becoming a mindfulness teacher

Acceptance and Commitment Therapy Training – ACT for Anxiety – FULLY BOOKED

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By Nick Cooke

Acceptance and Commitment Therapy (ACT) certified professional training with a key focus on assisting those with anxiety

"… irrespective of the number of symptoms we have, or how serious those are, provided that we respond to them in a mindful way we will feel happier and better able to function. Unwanted symptoms do ‘miraculously’ tend to reduce, even though this is not the primary aim!"

It was Sigmund Freud who famously described anxiety as ‘fear spread thinly. What a lot of sense this continues to make in our present day and age. However, Freud’s belief about the causes of anxiety and his method of treatment varies widely from present day understanding and treatment. Freud’s work was predicated on theories of how sufferers would have ‘repressed’ (hidden from conscious awareness) the causes of symptoms, including anxiety, and that repressed memories connected to the originating causes would be released and brought to conscious awareness, understanding and release through his famous ‘talking cure’, psychoanalysis. We discuss this approach in our Mindfulness Based Clinical Hypnosis (MBCH) training. www.mbch.org.uk

Scientific evidence since the 1980s has shown that many talking therapies including clinical hypnosis, Cognitive Behavioural Therapy (CBT) and mindfulness-based therapies, can be effective in dealing with the symptoms of anxiety. One of the most successful approaches is ACT (Acceptance and Commitment Therapy), which is pronounced as the word ‘act’ for good reason. It’s about taking action. It was developed in the USA by psychologist Steve Hayes, along with his colleagues Kelly Wilson and Kirk Strosahl. The original body of work has been further developed and expanded by others, including Dr Russ Harris who has authored a number of well-respected books including the self-help guide ‘The Happiness Trap’.

Steve Hayes, describes ACT as an ‘oddly counterintuitive model of work’. It can be engaging and playful and teaches us skills to handle unwanted and painful thoughts and feelings in a way in which they have far less significance or negative affect. This is where mindfulness skills are brought into play. It also takes the view that, irrespective of the number of symptoms we have, or how serious those are, provided that we respond to them in a mindful way we will feel happier and better able to function. Unwanted symptoms do ‘miraculously’ tend to reduce, even though this is not the primary aim!

ACT has been scientifically researched and proven to be effective in helping people with a wide range of issues including: anxiety, depression and chronic pain. Even those with severe psychiatric disorders including schizophrenia have gained remarkable benefit. It has also produced similarly high levels of success with some of the less serious conditions which we may encounter in our day-to-day work, such as smoking cessation, weight reduction and reducing stress. The high level of supporting scientific evidence has ensured that ACT has grown in popularity as a form of psychological treatment around the world.

30 years in the making

It’s taken a while to get there. The original development of ACT was around 30 years ago and yet it was not until nearer to 10 years ago when it began to find its current high level of popularity. There are a number of reasons for this delayed enthusiasm:

• 30 years ago ACT seemed to fly in the face of conventional psychological theory in the sense that most approaches aimed to reduce unwanted symptoms. ACT takes a very different approach and one that is much more focussed on the idea that quality of life is primarily dependent upon mindful, values-guided action
• ACT is a mindfulness based intervention and 30 years ago these were in their infancy and seen as a little way out!
• The original writings on ACT were peer reviewed as being ‘overly complex’. Heavy on rather complicated theory but light on practicalities

The ACT acronym

ACT is sometimes seen as a rather large model but the real beauty of it is the way that it can be simplified and easily explainable to clients. I favour this very simple acronym which sums it up neatly.

A = Accept your thoughts and feelings and be present.

C = Choose a valued direction

D = Take action!

Key themes of ACT include developing psychological flexibility, encouraging self-awareness and examining beliefs and values. Here we encourage our clients, rather like we would in a coaching exercise, to explore their innermost beliefs and values. What would they live and die for? What would they say is their life purpose? Translating this into a behavioural context, what qualities of ongoing action matter? How do clients want to behave on an ongoing basis?

Clients are taught how to ‘defuse’, or separate from their unwanted thoughts, emotions and mental pictures. They learn how to observe them more passively or step back and view them from a distance, rather like clouds passing by in the sky. ACT employs a number of different styles of metaphor, which are often a great way of teaching clients in an indirect and more acceptable manner.

Nick Cooke is presenting a one-day CPD training on ACT for Anxiety on Saturday 24th May 2024. Being presented in a live, interactive format on Zoom, timings are 10.00 AM to 5.00 PM. The fee is £130 to NCH members and £160 to non-members. Places are strictly limited so please book early by contacting Rachel at Mindfulness Now (CEC) on 0121 444 1110 or emailing info@mindfulnessnow.org.uk

Mindful Yoga

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Aston Colley

Mindful Yoga

What do I mean by Mindful Yoga? It is Yoga more concerned with perceiving sensation and our response to it. Very different from western type gym Yoga more concerned with striving and performance. This Yoga exotica may look good on Instagram but has little to do with discernment. Both performance and exercise have important places in our lives but what we call mindful yoga sets out to reduce suffering and to do that we have to be able to discriminate sensation and respond appropriately.

Aston Colley – Lead trainer Oxford

Aston Colley

To find out about upcoming CPD dates, please click the button below.

CPD Dates

Keeping the brain in mind – or how to grow your own brain

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Recent neuroscience, over the past 20 years has scientifically proven that it really is entirely possible to take steps to totally change the structure and function of your brain – in effect ‘re-wiring’ it so that we become happier, mentally healthier and are able to express love, kindness and compassion for yourself and others more readily. Furthermore, by taking deliberate steps to develop your brain in positive ways, the research actually suggests that you’ll be more successful in life and work generally too.

The concept is called “self-directed neuroplasticity” by the researcher Dr. Jeffrey M. Schwartz in his book, “The Mind & The Brain” (Neuroplasticity and the Power of Mental Force). Schwartz puts forth a compelling argument that you aren’t at the mercy of genetically-predetermined brain activity. Rather, you are in the driving seat because you play a decisive role in influencing your own brain’s structure and function by deciding where and how to focus your attention.  You can do this by actively choosing what to think about.  In his book, Dr Schwartz uses brain scans to prove the efficacy of self-directed neuroplasticity and these show how OCD patients, stroke victims, musicians, and more have used this approach to change their brains for the better. Dr Rick Hanson and Dr Daniel Siegel have also made tremendous contributions in this field.

What is neuroplasticity?

It used to be the case that medical science considered that our brains were more or less ‘set’ by the time we reached adulthood. Neuroplasticity (Neuro = nerve, Plasticity = changeable or malleable) is a term that describes how your brain is capable of constantly changing its internal shape, connections and functions in response to your environment, thinking, emotions, behaviour, as well as injury.

What is self-directed neuroplasticity?

Since we know that the brain remains plastic and ‘re-wires’ itself for our entire lives, self-directed neuroplasticity is a tool that we can use to consciously control how we want our brains to work. So, for example, if you want to increase your ability to feel and express happiness you might start a gratitude journal.  You are ‘forcing’ your brain to behave in a certain way – for example in the case of keeping a gratitude journal your brain quickly adapts to experience and express a sense of gratitude more often and more readily. Similarly, anytime you learn a new skill (e.g. how to play a musical instrument), your brain structure and function changes and will adapt to whatever you challenge it with.

Using Self-Directed Neuroplasticity

Everything that your brain is exposed to will have an influence upon it; your behaviours, environment, social group, sleep cycle, supplements, drugs, etc. By becoming aware of what influences your brain will help you to consciously change those influences that may be causing more detriment than harm.  Here are some steps that you can take to harness the life changing power of self-directed neuroplasticity:

The baby-steps of awareness: You may be aware of a variety of things that you’re unhappy about and/or things in your life that you dislike. Choose one thing at a time and become aware of the particular habit, mood, etc. that you’d like to change. Don’t try to run before you can walk – only try to change one thing at a time.

Attention: When creating self directed changes, focus all of your attention on implementing a healthy thought pattern and behaviour. Of course, this will require effort, but remember that whatever you focus your attention on will become your reality. If you choose to focus on feeling down, angry or depressed, these feelings will amplify. If you choose to concentrate on gratitude, this attention magnifies your happiness.

Volition – you’ve got to want to do it: At the beginning of attempting to change your brain, it’s going to be uncomfortable. We are all set in our own ways and self-directed neuroplasticity is not an entirely comfortable process and you do need to make a little effort – but it is undoubtedly effective. Attempting anything new is often scary – imagine throwing yourself into water without knowing how to swim – your brain either adapts and figures something out or you drown. While the “sink or swim” example is pretty extreme, you may well face some degree of internal resistance near the beginning of your change. Although our brains are so adaptable, they do tend to want to keep repeating the patterns they’ve already learned. With plain old willpower and consistently focusing on gratitude instead of depression (for example), your brain will adapt, and you’ll soon find that your general mood ‘set point’ will be much higher on the happiness scale.

Just do it: Be consistent and engage your new neural pathways for at least 15 minutes each time any unwanted thoughts occur. This helps because it shifts your focus away from the bad, and onto the good, and this is what leads to permanent brain changes over time. Ultimately, feelings of depression will be overpowered (and more difficult to produce) due to the fact that it will be easier, mentally and physically to express and experience happiness.

The beauty of the changing brain: Over time, and with consistent focused effort, your brain changes become more solidified. However, there is one caveat: use it or lose it! Remember that your brain is constantly in a state of change and that you must keep ‘feeding’ it with the positive changes that you desire – the more you practice a healthy behaviour, the easier it is to maintain. It is well known that Buddhist monks who practice mindfulness or forms of meditation involving compassion tend to rarely experience depression – this is because their brains become “wired” to preferentially express positive emotions after years of practice.

As already mentioned, the practice of mindfulness is proven to have a profoundly positive effect in ‘growing’ our brains. One of the ‘golden’ rules of psychology is that we tend to get more of what ever we focus on. It’s a generalisation of course. So, if we find ourselves frequently focussing on what we don’t want then sadly, that’s the direction our brain may grow in. On the other hand of we instead focus on the direction of travel we aspire to, that’s in tune with our values, then almost miraculously, that’s the way our brain structure will be forged. All of the popular mindfulness meditations will be valuable, including the ‘Mountain’ a wonderful guided visualisation including a great metaphor for resilience, and especially ‘Loving Kindness’, otherwise known as ‘Metta’ meditation which teaches us to focus on compassion for others as well as for ourselves.

 

With many thanks to “Grow your own brain!” Self-Directed Neuroplasticity, article by Jayney Goddard MSc, FCMA, FRSM, FRSPH

 

Nick Cooke, for Mindfulness Now, is offering a full day online CPD training on the above title, interactive on Zoom on Saturday 5th February 2022. The cost of attending is £130 for Mindfulness Now /CEC students and graduates and £160 to all others. Training manual and CPD certificate for 7 points included. To book please call 0121 444 1110 or email info@cecch.com.

Nick Cooke
Nick Cooke

 

 

 

Why I Love Blue Monday

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Yes, today is the, so called, ‘Blue Monday’, the third Monday of January, which in 2019 is the 21st of the month and I’m told by certain ‘experts’ that I’m likely to be miserable, worried and possibly depressed, for a number of reasons.

 

I will have failed my New Year resolutions by now. I’m maxed out on my credit cards after the big Christmas spend. The nights are long, the days are short. I’m not getting enough daylight. I’m feeling cold and I most likely have a cold that doesn’t seem to go away. My diet has failed and I put weight on over the past month. My holidays seem to be as long away as they could be. My clients are too ill to make the journey to come and see me. What else could possibly go wrong?

 

Hang on a mo!! – I’m sitting in the Bryant Room at the beautiful Midland’s Arts Centre in Birmingham, overlooking the lakes and the park. It’s very early and the sun is rising and the sky has a blueish tinge. The ducks and geese are tuning up their voices. This is the start of my ‘Blue Monday’. I’m setting up training manuals, pads and pens, looking at my list of participants and feeling a deep sense of gratitude – eagerly anticipating greeting my fellow trainers, Rachel and Aston and all of our new trainees.

 

Mindfulness is a way of life that I’m very privileged to enjoy, to teach, and to train others how to teach. Our training has come a very long way from a humble beginning, 6 years ago to now being internationally recognised, attracting students from 11 countries, externally accredited and probably the most successful training course in the UK, training in 7 different locations. Teachers who have graduated from the Mindfulness Now programme work in many diverse environments including within the NHS, who have funded many students places. Others work in the charity sector, in schools and in commercial organisations. Many are therapists who wish to increase their range of skills.

 

Not gloating or being complacent, or taking anything for granted. Just a sense of amazement really and an immense amount of gratitude. Mind you – I do have a cold!

 

Happy Blue Monday

 

Nick Cooke

Becoming a Mindfulness Teacher

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Thinking of becoming a mindfulness teacher?

Why would we want to?

The rapid growth in mindfulness based interventions (MBIs) in recent years has created a healthy demand for teachers of mindfulness. John Kabat Zinn’s 1991 book ‘Full Catastrophe Living’ documented the birth of the Stress Reduction Clinic at The University of Massachusetts Medical Centre and the Mindfulness Based Stress Reduction (MBSR) programme which is one of many MBIs taught world-wide. The book made the principles and methods of clinical mindfulness accessible to a very wide public audience.

Kabat Zinn’s work was given a substantial boost when he, and his MBSR programme were featured on the Bill Moyers ‘Healing and the Mind’ USA television series in 1993, which was subsequently syndicated word-wide. From that point on, interest in the therapeutic use of mindfulness grew dramatically amongst healthcare professionals, creating a demand for teachers.

The interest has showed no sign of waning and the huge amounts of positive publicity which mindfulness has received in recent years, along with the wealth of scientific studies supporting its use, combined with an endorsement by NICE, has meant an increased demand for mindfulness teaching, and therefore, for qualified teachers.

How can we learn?

Mindfulness has been taken up by higher academic institutions in the UK and in consequence, a number of universities, including Oxford and The University of Wales, in Bangor offer higher academic, post-graduate, Master’s Degree / post graduate programmes. This traditional, long-term qualification route, comprehensive and excellent though it is, is not only outside the reach of many who wish to teach others mindfulness, but may also not provide the practical skills for everyday teaching. Other (vocational) training providers, including the UK College of Mindfulness Meditation, offer brief, externally accredited courses which combine intensive practical training with the provision of underpinning knowledge, assessed via case study work and written assignments.

What Makes an Excellent Mindfulness Teacher?

In our mindfulness teacher training courses I’m often asked this question and here I endeavour to give my brief views on some of the qualities that make the difference between just being a mindfulness teacher, and being an outstanding one, as well as providing some pointers for ongoing success.

The reasons why we wish to become a mindfulness teacher may give us a useful pointer – the most valid perhaps being a passion for our own sustained mindfulness practice and a strong’ heartfelt desire to share it with others, when our natural enthusiasm may well shine through and transmit itself to our learners.

Perhaps we might start to examine our teaching practice, if we are already doing that, and elicit from our clients / learners how they feel about learning from us. That way we at least stand a chance of getting better by our old age! Mindfulness teaching should, of course be assessed and a standard, client-administered assessment such as Bristol University’s MYMOP gives us a chance to gain data which can help construct our own evidence base.

Be yourself – don’t try and be someone else

At times I’ve sat with a teacher who has appeared to be trying to get into a role; in other words, trying to be their role model. To me this never comes over in an authentic way. If you try and be someone else, people will see through you and may well not respect you. I’ve learned from some of the world’s most respected mindfulness teachers, but I’m not them. I’d like to think that I bring by own unique experience and perspective, and you will do this also.

Be warm and engaging

Developing rapport between you and your clients / learners is something which it pays giving close attention to. Those who are drawn to mindfulness and mindfulness teaching are likely to be the kind of people who have a natural warmth and empathy with others. There is evidence that people respond to those teachers and therapists who they like and who they believe are open to them, as opposed to coming across as cold and indifferent. The interesting thing is that even if the skills of the less engaging teacher are superior to the more engaging one, the more engaging teacher will be perceived as being superior and effective. So be nice!

Be humble – you don’t have all the answers

One of my personal heroes in field of personal development is the Canadian, Brian Tracy who has been right at the top of his field for many years. He has positively influenced many thousands of people, world-wide’ through his training courses, on-line videos and books. Despite all his wisdom he is one of the modest people who I have met. He is always happy to admit that he does not have all the answers and he suggests that rather than telling people that you are right, it may be more helpful to say to them ‘I may be wrong – I often am’!

I’ve borrowed this phrase along the way and it seems to work well for me, in fact so much so that my wife Carmel who has heard me say it so often, now sometimes uses it against me by saying ‘you may be wrong – you often are’! I can’t win can I!

Keep it simple – stupid (KISS)

I’m sure that I won’t be alone in sometimes sitting in a class where the teacher (and yes I am deliberately using simple language here) uses language which appears to be more designed to complicate and confuse, rather than make clear. Perhaps using words which may be unfamiliar to the audience, without any explanation – presumably to boost the speaker’s own ego. If you find you are doing this, then in the words of Bob Newhart, in his Comedy Club therapy sketch video, just ‘STOP IT’!. Remember the NLP presupposition, ‘the meaning of the communication is the response it gets’. If you are not getting the response that you want then only you can take responsibility and you may need to look at clarifying, or simplifying your language. – ‘simples!’

Encourage discussion and inclusivity

Well, we can’t make our learners talk and neither should we. If attendees wish to quietly participate then of course they may do that. In our groups we hand out an information form inviting participants to talk separately to any of the teachers if they wish, and also as a way of requesting feedback in a very unpressured way. However, it may be that some attendees would really like to talk within the group but feel a little too shy. Sometimes we will have one or two who tend to ‘dominate’ the conversation, if we let them!

It is a real shame for anyone in the group to feel excluded and I think that something which sets aside a really good mindfulness teacher, is the ability to include each attendee through openness and warmth, as well as gentle and subtle eye contact with everyone.

So there you have it – to become a mindfulness teacher and perhaps even a really effective one, needs motivation, positive attitude, warmth, and learnable skills. At The UK College, our student feedback and completed assignments tells us that that on almost all occasions we manage to achieve that. If you are interested and would like to see the feedback from all our former students – just let us know.

To learn more, or to arrange an informal chat, please contact me (Nick) or any of the Mindfulness Now team at the UK College on 0121 444 1110 or email info@mindfulnessnow.org.uk

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