There are a couple of popular opinions about mindfulness practice I would like to focus on, and therefore this blog is about sharing my thoughts and experiences on these. I hope it offers another perspective based on my experiences of teaching and practicing mindfulness, and shines more light on the value of mindfulness.
It’s the right move in the right direction for mental health in schools to be on the agenda for teachers, leadership teams, government and the Royal family. A variety of interventions have been implemented with schools from pupil wellbeing ambassadors to integrating mindfulness practice into the lives of young people and teachers. So what is mindfulness? Well there are many mindfulness definitions out there but a particular favourite is by Kabat-Zinn (1994).
“Mindfulness means paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally”.
Kabat-Zinn also talks about mindfulness being focused on the present moment “like it or not, this moment is all we really have to work with” (1994:xi). As humans we often spend our lives thinking or predicting about the future or thinking about what has happened, and also treating these thoughts as facts. This is mindlessness.
Marsha Linehan describes mindfulness as a skill, another tool to use to enhance emotional wellbeing. She states that mindfulness puts you in the driver’s seat so that you are in control of your mind, rather than your mind being in control of you (Linehan, 1993).
‘I need to relax now, I’m going to do some mindfulness '
I often hear individuals saying that they are practicing mindfulness and relaxation at the same time. Yes mindfulness practice draws heavily on practices of Zen and meditation practices from Eastern spiritual training but the overall goal isn’t to reach relaxation. If the mindfulness practice consequently makes you feel relaxed then notice that feeling within your body and bring your mind back to the mindfulness exercise. Of course it’s a bonus if you do feel relaxed, but remember mindfulness is not relaxation.
‘Mindfulness is used to suppress and escape emotions, young people shouldn’t be taught to do that.’
Mindfulness is not about suppressing emotions or escaping. Mindfulness practice actually does the opposite to suppression and avoidance. It has been described as ‘it’s a way of living awake, with eyes wide open’ (Linehan, 2015). By being mindful, you are paying attention to the present moment, you are noticing the thoughts and feelings you are experiencing in that moment, being non-judgementally to those experiences. So if you are feeling anxious during the mindfulness practice then notice that feeling, notice the thoughts you are experiencing, and bring back your mind back to the present moment. The aim of mindfulness isn’t to stop those unpleasant feelings, even though you might have had a thought that you want it to stop. It’s about living in that present moment.
Practicing mindfulness and integrating in to your own lives can have significant positive changes, there are a number of books and apps (i.e. head space) available if you are interested in finding out more.
If you are teaching mindfulness remember ‘mindfulness can only be understood from the inside out’ (Williams & Kabat-Zinn, 2011).