Sometime when we are with anxiety and depression it can be difficult to get out of the house nevermind attend a mindfulness group. Due to this we provide one-to-one mindfulness teaching for adults and adolescents with depression and anxiety. These 1-2-1 meetings are held at The Sahana SOUL Centre . Please contact us for more details
Securing an interview for promotion or for your dream job is exciting but preparing for the interview can appear overwhelming. We provide an interview coaching service for professionals so that they can organise their preparation and presentation to arrive ready to impress at employment interviews. These 1-2-1 meetings can be communicated via Skype if necessary. Please contact us for more details.
One-To-One Mindfulness Teaching: Feedback
“This course has made life calmer and clearer … Less stressed out/not angry/but kinder/less emotional all the time I can appreciate things and enjoy each moment I am in” (Young Person 2017)
” I would highly recommend one-2-one sessions with Bill … At school it has made me feel more relaxed, less stressed, with my family it has made me feel less worried,” (Young Person August 2017)
The 1-2-1 was “eye opening and nourishing … the course exceeded my expectations”. “Bill taught me more than I thought I was ever capable of achieving […] I have learnt to believe in myself more and not to put myself down like I have so much in the past […] I have been more open with my family and friends and found it easier to speak to them about my feelings and thoughts”. “I would highly recommend this course” (Young Woman October 2017)
“I learned that it is ok to feel the way that I am feeling, I don’t need to try and analyse it or find a reason as to why I am feeling that way. I can just acknowledge the feeling and move on. The feeling does not define me or make me who I am … Bill was compassionate, empathetic, warm, open all the things required to put me at ease in order to fully open up and participate in the course in order to make it beneficial to me”
“I honestly can’t thank you enough for the help and support that you have provided during the mindfulness course. I was a little pessimistic at the beginning to be honest. However, I can honestly say that out of everything that I have tried over the years this course has been the first thing that I have genuinely felt has made a difference and can physically feel a benefit from. I will continue to use the exercises and techniques learnt and I hope to continue to feel the benefit of it” (Young Woman December 2017)
One-To-One Interview Coaching: Feedback
“Bill was able to extract information from me on the skills and qualities that I had but struggled to articulate well. He helped me to highlight the most important information for the interview and how to enhance the way in which presented it. Most importantly Bill helped me realise how much I wanted the job and increased my confidence in being successful in the job as well as the interview process … highly recommend “(NHS Staff July 2017)
“I found the sessions helpful and I used all the strategies and preparation during my interview which enabled me to feel confident and prepared in my interview. I was the successful candidate and received a job promotion. I have since been told my interview was the best seen by the interviewer in over 20 years”. (NHS Staff 2017)
“I found Bill, easy to speak with. He was supportive and reassuring in a discreet way, actively listening to what was being said and responding sensitively … highly recommend“
“The interview coaching was interesting, challenging, inspiring, enjoyable, successful, relevant, stimulating, well organised, coherent and reassuring” (Assistant Head Teacher 2017).
Supervision for Mindfulness Teachers
Supervision for Mindfulness Teachers
If you are teaching mindfulness it is essential to have regular supervision. Supervision should provide a safe place to explore what is arising in mindfulness teaching and personal practice. I have found supervision to be essential for maintaining clarity, integrity, learning and safety for participants and myself. From both the NHS Clinical Psychology and the Mindfulness Association, I have 90 minutes supervision per month.
What is mindfulness supervision?
At its best, I would describe the supervision process as
- a partnership between equals
- agreeing to embark on a journey of discovery (not knowing)
- reflecting on the experience of mindfulness teaching and personal practice.
- supported by the values of non-judging, non-striving, acceptance, compassion, confidentiality, kindly curiosity, patience, and trust.
- promoting the integrity and fidelity of the Mindfulness Based Intervention (MBI),
- securing the safety of the supervisee and individuals taught by the teacher.
- Promote professional and self development
To be registered with the UK National Listing of Mindfulness Teachers a teacher must have regular supervision with a supervisor registered with the UK Network of Mindfulness Teachers.
“Mindfulness supervision is a regular space that is contracted between the supervisor and supervisee, which enables reflection on the supervisee’s mindfulness teaching practice and how this interfaces with their personal mindfulness practice and their life. The process is dedicated to deepening understanding and to developing the effectiveness, integrity and safety of the supervisee’s application of mindfulness, both personally and in their working life”. (The UK Network of Mindfulness Teachers, 2016)
“The regularity, length and type of supervision should be negotiated with a more experienced supervisor with reference to the extent of teaching work being undertaken, the level of experience of teacher, and the requirements of the agency. As a general guide, an inexperienced teacher might agree to use a minimum of three hours supervision over the period of an eight week course. It is recommended that experienced teachers who teach regularly should have mindfulness supervision at least monthly during the periods that they are teaching. Peer supervision should be supplemented by having a named supervisor who has a role in monitoring quality”. (from Evans et al: A Framework for Supervision for Mindfulness- Based Teachers: a Space for Embodied Mutual Inquiry, 2014).
Bill has taught the following with Supervision
25 x Mindfulness Based Living Course
15 x Mindfulness Based Cognitive Therapy in groups with anxiety and depression
3 x Compassion Based Living Courses
1 x Mindfulness Association Level 2: Compassion
12 x Mindfulness Based Stress and Resilience Training Courses
Bill has completed
- (Feb 2018) Online Supervision Foundation Course with Fay Adams – devised and delivered by the Mindfulness Association Ltd.
- Is recognised and accredited to the UK National Listing of Mindfulness Teachers.
- Is now part of the Mindfulness Association Supervision Team
- See CPD section
Please contact firstname.lastname@example.org
The Work Place
The relationship between health and work-life has the potential to be either supportive or antagonistic. In the UK work-related stress is responsible for 35% of ill-health and 43% of working days lost at a cost of £26 bn to employers (HSE 2015). Employers can then be confronted with absenteeism and high staff turnover, or presenteeism (stress or ill employees at work) bringing low productivity, obtrusive/conflictual attitudes and low morale from employees. A significant body of research has illustrated that regularly practising mindfulness in the work place develops a self-awareness that improves mental and physical well-being, including stress reduction (Klatt et. al. 2015). In the working environment mindfulness can improve physical health, concentration, connectivity, communication, sense of community and enhance performance. For example between 2004 and 2009, the Transport for London introduced mindfulness classes to 600 employees. The number of days off for stress, anxiety and depression fell by 71%. Absences for all conditions dropped by 50%.
Having delivered courses to paramedics, teachers, doctors, nurses, occupational therapists to name a few, we have the experience to offer bespoke mindfulness training in your work place. Contact us to find out more about our mindfulness taster sessions.
Mindfulness in Nature
Learning how to develop mindful awareness enables us to engage more fully with whatever we bring into our awareness. Working in/with nature whilst practicing mindfulness is incredibly rewarding, revitalizing and life affirming. Learning about how life grows through paying attention to what is nourishing and depleting and acting to enable life to flourish are themes important to our own health and well-being. We deliver eight week courses combining mindfulness teaching with hands on (in soil) classes teaching participants about soil, seeds, planting and working outdoors.
We can create bespoke courses for both young people and adults – Please contact us to find out more.
“Nature gives rise to all of life on the planet, including our own, and connecting with the natural world is an integral part of our happiness and well-being.” (Claire Thompson, Mindfulness and the Natural World).
“The soil is the great connector of lives, the source and destination of all. It is the healer and restorer and resurrector, by which disease passes into health, age into youth, death into life […] It is impossible to contemplate the life of the soil for very long without seeing it as analogous to the life of the spirit”. Wendell Berry (1977: 86)
“Everybody needs beauty as well as bread, places to play in and pray in, where nature may heal and give strength to body and soul”. John Muir (1909)
“In every walk with Nature one receives far more than he seeks” John Muir (1908)
“The Earth is not just the environment we live in. We are the Earth and we are always carrying her within us […] We are a living, breathing manifestation of this beautiful and generous planet. Knowing this, we can begin to transform our relationship to the Earth” [and with ourselves]. Thich Nhat Hanh (2013: 8)
“Paths are the habits of the landscape. They are acts of consensual making. It’s hard to create a footpath on your own. Paths connect. This is their first duty and their chief reason for being. They relate places in a literal sense, and by extension they relate people” Robert MacFarlane (2013: 17)