Mindfulness in coaching Mindfulness in coaching for educators & pupilsfor educators & pupils

LIZ HALL, MINDFULNESS LIZ HALL, MINDFULNESS PRACTITIONER/TRAINER; PRACTITIONER/TRAINER;

COACH & EDITOR OF COACH & EDITOR OF COACHING AT WORKCOACHING AT WORK

Confessions of a closet Confessions of a closet meditator!meditator!

• Many years meditating on and off but Many years meditating on and off but turning point when first daughter was turning point when first daughter was bornborn

• Coaching/business/journalism VERSUS Coaching/business/journalism VERSUS mindfulness: never the twain shall meetmindfulness: never the twain shall meet

• Until dawned on me….natural Until dawned on me….natural bedfellows!bedfellows!

The mindfulness revolutionThe mindfulness revolutionMindfulness goes mainstreamMindfulness goes mainstreamHealthcare:Healthcare: Mindfulness-Based Stress Reduction Mindfulness-Based Stress Reduction

programmes for stress reduction, coping with pain programmes for stress reduction, coping with pain etc; Mindfulness-Based Cognitive Therapy etc; Mindfulness-Based Cognitive Therapy programmes for depression programmes for depression

Workplace:Workplace: more employers introducing mindfulness more employers introducing mindfulness including Google, GlaxoSmithkline and the US Armyincluding Google, GlaxoSmithkline and the US Army

Politics: Politics: eg Ohio congressman Tim Ryan championing eg Ohio congressman Tim Ryan championing mindfulnessmindfulness

Education: Education: In the UK- Mindfulness in Schools Project In the UK- Mindfulness in Schools Project and in the US- Association for Mindfulness in and in the US- Association for Mindfulness in Education: mindful programmes in schools in Education: mindful programmes in schools in California, Colorado, Florida, Ohio, Maryland, California, Colorado, Florida, Ohio, Maryland, Massachusetts, New Jersey, Pennsylvania, Rhode Massachusetts, New Jersey, Pennsylvania, Rhode Island, Tennessee, Vermont and VirginiaIsland, Tennessee, Vermont and Virginia

BarbieBarbie’’s meditating too!s meditating too!

Rediscovering Rediscovering contemplationcontemplation• Dominance in the West of emphasis on logic, speed, Dominance in the West of emphasis on logic, speed,

efficiency, productivity (Industrial Revolution etc)efficiency, productivity (Industrial Revolution etc)• Too much doing, not enough being or non-doingToo much doing, not enough being or non-doing• Race to keep with increasing amounts of informationRace to keep with increasing amounts of information• Contemplation sidelined…..but not just about the sensory Contemplation sidelined…..but not just about the sensory

and the rationaland the rational• Rising levels of stress & depressionRising levels of stress & depression• Seeking a new way of beingSeeking a new way of being• ComplexityComplexity

Mindfulness is….Mindfulness is….

• ‘‘Intentional awareness: paying attention in a Intentional awareness: paying attention in a particular way: on purpose, in the present moment, particular way: on purpose, in the present moment, and non-judgmentallyand non-judgmentally ’’ Jon Kabat-ZinnJon Kabat-Zinn

• Training our minds to:Training our minds to: attend to the attend to the ‘‘here and nowhere and now’’ be enquiring & curiousbe enquiring & curious focusedfocused less judgementalless judgemental compassionatecompassionate• Not just about the mind! Mind-body-heart-fullnessNot just about the mind! Mind-body-heart-fullness

A taste of mindfulnessA taste of mindfulness The raisin meditationThe raisin meditation

What has mindfulness got to What has mindfulness got to do with coaching?do with coaching?DISCUSS IN PAIRSDISCUSS IN PAIRS

Qualities/values in commonQualities/values in commonObserverObserver’’s mind Beginners mind Beginner ’’s minds mindCuriosity Contemplation Curiosity Contemplation Reflection Non-judgement Reflection Non-judgement

Presence TrustPresence TrustRespect IntegrityRespect IntegrityEmpathy CompassionEmpathy CompassionSpaciousness OpeningSpaciousness OpeningCo-creation CreativityCo-creation CreativityIntuition ClarityIntuition ClarityFocus WisdomFocus WisdomAwareness of self/others/world at largeAwareness of self/others/world at largeHolistic- working with the body, heart and mindHolistic- working with the body, heart and mindPerson is wholePerson is wholeSelf actualisationSelf actualisation

Aims/outcomes in commonAims/outcomes in common‘‘Time outTime out’’Training & transforming the mindTraining & transforming the mindFostering learning & growthFostering learning & growthHelping people fulfil their potential Helping people fulfil their potential Self-responsibilitySelf-responsibilityAwareness of self, others and world at largeAwareness of self, others and world at largeEmpathy Empathy ClarityClarityTapping into innate wisdomTapping into innate wisdomPaying more attention/ heightened attentiveness to what and who is aroundPaying more attention/ heightened attentiveness to what and who is aroundSelf regulation, management and flexibility of responsesSelf regulation, management and flexibility of responsesGetting in touch with non-knowingGetting in touch with non-knowingOpening up possibilities and choicesOpening up possibilities and choicesProblem-solvingProblem-solvingCreativityCreativityPresencePresenceAttunementAttunementCompassionCompassionSelf actualisationSelf actualisation

CompassionCompassion• Our species evolved to thrive on kindness Our species evolved to thrive on kindness

and compassionand compassion• Core underpinning of coachingCore underpinning of coaching• Coaching with compassion arouses Coaching with compassion arouses

positive emotion system (reassurance, positive emotion system (reassurance, safety, calm, love) in us and client….more safety, calm, love) in us and client….more attuned; better coaching outcomes, more attuned; better coaching outcomes, more receptive to learning (Boyatzis et al, 2010)receptive to learning (Boyatzis et al, 2010)

• Mindfulness helps develop Mindfulness helps develop ‘‘compassion compassion musclemuscle’’ (Davidson & Lutz) (Davidson & Lutz)

Mindfulness in Coaching study: Mindfulness in Coaching study: some preliminary findings some preliminary findings

Regular mindfulness practice (3x a week +) Regular mindfulness practice (3x a week +) 59% 59%

WHY DO COACHES PRACTICE MINDFULNESS? WHY DO COACHES PRACTICE MINDFULNESS? To help them live more in the moment To help them live more in the moment 74% 74%To become more self-aware To become more self-aware 73% 73%Manage/prevent stress Manage/prevent stress 67% 67%To be more present for their clientTo be more present for their client 65% 65%Source: Mindfulness in Coaching survey Source: Mindfulness in Coaching survey

(Hall, 2012)(Hall, 2012)

Benefits for us as coach Benefits for us as coach • Helps us be more present with our Helps us be more present with our

client- more client- more ‘‘therethere’’ for them for them • Helps us be more emotionally Helps us be more emotionally

intelligent and self aware, so we can intelligent and self aware, so we can pick up more useful data from pick up more useful data from ourselves and the clientourselves and the client

• Helps us be more resilientHelps us be more resilient• Helps us be more creative, more open Helps us be more creative, more open

to possibilitiesto possibilities

SOME REASONS WHY SOME REASONS WHY COACHES USE MINDFULNESS COACHES USE MINDFULNESS WITH CLIENTS: TO HELP WITH CLIENTS: TO HELP THEM…….THEM…….become more self-aware 70% become more self-aware 70% be calmer/less anxious 59%be calmer/less anxious 59%manage stress 55%manage stress 55%be more centred 55%be more centred 55%manage reactions/responses 51%manage reactions/responses 51%improve their wellbeing 46% improve their wellbeing 46% live more in the moment 43%live more in the moment 43%Source: Mindfulness in Coaching survey Source: Mindfulness in Coaching survey

(Hall, 2012)(Hall, 2012)

Seated Body Seated Body ScanScan

StressStressMindfulness helps us/our clients:Mindfulness helps us/our clients:• Strengthen Strengthen ‘‘approachapproach’’ pathways pathways • Activates parasympathetic nervous systemActivates parasympathetic nervous system• Get away from tunnel visionGet away from tunnel vision• Avoid over-planning/ruminating….depression etcAvoid over-planning/ruminating….depression etc• Be more choice-ful re when to switch into Be more choice-ful re when to switch into

fight/flight/freeze modefight/flight/freeze mode‘‘I have learned to smile again and to laugh about I have learned to smile again and to laugh about

lifelife’’ (participant in Transport for London (participant in Transport for London mindfulness-based stress reduction programme) mindfulness-based stress reduction programme)

Mindfulness, coaching & Mindfulness, coaching & educationeducation““Mindfulness is a foundation for education; Mindfulness is a foundation for education;

mindfulness provides the optimal conditions for mindfulness provides the optimal conditions for learning and teaching and also supports all learning and teaching and also supports all pedagogical approachespedagogical approaches””  

Association for Mindfulness in EducationAssociation for Mindfulness in Education ““If we knew that particular and readily available If we knew that particular and readily available

activities would increase concentration, learning, activities would increase concentration, learning, wellbeing, and social and emotional growth and wellbeing, and social and emotional growth and catalyze transformative learning, we would be catalyze transformative learning, we would be cheating our students to exclude it.cheating our students to exclude it.””

Tobin Hart (2004) , State University of West Georgia, Tobin Hart (2004) , State University of West Georgia, ““Opening the Contemplative Mind in the ClassroomOpening the Contemplative Mind in the Classroom””, , Journal of Transformative EducationJournal of Transformative Education (Vol 2, Issue 1) (Vol 2, Issue 1)

Benefits for the teacher Benefits for the teacher clientclient Mindfulness helps teachers….Mindfulness helps teachers….• manage stress levelsmanage stress levels• be more resilientbe more resilient• self manage (emotional intelligence)self manage (emotional intelligence)• manage conflictmanage conflict• be more focusedbe more focused• be more creativebe more creative• Build relationshipsBuild relationships• Be more compassionateBe more compassionate• enhance their presenceenhance their presence

In their words (teachers)In their words (teachers)““The coaching has freed me up to have more genuine interactions The coaching has freed me up to have more genuine interactions

with the children. Through doing some of the exercises such as with the children. Through doing some of the exercises such as checking in with myself for three minutes regularly (The three checking in with myself for three minutes regularly (The three minute breathing space) and doing regular meditation even if it’s minute breathing space) and doing regular meditation even if it’s just a few minutes, I have become much more aware of what sets just a few minutes, I have become much more aware of what sets me off.me off.

I have used the checking in exercise lots before meetings, particularly I have used the checking in exercise lots before meetings, particularly with the head, which has probably stopped me having a heart with the head, which has probably stopped me having a heart attack!”attack!”

““I have stopped telling myself I am failing and that the kids are I have stopped telling myself I am failing and that the kids are making me fail by being naughty. The weird thing is that although I making me fail by being naughty. The weird thing is that although I am spending more time doing things like the meditation, I actually am spending more time doing things like the meditation, I actually feel like I have more time. I feel much calmer generally now and feel like I have more time. I feel much calmer generally now and more able to see the bigger picture. Before I was trying to put out more able to see the bigger picture. Before I was trying to put out lots of little fires and ended up having no time to sit and do things lots of little fires and ended up having no time to sit and do things with the pupils. I was being over-vigilant and the idea that I was with the pupils. I was being over-vigilant and the idea that I was failing was very restrictive and anti-productive because my whole failing was very restrictive and anti-productive because my whole focus was on stopping people, including the children, making me focus was on stopping people, including the children, making me fail.”fail.”

““I find I am being much more creative with my lesson plans.”I find I am being much more creative with my lesson plans.”

Benefits for the pupilBenefits for the pupil• Helps build self beliefHelps build self belief• Helps them reduce stress levels/be more resilientHelps them reduce stress levels/be more resilient• Helps them focus/improves memory & concentration Helps them focus/improves memory & concentration

& speed of information processing& speed of information processing• More creativeMore creative• More effective performance in a broad range of More effective performance in a broad range of

domains from sports and academic test taking to domains from sports and academic test taking to creativity Improves sleepingcreativity Improves sleeping

• Improves communicationImproves communication• Improved empathyImproved empathy• Distance between them & emotions..helps them Distance between them & emotions..helps them

manage anger etcmanage anger etce.g., Murphy, Donovan, & Taylor,1997; Arguelles, e.g., Murphy, Donovan, & Taylor,1997; Arguelles,

McCraty, & Rees, 2003McCraty, & Rees, 2003 ; ; So & Orme-Johnson, 2001So & Orme-Johnson, 2001

In their words (pupils)In their words (pupils) Marcus (13)  "Mindfulness has helped me reduce Marcus (13)  "Mindfulness has helped me reduce

headaches, concentrate before exams and perform in headaches, concentrate before exams and perform in football.football.””

Molly (13) "Beditation really helps me sleep and makes Molly (13) "Beditation really helps me sleep and makes me calm in everyday life."me calm in everyday life."

James (14) "It helps relieve any anxiety for exams, James (14) "It helps relieve any anxiety for exams, auditions etc.auditions etc.““

Maya (6) "Mindfulness has helped me to concentrate Maya (6) "Mindfulness has helped me to concentrate easily.easily.””

Parent: "There is no doubt in my mind that Simon (8) Parent: "There is no doubt in my mind that Simon (8) he has benefited greatly from the sessions. He is he has benefited greatly from the sessions. He is beginning to appreciate for the first time ever the beginning to appreciate for the first time ever the separation between himself and his emotions and is separation between himself and his emotions and is starting - also for the first time - to be able to observe starting - also for the first time - to be able to observe himself starting to react. This is no mean feat for a himself starting to react. This is no mean feat for a boy who is typically a bundle of energy and reaction boy who is typically a bundle of energy and reaction most of the time!"most of the time!"

.b programme.b programme• Mindfulness in Schools ProjectMindfulness in Schools Project• 8 week programme8 week programme• MBSR /MBCT adapted for kids MBSR /MBCT adapted for kids

(FOFBOC, Beditation, chocolate (FOFBOC, Beditation, chocolate mindful eating)mindful eating)

• Building body of evidence: careful re Building body of evidence: careful re who teaches itwho teaches it

Direct Attention1 Turn towards calm2 Deal with worry3

Be here now4 Move mindfully5 Step back6

Befriend the difficult7 Where now?8

Mindful movementMindful movement

How mindfulness changes the How mindfulness changes the brainbrain

30-40 scientific papers a month, tipping point effectiveness. 30-40 scientific papers a month, tipping point effectiveness. we can learn new tricks: we can rewire our brains and form new neural pathwayswe can learn new tricks: we can rewire our brains and form new neural pathwaysA little goes a long way: Work by people like Professor Richard J Davidson (2011), A little goes a long way: Work by people like Professor Richard J Davidson (2011),

laboratory director at the Laboratory for Affective Neuroscience, University of laboratory director at the Laboratory for Affective Neuroscience, University of Wisconsin-Madison. shows meditating and practising mindfulness shapes our brains Wisconsin-Madison. shows meditating and practising mindfulness shapes our brains QUICKLY!. In one study, people who took part in an eight week MBSR programme QUICKLY!. In one study, people who took part in an eight week MBSR programme showed increased activity in brain regions including those associated with learning showed increased activity in brain regions including those associated with learning and memory processes, emotion regulation and perspective-taking (Hölzel et al, and memory processes, emotion regulation and perspective-taking (Hölzel et al, 2011) 2011)

Increases grey-matter concentration in brain regions Increases grey-matter concentration in brain regions involved in learning and memory processes, emotion involved in learning and memory processes, emotion regulation, self-referential processing and perspective-regulation, self-referential processing and perspective-taking (taking (Hölzel BK, , Carmody J, , Vangel M, , et al, et al, 2011) 2011)

Reduces cortical thinning due to ageing in prefrontal Reduces cortical thinning due to ageing in prefrontal regions strengthened by meditation (Lazar regions strengthened by meditation (Lazar et al, et al, 2008)2008)

Reduces cortical thinning due to ageing in prefrontal Reduces cortical thinning due to ageing in prefrontal regions strengthened by meditation (Lazar regions strengthened by meditation (Lazar et al, et al, 2008)2008)

Improves psychological function of attention ( Carter, OL Improves psychological function of attention ( Carter, OL et al, et al, 2005; Tang, Y 2005; Tang, Y et al, et al, 2007)2007)

Enhances psychological function of compassion (Lutz, Enhances psychological function of compassion (Lutz, Brefczynski-Lewis Brefczynski-Lewis et al et al , 2008), 2008)

Improves psychological function of empathy (Lazar Improves psychological function of empathy (Lazar et al, et al, 2005)2005)

Increases activity in left-frontal regions associated with Increases activity in left-frontal regions associated with lifting mood (Davidson, 2004) lifting mood (Davidson, 2004)

Increases power and reach of fast, gamma-range Increases power and reach of fast, gamma-range brainwaves in long-term meditators (Lutz brainwaves in long-term meditators (Lutz et al, et al, 2004), 2004), showing increased numbers of neurons firing togethershowing increased numbers of neurons firing together

How mindfulness impacts How mindfulness impacts the bodythe bodyDecreases cortisol (Tang Decreases cortisol (Tang et al, et al, 2007) 2007) Helps activate the parasympathetic nervous system (PNS). Helps activate the parasympathetic nervous system (PNS).

The PNS is designed to work in tandem with the SNS, acting The PNS is designed to work in tandem with the SNS, acting as an antidote and allowing us to recharge. When our PNS as an antidote and allowing us to recharge. When our PNS is activated, our hippocampus is aroused, helping with our is activated, our hippocampus is aroused, helping with our memory and learning capacity. We are more likely to feel memory and learning capacity. We are more likely to feel joyful, positive and optimistic. Neurotransmitters including joyful, positive and optimistic. Neurotransmitters including endorphins are produced, which increase wellbeing. endorphins are produced, which increase wellbeing.

Boosts the immune system (Davidson Boosts the immune system (Davidson et al, et al, 2003, Tang 2003, Tang et al, et al, 2007)2007)

Improves medical conditions including type II diabetes; Improves medical conditions including type II diabetes; cardiovascular disease; asthma; premenstrual syndrome cardiovascular disease; asthma; premenstrual syndrome and chronic pain (Walsh and Shapiro, 2006) and chronic pain (Walsh and Shapiro, 2006)

Improves psychological conditions such as anxiety; insomnia; Improves psychological conditions such as anxiety; insomnia; phobiasphobias and eating disorders (Walsh and Shapiro, 2006)and eating disorders (Walsh and Shapiro, 2006)

Mindfulness boosts resilience, Mindfulness boosts resilience, health & wellbeing by helping health & wellbeing by helping us…us…Develop our attentional controlDevelop our attentional control (linked to resilience) (eg. (linked to resilience) (eg.

Marchant, 2012, cited in Marchant, 2012, cited in Mental ToughnessMental Toughness))Be more attuned to others Be more attuned to others (linked to resilience) (eg. Siegel, (linked to resilience) (eg. Siegel,

2010)2010)Regulate emotionsRegulate emotions (eg. Boyatzis, 2012) (eg. Boyatzis, 2012)Generate positive emotionsGenerate positive emotions (helps us manage stress etc & (helps us manage stress etc &

may counter negative affective processes implicated in may counter negative affective processes implicated in depression, anxiety, and schizophrenia (Frederickson depression, anxiety, and schizophrenia (Frederickson et al, et al, 2010)2010)

Reframe/reappraise positivelyReframe/reappraise positively (associated with positive health (associated with positive health outcomes (eg. Carver outcomes (eg. Carver et al, et al, 1993)1993)

Be less stressedBe less stressed (activates parasympathetic nervous system; (activates parasympathetic nervous system; ddecreases cortisolecreases cortisol (Tang (Tang et al. et al. 2007) 2007) Boosts the immune Boosts the immune systemsystem (Davidson (Davidson et al, et al, 2003)2003)

Improves medical & psychological conditions Improves medical & psychological conditions including type including type II diabetes; cardiovascular disea e; asthma; anxiety; insomnia; II diabetes; cardiovascular disea e; asthma; anxiety; insomnia; phobiasphobias and eating disorders (Walsh and Shapiro 2006) and eating disorders (Walsh and Shapiro 2006)

Mindfulness enhances Mindfulness enhances creativity by helping us…creativity by helping us…• Be more curious and open to possibility Be more curious and open to possibility • Suspend judgement/evaluationSuspend judgement/evaluation• Get ourselves out of the way Get ourselves out of the way • Be more choice-ful about Be more choice-ful about whatwhat and and who who we listen we listen

toto• Not see things as mistakes; just enjoying the Not see things as mistakes; just enjoying the

process in the present momentprocess in the present moment• Be more authentic (more in touch with values)Be more authentic (more in touch with values)• Be more relaxed/approach oriented (associated Be more relaxed/approach oriented (associated

with creativity) eg. Mice and cheese study, with creativity) eg. Mice and cheese study, Friedman and Forster (2001) Friedman and Forster (2001)

• Create spaciousness in our lives for creativityCreate spaciousness in our lives for creativity

PRACTICEPRACTICEThree Minute Breathing spaceThree Minute Breathing space

Awareness:Awareness: ‘‘general weather checkgeneral weather check’’: thoughts, feelings, : thoughts, feelings, bodily sensationsbodily sensations

Gathering: Gathering: focusing on the in- and out-breathsfocusing on the in- and out-breaths

Expanding: Expanding: attending to wider bodily experience & attending to wider bodily experience & environmentenvironment

How might you use How might you use mindfulness in your work?mindfulness in your work?DISCUSS IN PAIRS & SHARE IN DISCUSS IN PAIRS & SHARE IN

PLENARYPLENARY

To be or to do, thatTo be or to do, that’’s the s the questionquestionThere is a potential tension between There is a potential tension between

being/doing; present/future; non-being/doing; present/future; non-striving/striving in mindfulness striving/striving in mindfulness versus coaching : DISCUSSversus coaching : DISCUSS

Being Vs/and doingBeing Vs/and doingBut what if I stop doing things?But what if I stop doing things?What/who will I find if I just stop?What/who will I find if I just stop?

MU SURVEYMU SURVEY• Some of you hadnSome of you hadn’’t thought about this beforet thought about this before• 5%: potential tension between different foci5%: potential tension between different foci• 3%: mindfulness incompatible with future/doing 3%: mindfulness incompatible with future/doing focus of coachingfocus of coaching• 47%: mindfulness acts as a welcome antidote to an 47%: mindfulness acts as a welcome antidote to an over-emphasis on doing in our present cultureover-emphasis on doing in our present culture’’• 51% Mindfulness helps us achieve goals anyway51% Mindfulness helps us achieve goals anyway((Mindfulness in Coaching survey, Mindfulness in Coaching survey, Hall, 2012)Hall, 2012)

What about goal What about goal attainment?attainment?Spence GB, Cavanagh MJ and Grant AM (2008) Spence GB, Cavanagh MJ and Grant AM (2008)

study: mindfulness training combined with study: mindfulness training combined with coaching helps clients attain their health-related coaching helps clients attain their health-related goals, particularly if clients receive mindfulness goals, particularly if clients receive mindfulness training first, (training first, (““The integration of mindfulness The integration of mindfulness training and health coaching: An exploratory training and health coaching: An exploratory studystudy””, , Coaching: An International Journal of Coaching: An International Journal of Theory, Research and Practice, Theory, Research and Practice, 1 (2), 1-19). 1 (2), 1-19). Mindfulness helped clients resist the temptation Mindfulness helped clients resist the temptation to sabotage their progress toward goals. to sabotage their progress toward goals.

““Non-doing can arise within action as well as Non-doing can arise within action as well as in stillness…Non-doing simply means in stillness…Non-doing simply means letting things be and allowing them to letting things be and allowing them to unfold in their own way. Enormous effort unfold in their own way. Enormous effort can be involved, but it is a graceful, can be involved, but it is a graceful, knowledgeable, effortless effort, a knowledgeable, effortless effort, a ““dooerless doingdooerless doing””, cultivated over a , cultivated over a lifetimelifetime””

Kabat-Zinn (1994)Kabat-Zinn (1994)

THE MINDFUL MINUTETHE MINDFUL MINUTE

‘‘I haven't got time to meditate!I haven't got time to meditate!’’ How many breaths in How many breaths in your your

minute?minute?

Your reflectionsYour reflectionsWrite down any reflections/key Write down any reflections/key

messages/actions you are taking messages/actions you are taking awayaway

DISCUSSION & DISCUSSION & QUESTIONSQUESTIONS

??

Yesterday is historyYesterday is historyTomorrow is a mysteryTomorrow is a mysteryBut today is a giftBut today is a giftThatThat’’s why its why it’’s called the presents called the present

ResourcesResourcesMindfulness in Schools ProjectMindfulness in Schools Project: :

http://mindfulnessinschools.org/ Association for Mindfulness in Education:Association for Mindfulness in Education:http://www.mindfuleducation.org/

Mindfulness: a practical guide for finding peace in a frantic world Mindfulness: a practical guide for finding peace in a frantic world by Mark Williams and Danny Penmanby Mark Williams and Danny Penman

Wherever you go, there you are Wherever you go, there you are by Jon Kabat-Zinnby Jon Kabat-ZinnFull catastrophe living Full catastrophe living by Jon Kabat-Zinnby Jon Kabat-ZinnThe Mindful workplace The Mindful workplace by Michael Chaskalsonby Michael ChaskalsonThe miracle of mindfulness The miracle of mindfulness by Thich Nhat Hanh by Thich Nhat Hanh The Blissful Brain: Neuroscience and Proof of the Power of The Blissful Brain: Neuroscience and Proof of the Power of

Meditation Meditation by Shanida Natarajaby Shanida NatarajaBuddhaBuddha’’s Brain s Brain by Rick Hansonby Rick HansonMindsight Mindsight by Daniel Siegelby Daniel SiegelMy book! My book! Mindful coaching: how mindfulness can transform Mindful coaching: how mindfulness can transform

coaching practice coaching practice (Kogan Page, April 2013)(Kogan Page, April 2013)

Liz HallLiz HallEditor/co-owner of Coaching at WorkEditor/co-owner of Coaching at Workwww.coaching-at-work.comliz@coaching-at-work.comliz@coaching-at-work.comAuthor of Mindful CoachingAuthor of Mindful Coaching (Kogan (Kogan

Page), to be published in April 2013Page), to be published in April 2013Coach & mindfulness trainerCoach & mindfulness trainer