self-awareness – Page 10 – Grow Mindfulness

Identifying Our Blind Spots through Mindfulness

One of the realities of human existence is that we all have blind spots – what others see in our words and action but we can’t see ourselves. Our blind spots may be obvious to other people who can see patterns in our behaviour. The problem is that we can never eradicate our blind spots completely but we can learn to identify them and learn to better manage our responses – to effectively reduce the hurt to others and to ourselves.

Kelly Boys, author of The Blind Spot Effect: How to Stop Missing What’s Right in Front of You, suggests that our blind spots have a number of dimensions:

Visual– we actually have a physical blind spot in our eyes. You can check out your physical blind spot in each of your eyes through this link.
Attentional – we can suffer from an attentional blind spot because of our lack of ability to truly focus. Daniel Goleman suggests that the capacity to focus involves the triad of awareness – focus on ourselves, focus on others and focus on the wider context.
Cognitive – these are the fixed thoughts we carry about the world and ourselves in the world – “I’m not good enough”, “The world is not safe”. These may have worked for us over time but will lead us to diminish ourselves and devalue the energy and support of others. Cognitive blind spots can cut us off from experiencing the world as it is and limit our opportunities.
Behavioural– we may be totally oblivious to persistent patterns in our behaviour that are very obvious to others. It may be the way we respond to criticism or attempt to please others all the time -what Harriet Braiker calls, The Disease to Please.

Identifying the core blind spot

Kelly, in her interview with Tami Simon, offered a simple exercise to help people identify their core blind spot – “the way we hold our perception of ourselves and the world around us together”. Identifying the core, which often relates to a sense of separateness, can lead to a major transformation in our lives.

Kelly suggests that being still and open to the present moment is a key way to access our blind spots and to understand the underlying pattern in our perceptual, cognitive and behavioural responses. In the exercise she led during the interview she encouraged people to become grounded; be open to, and aware of, their senses (sound, sight, breath) and to notice any tension, tightness or contraction in their body. Staying with this bodily feeling is a way into understanding the underlying blind spot – “Where does this tension come from?’ “What am I saying to myself about my looks or capacity?’ “How am I perceiving the world or the actions of others?” “How am I planning to respond – why?”

As we persist with this kind of exercise, where we use our bodily awareness as the gateway to our blind spots, we can delve deeper into our core blind spot and open up the way to respond very differently – we can better understand our reactivity in certain situations and increase our response ability. This self-awareness and self-regulation are key outcomes of mindfulness practice.

As we grow in mindfulness we begin to recognise patterns in our thoughts and behaviour and what we pay attention to. If we persist in the relevant mindfulness exercise, we will come to understand our core blind spot. This growing realisation opens up new possibilities for us as we free ourselves from the limitations in our perceptions and responsiveness that arise through our blind spots.

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Bringing Mindfulness to Your Daily Life

Mindfulness is developed through meditation which can take many forms. When you become adept at meditation, you can access mindfulness at any time of the day in the midst of undertaking any form of daily activity – walking, eating, talking, or driving.

You can develop the art of bringing mindful awareness to anything you do so that you can learn to be more fully in the present moment. Mindfulness stops you from becoming lost either in the past or the future.

If you can access mindful awareness during your daily life, it can be a place of ease, wellbeing and peace – undisturbed by the waves of life’s vicissitudes. Mindfulness is a lost art but with meditation practice it becomes more accessible, even easy. However, the difficulty lies in remembering to access mindful awareness when you are caught up with your daily activity.

Tara Brach, in a meditation podcast, introduces a process called S.T.O.P. to increase your capacity to remember to engage mindfully in whatever you are doing. This process can be undertaken in a short or very brief form or in a longer, more expanded way.

The S.T.O.P. practice

This practice can be undertaken at any time, particularly when you find yourself agitated or anxious. The basic practice involves:

Stop – pause what you are doing or about to do
Take a breath – breathe in deeply and let out the tension with your out-breath
Observe – notice what is going on for you emotionally and physically (e.g. anger, tightness in the chest)
Proceed – respond with greater awareness and self-management.

This is a practice that can be undertaken at any time during the day in the midst of any activity. You can stop yourself from your automatic fight or flight response and be more conscious of what is going on for you while also controlling your response. With the S.T.O.P. practice you can gain more appropriate responsiveness to your daily life and progressively build your response ability.

Tara demonstrates both the short version and long form in her meditation podcast where she introduces the S.T.O.P. practice. She states that most people seem to find the short version extremely helpful – with some people even using the practice just before a potentially stressful meeting. Tara suggests that the practice enables you to “intercept reactivity” and to respond with mindful awareness.

As we grow in mindfulness through meditation and practices such as S.T.O.P., we can more readily access self-awareness and self-management. We can learn to observe what is going on for us so that we do not react compulsively, but with a mindful awareness that enables us to more readily experience equanimity.

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Developing Relational Mindfulness

Terry Real, in his podcast interview with Tami Simon of Sounds True, introduced the concept of “relational mindfulness”. He described this as a skill that we can develop through meditation and reflection. It entails being able to be in-the-moment in your interactions within your close relationships and to respond from your “adult prefrontal cortex”, while being conscious of the potential, automatic and harmful response of your wounded child.

Relational mindfulness requires recognising that your close relationship is your “biosphere” – it is integral to your ecology. Terry suggests that “thinking relationally is synonymous with thinking ecologically”. This, in turn, requires humility – recognition of the mutuality of the relationship, moving beyond the hurt of your wounded child and acknowledging your mistakes and the hurt of the other person. It also entails being conscious enough to avoid triggering a negative response from the wounded child of the other person in the relationship.

It takes a lot of self-monitoring and self-management developed through meditation and reflection to achieve the requisite humility. If you can develop self-regulation, you are better able to access your considered, adult response rather than be at the mercy of your compulsive wounded child.

Taking a break to recover and commit to the welfare of the relationship

If, however, despite your best efforts, you are flooded emotionally when you are triggered by the actions or words of your partner, you can withdraw from the interaction. Terry suggests that the adult, considerate way to do this is to state three things:

your need to take a break to deal with your own emotions around the issue under discussion
your desire to re-engage in a reasonable time, e.g. in an hour
your willingness to think about how the needs of both of you can be met.

It is critical to see the conflicted interaction not as an opportunity to win or prove your partner wrong, but as a chance to take care of your partner (as well as gain increased self-awareness). Taking care of your partner may mean apologising (this is where humility helps) and asking what you can do to help your partner or to make good their “hurt”. Accusations targeted at the other’s wounded child only inflame the situation.

As we grow in mindfulness through meditation and reflection we can develop relational mindfulness in our everyday interactions within our close relationships. Meditation practice and reflection on our interactions will help us build a relational mindset and develop adult responses in situations that trigger our wounded child. This relational mindfulness, then, will enrich and sustain our close relationships.

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Getting in Touch with Your Wounded Child

Sounds True provides a wide range of mindfulness-related resources that can be viewed online. These include podcast interviews with experts in mindfulness and online training courses including the audio learning series by Terry Real, Fierce Intimacy: Standing Up to One Another with Love. The transcript for each free podcast interview is accessible online and the interview itself can be downloaded as an mp3.

Tami Simon, the founder of Sounds True, recently interviewed Terry Real, the author of a number of books including, The New Rules of Marriage: What You Need to Make Love Work. In the podcast interview, Terry introduced one of his concepts which he called “the wounded child” – our automatic response when our sense of hurt is triggered.

As Terry pointed out, we all have a “wounded child” persona which is part of our make-up. Our wounded child is easily triggered leading to reactive, thoughtless, compulsive, automatic responses that result from an emotional flooding that Terry describes as the “W-H-O-O-S-H, like a wave that overcomes you”.

The trigger that sets off your wounded child might be criticism, real or perceived. You might have experienced criticism, blaming or accusations as a child from one of your parents. This negative experience contributes to the development of your wounded child – in this case, identified as a sensitivity to criticism which leads to defensiveness on your part. Even to this day as an adult, you may continue to experience criticism from a parent in relation to your clothes, your choice of a partner or your location, thus reinforcing your wounded child and related response.

We each have a wounded child that is easily triggered in a close relationship. For me, “feeling abandoned” is my wounded child – I spent 18 months in an orphanage as a 3-4-year-old and 12 months in a boarding school, 100 kilometres from home, when in Grade 2. These circumstances were beyond the control of my parents – my mother was seriously ill at the time and my father was overseas in Japan as part of the occupation forces.

Getting in touch with your wounded child

Through your meditation practices .you can become aware of your wounded child and how this persona is manifested in your emotions and behaviour in your close relationships. You need to be able to reflect on what triggers you and how you respond.

In this regard, the SBNRR (stop, breathe, notice, reflect, respond) process may be helpful in-the-moment or subsequently when you reflect on what happened when you were triggered.

Michael Robotham, in his psychological thriller, The Secrets She Keeps, provides a perfect illustration of a wounded child in action (Meghan) and the response elicited from her husband, Jack (who was also operating from his wounded child persona). Meghan describes the interaction:

Jack and I [Meghan] had a blazing row about money, which was merely the trigger. It began when I reversed the car into a lamppost, denting the rear hatch-lid. It was my fault. I should have admitted my mistake, but I pushed back when Jack accused me of carelessness. We fought… Jack has a similar stubborn streak, charging into every argument, wielding accusations like a bayonet. Wounded I went low, almost begging him to overreact. He did. (p. 47, emphasis added)

If both parties operate from their wounded child personas, the argument escalates, and the hurt is intensified. One reaction leads to another, as the conflict deepens. This is a lose-lose situation and the relationship itself suffers.

As we grow in mindfulness and reflection, we can become aware of our triggers, the nature of our wounded child and the responses we typically make to “what sets us off”. Beyond self-awareness, is self-management and this requires another set of skills, including “relational mindfulness”, which I will discuss in the next post.

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Action Learning Challenges the Values of Narcissistic Managers

In a previous post, I highlighted the role that self-awareness and agency (control over one’s work environment) play in developing and sustaining mental health in the workplace. Narcissistic managers undermine self-awareness and block the achievement of agency by managers and staff.

The negative impact of narcissistic managers on self-awareness and agency in the workplace

Narcissistic managers through their distorted self-belief, words and behaviour undermine genuine self-awareness of subordinates by modelling an inflated view of themselves, seeking scapegoats to assign blame even when it is not warranted (and they are to blame) and causing subordinates to doubt their own competence and sanity.

Narcissistic managers also block the development of agency amongst subordinate managers and staff by their micromanagement, unpredictability, unrealistic and unreasonable workplace demands and dishonesty.

The result of this frustration of agency and the underpinning self-awareness, is a toxic workplace that is injurious to the mental health of subordinates and the narcissistic managers themselves. Action learning interventions challenge the values of narcissistic managers and work to reduce their negative impact on the mental health of subordinate managers and staff in a workplace.

Action learning: a challenge to the values of narcissistic managers

Action learning interventions in toxic work environments can help to reduce the negative impact of narcissistic managers through the development of self-awareness amongst subordinate managers and staff and the growth of managerial and employee agency within the organizational unit involved. I have previously described an action learning intervention, undertaken by Rod Waddington in an educational institution, designed to reduce the negative impacts of a toxic work environment.

If we examine the characteristics of narcissistic managers, we can readily see that the underpinning values of such a manager are in direct opposition to those of action learning – the former involves destruction of agency, abuse, divisiveness, exclusiveness, resistance to ideas from managers and staff and an autocratic style of management. Action learning, in contrast, involves increased agency, mutual respect, collaboration, inclusiveness, openness to ideas from managers and staff and a participative style of management.

While the narcissistic manager creates divisiveness through blaming, favouritism and exclusiveness, action learning overcomes this ‘divide and conquer’ approach through the power of collaboration built through mutual respect and inclusiveness. The contrast in values described above reinforces the need to undertake an organization intervention designed to embed a new set of values where a toxic work environment exists. In Rod’s action learning intervention, the participant managers undertook a “values advocacy campaign” – designed to replace the existing demeaning value set with values that enrich the working environment and nurture engagement, creativity and commitment.

When you enable agency through action learning, managers must take up the responsibility that goes with it, including the need to let go of control and create opportunities for staff growth and development through delegation of authority. This grows the manager’sown positive influence while contributing to the sense of agency of staff and the mental health of all concerned.

As people develop self-awareness and agency in their workplace through action learning, they grow in mindfulness and the capacity to act constructively on their environment in the present moment, rather than being focused on the uncertainty, doubt and instability that arises in a toxic work environment.

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The Problem with Identification

I was reflecting recently about why I get upset and disappointed when my sporting team loses a match. I become annoyed when I perceive that the refereeing is biased (of course, this perception is strongly influenced by my own bias).

In part, I think that my emotional state is influenced by my expectations about how my team will, or should, perform. I do like to be on the winning side in sport!

On further reflection, I have come to think that the basic problem is one of identification – identifying closely with the team involved. So, their successes are my successes, their losses are mine also. I have a sense of pride when they win and a sense of embarrassment when they lose badly.

In some sense then, I am giving over control of my emotions to the vicissitudes and uncertainty of a sporting outcome over which I have no control. In other words, I am giving control of my emotions to some external event, rather than retaining my own inner, emotional control.

What I find is that through this strong identification, and the strong associated feelings, my calmness is replaced by agitation. Instead of enjoying the sport as a form of entertainment and relaxation, I become stressed and annoyed.

However, the path to real happiness lies in self-awareness and self-management, not abrogating responsibility for self-control to some external event or the performance of a sporting team.

Reducing identification and loss of control over emotions

How do you reduce the identification with a sporting team if this identification often leaves you upset or, occasionally, on a high? To me, the starting point is to recognise the level of identification involved and what “rewards” come with this identification. It means naming the feelings involved and choosing to take back control by reducing my level of identification with the team.

Sometimes, it is as if identification with a sporting team is a way to fill an emotional void – to attempt to replace disappointment and frustration with elation and happiness. However, the reverse can happen so that disappointment and frustration only deepen in the event of a loss by the team.

As we grow in mindfulness through meditation on our emotional responses in these situations, we can gain the necessary insight and self-awareness to reduce the power of identification and take back control of our emotions through self-management.

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Managing Expectations through Mindfulness

Expectations play such a significant place in our lives – we have expectations of ourselves and others in our daily activities. We expect ourselves to be able to perform well (or exceptionally) in our work, our sport and home life. We have expectations of others in terms of their words and actions and the level of support they provide to us.

Sometimes we can be captured by external expectations in terms of fitness, health, the way we look, our level of income, where we live and what we wear. Dr. Harrier B. Braiker captures the essence of this “disease” – fulfilling everyone’s expectations of you to avoid rejection and anger – in her new book, The Disease to Please: Curing the People-Pleasing Syndrome. Harriet is the author of the 1986 book, The Type E Woman: How to Overcome the Stress of Being Everything to Everybody (reprinted in 2006), in which she challenges “erroneous expectations”.

Expectations can often lead to conflict. If someone does not fulfil our expectations through their words or behaviour, then we can be upset, annoyed, angry or resentful. This may extend even to the simplest tasks around the house as well as in the workplace where we have expectations of our managers, colleagues and peers. Mindfulness can help us gain self-awareness and self-management with respect to our expectations.

Managing expectations through mindfulness

George Pitagorsky, in his article, Using Mindfulness to Manage Your Expectations, focuses on expectations in a work situation, but the principles apply to any context. He suggests two key strategies for using mindfulness to manage expectations at work:

Being mindful at the outset of a project to ensure that expectations of all involved are aligned.
When expectations are thwarted, being mindful of the feelings you experience and learning to use the gap between stimulus and response to self-manage.

George is the author of Managing Expectations: A Mindful Approach to Achieving Success. His book which focuses on the experience of a Project Manager involved in organisational transition “explores how to apply a mindful, compassionate, and practical approach to satisfying expectations in any situation”.

Phillip Moffitt discusses the Tyranny of Expectations and argues that living in the now, developed through meditation practice, is the way to free ourselves from this tyranny manifested in the endless cycle of ever-increasing expectations.

As we grow in mindfulness through mindfulness meditation practices, we can become more aware of the nature and impact of our own expectations and those of other people and develop our “response ability“, so that we are not held captive by our expectations or those of others.

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Identifying Our Assumptions through Mindfulness

One of the aspects of self-awareness that is important to master is the assumptions we carry with us that impact our thoughts, perceptions, interpretations, emotions and behaviour. We can be aware of the negative impact on us of the assumptions of other people but be blind to our own assumptions and their negative impact on others.

Earlier I wrote about the impact for me of my social tennis partners making assumptions about my capacity to play tennis, given my age. Last week I fell into the same trap through my assumptions about another player.

I was playing social tennis with three other players, one of whom was a woman. She offered to play with the weaker player and I found this hard to accept initially because I assumed that she would be a weaker player, despite her size. This proved to be a false assumption as the woman player turned out to be the best player of the four of us.

The woman player had a particular style of hitting her ground strokes which meant that the ball levelled out when it hit the ground, making it very difficult to get a racquet under the ball. I spent most of the social game reframing my assumptions about the woman player and trying to counter her game.

The moral of the story is that assumptions can blind us to possibilities and reduce our capacity to cope with reality. Assumptions are like tunnels – they can distort our perception of others and of everyday occurrences.

Incorrect assumptions are often the cause of conflict in relationships because we tend to make assumptions about the motivation of the other person. They, in turn, make assumptions about our motivation and act on their own erroneous assumptions. We respond having confirmed in our own mind that our assumption about them were correct (confirmatory bias). And so a conflict spiral is created built on increasingly entrenched, but inaccurate assumptions.

As we grow in mindfulness we become aware of the assumptions we hold, how they play out in our thoughts and emotions and how they are manifest in our behaviour. Through mindfulness we can increase our self-awareness in this area, better deal with the challenges of our life, enrich our relationships and develop our creativity.

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The Last Lecture – Mindful Living

Randy Pausch, the author of The Last Lecture, was a Professor of Computer Science at the Carnegie Mellon University specialising in the design of Virtual Reality. He died from pancreatic cancer on 25 July 2008 after being diagnosed with the disease in the summer of 2006.

Randy’s book traces his life, his medical experience, giving his last lecture and his life’s lessons and achievements. His Last Lecture, given on the 18th September 2007, was videotaped and is available here. The lecture has been viewed by millions of people who admire Randy’s inspiration, insight, humour, intelligence and wisdom.

Randy, even though he was obviously dying from cancer at the time, wanted to leave a legacy for his three young children in terms of the lessons he had learned in life – often the hard way by making mistakes. Some of his insights into the way to live your life are pertinent to developing mindfulness.

Lessons on mindfulness from Randy Pausch

I can’t recall Randy talking about mindfulness in his book or his lecture, but he did have some insights and values that I think are particularly relevant to mindfulness:

Show Gratitude

Being grateful for what you have and what people have done for you is important, because it is part of growing in self-awareness and understanding how you came to achieve what you have achieved. Randy also talks about the “lost art of the thank-you note” as a timely way to express appreciation.

He went even further and decided to take his 15-member research team (working on virtual reality) to a week-long visit to Disney World in Florida. Besides enjoying the entertainment, they were also able to take in some educational activities relevant to their studies and research. He provided this expensive trip as a way to “pay it forward” his gratitude for the mentoring he received from Any van Dam.

Gratitude requires being present to notice what people have done for you and developing an appreciation mindset through gratitude meditation. Often, we are grateful, but fail to express it. Through this form of meditation, we become more aware of the opportunities to show gratitude and ways to express it.

Seeking forgiveness genuinely

There are many times when we are hurt by the words and actions of others – it is part of being human on both sides of the hurt dyad. We hurt others and they hurt us. We can’t avoid this, although as we grow in mindfulness we become more aware of their feelings and what effect our words and actions have on them.

Randy stresses the importance of seeking forgiveness genuinely – in his own words, “A bad apology is worse than no apology”. He argues that we should not apologise in such a way that we are not genuineor in a way that is designed only to obtain an apology from the other person. While hurt can be a two-way street, it does not rectify the situation to actively seek an apology from the other party – they may apologise in their own due time. If you want someone to change their behaviour, you are more likely to achieve this if you change your own behaviour first.

Forgiveness meditation helps us to develop the readiness and willingness to apologise for the hurt we cause others. In the process of this meditation, we can ask for forgiveness from others – which makes us acutely aware of the reality that we are not the only one hurting. Associated with this, is the need to also practise self-forgiveness meditation.

As we grow in mindfulness through meditation and learning from the inspiration of others such as Randy Pausch, we can develop the awareness and mindset that makes us willing and able to show gratitude and to genuinely seek forgiveness.

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Emotional Intelligence Competency – Adaptability

Daniel Goleman, in his interview for the online 2018 Mindfulness at Work Summit identified “adaptability” as the one of the emotional intelligence competencies that fall under the self-management group of competencies.

Adaptability is often assessed during job interviews for manager positions because the pace of social change, the convergence of technological innovations and economic discontinuities demand adaption by managers who have responsibility for people, infrastructure and financial resources.

As Reg Revans, the father of action learning, pointed out very early, “The past is no precedent for the future”. This is especially true in turbulent times. The maxim also applies to employees other than managers as they are frequently required to adapt to structural change, job redesign, system innovations and procedural improvements. A lack of adaptability can be manifested in people who are focused on the past rather than embracing the opportunities presented by organisational changes.

Goleman suggests that resilience is different to adaptability in the sense that it is more about a person’s capacity to bounce back from setbacks or personal difficulties. The time required to restore equilibrium after a major upset or source of distress is a measure of a person’s resilience and, in that sense, is considered by Goleman as more an aspect of another emotional intelligence competency that he terms, “emotional self-control”.

Adaptability, in his view, is more about being agile, being able to move with the times rather than becoming fixated with the way things are now. According to Goleman, research conducted by Richard Boyatzis confirms the view that high adaptability is not only a good predictor of career success but also of overall life satisfaction and happiness.

If you are lost in resentment or anxiety, it is very difficult to be adaptable because you are preoccupied with other time scenarios in the past or the future.

As people grow in mindfulness through meditation, they can gain the self-awareness to identify their own thoughts and emotions that block their adaptability and impede their progress in life.

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