Introduction to Mindfulness_349810_bookemon_ebook.pdf Coaching and Practising Mindfulness | Page 171

and discriminate the different elements of direct experience –
sensations, thoughts, feelings – both retrospectively tracking these as
they arose in a mindfulness practice and tracking them now as they
arise in the moment.
Style of questioning/dialoguing in mindfulness-based teaching
includes:
- Use of open questions, rather than closed questions which only
require a “yes” or “no” answer
- Questions/statements that open space – “would you be willing to
tell me more?”; ‘hows?’ and ‘whats?’ rather than ‘whys?’
- Avoiding questions/statements that close/fill the space – e.g.
yes/no, fixing/solutions, self stories
- Attentive and positive non-verbals
- Alternating questions and statements
- Opening the space – creating and recognising possibilities
- Sensing when inquiry is appropriate in group discussions –
sometimes a question needs an answer, sometimes inquiry,
sometimes nothing but ‘thank you’ or a smile
- Humility – the other person is the expert in their own experience
(Blacker, Stahl & Meleo-Meyer, 2006)
(ii) exploring the different layers within the inquiry process (direct
experience, reflection on direct experience, and linking both to wider
learning) with a predominant focus on process rather than content
How much time is allowed for the actuality of experience and
relationship with experience to be explored before introducing
broader teaching themes?
One can think of the dialogue as having three concentric circles and
layers of inquiry (see Figure):

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