapture the wonder of young children who are intensely attuned to their senses and not yet captured by their minds.  To wonder at what we hear or see, taste or touch, or smell. requires us to be present like a child.  It takes awareness and the ability to still the ferment of our minds.

As we grow in mindfulness through mindfulness practice, we can learn to calm the busyness of our minds and to value stillness and silence – the nurturing environment for creativity and mental health and wellbeing.

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

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Mindfulness, Action Learning and Reflection

In a previous post, I discussed how action learning and mindfulness can be mutually reinforcing in terms of building self-awareness.  With action learning, the catalyst for self-awareness and redefinition of self and role are the external challenges that confront the limitations of your own sense of self.  For mindfulness, the pursuit of awareness leads to the exploration of your own thoughts and emotions in everyday life and particularly in relationships and interactions.

Reflection in action learning moves from the outside to the inside, while reflection in mindfulness moves from the inside to the outside.  Hence, action learning and mindfulness are complementary and mutually reinforcing.

In this post, I want to explore how action learning and mindfulness are mutually reinforcing in relation to development of the art of reflection.

Reflection

Reflection is a process of exploring our understandings and feelings we have identified as part of a review of our actions and their outcomes, intended and unintended, or a process of exploring both our understandings and feelings that we are experiencing during the course of some action or inaction.

Donald Schön (1983), author of The Reflective Practitioner: How Professionals Think in Action, argues that reflection defines the professional and he differentiates between reflection-on-action and reflection-in-action, the former occurring after we have taken some action, the latter involving reflection in the course of taking action.

Reflection-on-action

Reflection-on-action is often referred to as “reflective practice” which can be defined in the following way:

Reflective practice occurs when you explore an experience you have had to identify what happened, and what your role in the experience was – including your behaviour and thinking, and related emotions.

We reflect on our experiences to understand what we and others have contributed to a situation and its outcomes, so that we can improve our contribution and the outcomes in future situations.

Mindfulness prepares us for the reflective practice involved in action learning.  If we are mindful, we are more aware of our environment, our thoughts, emotions and actions.  Hence, we are more present to the situation and better able to notice and recall what transpired when we planned and took action.  This leads to a clearer perception of our role in the planning and action.  We also have a clearer understanding of what happened, consequences intended and unintended, and why those occurred.

Mindfulness also builds self-management so that we are better able to reflect on what transpired because our reflections are not clouded by unresolved feelings or distorted recall that is influenced by “confirmatory bias” – in other words, we can avoid “reading into’ an experience an assumption that we confirm by selectively revisiting what happened.  Without effective self-management, we can delude ourselves that our reflections on our experiences are accurate when, in fact, they are clouded by our biased perceptions and assumptions (some of which we have developed to protect our self-esteem).

Mindfulness, then helps us to better reflect on action because we are more present when we undertake the action.  We are more tuned to our senses – sight, sound, touch, taste and smell – more perceptive as a result.  Our recollection of what happened, both in terms of ourselves and others, is more accurate because we are more aware when the action is taking place and less biased when reflecting on what took place.

Reflection-in-action

Donald Schön (1983) describes reflection-in-action as a process whereby we stop ourselves in the course of taking action and change our approach to improve our outcomes:

The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behaviour. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation. (p.68)

Mindfulness also makes us better able to reflect-in-action because we are more aware of ourselves and our environment.  It can help us to stop and reflect in the course of planning or taking action based on our plans (or actions taken spontaneously or reactively).

Our improved self-management achieved through mindfulness helps us to retain our balance while taking action and gives us the capacity to effectively manage negative triggers.

Mindfulness, Action Learning and Reflection

Mindfulness enriches both reflection-on-action and reflection-in-action, while action learning acts as a catalyst to mindful reflection on our actions and their consequences.  We need to be mindful to be able to reflect-in-action – being present with full awareness.  So mindfulness and action learning enrich each other.  The more we practice reflection on our actions, the more we are able to spontaneously reflect-in-action.

Action learning typically involves working, and reflecting, in a group so that we can be open to “supportive challenge” by others in the group, resulting in challenge to our assumptions and perspectives.  Adelle Bish and Bob Dick, in their conference paper, Reflection for everyone, highlight the fact that reflection in an action learning context can be “seen as having two dimensions, one individual and intrapersonal and the other interpersonal and interactive” (p.11).  These different dimensions are considered to “reinforce and build on each other” (p.12)  Mindfulness enhances the individual/ intrapersonal dimension by virtue of the distinct personal benefits that accrue through mindfulness practice, and also enhances interpersonal relationships.

As we grow in mindfulness, our awareness of ourselves, our interactions and our environment grow and enable us to engage more effectively in action learning – we become more perceptive, more present, more creative and bring calmness and clarity to the situation.  Mindfulness and action learning, acting in concert, are complementary and mutually reinforcing.

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

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Mindfulness: Enabling Sustainable Agency in the Workplace

In a previous post on agency and mental health, I stressed the need to create healthy workplace environments where employees had a sense of control over their workplace environment and the authority and responsibility to decide how the work is done.

Mindfulness enables worker agency by impacting positively on both the manager and the employee and thus enabling the development of employee agency – which is conducive to mental health.

Mindfulness and the Manager: Enabling Agency

Managers need to cope with their own thoughts and emotions when providing agency (some control and power) to employees.  There is a natural fear of loss of control which can impede the delegation of authority and responsibility to employees.  There is also the ongoing concern when things do not turn out as hoped for or mistakes are made.  Managers need the self-awareness and self-management skills developed through mindfulness, if they are to remain calm and to resist the temptation to curtail employee agency to prevent any reoccurrence.

The more positive and healthy perspective is to encourage honesty when mistakes are made, to undertake a systemic analysis of what went wrong (rather than an inquisition of the individual involved) and enable all concerned to learn from what happened.  This requires robust self-esteem on the part of the manager and a willingness to trust employees – a trust that helps to develop a constructive, mentally healthy environment.  This does not preclude the manager from ensuring that adequate training is provided to employees to undertake the tasks assigned to them.

The manager’s calmness, self-control and empathy in an apparent crisis (developed through mindfulness practices), will inspire employees and build their trust, confidence and risk-taking as they move outside their comfort zone and take up the opportunities presented by increased agency – increased authority and responsibility over their work environment and how work is done.

Mindfulness and the Employee: Building Capacity for Agency

Mindfulness builds the capacity of employees to contribute effectively in an organisation by taking up the authority, responsibility and opportunity provided by increased agency.

Like the manager, employees need to develop self-awareness (understanding their own thoughts and emotions) and self-management (keeping their thoughts and emotions under control).  It is natural for employees to feel fearful as they move outside their comfort zone (typically based on dependence) to exercise more independence and judgment.

Some employees are reluctant to agree outcomes and outputs in advance, even while having control over how they are achieved, because this freedom of choice and agency brings with it a new level of responsibility.  Self-awareness and self-management developed through mindfulness, and support of an empathetic manager, can help employees to take on the responsibility associated with increased agency.

Mindfulness, too, enables employees to develop clarity in relation to their role and responsibilities while enabling them to develop creative solutions.  It also helps them to build resilience, not in the sense of endurance of unreasonable demands, but in the sense of being able to bounce back from difficulties and setbacks when pursuing specific goals and outcomes in the workplace.

Relationships in the workplace are enhanced as employees develop social skills through mindfulness training and become better able to contribute to the team effort and collaborative endeavours.

Mindfulness: Enabling Managers and Employees to Build Sustainable Agency 

Mindfulness, then, enables managers to offer increased agency to employees and, in turn, assists employees to take up the opportunities and responsibility that come with increased agency.  These mutually reinforcing outcomes of mindfulness training, not only enhance productivity in the workplace but also employee wellness.

As Tali Sharot points out in her research-based book, The Influential Mind:

Just giving people a little responsibility, and reminding them that they had a choice, enhanced their well-being (p.98).

As managers grow in mindfulness, they are better equipped to provide the psychological and productivity benefits of giving increased agency to employees; on the other hand, employees trained in mindfulness are more able to take up the responsibilities and opportunities entailed in increased agency and to enjoy the satisfaction and well-being that results.

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

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Be Bold, Be Creative

In recent blog posts, I have identified how mindfulness opens the way to creative ideas through:

However, it is one thing to generate creative ideas; it is another to act on them.   Being creative requires boldness.  The very definition of creativity entails “inventiveness” and “the use of imagination or original ideas to create something” – going beyond traditional ways of conceiving things and acting on that insight.

Creativity and boldness

Creativity entails action – going beyond the creative idea to taking action to realise the potential of that idea.  As Amanda Sinclair points out in her book, Leading Mindfully, being creative requires boldness which is defined in the online Oxford Dictionary as “the willingness to take risks and act innovatively”.  Starting out on a new venture requires this boldness – a willingness to initiate action to create a new response to the micro- and macro-environment.  This requires the calmness and focus generated by mindfulness and the ability to still the inner chatter as you set forth on this new journey with an uncertain end.

Breaking with tradition

A further explanation of creativity suggests that it involves “the ability to transcend traditional ideas” to “create meaningful new ideas”.  It takes boldness to break away from established ways of conceiving and doing things.

In her chapter on “Opening to Creativity“, Amanda discusses the creativity of Karen Quinlan, Director of the Bendigo Art Gallery, and her bold and very successful endeavour to break away from tradition.  Her success was been encapsulated in the term “the Bendigo Effect” and its alternative, “the Quinlan Effect”.

Her first break with tradition was to take on the Director’s role where leadership in the area was typically male-dominated.  She also broke the mould by conceiving of high-end art as incorporating fashion – an inclusion that was a blind spot for male Directors.  In pursuit of this expanded perspective, Karen put on exhibitions such as Marilyn Munroe and Grace Kelly-Style Icon.  She also incorporated topics and art forms that fell outside the normal realm of established art galleries, e.g. Australian Women Photographers.

Karen was open to ideas from any source and this openness and awareness led to the development of an Imagining Ned exhibition based on the story of Ned  Kelly and artefacts from Ned’s life (including his armour).  Her vision of an art gallery incorporated a strong focus on education and relaxation (with the development of an art gallery cafe).

One has to be bold to make such a major departure from tradition – to take innovative action rather than be frozen by fear.  It also takes a very strong self-awareness and self-belief to ignore the naysayers who are always present to “throw cold water” on a new idea to discourage your eagerness.  Mindfulness strengthens self-esteem and builds resistance to the unwarranted assumptions of others.

With bold action comes uncertainty about outcomes – the road ahead is not always clear and can become quite cloudy and fogged in.   Mindfulness helps to maintain focus, remain calm, build self-control and achieve clarity of purpose and vision.

To reinforce her boldness and maintain her energy, Karen undertakes regular exercise (walking & running) and relaxation through gardening or a quiet restaurant lunch.  She gives priority to her family, does not work in the evenings and “loves to enter a zone of quiet contemplation”.

As we grow in mindfulness, we can be bold and creative, knowing that we are developing focus, clarity and calm; strength of conviction and self-belief; and the ability to ignore the negative comments of others who lack our vision and perspective.

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

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Leading with Body Awareness

The early trait theories of leadership argued that to be an effective leader you needed to be male, charismatic and tall.  Clearly, this delineation can lead to discriminatory behaviour towards those who are female and short.

The earlier trait theories of leadership have been disproved and there is now a consensus that there is no universal list of traits that researchers can agree on as predictors of leadership ability.

Amanda Sinclair, author of Leading Mindfully,  points out that despite these emergent findings, myths still pervade about desirable traits that reinforce leadership viewed according to the male stereotype.  She suggests that women have been harshly judged against these unreal measures and have had to conform to standards of dress and behaviour that are more rigorous than those imposed on men.

Then again, as a female colleague of mine pointed out, some women dress provocatively in a work situation to draw attention to themselves.  As my colleague commented, this draws attention to their sexuality but detracts from perceptions of their competence.   So women are often confronted with a dilemma – conform to unfair standards or dress inappropriately.

Rather than accepting this dilemma, women and men can learn ways to present themselves bodily so that potential followers are not left experiencing discomfort or uncertainty about how to communicate with, or relate to, their leaders.

Increasingly, followers have been shown to prefer characteristics that are described as the soft skills – that is skills associated with emotional intelligence such as empathy, compassion, listening skills, communicating to inspire followers, congruence and creativity.

Through mindfulness, leaders can develop a presence (irrespective of physical height) that conveys a sense of balance and calm.  They can face problems with greater clarity and creativity.  Their very presence can communicate support and generate confidence in others who are faced with difficult situations.

Leaders need to be physically present to their staff so that their positive bodily influence can be experienced first-hand.  They also need to care for themselves bodily by looking after themselves so that they can withstand the stresses of their role but, at the same time, have real concern for the physical welfare of staff.

By building resilience through mindfulness practice, you can communicate non-verbally that they you are in control of yourself and the situation.  Even when you are not conscious of the impact of your demeanour, others take note and are influenced by how you present yourself – your bearing can communicate respect for others, personal confidence and self-awareness.

Somatic meditation is one way for a leader to get in touch with their bodies and their reality.  It enables them to be more conscious of how stress is stored in the body and emitted through physical actions and non-verbal activity.

Amanda also alludes to the research work of Norman Doidge and highlights the mind-body connection and the role of exercise such as yoga and walking in enhancing this connection and improving brain functioning.   In the light of this research and the foregoing discussion, Amanda exhorts leaders to be aware of the role of their bodies in the process of leadership:

Our bodies and physicality in leadership are gateways to important forms of intelligence, to wisdom and mindfulness.  They provide us with ways of noticing and revaluing the present, experiencing the full richness of the people and situations around us.  Physicality is not something to be ignored, suppressed or overcome in leadership, but a means of helping us live and lead more fully.  (p. 129)

As we grow in mindfulness, we become increasing aware of how we experience the world through our bodies and how others experience us as leaders through their perceptions of our bodily presence.

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

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Savoring Your Achievements and Rewards

In his recent article on savoring practices, Barry Bryce, editor of mindful.org, suggests that we could savour our achievements and associated rewards to develop our mindfulness.

So often we move from one form of achievement to another – we might be writing, developing, creating, encouraging, inspiring or contributing on an ongoing basis.  These achievements can be in any arena of our lives – work, home or community.  We become so busy “doing” that we fail to savor the moment and the achievement involved.

According to the living Oxford Dictionary, an achievement is:

A thing done successfully with effort, skill, or courage.

So an achievement is no mean feat – it is something requiring effort, skill and/or courage that has a successful outcome.  It is interesting that many people when asked to share an achievement have difficulty identifying one.  However, when helped to explore their work and life, they are sometimes able to list a number of achievements.  This indicates that personal achievements are not “top of mind” and are rarely savored.

Savoring your achievements

Part of the problem is that people often think that acknowledging and/or sharing achievements is boasting – a term that has many negative connotations and a very strong association with stereotypes.  While this perspective may prevent you from sharing your achievements publicly, it should not stop you from savoring them privately.

Savoring an achievement develops appreciation and gratitude for the gifts, skills, opportunities, resources and support that we so often take for granted.  It can build self-confidence and self-efficacy (the belief in our capacity to successfully undertake a specific task).  It enables us to grow in mindfulness as we increase our awareness in-the-moment of how we have used our skills, effort and/or courage to accomplish some outcome.  If the intent of savoring the achievement is to express appreciation and gratitude, this deepens our mindful practice.

Savoring our own achievements builds a positive perspective, reduces the possibility of envy and helps us to  acknowledge and appreciate the achievements of others.

Savoring your rewards

We can savor the rewards associated with our achievements by firstly identifying them and then appreciating them.  Rewards may take the form of intrinsic satisfaction, external recognition, a sense of purpose and contribution, physical or monetary outcomes, positive emotions, or increased connection with other people and/or our community.

Rewards are reinforcing – they strengthen our self-belief, encourage us to further achievements and increase the likelihood that we will be successful again.  Savoring rewards keeps these outcomes at the forefront of our minds and provides motivation for further achievement.

A personal reflection on savoring

In reflecting on what I have written above, I suddenly realised that I have been savoring achievement in one area of my life for many years – in playing tennis.  During a game of tennis, I try to remember at least one shot that I executed very well and achieved what I set out to achieve.  I now have a video archive in my head of numerous shots that I value as achievements – they involved the successful exercise of effort and skill, and sometimes, courage.  I learnt early on in playing tennis that part of the mental game of tennis is to focus on what you do right, not what you do wrong.  For me, one of the consistent rewards of these achievements, that I truly savor, is the sense of competence that I experience.  Another reward that I savor is reinforcement of my ability to execute a specific shot very well, e.g. a half-volley, a topspin lob or a drive volley.

If you practice savoring your achievements and the associated rewards, you will grow in mindfulness and increase your ability to be fully present in the moment. The development of mindfulness brings its own rewards of calm, clarity, creativity and consideration of others.

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

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Why Kids Need Mindfulness

In her interview with Tami Simon, Goldie Hawn explained in depth why children need mindfulness training and what led her to develop and conduct MindUP™.

At one level, it concerned Goldie that American children rarely smiled – a stark contrast to children in Third World countries who smiled a lot despite experiencing incredible deprivations.

Goldie was also concerned about school-age children needing psychological help to deal with anxiety and stress.

School-age children have their own direct sources of anxiety – such as performance expectations of parents and teachers, peer acceptance and sibling rivalry.  Performance expectations can relate to academic performance, achievement in a sporting arena or meeting career expectations.

Self-generated anxiety in children can be compounded by parental anxiety and stress – generated by economic downturn and associated job losses, the threat of terrorism and career stresses.

Anxiety in parents is contagious and can contaminate  the emotional life of children.  They, in turn, carry their accumulated anxiety and stress to school and bring home anxieties from school experiences, including bullying.

The recent suicide death of 14 year old, Dolly Everett, because of online bullying, highlights the pressures that kids are under from peers.  Dolly was a bright, happy and caring child who was subjected to cruel, cyber bullying.

This form of devastating peer presure carried out via mobile phones and social media, is one of the many stresses that school children today have to deal with.

What Goldie has done through her MindUP™ program is expose children to brain science and enable them to understand their own emotions and reactions.  She has also given them a common language to express themselves via metaphors, e.g  the amygdala as a “dog barking”.

Another key feature of the program is “mind breaks” – a simple process focused on breathing that enables the children to learn how to calm themselves.  As they grow in mindfulness through mindful practice, they are able to attain calmness and clarity and better manage their lives at home and school.

As Goldie points out, she is giving  school children the tools to be positive and caring leaders of the future:

They are going to be able to manage their emotional construct, their reactivity, to become better listeners, ideate better, problem solve better, and have some dignity, some level of humanity that they have learned through their early education.

Children need mindfulness to equip them to better manage the stresses of day-to-day living and to have the resilience to handle bullying behaviour.

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

Image source: Courtesy of GoranH on Pixabay

 

Goldie Hawn on Meditation

In an interview with Tami Simon, Goldie Hawn explained why she has developed a 10-year habit of meditation and the benefits she gains from this practice.  The interview is one of a series of podcasts, titled Weekly Wisdom, available free from Sounds True.

Goldie was introduced to meditation when she was challenged by her quick success – in a direction she had not planned to go career-wise, as she had intended to be a dancer and ended up as a famous actress.

This new-found and unexpected fame put a lot of pressure on her and resulted in continuous anxiety.  Her initial challenge was to live up to the expectations of her fans and the carping criticisms of her critics.

Expectations of others can create enormous pressure on anyone who is highly visible in any sphere of life.  Yesterday, for example, I watched live a soccer match between AC Milan and a lesser ranked team at the former team’s home ground.  The expectations of the thousands of AC Milan’s fans were very loud and clear.  They clapped any show of skill of their own team, but were hyper-critical of any mistake particularly where a player lost possession of the football to the opposition.  Their critique was vocal and expressive and left no doubt as to their displeasure.

Others’ expectations can be a very real stressor in the life of a famous person as it was in Goldie’s early career.  It can also be a stressor in our own lives – the unrealistic expectations can come from parents, in-laws, children or peers.

People think they know you and project onto you capabilities they think you have, along with the expectations that go with their assumptions.  It is not only the adoring fans who create this expectation stress, but critics who can often revert to cruel, unkind and unfounded criticisms.  So it is easy to lose your way and  to lose who you really are.

For Goldie, a key benefit of meditation was to achieve separation by finding her true self, not an image projected by others.  She was able to know herself deeply through meditation so she was not caught up in the never-ending trap of trying to live up to others’ expectations.  She not only realised what Meng had explained – that you are not your thoughts or emotions – but also that you are not the projection of others’ thoughts and, sometimes, needy emotions.

in finding out who you really are at a deep level, you achieve a groundedness and a strong sense of self-worth that is not captive to the expectations or opinions of others, whether fans or critics. Achievement of this inner calm and solidity is a lifetime pursuit through meditation and mindful practice.

However, as Goldie explains, the starting point is to overcome the fear of exploring your inner self – of gaining insight into you own inner landscape and who you really are.  This can be really scary but the benefits are enormously rich and empowering.  The  challenge, in her terms, is to explore “the Univerity of You”.

As Goldie explains, the benefits of meditation are deep, profound and life-changing because you are able to experience inner calm and clarity when you begin to realise that you exist independent of other peoples’ expectations of you:

…what I was experiencing then was obviously peace, a sense of calm, and an amazing ability to become more of a witness, rather than engage in things that actually I could not change.  That  was one of the, I would say, very positive effects of meditation for me.

… Beginning to separate that is really important, I think, in terms of where we go in life and how we help ourselves become more clear and more able to make much, much better decisions, when we take ourselves out of the centre of it.

As we grow in mindfulness through mindful practice, we gain a deep insight into our real selves and are able to achieve this separation of our self-identity from the perceptions and expectations of others – and, in the process, experience inner peace and calm.

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)