Introduction to Mindfulness_349810_bookemon_ebook.pdf Coaching and Practising Mindfulness | Página 137

It is important that the teacher conveys a strong sense of intention so
that it is clear to the participants that the choice of focus for the time
together is carefully planned and particular. Within this it is important
to honour the contributions of participants. For example, at times it
can be fruitful to use seemingly unproductive digressions to build
cohesion in the group or to weave them in as examples of the kinds
of mind patterns highlighted by mindfulness-based teaching
processes (e.g. recognising rumination in action; seeing the pressure
to have rationales for what we do and to search for outcomes).

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