Among the diverse range of speakers and facilitators who were carefully selected to present at the festival were mandy johnson and patrick madden , two experienced and thought-provoking opinion leaders who offered an interpersonal mindfulness programme designed for coaches, counsellors, mentors and others in the helping professions.Cognitive learning theory in the classroom we chatted to them about what to expect from their workshop…

A: mindfulness-based coaching is simply coaching that uses mindfulness as a core method in the coaching process.Cognitive learning theory in the classroom mindfulness practice suspends the attitude of seeking future goals, instead emphasising awareness and acceptance of whatever is present. Thus, mindfulness-based coaching takes a very different view of coaching as a goal-oriented process.Cognitive learning theory in the classroom the role of a mindfulness coach is to instruct the client in mindfulness practice and then support him or her to stabilise attention. That brings many benefits, one of which is to allow mental habits to be witnessed non-judgmentally instead of inhabiting them without awareness.Cognitive learning theory in the classroom that witnessing is itself insight, and brings forth new, liberating and empowering perspectives on him- or herself and the goals he or she brings to coaching.Cognitive learning theory in the classroom this doesn’t preclude goal-seeking, but casts it in a new and deeper light.

A: our understanding of neuroplasticity shows us that the brain can reshape itself in response to experience.Cognitive learning theory in the classroom this allows for many exciting possibilities based on the concept of training our mind . Mindfulness, then, is relaxed, present-centred, non-judgmental, non-conceptual attention.Cognitive learning theory in the classroom it is also about knowing what is happening while it is happening, without judgement or preference. There are numerous benefits to regular mindfulness practice, including greater cognitive flexibility, increased emotional regulation, greater compassion and empathy , improved attention and memory, less reactivity and more ‘spaciousness’, improved immune-system response, balanced blood pressure and better sleep.Cognitive learning theory in the classroom

A: mindfulness allows our own mental processes to be witnessed instead of inhabited without awareness. That new witnessing is in itself growth, since it allows to be seen what once was not seen.Cognitive learning theory in the classroom in other words, the range of awareness has grown to include more than we previously were aware of. This also allows us to accept – and even love – a greater range of situations and circumstances.Cognitive learning theory in the classroom

A: mindfulness practice can be divided into formal and informal practices. Formal practice – such as sitting mindfulness meditation – deliberately exclude all activities other than cultivating mindfulness.Cognitive learning theory in the classroom informal practice brings the practice of mindfulness into the activity of everyday life. For example, we might focus on the sensations of drinking a cup of tea, or use the opportunity of stopping at a red traffic light to connect with bodily sensations.Cognitive learning theory in the classroom

A: A vital part of any mindfulness practice is to attend to the present moment with a sense of kindness and compassion for ourselves. Very early on in training, we recognise how critical we tend to be with ourselves.Cognitive learning theory in the classroom our ability to accept the unwanted or uncomfortable parts of ourselves and our experience lies in our emotional ‘heart’ rather than our conceptual ‘mind’, so heart-centred practices are crucial to the process of developing mindfulness.Cognitive learning theory in the classroom