Embed Size (px)
Citation preview
Improving Mindfulness
Sample
Corporate Training Materials
Corporate Training Materials
All of our training products are fully customizable and are perfect for one day and half day workshops.
You can easily update or insert your own content to make the training more relevant to participants.
Our material is completely customizable and is backed up by a 90 day 100% no questions asked money
back guarantee!
With our training courseware you are able to:
Add your name and logo (and remove ours).
Add your own content to make the training more relevant to your clients (i.e. using
examples and case studies from within your organization or city)
Train unlimited users within your organization.
No Annual Renewal Fees
Download training material on your time from our secure servers
United States International
73 Greentree Drive, Box #68 143 Dalhousie Street, New Glasgow, NS
Dover, Delaware 19904 Canada, B2H 2P4
Toll-free:1-877-610-3660 Phone: 001-902-695-3660
Fax: 1-877-610-3661 Fax: 001-902-695-3661
[email protected] [email protected]
Any technical issues or questions can be addressed by our support team
Our Product Catalog contains our entire library of available and upcoming courses. Please
follow this link: http://corporatetrainingmaterials.com/product_catalog.pdf
Review our License Agreement to answer any licensing questions you may have. Please follow
this link: http://corporatetrainingmaterials.com/license_agreement.pdf
TABLE OF CONTENTS
Preface .............................................................................................................................................. 3
What is Courseware? ................................................................................................................................ 3
How Do I Customize My Course? .............................................................................................................. 3
Materials Required ................................................................................................................................... 4
Maximizing Your Training Power .............................................................................................................. 5
Icebreakers ........................................................................................................................................ 6
Icebreaker: Friends Indeed ........................................................................................................................ 7
Instructor Guide Sample ..................................................................................................................... 8
Module Two: What Is Mindfulness? ......................................................................................................... 9
Activities ......................................................................................................................................... 19
Bare Attention ........................................................................................................................................ 20
Quick Reference Sheets .................................................................................................................... 22
Psychological Concept Filtering .............................................................................................................. 23
Blaming ................................................................................................................................................... 23
Cultivating Confidence ............................................................................................................................ 23
Certificate of Completion ................................................................................................................. 24
PowerPoint Sample .......................................................................................................................... 26
Preface
What is Courseware?
Welcome to Corporate Training Materials, a completely new training
experience!
Our courseware packages offer you top-quality training materials that
are customizable, user-friendly, educational, and fun. We provide your
materials, materials for the student, PowerPoint slides, and a take-
home reference sheet for the student. You simply need to prepare and
train!
Best of all, our courseware packages are created in Microsoft Office and can be opened using any
version of Word and PowerPoint. (Most other word processing and presentation programs support
these formats, too.) This means that you can customize the content, add your logo, change the color
scheme, and easily print and e-mail training materials.
How Do I Customize My Course?
Customizing your course is easy. To edit text, just click and type as you would with any document. This is
particularly convenient if you want to add customized statistics for your region, special examples for
your participants’ industry, or additional information. You can, of course, also use all of your word
processor’s other features, including text formatting and editing tools (such as cutting and pasting).
To remove modules, simply select the text and press Delete on your keyboard. Then, navigate to the
Table of Contents, right-click, and click Update Field. You may see a dialog box; if so, click “Update entire
table” and press OK.
(You will also want to perform this step if you add modules or move them around.)
If you want to change the way text looks, you can format any piece of text any way you want. However,
to make it easy, we have used styles so that you can update all the text at once.
If you are using Word 97 to 2003, start by clicking the Format menu followed by Styles and Formatting.
In Word 2007 and 2010 under the Home tab, right-click on your chosen style and click Modify. That will
then produce the Modify Style options window where you can set your preferred style options.
For example, if we wanted to change our Heading 1 style, used for Module Titles, this is what we would
do:
Now, we can change our formatting and it will apply to all the headings in the document.
For more information on making Word work for you, please refer to Word 2007 or 2010 Essentials by
Corporate Training Materials.
Materials Required
All of our courses use flip chart paper and markers extensively. (If you prefer, you can use a whiteboard
or chalkboard instead.)
We recommend that each participant have a copy of the Training Manual, and that you review each
module before training to ensure you have any special materials required. Worksheets and handouts are
included within a separate activities folder and can be reproduced and used where indicated. If you
would like to save paper, these worksheets are easily transferrable to a flip chart paper format, instead
of having individual worksheets.
We recommend these additional materials for all workshops:
Laptop with projector, for PowerPoint slides
Quick Reference Sheets for students to take home
Timer or watch (separate from your laptop)
Masking tape
Blank paper
Maximizing Your Training Power
We have just one more thing for you before you get started. Our company is built for trainers, by
trainers, so we thought we would share some of our tips with you, to help you create an engaging,
unforgettable experience for your participants.
Make it customized. By tailoring each course to your participants, you will find that your results
will increase a thousand-fold.
o Use examples, case studies, and stories that are relevant to the group.
o Identify whether your participants are strangers or whether they work together. Tailor
your approach appropriately.
o Different people learn in different ways, so use different types of activities to balance it
all out. (For example, some people learn by reading, while others learn by talking about
it, while still others need a hands-on approach. For more information, we suggest
Experiential Learning by David Kolb.)
Make it fun and interactive. Most people do not enjoy sitting and listening to someone else talk
for hours at a time. Make use of the tips in this book and your own experience to keep your
participants engaged. Mix up the activities to include individual work, small group work, large
group discussions, and mini-lectures.
Make it relevant. Participants are much more receptive to learning if they understand why they
are learning it and how they can apply it in their daily lives. Most importantly, they want to
know how it will benefit them and make their lives easier. Take every opportunity to tie what
you are teaching back to real life.
Keep an open mind. Many trainers find that they learn something each time they teach a
workshop. If you go into a training session with that attitude, you will find that there can be an
amazing two-way flow of information between the trainer and trainees. Enjoy it, learn from it,
and make the most of it in your workshops.
And now, time for the training!
Icebreakers
Each course is provided with a wide range of interactive Icebreakers. The trainer can utilize an
Icebreaker to help facilitate the beginning of the course, as it helps “break the ice” with the
participants. If the participants are new to each other, an icebreaker is a great way to introduce
everyone to each other. If the participants all know each other it can still help loosen up the
room and begin the training session on positive note. Below you will see one of the icebreakers
that can be utilized from the Icebreakers folder.
Icebreaker: Friends Indeed
Purpose
Have the participants moving around and help to make introductions to each other.
Materials Required
Name card for each person
Markers
Preparation
Have participants fill out their name card. Then, ask participants to stand in a circle, shoulder to
shoulder. They should place their name card at their feet. Then they can take a step back. You
as the facilitator should take the place in the center of the circle.
Activity
Explain that there is one less place than people in the group, as you are in the middle and will
be participating. You will call out a statement that applies to you, and anyone to whom that
statement applies must find another place in the circle.
Examples:
Friends who have cats at home
Friends who are wearing blue
Friends who don’t like ice cream
The odd person out must stand in the center and make a statement.
The rules:
You cannot move immediately to your left or right, or back to your place.
Let’s be adults: no kicking, punching, body-checking, etc.
Play a few rounds until everyone has had a chance to move around.
Instructor Guide Sample
On the following pages is a sample module from our Instructor Guide. It provides the instructor
with a copy of the material and a Lesson Plans box. Each Instructor Guide and Training Manual
mirrors each other in terms of the content. They differ in that the Instructor Guide is
customized towards the trainer, and Training Manual is customized for the participant.
The key benefit for the trainer is the Lesson Plan box. It provides a standardized set of tools to
assist the instructor train that particular lesson. The Lesson Plan box gives an estimated time to
complete the lesson, any materials that are needed for the lesson, recommended activities, and
additional points to assist in delivering the lessons such as Stories to Share and Delivery Tips.
Module Two: What Is Mindfulness?
People often confuse the concept of mindfulness with the idea that
one should “stop and smell the roses.” However, if you found yourself
with your nose stuck deep into a flower in a field where an angry bull
was bearing down on you, this would be the exact opposite of being
mindful. Put simply, mindfulness is a state of mind where you are fully
conscious and engaged in the present moment and with the demands
of the present moment.
In the beginner’s mind there are
many possibilities, but in the
expert’s mind there are few.
Shunryu Suzuki
Buddhist Concept
The concept of mindfulness comes to us through the Buddhist religion. The
word “mindfulness” is one translation of the Pali word sati (Sanskrit smrti).
Other translations of this word include “awareness” and “memory.”
Mindfulness is one’s capacity to avoid distraction from the present moment,
but in Buddhism it also means to avoid forgetting what one already knows and
to remember to do what one has an intention to do.
If mindfulness means avoiding distraction, what is it that distracts us from the present? People are
constantly besieged with needs. Our basic needs such as food and shelter, and our more complicated
needs for love, respect, happiness, and so on all compel us to consider our past and future in terms of
what to avoid and what to seek after. Consequently, the tempting answer is to blame all the things
going on in our world as the source of distraction. A Buddhist would disagree. Instead of everything that
goes on “out there” being the source of distraction, Buddhists blame what they call the “monkey mind.”
The monkey mind refers to our own mental capacity to engage internally in constant chatter.
Sometimes internal mental chatter can be helpful for working out problems, for analysis, and even for
play. However constant mental chatter can also distract us from the things that are most important. And
often, it can actually mislead us into misunderstanding a given situation. Buddhism teaches techniques
in meditation to cultivate mindfulness and quiet the monkey mind.
Estimated Time 8 minutes
Topic Objective Identifying the monkey mind.
Topic Summary Monkey mind
Discuss the concept of mental chatter.
Materials Required Blank paper for each participant and flipchart/board and marker
Planning Checklist None
Recommended Activity
Participants should consider a time when they completely misunderstood a
situation. This could be a first date, an argument with a loved one, or some
other misunderstanding. Write for five minutes and note what thoughts they
had about the situation that helped create a misunderstanding. Discuss as a
group for the remaining three minutes.
Stories to Share Share any personal or relevant stories.
Delivery Tips Encourage everyone to participate.
Review Questions What is the monkey mind?
Bare Attention
One aspect of mindfulness is the cultivation of bare attention. Bare attention is
attention that is devoid of judgment or elaboration. Whenever we are faced with a
new situation, we are tempted to try and consider what this new situation means to
us. Will it be pleasant, scary, long lasting, or of minor importance? More often than
not, we do not have enough information yet to make that assessment. When we
start attempting to evaluate the situation before it has played out, this takes us into
monkey mind style thinking, which often leads to distortion. One component of being
mindful is to approach any present moment with our full and neutral attention.
Another way of thinking of bare attention is in the Zen Buddhist concept of “beginner’s mind.” To a Zen
Buddhist, being a beginner is an ideal state because someone with no experience of something will also
have developed no prejudice against it or other ways of placing limits on an experience. Since every
moment of your life is unique, approaching each moment with innocence, as if you are a beginner and
this is your first time experiencing this moment, allows you to keep yourself open to a host of
possibilities that a more experienced person would either ignore or never consider.
Estimated Time 8 minutes
Topic Objective Understand what’s entailed in Bare Attention.
Topic Summary Bare Attention
Explore what is involved in nonjudgmental attention.
Materials Required 01-Bare Attention
Planning Checklist This activity can be loud and disruptive, so make sure that you are in an
environment that can support this.
Recommended Activity Take six minutes to complete the worksheet individually. Share your answers
with the rest of the class over the final two minutes.
Stories to Share Share any personal relevant stories.
Delivery Tips Encourage everyone to participate.
Review Questions According to Zen Buddhism, which is more ideal: the mind of a beginner or
the mind of an expert?
Psychological Concept of Mindfulness
Although mindfulness originated as a Buddhist concept, psychologists from the 1970s
to the present have studied the effects of Buddhist mindfulness meditation
techniques and found that these are effective in reducing anxiety and reducing
relapse rates in both depression and drug addiction. Recent studies have found that
incorporating mindfulness into your life can increase positive emotions, improve the
immune system, and reduce stress.
Despite the nearly universal agreement on the benefits of mindfulness, psychologists disagree on an
exact definition of mindfulness or an exact method for developing mindfulness. Jon Kabat-Zinn , one of
the first psychologists to study mindfulness as a secular concept, defines mindfulness as “paying
attention, in a particular way, on purpose, in the present moment, and non-judgmentally.” According to
a later study, mindfulness studies in psychology tend to require two components for mindfulness:
A quality of high attentiveness and concentration
An attitude of curiosity and openness.
Estimated Time 4 minutes
Topic Objective Introduce curiosity and openness.
Topic Summary
Curiosity and Openness
Explore how an attitude of curiosity and openness can make tasks more
enjoyable
Materials Required Flipchart/board and marker
Planning Checklist None
Recommended Activity
Discuss various tasks that initially seemed tedious but turned out to not be
so bad. Discuss the ways our preconceived attitudes affected these tasks. List
these on the flipchart/board.
Stories to Share Share any personal, relevant stories.
Delivery Tips Encourage everyone to participate.
Review Questions What qualities, according to psychology, are involved in mindfulness?
Memory
To this point, we have focused on just one aspect of mindfulness, that of bare
attention in the immediate moment. However, as mentioned earlier, another
translation of the word sati is memory, and there is a very good reason for this.
Paying close attention to your immediate moment and environment sounds like a
beneficial practice, and for the most part it is. However, there are times where
paying too much attention can be detrimental and force you into mistakes. If you
have ever been told or told someone else not to over-think a situation, this is a good example where
bare attention can be detrimental. In fact, a recent study has found that a mindful state can be
detrimental for certain kinds of learning.
When you learn to ride a bicycle, for example, you pay less attention about the process and feel of
yourself pedaling. Instead, much of the learning occurs subconsciously in what is known as muscle
memory. Muscle memory is one example of a special kind of memory called implicit memory. This type
of memory occurs through practice. For musicians who read music, for example, at a certain point in
practice, they no longer consciously think about what the squiggles on the page actually mean. In fact,
reading in general relies primarily on implicit memory. If you tried to be really mindful of what you were
reading, by focusing on the shape of each letter or the makeup of each sentence, you would likely miss
the overall meaning of a written passage, and it would take a long time to do it.
Mindfulness is helpful in tasks that make use of another kind of memory called explicit memory. This
type of memory is helpful in learning new things and in memorization. However, when you wish to
develop a habit, the combination of mindfulness when you are consciously willing yourself to do or
notice something and scaling back your awareness as you allow the new task to be taken up in your
unconscious mind through implicit memory is the ideal way to go.
Estimated Time 6 minutes
Topic Objective Introduce implicit and explicit memory.
Topic Summary Implicit and explicit memory
Discuss the different activities that rely upon implicit and explicit memory.
Materials Required Flipchart/board and marker
Planning Checklist None
Recommended Activity As a group, list the types of activities and knowledge where mindfulness can
be detrimental, and make a list on the flipchart/board. Now make a list of
things where explicit memory comes into play, which is appropriate for the
practice of mindfulness (For example, in driving, being mindful of how you
press on the accelerator or break can be detrimental, but being mindful of
the traffic around you is actually beneficial).
Stories to Share Share any personal, relevant stories.
Delivery Tips Encourage everyone to participate.
Review Questions When you add 2+2, is this implicit or explicit memory?
Case Study
Steve hated it whenever another driver cut him off. Usually he would get
angry and without thinking about it, Steve would start honking his horn, flash
his bright headlights, and drive up extremely close on the offending driver.
Recently, Steve had begun to practice mindfulness. One day an elderly person
in a Cadillac cut him off. For a split second he recognized how his thoughts
had become angry and fearful at this point. Instead of reacting like he normally does, Steve decided
instead to slow down and give the other driver a wide berth. He figured the other driver probably had
not seen him, so he should change lanes and, as quickly as possible, get around the other driver, who
may not be paying enough attention.
Estimated Time 5 minutes
Topic Objective Outline the What Is Mindfulness case study.
Topic Summary
Case study
Discuss the importance of mindfulness as an intervention between action
and reaction.
Materials Required None
Planning Checklist None
Recommended Activity Discuss the outcome of the case study.
Stories to Share Share any personal, relevant stories.
Delivery Tips Encourage everyone to participate.
Review Questions Why did Steve choose a different reaction from his normal one?
Module Two: Review Questions
1. Which of the following is NOT an accurate translation of sati?
a) Memory
b) Mindfulness
c) Awareness
d) Kindness
The Pali word sati refers to greater awareness, mindfulness, and memory. While kindness is
valued in Buddhist practice, it is not a part of the concept of sati.
2. What is the Buddhist term for mental chatter?
a) Lizard brain
b) Monkey mind
c) Talky thoughts
d) Animal awareness
Monkey mind refers to the brain’s capacity to CONSTANTLY comment, judge, worry, and reflect
upon everything.
3. According to Zen Buddhists, which is the more ideal state of mind?
a) Beginner’s mind
b) Expert’s mind
c) They’re both equally ideal
d) They’re both to be avoided
Keeping a beginner’s mind allows you to approach situations with an openness to possibilities
you might miss with an expert’s mind.
4. Which of the following is a component of bare attention?
a) Judgment
b) Prediction of the future
c) Non-judgment
d) None of the above
Bare attention involves approaching any situation with an attitude of nonjudgment.
5. Who first adopted mindfulness practices into psychology?
a) Sigmund Freud
b) Jon Kabat-Zinn
c) Abraham Maslow
d) B. F. Skinner
Imagination is important to creativity. The other answers are useful for empowering
imagination.
6. Which of the following does the practice of mindfulness NOT help?
a) Depression
b) Anxiety
c) Immune system
d) Riding a bicycle
The practice of mindfulness has been found to help reduce anxiety and depression, and improve
the functioning of the immune system. It has also been found to be detrimental in activities that
involve implicit memory, such as riding a bicycle.
7. Which of the following is an example of implicit memory?
a) Making a right turn in a car
b) Checking for pedestrians
c) Learning a new skill
d) All of the above
The muscle activities involved in turning the steering wheel and hitting the accelerator to turn
right are unconscious and involve the use of implicit memory.
8. When is adding 2+2 an example of explicit memory?
a) Always
b) Never
c) Only after you have initially learned the concept
d) Only during the time when you are learning the concept
When you initially learn a new concept, you are using conscious explicit memory. Once you have
learned the concept so that your knowledge is automatic, it becomes a function of implicit
memory.
9. What best describes Steve before mindfulness training?
a) Reactive
b) Evil
c) Kind
d) Psychic
Before mindfulness training, Steve reacted to his emotions without thinking, making “reactive”
the best description.
10. What did mindfulness practice help Steve increase?
a) His ability to avoid anger
b) His ability to avoid getting cut off while driving
c) His ability to pause and consider his reaction when he became angry
d) His ability to cut other drivers off before they did the same to him.
As Steve improved his mindfulness, he was able to recognize the source of his angry thoughts
and to choose alternative ways to react to them.
Activities
During the facilitation of a lesson Worksheet or Handout may be utilized to help present the
material. If a lesson calls for a Worksheet or Handout it will be listed in the Lesson Plan box
under Materials Required. The trainer can then utilize the Activities folder for the
corresponding material and then provide it to the participants. They are all on separate Word
documents, and are easily edited and customized.
Below you will see the Worksheets or Handouts that are utilized during the training of the
above lesson. They are located in the Activities folder and can be easily printed and edited for
the participants.
Bare Attention
Instructions: Pick three objects in your immediate environment or training room. These can be your pen or pencil, a cell phone, a door handle, etc. Close your eyes and run your hand slowly across the object, as if you have never experienced handling this object before. Answer the following questions:
Object 1: What is the object’s texture? Is it smooth? Is it rough? __________________________________________________________________________________________________________________________________________________________________________ What is the object’s temperature? Hot, cold, lukewarm? Is it dry or wet? __________________________________________________________________________________________________________________________________________________________________________ Does the object have an overall shape that’s easily identifiable or is it made up of different shapes? What are they? Is it a large object or a small one or in-between?__________________________________________________________________________________________________________________________________________________________________
Object 2: What is the object’s texture? Is it smooth? Is it rough? How does this compare to the first object? __________________________________________________________________________________________________________________________________________________________________________ What is the object’s temperature? Hot, cold, lukewarm? Is it dry or wet? Compared with the first object? __________________________________________________________________________________________________________________________________________________________________________ Does the object have an overall shape that’s easily identifiable or is it made up of different shapes? What are they? Is this object large, small, or in-between? Compared with the first object? __________________________________________________________________________________________________________________________________________________________________________
Worksheet 1 (cont.) Object 3: What is the object’s texture? Is it smooth? Is it rough? How does this compare to the previous two objects?___________________________________________________________________________________________________________________________________________________________________ What is the object’s temperature? Hot, cold, lukewarm? Is it dry or wet? Compared with the previous two objects? __________________________________________________________________________________________________________________________________________________________________________ Does the object have an overall shape that’s easily identifiable or is it made up of different shapes? What are they? Is this object large, small, or in-between? Compared with the other two? _____________________________________________________________________________________
_____________________________________________________________________________________
Quick Reference Sheets
Below is an example of our Quick reference Sheets. They are used to provide the participants
with a quick way to reference the material after the course has been completed. They can be
customized by the trainer to provide the material deemed the most important. They are a way
the participants can look back and reference the material at a later date.
They are also very useful as a take-away from the workshop when branded. When a participant
leaves with a Quick Reference Sheet it provides a great way to promote future business.
Psychological Concept
Filtering
Filtering occurs when you only hear the
negative someone tells you, when their
statement is a mixture of negative and
positive. Here’s an example:
Your boss says: “I really enjoyed your
presentation. You gave us a lot to
think about. Some of it was pretty
complicated. You also might want to
shorten it, but I can tell you worked
very hard on it, and I appreciate your
dedication.
You hear: “The presentation was too
complicated and went on too long.”
Blaming
A similar distorted thinking pattern to personalizing is blaming.
Whereas the personalizing distorted thinking pattern relates
everything back to yourself, blaming occurs when you focus more on
who you think is at fault in a situation rather than focusing on a
resolution to the situation. When you cast blame, either at yourself or
others, this rarely helps matters because it is more about identifying
someone to punish than it is about finding a solution to a problem.
When you find yourself casting blame on yourself or on others, try
reframing the situation in terms that look for a solution. Ask yourself,
“Regardless of who is at fault, what can I do to make this situation
better?” Keep in mind that taking responsibility is different from
taking blame. When someone is responsible, they are “able to
respond,” which means they are capable of changing a situation
rather than being at fault in a situation.
Cultivating Confidence
Being confident is a delicate balance that many people have difficulty keeping. On the one hand, overconfidence
can lead to arrogance that causes individuals to view themselves as better than or more important than other
people. On the other hand, a lack of confidence causes self-doubt that will hinder creativity and can lead to blue
emotions such as dejection and depression. Confidence is an arousal emotion where you believe in yourself and
your abilities, and you can take steps to build confidence in yourself.
Steps to Creating Confidence:
Trust yourself. Believe that you will be able to learn, grow, and accomplish your goals.
Leave your comfort zone. Taking risks and trying new things will show you that you are capable of more than you
realize.
Accept praise. Be comfortable with well-deserved praise, but do not demand it. Refusing praise is not the same
thing as humility.
Be humble. Being humble sounds out of place on a list of ways to improve your confidence. We often mistake the
concept of humility for humiliation, but they are separate. Being humble means we honestly recognize our
limitations as well as our positive attributes. Being humble means you can understand where you need to improve
and you are willing to learn.
Improving Mindfulness
www.corporatetrainingmaterials.com © Corporate Training Materials
Certificate of Completion
Every course comes with a Certificate of Completion where the participants can be recognized
for completing the course. It provides a record of their attendance and to be recognized for
their participation in the workshop.
[Nam
e]
Has m
astered the course
Improving M
indfulness
Aw
ard
ed th
is __
__
__
_ d
ay
of _
__
__
__
__
_, 2
0_
__
CE
RT
IFIC
AT
E O
F C
OM
PL
ET
ION
Presen
ter Na
me a
nd
Title
PowerPoint Sample
Below you will find the PowerPoint sample. The slides are based on and created from the
Instructor Guide. PowerPoint slides are a great tool to use during the facilitation of the
material; they help to focus on the important points of information presented during the
training.
Full Course Table of Contents
Preface .............................................................................................................................................. 7
What is Courseware? ................................................................................................................................ 7
How Do I Customize My Course? .............................................................................................................. 7
Materials Required ................................................................................................................................... 9
Maximizing Your Training Power .............................................................................................................. 9
Module One: Getting Started ........................................................................................................... 11
Housekeeping Items................................................................................................................................ 11
The Parking Lot ....................................................................................................................................... 12
Workshop Objectives .............................................................................................................................. 12
Module Two: What Is Mindfulness? ................................................................................................. 13
Buddhist Concept .................................................................................................................................... 13
Bare Attention ........................................................................................................................................ 14
Psychological Concept of Mindfulness .................................................................................................... 15
Memory .................................................................................................................................................. 16
Case Study ............................................................................................................................................... 17
Module Two: Review Questions .............................................................................................................. 18
Module Three: Practicing Mindfulness .............................................................................................. 21
Attention ................................................................................................................................................. 21
Acceptance.............................................................................................................................................. 22
Mindfulness Meditation.......................................................................................................................... 23
Scanning ................................................................................................................................................. 24
Case Study ............................................................................................................................................... 25
Module Three: Review Questions ........................................................................................................... 26
Module Four: Emotional Intelligence ................................................................................................ 30
The Purpose of Emotions ........................................................................................................................ 30
High Performance Emotions ................................................................................................................... 31
Swing Emotions ...................................................................................................................................... 32
Blue Emotions ......................................................................................................................................... 33
Case Study ............................................................................................................................................... 34
Module Four: Review Questions ............................................................................................................. 35
Module Five: Cognitive Distortion (I) ................................................................................................ 38
Dichotomous Reasoning ......................................................................................................................... 38
Magnification and Minimization ............................................................................................................ 39
Filtering ................................................................................................................................................... 40
Jumping to Conclusions .......................................................................................................................... 41
Case Study ............................................................................................................................................... 42
Module Five: Review Questions .............................................................................................................. 44
Module Six: Cognitive Distortion (II) ................................................................................................. 47
Destructive Labeling ............................................................................................................................... 47
Personalizing ........................................................................................................................................... 48
Blaming ................................................................................................................................................... 49
The Tyranny of the Should ...................................................................................................................... 50
Case Study ............................................................................................................................................... 51
Module Six: Review Questions ................................................................................................................ 52
Module Seven: Mindfulness Based Cognitive Therapy ....................................................................... 55
Mental Modes ......................................................................................................................................... 55
Doing Mode ............................................................................................................................................ 56
Being Mode ............................................................................................................................................. 57
Metacognitive Awareness ...................................................................................................................... 58
Case Study ............................................................................................................................................... 59
Module Seven: Review Questions ........................................................................................................... 60
Module Eight: Mindfulness and Gratitude ........................................................................................ 62
What is Gratitude? ................................................................................................................................. 62
Gratitude Journal .................................................................................................................................... 63
An Exercise in Mindfulness and Gratitude .............................................................................................. 64
Forming a Habit ...................................................................................................................................... 65
Case Study ............................................................................................................................................... 66
Module Eight: Review Questions ............................................................................................................ 67
Module Nine: Cultivating the High Performance Emotions ................................................................ 70
The Emotion-Cognition-Behavior Triangle ............................................................................................. 70
Cultivating Enthusiasm ........................................................................................................................... 71
Cultivating Confidence ............................................................................................................................ 72
Cultivating Tenacity ................................................................................................................................ 73
Case Study ............................................................................................................................................... 74
Module Nine: Review Questions ............................................................................................................. 76
Module Ten: Mindfulness in Customer Service .................................................................................. 79
Individually Focused ................................................................................................................................ 79
Active Listening ....................................................................................................................................... 80
Building a Rapport .................................................................................................................................. 81
Timing ..................................................................................................................................................... 83
Case Study ............................................................................................................................................... 83
Module Ten: Review Questions .............................................................................................................. 85
Module Eleven: Mindfulness and Leadership .................................................................................... 88
Mental Resilience .................................................................................................................................... 88
Focus ....................................................................................................................................................... 89
Compassion ............................................................................................................................................. 90
Creativity ................................................................................................................................................. 91
Case Study ............................................................................................................................................... 92
Module Eleven: Review Questions .......................................................................................................... 94
Module Twelve: Wrapping Up .......................................................................................................... 97
Words from the Wise .............................................................................................................................. 97
Review of Parking Lot ............................................................................................................................. 98
Lessons Learned ...................................................................................................................................... 98
Completion of Action Plans and Evaluations .......................................................................................... 98
