Living Well with Parkinson’s Disease: My Journey with Mindfulness by Nick Cooke

Living Well with Parkinson’s Disease: My Journey with Mindfulness

By Nick Cooke

There are moments in life that divide everything into a “before” and an “after.”

Receiving a diagnosis of Parkinson’s disease was one of those moments for me.

Although I had already lived through other serious health challenges, including diabetes and cancer, hearing the words “you have Parkinson’s disease” brought a different kind of fear. It was not simply fear of illness itself, but fear of change, uncertainty, loss, and what the future might hold.

Like many people living with long-term illness, I experienced trauma following my diagnoses. Trauma is not always one dramatic event. Sometimes it is the slow and painful process of watching your life change in ways you never expected. Sometimes it is grieving the body you once had. Sometimes it is learning to live with uncertainty every single day.

For many years, mindfulness and meditation had already been a central part of my life. I had practised meditation for decades and worked as a psychotherapist helping others better understand the mind and their own human experience. But when illness entered my life more deeply, I realised something important:

The mindfulness I now needed was very different from the mindfulness I had previously known.

When Practice Changes

I remember the first time I realised I could no longer comfortably sit still in a meditation group because of my Parkinson’s tremors.

It may sound like a small thing, but for me it carried enormous emotional weight.

Meditation had always looked a certain way in my mind. Quiet. Still. Calm. Controlled. Suddenly my body no longer allowed that experience. I remember feeling embarrassed. Ashamed even. I worried I was distracting others. I felt grief for the loss of something that had once come naturally to me.

Over time, however, I began to understand something deeply important:

Mindfulness is not about forcing ourselves to fit a particular image of practice.

Mindfulness is about meeting ourselves exactly where we are.

That understanding changed everything for me.

Learning to Meet Suffering with Compassion

Living with Parkinson’s disease has taught me many things. It has taught me humility. It has taught me patience. It has taught me how fragile life can feel at times.

But perhaps most importantly, it has taught me compassion.

Not the kind of compassion that sounds nice in theory, but the kind born through struggle, loss, vulnerability, and acceptance.

There were times when my mindfulness practice became the very thing that held me together. Not because it made my illness disappear, but because it helped me stay present with what was happening without completely collapsing beneath it.

Mindfulness became a lifeline.

There were days when sitting meditation was impossible. So I adapted. There were times when stillness was not available to me, so I learned mindfulness through movement, through breathing, through listening, through simply being kind to myself in difficult moments.

I came to realise that mindfulness practice looks different for every person.

For some people it may be sitting quietly for forty minutes. For others it may simply be noticing the feeling of their feet on the floor whilst living with pain, anxiety, trauma, or illness. Both are valid. Both matter.

It must meet people where they are.

That phrase has become central to everything we teach.

The Birth of the Mindfulness Now Approach

Out of these experiences, the Mindfulness Now approach slowly emerged.

It was never created as a rigid programme or fixed method. In many ways, it grew organically through my own life experience — through illness, through healing, through listening to others, and through recognising that many people simply did not feel included in traditional mindfulness settings.

I began to see how many individuals were struggling silently. People living with trauma. Chronic illness. Anxiety. Disability. Grief. People who felt they were somehow “failing” at mindfulness because they could not sit still, concentrate, relax, or meditate in the “right” way.

But there is no one right way.

The Mindfulness Now approach was born from the belief that mindfulness must be adaptable, person-centred, trauma-informed, and compassionate.

Living with Parkinson’s Today

People sometimes ask me whether mindfulness cures Parkinson’s disease.

The answer is no.

I still live with Parkinson’s every day. I still experience difficult symptoms. There are still moments of frustration, exhaustion, sadness, and fear. Mindfulness has not removed my suffering completely.

But what it has changed is my relationship with suffering.

Mindfulness has helped me find moments of peace in the middle of uncertainty. It has helped me soften around fear rather than constantly fighting it. It has helped me reconnect with joy, gratitude, and meaning even during difficult times.

Perhaps most importantly, it has helped me accept my changing body with greater kindness.

That acceptance did not happen overnight. It continues to be a journey. But slowly, over many years, I have learned that healing does not always mean becoming free from illness. Sometimes healing means learning how to live fully and compassionately alongside what is here.

One thing I have also learned through illness is the importance of not taking myself too seriously. Mindfulness is often spoken about in very serious ways, but for me, gentle humour, lightness, and the ability to smile at the human condition have become deeply important parts of my practice. Even in difficult moments, humour can reconnect us with our inner resilience, warmth, and humanity. I have found that bringing gentleness, perspective, and even laughter into my approach to life has enormous power. It helps me reconnect with inner resources that can so easily become hidden beneath fear, struggle, or suffering.

Why Trauma-Informed Mindfulness Matters

One of the things illness taught me very clearly is that mindfulness must feel emotionally safe.

For many people, silence can feel frightening. Closing the eyes can feel unsafe. Sitting with bodily sensations can be overwhelming, particularly for those living with trauma or illness.

This is why trauma-informed mindfulness matters so deeply to me.

Within Mindfulness Now we encourage the use of what we call the NIA language model — Non-directive, Invitational, and Adaptive language.

This means we invite people rather than instruct them. We offer choice rather than pressure. We encourage people to listen to themselves and honour their own needs.

Because real mindfulness is not about pushing through discomfort at all costs.

It is about learning to listen deeply and compassionately to ourselves.

My Hope for the Future

When I first began teaching the Mindfulness Now programme in Birmingham around the year 2000, I could never have imagined it would eventually reach people around the world.

Today, alongside a passionate and compassionate team, we continue to train mindfulness teachers who share this vision of inclusive, adaptable, trauma-informed mindfulness.

My hope is simple:

That mindfulness becomes accessible to everyone.

Not just to those who are healthy, confident, calm, or able-bodied. But to everyone — including those living with illness, trauma, anxiety, grief, disability, or struggle.

Because mindfulness was there for me during some of the darkest periods of my life.

And I truly believe that within every human being there exists an incredible capacity for awareness, compassion, resilience, and wisdom — even in the midst of suffering.

Living with Parkinson’s disease has changed my life profoundly.

But it has also taught me how precious life is.

It has taught me to slow down. To appreciate small moments. To soften. To let go of perfection. To meet myself with kindness.

And perhaps that, in the end, is what mindfulness has always really been about.

You Are Not Your Thoughts: A Mindfulness Perspective on Inner Peace

The Water Beneath the Waves: Finding Peace Beyond Our Thoughts

“The water itself is always pure. Whether you put poison or medicine into it, the nature of the water does not fundamentally change.”
Matthieu Ricard

In our daily lives, it’s easy to become completely identified with what we are feeling. When anxiety rises, we think I am anxious. When anger appears, we believe I am angry. During periods of sadness or self-doubt, we can even begin to think there is something fundamentally wrong with us.

But what if these emotional states are not who we truly are?

Buddhist monk and meditation teacher Matthieu Ricard offers a powerful metaphor for understanding the nature of the mind. He compares awareness to water itself — naturally clear, open, and peaceful. Thoughts, emotions, and reactions are like substances temporarily mixed into that water. Some are nourishing, like medicine. Others are painful, like poison. Yet beneath it all, the essential nature of the water remains unchanged.

This simple image offers a profound shift in perspective — and one that lies at the heart of mindfulness practice.

The Mind Beneath the Noise

Most of us spend our lives reacting to the ever-changing weather of the mind. Thoughts race, emotions surge, worries pull us into the future, regrets drag us into the past. We often assume that because we feel something intensely, it must define who we are.

Mindfulness invites us to pause and look more closely.

When we sit quietly and observe the mind, we begin to notice something remarkable: thoughts and emotions are constantly changing. Anger comes and goes. Fear rises and falls. Joy appears and fades. Even our strongest moods are temporary visitors.

Yet there is something within us that notices all of this.

That noticing awareness — calm, alert, and present — is like the water Ricard describes. It is the stable background beneath the movement of thoughts and emotions. While the surface may become stormy, the deeper water remains undisturbed.

We Are Not Our Thoughts

One of the most liberating insights in mindfulness is recognising that thoughts are not facts, and emotions are not identity.

There is a subtle but powerful difference between saying:

  • I am angry
    and
  • Anger is present right now.

The first statement fuses our identity with the emotion. The second creates space. It allows us to observe the feeling without becoming consumed by it.

This doesn’t mean suppressing emotions or pretending difficult experiences don’t exist. Mindfulness is not about denying pain. It is about relating to it differently.

When we stop clinging to our thoughts and feelings as permanent truths about ourselves, we begin to experience greater freedom. We can respond rather than react. We can hold our emotions with compassion instead of fear.

The Practice of Awareness

Mindfulness helps us return to the “water” — the deeper awareness beneath the mind’s activity.

Through practices such as mindful breathing, body scans, or compassionate awareness, we learn to observe our internal experience with openness and curiosity. Over time, this strengthens our ability to remain grounded even during difficult moments.

We begin to realise:

  • Thoughts are events in the mind, not commands.
  • Emotions are waves, not permanent states.
  • Difficult experiences do not define our worth.

This understanding can be deeply healing, especially in times of stress, anxiety, grief, or overwhelm.

Rather than being swept away by every mental storm, we learn to rest in a steadier place within ourselves.

A More Compassionate Relationship with Ourselves

Many people carry a harsh inner critic — a voice that tells them they are failing, broken, or not enough. When we identify completely with these thoughts, suffering deepens.

Mindfulness offers another way.

If the mind is like water, then painful thoughts are simply passing conditions moving through awareness. They are not the essence of who we are.

This recognition naturally cultivates self-compassion. We stop treating ourselves as the problem and begin meeting our experience with kindness and patience.

And from this place, healing becomes possible.

Returning to What Is Already Here

The peace we seek is not something we must create from scratch. According to mindfulness teachings, it is already present beneath the noise of the mind.

Like clear water beneath muddy currents, our natural awareness remains intact even in difficult times.

The invitation of mindfulness is simply to remember this.

To pause.

To breathe.

To notice the thoughts and feelings moving through us without becoming lost in them.

And to reconnect, again and again, with the quiet, steady presence that has been there all along.

 

Further Reading & References

  • Matthieu Ricard — Official Website
    Insights, articles, and teachings on meditation, compassion, and altruism.
    Visit Website
  • Why Should I Meditate? — Matthieu Ricard, Lion’s Roar
    A thoughtful introduction to Buddhist meditation and awareness practice.
    Read Article
  • Mind & Life Institute — Matthieu Ricard Podcast
    Discussion on compassion, emotional wellbeing, and contemplative science.
    Listen to Podcast
  • Greater Good Magazine — Matthieu Ricard Profile
    Articles and reflections connecting mindfulness, compassion, and happiness research.
    Explore Resource
  • NHS: Mindfulness
    An accessible overview of mindfulness and its mental health benefits.
    Read NHS Guide
  • Study Buddhism — Interview with Matthieu Ricard
    Reflections on mindfulness, awareness, and meditation in modern life.
    Read Interview

This article was inspired by the teachings and writings of Buddhist monk Matthieu Ricard on awareness, compassion, and the nature of mind.

Mindfulness Teacher Training: A Complete Guide to Choosing the Right Pathway

Mindfulness Teacher Training: A Complete Guide to Choosing the Right Pathway

Are you considering mindfulness teacher training and wondering how to choose the right course?

With the growing popularity of mindfulness, there are now many training programmes available. However, not all courses meet high professional standards. If you’re looking to train as a mindfulness teacher—especially through pathways aligned with organisations such as the Mindfulness Teachers Association (MTA)—it’s important to understand what quality training really involves.

This guide will help you choose a programme that is ethical, effective, and supports long-term development.

What Is Mindfulness Teacher Training?

Mindfulness teacher training is a structured process that prepares you to safely and effectively teach mindfulness to others. It goes beyond learning techniques—it focuses on developing your personal practice, teaching skills, and professional awareness.

High-quality training pathways typically align with recognised good practice guidelines and include both experiential learning and supervised teaching.

Why Choosing the Right Mindfulness Training Matters

The quality of your training directly impacts:

  • Your confidence as a mindfulness teacher
  • The safety and wellbeing of your participants
  • Your long-term success and sustainability

Choosing a programme that meets recognised standards—such as those valued within the mindfulness teaching community—helps ensure you are properly prepared.

Key Features of High-Quality Mindfulness Teacher Training

1. A Strong Personal Mindfulness Practice

A foundational element of any reputable mindfulness teacher training course is your own practice.

Look for programmes that require:

  • Daily mindfulness practice
  • Participation in mindfulness courses as a student
  • Retreat experience or periods of deeper practice

Teaching mindfulness is about embodiment, not just instruction.

2. Trauma-Informed Mindfulness Training

One of the most important aspects of modern mindfulness training is being trauma-informed.

Mindfulness can sometimes bring up difficult thoughts, emotions, or past experiences. Without proper training, teachers may not know how to respond appropriately.

Choose a course that includes:

  • Trauma awareness and sensitivity
  • Understanding of psychological processes
  • Clear boundaries and scope of practice

This is essential for safe and responsible teaching.


3. Inclusive and Accessible Mindfulness Teaching

Effective mindfulness teaching must be inclusive and adaptable.

Look for training that covers:

  • Cultural awareness and sensitivity
  • Accessibility for different needs and abilities
  • Adapting practices for diverse groups

Inclusive mindfulness ensures your teaching is relevant and respectful to all.


4. Supervised Teaching Practice

The best mindfulness teacher training programmes include real teaching experience.

This should involve:

  • Teaching practice with real participants
  • Feedback from experienced trainers
  • Reflective learning and mentoring

This hands-on experience is key to developing confidence and competence.


5. Ethical Standards and Professional Frameworks

Reputable programmes align with recognised ethical guidelines and professional standards.

This often includes:

  • Codes of ethical conduct
  • Ongoing supervision or reflective practice
  • Commitment to continued development

These frameworks support both teacher integrity and participant safety.


6. Post-Qualification Support and Continuing Development

A crucial—but often overlooked—factor in choosing a mindfulness training course is what happens after you qualify.

High-quality programmes offer:

  • Ongoing mentoring or supervision
  • Continued professional development (CPD)
  • Access to a teaching community or network
  • Opportunities to deepen and specialise your practice

Without post-qualification support, many new teachers struggle to progress. With it, teaching becomes a sustainable and evolving journey.


7. Flexible and Accessible Training Pathways

Many people come to mindfulness teacher training in the UK from different professional and personal backgrounds.

Look for programmes that provide:

  • Flexible learning options (online or blended learning)
  • Step-by-step progression pathways
  • Accessibility for those balancing work and life commitments

This flexibility makes training more achievable and inclusive.

How to Choose the Best Mindfulness Teacher Training Course

When comparing training options, ask:

  • Does the course include trauma-informed and inclusive training?
  • Is there supervised teaching practice?
  • What support is available after qualification?
  • Does the training align with recognised professional standards?
  • Will this programme support my long-term development as a teacher?

Taking time to explore these questions will help you make a well-informed decision.

Final Thoughts on Mindfulness Teacher Training

Choosing the right mindfulness teacher training programme is about more than gaining a certificate. It’s about developing the skills, awareness, and support needed to teach mindfulness safely and effectively.

The most respected training pathways share key qualities:

  • Depth of personal practice
  • Trauma-informed and inclusive approaches
  • Strong ethical foundations
  • Ongoing support beyond qualification

By prioritising these elements, you can choose a training that truly prepares you for meaningful and responsible mindfulness teaching.

Accessible & Inclusive Mindfulness Teacher Training | LGBTQ+ Friendly | Mindfulness Now UK

Accessible & Inclusive Mindfulness Teacher Training
| LGBTQ+ Friendly | Mindfulness Now UK

Accessible and Inclusive Mindfulness Teaching

At Mindfulness Now UK, we are committed to delivering accessible, inclusive and LGBTQ+ friendly mindfulness teacher training and courses.

We believe mindfulness training should be open to everyone — regardless of sexual orientation, gender identity, background, ability, age, culture, or lived experience. Inclusion is not an add-on to our training; it is central to how we teach.

Whether you are joining a mindfulness course for personal development or enrolling in our Mindfulness Teacher Training programme, you can expect a respectful, affirming and supportive learning environment.

LGBTQ+ Friendly Mindfulness Training

We proudly welcome people who identify as: Lesbian, Gay, Bisexual, Transgender, Non-binary, Queer, Questioning, Intersex, Asexual, and across the full spectrum of gender and sexuality.

Our training spaces are:

  • Affirming of all gender identities and expressions
  • Respectful of chosen names and pronouns
  • Free from heteronormative assumptions
  • Committed to zero tolerance of discrimination

We recognise that LGBTQ+ individuals may experience minority stress and social marginalisation. Our approach to mindfulness teaching is sensitive, compassionate and grounded in real-world awareness.

Trauma-Sensitive & Accessible Mindfulness Teaching

Mindfulness Now was developed with accessibility and flexibility at its heart. Our approach to mindfulness teacher training includes:

  • Trauma-sensitive teaching principles
  • Choice-based practice invitations
  • Respect for personal boundaries
  • Adaptations for physical accessibility
  • Inclusive language throughout

We understand that people arrive at mindfulness from diverse life experiences. Our training supports autonomy, safety and empowerment.

Inclusive Mindfulness Teacher Training in the UK & Online

We offer:

  • Accredited Mindfulness Teacher Training
  • Continuing Professional Development (CPD)
  • Online and in-person options
  • Flexible pathways to qualification

If you are searching for:

  • “Inclusive mindfulness teacher training UK”
  • “LGBTQ+ friendly mindfulness course”
  • “Accessible mindfulness training”
  • “Trauma-informed mindfulness teaching”— you are in the right place.

Our Ongoing Commitment to Diversity & Inclusion

Inclusion is an evolving practice. We are committed to:

  • Continuing professional development in equality, diversity and inclusion
  • Reflecting diverse experiences in course materials
  • Listening to feedback from our community
  • Reviewing and improving policies regularly

We aim to model the mindful values we teach: awareness, compassion, and non-judgement.

You Belong Here

Mindfulness is not reserved for a particular identity, background, or belief system.

If you are looking for mindfulness teacher training that values accessibility, inclusivity and LGBTQ+ affirmation, we warmly welcome you.

If you would like to discuss access needs before enrolling, please contact:

info@mindfulnessnowdevon.org

Further Resources (UK)

We encourage ongoing learning and signpost the following trusted organisations and professional bodies:

Mindfulness teaching standards & professional bodies

  • Mindfulness Teachers Association (MTA) – the UK’s largest professional body and register of accredited mindfulness teachers
    https://mindfulnessteachers.org.uk

  • British Association of Mindfulness-Based Approaches (BAMBA) – good practice guidance and standards for mindfulness-based teaching in the UK
    https://bamba.org.uk

LGBTQ+ inclusion & support (UK)

Equality & rights (UK)

Mindfulness Teaching, Cultural Roots, and the Call for Integrity

Mindfulness Teaching, Cultural Roots, and the Call for Integrity

As mindfulness becomes more widely adopted in schools, healthcare settings, workplaces, and community programmes, teachers carry increasing responsibility—not just to deliver practices effectively, but to do so ethically and with cultural sensitivity. Mindfulness, as it is often taught in secular contexts, draws from contemplative traditions rooted in Buddhism and other Eastern philosophies. While a secular approach ensures accessibility and inclusivity for people of all faiths and none, it can unintentionally lead to cultural erasure or appropriation if not handled with awareness and integrity (Kabat-Zinn, 2011).

Honouring Roots Without Imposing Belief

Mindfulness in its modern form, especially within programmes like MBSR (Mindfulness-Based Stress Reduction), was intentionally designed to be secular to support accessibility in diverse settings (Kabat-Zinn, 1994). This approach allows individuals from all backgrounds to engage without feeling they are being invited into a specific religious or spiritual framework. However, acknowledging the lineage of these practices can deepen respect and understanding without requiring belief in any doctrine.

A simple way to do this is through transparent framing:

“Mindfulness as we explore it today has roots in ancient contemplative traditions. While we’ll approach it in a secular, inclusive way, it’s important to honour the cultures and wisdom from which these practices emerged.”

This approach allows space for history without imposing worldview.

Cultural Appropriation vs. Cultural Appreciation

Cultural appropriation occurs when elements from a culture are used without understanding, credit, or respect, often by those in a position of privilege (hooks, 1992). For mindfulness teachers, this might show up as using Sanskrit or Pali terms without context, borrowing symbols or rituals without understanding their sacred significance, or presenting mindfulness as something newly invented in the West.

Cultural appreciation, on the other hand, involves learning from the sources, citing lineage, using language respectfully, and avoiding commodification (Purser, 2019). When we share mindfulness as a secular tool, we can still signpost the historical traditions, invite curiosity, and encourage ongoing learning rather than presenting mindfulness as a detached wellness product.

Inclusivity and Language Sensitivity

Teachers can create inclusive spaces by using universal language that speaks to shared human experience while staying sensitive to different faith backgrounds. Rather than avoiding origins completely, we can frame them within a tone of humility and inquiry. Using language such as “for some traditions…” or “in its historical roots, mindfulness was understood as…” offers context without prescribing belief.

Compassionate Transparency

A compassionate and ethical teaching practice includes:

  • Attribution – Naming that mindfulness has roots in Buddhist traditions and other contemplative practices.

  • Humility – Acknowledging our own place in relation to those traditions and remaining open to learning.

  • Consent and Choice – Inviting participants to adapt language or practices based on their own values and beliefs.

  • Ongoing Reflection – Regularly checking in with our own motivations, sources, and teaching frameworks to ensure they align with values of respect and inclusion.

Moving Forward with Integrity

Mindfulness, at its heart, teaches us to meet each moment with awareness, compassion, and integrity. Bringing these qualities into our teaching practice means honouring both the accessibility of secular delivery and the cultural roots from which these powerful practices emerged. We don’t need to choose between inclusivity and respect for tradition—we can hold both with care.

References

hooks, b. (1992) Black Looks: Race and Representation. Boston: South End Press.

Kabat-Zinn, J. (1994) Wherever You Go, There You Are: Mindfulness Meditation for Everyday Life. New York: Hyperion.

Kabat-Zinn, J. (2011) ‘Some reflections on the origins of MBSR, skillful means, and the trouble with maps’, Contemporary Buddhism, 12(1), pp. 281–306.

Purser, R. (2019) McMindfulness: How Mindfulness Became the New Capitalist Spirituality. London: Repeater Books.

Further References