What is Required to be A Mindfulness Meditation Trainer

Jack Kornfield and Tara Brach in a recent video session, Answering the Call, discussed their advanced training for people who want to become certified mindfulness meditation trainers and identified what is required to be a trainer in this area.

Personal prerequisites to become a mindfulness meditation trainer

Tara and Jack discussed a number of prerequisites including heartfelt intention and an experience base to enable sharing realised, personal benefits from mindfulness practice.   To start on this journey, potential meditation trainers must have a genuine desire to share their knowledge, skills and experience for the benefit of others who may be dealing with difficulties in coping with everyday life. So, the starting point is a desire to share in an understanding and compassionate way.

A related prerequisite is experience of daily meditation practice and its benefits.  This is critical as genuine sharing can motivate others.  The experience base of personal meditation practice is essential to be in a position to guide others and respond knowledgably to penetrating questions.

Personal skills and perspectives required for Meditation trainers

It takes courage to set out on this journey, together with trust in your own capabilities to teach meditation practice.  Self-awareness, gained through daily meditation practice, is important to enable you to monitor what you are thinking, feeling and doing and what impact these are having on others. Associated with this, is a willingness to be vulnerable in the course of teaching meditation.   Forgiveness meditation, as taught by Diana Winston, can be very helpful in this regard.

A fundamental skill in any form of coaching or training is the ability to listen for understanding.  Effective listening builds trust and relationships and is a basis for credibility as it demonstrates that you have your “ego” under control, do not push your own agenda and can effectively manage your own emotions.  Listening communicates that you value the relationship, are open to the needs of others and are willing to help them explore possible solutions to problems they are experiencing.

Self-management, then, is critical to become an effective mindfulness meditation trainer.  This extends to issues of money, power and sex.  It is easy to become carried away with the power of influence that you will enjoy (particularly if you do not have your ego under control).  Having unresolved needs can make you more vulnerable to the temptation to misuse your power to gain favours, whether sexual or monetary.  Therefore a strong commitment to ethical practice is essential.

As you grow in mindfulness through your own daily meditation practice, you will develop the desire to share the benefits with others to help them cope with the pressures of modern life.  You will be well placed if you have developed self-awareness and self-management and have a depth of experience to enable sharing in a confident and trusting way.  The process of teaching meditation, in turn, will build your own mindfulness, confidence and trust in your capacity to teach.

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

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Naming Your Feelings to Tame Them

In the previous post, I discussed recognising our feelings.  This involved firstly, acknowledging that a very wide range of emotions are the essence of being human, and secondly, using mindfulness to get in touch with the feelings we are experiencing.  In this post, we take this process one step further by naming our individual feelings

Why name your feelings?

In his book, Mindsight, Dan Siegel argues that we “Name It to Tame It” – in other words, by naming our feelings we are better able to control them or, at least, lessen their impact as Professor Matthew D. Lieberman found in his research.

Dan argues that to say “I feel angry” is a very different statement, both in content and impact, than the words “I am angry”.  The latter tends to define us as angry person, whereas the former helps us to recognise that we are not our feelings – we are a lot more than what we feel.  Feelings come and go in nature and intensity – our essence remains.  Naming our feelings in a gentle, non-judgmental way affirms our self-worth and opens up the opportunity to master our feelings.

Naming your feelings gives you a sense of power over them and a freedom from servitude to them.  It also creates new perspectives and a spaciousness for the release of creativity.  As Dr. Ornish noted:

When you take time for your feelings, you become less stressed and you can think more clearly and creatively, making it easier to find constructive solutions.

The challenge of naming your feelings

Often we suppress our feeling or deny them because we are embarrassed to admit that we have those feelings.  Another issue is that often they come in a bundled format – a number of intertwined feelings linked together by a stimulus event or thought.  So, it is often hard to untangle them to identify and name each one.

Jack Kornfield tells the story of his encounter with a young man who said that he was depressed.  So Jack sat with him and entered into a conversation to help him to find out what was happening emotionally for him.  The young man started talking and first identified being worried, then angry, then discouraged, then sad – and finally, he was able to see a way ahead rather than being held captive by this undigested mix of feelings.  I had a similar experience recently, where I passed through a progressive range of feelings – unease, anxiety, fear, anger, empathy – only to identify creative solutions to the issue that was disturbing me.

Thus we need to take time to get in touch with our feelings and to name them.  Sometimes, we can be lost for words to name our feelings.  However, there are a wide range of resources such as the list of feelings (pleasant and unpleasant/difficult).  These feeling words open up the opportunity to get in touch with, and be more descriptive of, what we are actually feeling (rather than using a vague catch-all descriptor which does not strengthen our sense of emotional control).

Jack Kornfield suggests a meditation to help here as well.  It involves the typical process of mindful breathing followed by body scan and then identifying any feeling that you are experiencing through your body – it could be tightness brought on by anxiety, a tingling sensation from nervousness or a speeding-up of your breath resulting from a felt fear.  Acknowledging this feeling and naming it, without judgement, is the first step to dealing with it and gaining self-mastery.  After naming one feeling, you can move onto another feeling during this meditation process.

As we grow in mindfulness through mindfulness meditation on our feelings we gain the insight to name and tame those feelings and open up new perspectives on, and solutions for, existing problems.

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

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Dying Mindfully

Lucy Kalanithi, in her Ted talk, What makes life worth living in the face of death, shared the story of her last 22 months with her husband who was suffering from terminal cancer.   Her husband, Paul, a young neurosurgeon, was able to continue his practice for a while after his cancer diagnosis owing to his oncologist’s management of his chemotherapy.

After Paul was unable to continue as a neurosurgeon, he turned to writing which he continued to do until the last months of his life.  Paul’s book is titled, When Breath Becomes Air.   The book is a reflection on the task of transitioning from doctor to patient.  It describes the challenge of facing his own death –  a challenge that both Paul and Lucy had assisted their patients to face.

Lucy explained in her talk that together they accepted that suffering and death were part of life – but this did not remove the pain and suffering involved.  When reflecting on life and its purpose she said:

Engaging in the full range of experience — living and dying, love and loss — is what we get to do.  

Lucy said that instead of fighting against fate, she and Paul learnt together how to deal with the here and now of suffering and loss – they worked together to help each other through.

Part of their approach to Paul’s dying was to talk with each other openly and honestly about their feelings and the difficult decisions that they faced progressively:

  • whether to have a child (with Paul’s uncertain life expectancy)
  • whether Lucy should remarry after Paul died
  • what level of medical intervention they would accept at different stages of Paul’s illness
  • when to turn off life support.

Lucy commented that talking through the options, helping each other make those decisions and accepting the pain and loss involved at each stage, gave her a new insight into the meaning of resilience – because it could not mean, in their circumstances, “bouncing back” to a prior state.  Paul had to redefine his identity throughout the illness as he lost physical and mental capacities and Lucy had to find a new meaning in her role as “caregiver”.  Together, though, they showed the resilience of facing dying mindfully, of being present to the current reality confronting them and not meeting it with denial.

Paul also used his final months to reflect on what he was experiencing in the hope that his written reflections could help other patients going through what he was experiencing and help clinicians to understand the dying patient’s journey from the inside.

In her final comment, Lucy stated that exercise and mindfulness meditation helped her a lot.  As we grow in midnfulness, we can help each other during the experience of dying and develop a new resilience in the face of an inevitable, changed reality.

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

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Mindfulness for University Students

In an earlier post, I discussed mindfulness for school children and explained the ground-breaking work of Goldie Hawn in providing training in mindful awareness and brain science to hundreds of thousands of teachers and children.

In this post, I want to focus on mindfulness for university students and highlight the mindfulness resources that are now increasingly available in universities throughout Australia.

The challenges confronting university students

University students face many challenges that can upset their balance and equanimity and contribute to distress.  Overseas students studying in Australia, for example, may have the challenge of mastering a new language, developing new friends and overcoming the sense of isolation and loneliness.   The process of integration and “finding their place” is compounded by cultural differences associated with norms that impact behavioural expectations generally, as well as in tutorials and lectures.

University students might experience performance stress resulting from assessment requirements such as assignments, projects and exams – often occurring across more than one subject simultaneously.  Sometimes, this performance stress and related anxiety is self-imposed through the desire to achieve a certain minimum GPA to gain entry to an Honours or Master’s course or program.  Other times, the performance stress is generated by the expectations of students’ parents, employer or relatives.  Peers, too, can add to the pressure when they are quick to point out any shortfall in assessment results or make unfavourable comparisons.

University students may experience exclusion from the “in-group” on the grounds of race, gender, sexual preference, dress standards or another discriminating basis.  Students at live-in university colleges may find it hard to fit into the prevailing college culture and norms.  They might even be excluded on the grounds of failing to form an intimate relationship within the college community.  The recent Human Rights Commission report into sexual harassment and sexual assaults in universities in Australia gave a challenging insight into the prevalence of, and devastating impact of, sexual abuse experienced by many university students.

Relationship breakups are a common experience for university students through the pressure of study and assignment commitments, differing expectations and values and the unusual circumstances of university life.  These relationship break-ups can lead to emotional turmoil and distress.  Relationship problems and other stressors can be exacerbated by financial difficulties.

The onset of assessment deadlines can result in panic attacks, nervousness, anxiety and add stressors to relationships that are already stressful.  The level of stress experienced by university students in Australis was highlighted by the report of a recent research project.  The research, conducted jointly by Headspace and the National Union of Students, surveyed 2,600 Australian tertiary education students.  The report disclosed a very alarming level of anxiety among the TAFE and university students surveyed – “35 per cent experiencing self-harm or suicidal thoughts in the past 12 months”.

Mindfulness Resources in Universities

Universities have started to realise the impact of multiple stressors on students’ ability to concentrate and perform academically and to sustain commitment to their courses (drop-out rates have been increasing).

Most universities now, especially through their counselling services, have established a suite of mindfulness resources for their students.  They promote these on the grounds that they will increase concentration, clarity and focus; reduce stress; enhance physical and mental health;  improve quality of life and relationships; and help to develop positive attitudes and happiness.

RMIT, for example, provides a series of six conversations incorporating introductions, audios and exercise worksheets.  The conversations are based on Acceptance and Commitment Therapy (ACT) which involves a core message – “accept what is out of your personal control, and commit to action that improves and enriches your life”.   The RMIT ACT Conversations cover the following topics:

  1. Language creates conflict
  2. Action & experience versus thought and emotion
  3. Acceptance, willingness and inclusion
  4. Mindfulness and being present
  5. Your values and direction
  6. Committed action

In line with many mindfulness trainers and practitoners, RMIT stresses the critical role of the exercises and mindfulness practice.   A local resource that reinforces RMIT’s ACT approach is the very readable, humorously illustrated and practice-oriented workbook, The Happiness Trap Pocketbook, produced by Dr. Russ Harris and Bev Aisbett.

James Cook University provides a Relaxation, Meditation and Mindfulness PDF with links to Smiling Mind Mindfulness Meditation, free meditation resources and classes, 6 mindfulness exercises to try, quick relaxation techniques and exercises.

Links to other free mindfulness resources designed for university students include the following:

Additionally, the University of California, Los Angeles (UCLA) through its Mindful Awareness Research Center (MARC) has the following free resources:

There are numerous resources for university students to grow in mindfulness and improve the quality of their university life, enhance their close relationships and achieve the level of academic performance they are capable of.

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

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Disclosure: If you purchase a product through this site, I may earn a commission which will help to pay for the site, the associated Meetup group and the resources to support the blog.

 

Mindfulness and Neuroplasticity

Norman Doidge, in his book The Brain That Changes Itself, explained that early brain researchers discovered what became known as “neuroplasticity”:

They showed that the brain changed its very structure with each activity it performed, perfecting its circuits so it was better suited to the task at hand.  If certain “parts” failed, then other parts sometimes take over. (p.xv)

For example, people who meditate or teach meditation have been shown to have a thicker insula – a part of the brain that is activated by paying close attention to something (p.290).

Dr. Bruno Cayoun observed that neuroscience has demonstrated that brain plasticity explains how mindfulness training increases our perceptual ability leading to a greater sense of self control and self-awareness.  Perceptual ability, according to the Oxford Dictionary, is “the ability to be able to deal with and give meaning to sensory stimuli”.

Research conducted jointly by the Fudan University in China and the University of South Florida showed that Tai Chi- often described as “meditation-in-motion” – actually increased the size of the brain of seniors who practised Tai Chi for 40 weeks and did so at least three times per week.  Tai Chi has many other benefits and these are discussed elsewhere in this blog.

Norman Doidge discusses the work of Michael Merzenich, Emeritus Professor in neurophysiology, who started a company called Posit Science to extend neuroplasticity of the brains of people as they age, as well as extend their lifespan (p.85).  Professor Merzenich maintains that, if we are in the older age group, we may not have been developing our brain plasticity since middle age because we are often working off already mastered knowledge and skills.

So, learning new skills such as mindfulness meditation and Tai Chi, with the attention and concentration required, will help to alleviate this problem of mental decline.

As we grow in mindfulness through meditation and approaches such as Tai Chi, we increase the size of our brain, enhance brain plasticity and enjoy the consequential benefits such as self-awareness and self-control.

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

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Disclosure: If you purchase a product through this site, I may earn a commission which will help to pay for the site, the associated Meetup group and the resources to support the blog.

 

Persistence with Mindfulness Creates its Own Reward

In previous posts, I discussed how mindfulness meditation can provide pain relief in situations of chronic pain and alleviate the symptoms of psoriasis.

From my personal experience, I can confirm that being mindful in the midst of pain or the relentless itch from psoriasis is not easy.  However, I have found in both situations that mindful meditation has been extremely helpful.

In 1997, my back collapsed and I could not stand for more than two minutes or walk more than 10 metres without experiencing excruciating sciatic pain that travelled down to my ankles.  On top of this, I had pneumonia which aggravated the pain whenever I coughed.

I spent 18 months having all kinds of treatment – chiropractic, hydrotherapy, physiotherapy and osteopathy.  There were times when I had to lie on my back on the floor, alternating one hour on and one hour off.  When you are lying on the floor, there is not much you can do except meditate – which is what I did to achieve some degree of pain management.

More recently, I have found that mindful breathing focused on the part of my body that is itchy, has provided some relief.  This is difficult to do because the temptation is to seek distraction rather than focus on the source of discomfort.  However, as I mentioned in my previous post on psoriasis, research has demonstrated that mindful meditation can actually enhance the healing benefit of whatever form of treatment for psoriasis you are undertaking.

We know from experience that conscious breathing can help us manage pain when, for instance, we are undertaking painful physiotherapy or remedial massage.  Research shows that conscious breathing, combined with focused attention, actually speeds up the healing process.

While the pain or itching discomfort can remind you, and motivate you, to undertake mindfulness meditation, this practice in turn helps you to grow in mindfulness – with all its attendant benefits. So, there is a two-way dynamic operating – pain and discomfort precipitate mindful practice and the latter reinforces other forms of mindfulness that you have developed through different techniques.  Also, as you grow in mindfulness, it gets easier to be mindful when experiencing chronic pain or discomfort from psoriasis.

What I found helpful too is to visualise a future state where you are healed – in my case, visualising returning to playing tennis again on a weekly basis, a state which I eventually achieved after mindfulness meditation in concert with multiple treatments for my back problems.

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

Image source: Courtesy of illustrade on Pixabay

Mindfulness Meditation for Pain Relief

As we grow in mindfulness we start to learn the many ways that mindfulness can improve the quality of our lives.

The quality of life of many chronic pain sufferers has been improved through mindfulness meditation for pain relief, pioneered by Jon Kabat-Zinn.

This resource which is available in CD format or audio download, provides an insight into how mindfulness can help you manage chronic pain as well as mindfulness meditations that can be used for pain relief.

Jon Kabat-Zinn, the founder of mindfulness-based stress reduction (MBSR), maintains that current neuroscience research supports the idea that the more we become aware of the pain in our body and mind, the better we are able to manage pain and improve the quality of our life.  The research shows that awareness of the body-in-pain compared to distraction from pain, has a greater benefit and provides a more sustainable release from the physical and emotional impact of chronic pain.

We all experience the unwanted parts of life, pain and suffering, at some time in our lives – some people for longer than others through the experience of chronic pain.  Mindfulness meditation can help us relieve not only the physical aspects of pain but also the emotional impacts which can take the form of frustration, depression, annoyance, anger and the inability to concentrate.  We can expend so much of our energy and focus just managing the pain that we are quickly exhausted and unable to concentrate.

Jon Kabat-Zinn provides an introduction to his mindfulness meditation for pain relief and this free resource, which includes meditation practice, can help you realise the potential benefits of this approach for improving the quality of your life:

Jon Kabat-Zinn assures us that through mindfulness meditation we can come to realise:

  1. we are not alone in experiencing pain; and
  2. learning to live with pain is possible.

He makes the salient point that managing pain is part of the work of mindfulness itself and that by participating in mindfulness meditation for pain relief, we are immersing ourselves in the global mindfulness movement that is raising global consciousness – people all around the world are becoming more mindful and we are contributing to this movement that promotes peace, harmony, loving kindness and awareness of others and nature.   Our self-compassion through pain management is contributing to compassion for others.

We can grow in mindfulness in many ways.  The drivers for our motivation to practice mindfulness can also be many and varied.  If you are a chronic pain sufferer, this experience could provide the motivation to develop mindfulness for pain relief.

 

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

Image source: Courtesy of Sae Kawaii on Pixabay

 

Looking For Inspiration

Inspiration is everywhere if we just look out for it.  However, as mentioned in the previous post, we tend to become focused on negative news, rather than positive stories.  Inspiration leads to health and well-being, while negative-oriented news creates distraction and emotional disturbance – especially where events are sensationalised to create the maximum emotional impact.

One of the very helpful sources of inspirational stories is TED Talks – an endless source of video presentations on every conceivable topic by numerous people from different corners of the world who have achieved much to improve the human condition.

One such talk was given by Dr. Lucy Kalanithi – What Makes Life Worth Living in the Face of Death?  In this outstanding presentation, Lucy discusses how she and her husband Paul, a neuroscientist, coped with the knowledge that at the age of 37 he was dying from Stage IV lung cancer.

In her optimistic -and sometimes humourous – talk, Lucy makes some key points:

  • the critical importance to keep talking to each other, with no topic off limits
  • realising that the person who is dying must work to reshape their identity
  • making conscious choices together about ongoing health care
  • learning to accept the pain of your dying partner
  • finding beauty and purpose amidst the sadness
  • learning that resilience, in this situation, means bouncing back to real living without denying the reality of impending death.

The video of the presentation by Dr. Lucy Kalanithi is given below:

Besides building bonfires on the beach and watching the sunset with her friends, Lucy found that “exercise and mindfulness meditation helped a lot” after Paul’s death.

Both Paul and Lucy were noted for their compassion towards others. As they were able to grow in mindfulness through this compassion and their intense living-in-the moment, they were better able to cope with the reality of Paul’s terminal illness.

 

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

Image source: Courtesy of martythelewis on Pixabay