Introduction to Mindfulness_349810_bookemon_ebook.pdf Coaching and Practising Mindfulness | Page 145

Domain 4: Guiding mindfulness practices
Overview: The teacher offers guidance that describes accurately what
the participant is being invited to do in the practice, and includes all
the elements required in that practice. The guidance enables
participants to relate skilfully to mind wandering (seeing this as a
natural mind process, working gently but firmly to cultivate the skill
to recognise when the mind has wandered and to bring the attention
back). The guidance suggests the attitudes to bring to self and
experience throughout the practice. The practice balances
spaciousness with precision. Skilful use of language is key to
conveying all this.
N.B. – Embodiment of mindfulness is a crucial underpinning to
practise guidance, and should be assessed under Domain 3
Three key features need to be considered in assessing this domain:
(i) language is clear, precise, accurate and accessible whilst conveying
spaciousness
(ii) the teacher guides the practice in a way which makes the key
learning for each practice available to participants
(iii) the particular elements to consider when guiding each practice are
appropriately present
Mindfulness practice guiding offers an opportunity to integrate
teaching on the cultivation of mindfulness, and space for participants
to experience and experiment with the process for themselves. Given
the subtlety of the messages being conveyed and the paradox inherent
within these, great delicateness and sensitivity is needed when
guiding. The teacher should demonstrate familiarity with the key
intentions of mindfulness practice generally and also the specific
intentions of each practice

144