MINDFULNESS COACHING MODEL

Student No: 7932298

Efthymios Varenzakis

October 2011

MINDFULNESS COACHING MODEL

1. Assumptions Underpinning the Model

he history and roots of mindfulness is based on Eastern philosophy and religion, such as

Buddhism, Zen, Taoism and similar contemplative traditions where conscious attention

and awareness is cultivated (Brown and Ryan 2003). Brown and Ryan (2003: 822) define

mindfulness as “the state of being attentive to and aware of what is taking place in the present”.

Mindfulness can be defined as bringing an individual’s complete attention to an experience

occurring in the present moment, in a non judgmental, non reactive and a totally aware manner.

(Brown and Ryan 2003; Kabat-Zinn 1990). Nisbett (2003) observed that western science and

philosophy is learning from eastern science and philosophy and spiritual and health practices. Can

this be true with business and the coaching profession? The eastern practices and philosophies, fit

comfortably with the Mindfulness Coaching Model, where the theory and literature reviewed

strongly link and infer the above assertion.

T

The positive effects and significance of mindfulness practices and techniques in alternative health,

healing, integrative medicine, sports and well being disciplines are well documented. Health

researchers have established that mindfulness practices are significant in managing chronic pain,

health conditions and stress levels, as measured and observed by quantifiable elements such as

cortisol, dopamine and serotonin levels (Kabat-Zinn, Lipworth, Burney 1985; Kabat-Zinn 1990;

Kabat-Zinn, Massion, Kristeller, Peterson, Fletcher, Pbert, Lenderking and Santorelli 1992; Berger

2002; Brown, Ryan 2003; Braham 2006; Tang, Ma, Wang, Fan, Feng, Lu Yusui, Rothbart and Fan

2007; Tang and Posner 2008).The Mindfulness Coaching Model further promulgates the above

findings by applying these principles not only to health practices and well being but to the field of

coaching .

The Mindfulness Coaching Framework is based on a social constructivist approach. This approach

would suggest that the world is to be invented by individuals and “ordinary people” (Putman 2009),

and not discovered objectively by the quantifiable limitations placed on by a logical positivist

construct. The field of Neuroleadership and social cognitive neuroscience also supports the social

constructivist and postmodernist paradigm (Rock and Page 2009; Rock 2009; Ringleb and Rock

2009; Rock, Tang and Dixon 2009; Blakemore, Winston and Frith 2004).

The Mindfulness Coaching Framework has linkages to quantum theory, neuroscience, and the

interdisciplinary field of Neuroleadership, Seligman’s Positive Psychology and Daniel Siegel’s

Interpersonal Neurobiology (Mindsight). These scientific linkages and connections are

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academically and theoretically supportive of each other, and facilitate a platform for the

Mindfulness Coaching Model and paradigm to be created, which harnesses holistic and systemic

principles.

Love and Maloney (2009) suggest the idea that mindfulness is at “the threshold of leadership’s

next wave”. Their view states that leaders can move from a continuum of; unconscious, self

aware, self-regulating and systemic leaders, once the transition past the “mindfulness threshold

“has occurred.

With the

Mindfulness Coaching Model the coaching professional will access mindfulness practices and

techniques as tools to enhance the coaching experience and coachees will tap into these

methodologies of which some have been available for thousands of years, particularly in the

eastern philosophy and culture.

2. Mindfulness Coaching Model

The coaching framework focuses on the following four key modalities; Mind, Body, Cognition and

Emotion. These are the cornerstones of “integration” (Siegel, 2010). Once the four modalities are

integrated, with the influence of The Mindfulness Wheel, “positive change” or “dynamic stability”

may be facilitated. This change and stability is created by the process of Neuroplasticity (Rock and

Page, 2009). The current coaching model has formulated the Mindfulness Wheel, which includes

the “ingredients” that are necessary for integration and for “positive change” to be facilitated.

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Figure 1: (Love and Maloney 2008:98)

Figure 2 represents the Mindfulness Coaching Model, with the four modalities (mind, body,

cognition and emotion) represented at each corner of the square. The centre of the Mindfulness

Wheel represents the state of “positive change” or “dynamic stability” that occurs once the

coaching tools and techniques of the Mindfulness Wheel are implemented by the coachee. There

are six mindfulness coaching tools and techniques on the Mindfulness Wheel that a coachee will

implement in the coaching process. The proceeding paragraphs will discuss “positive change”,

plasticity and the four modalities, and then present the Mindfulness Wheel.

2.1. POSITIVE CHANGE, DYNAMIC STABILITY AND PLASTICITY

Neuroplasticity refers to the brain’s capacity for change beyond childhood and adolescence. The

brain and more particularly neurons in the brain are not hardwired permanently, in neurological

pathways that are established in early childhood. Through focused attention, and repetition the

neural pathways of the brain have some plasticity and ability to change (Restak 2004; Rock and

Page 2009).

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MIND BODY

COGNITION EMOTION

Figure 2: Mindfulness Coaching Model

Neuroplasticity facilitates positive change in a system, allowing it to evolve and develop, and not

remain static and inflexible to change. The Schwartz-Rock Dynamic Stability formula is a

mathematical expression of positive change and in understanding neuroplasticity (Rock and Page

2009: 171-190).

Dynamic Stability- this is known as the Schwartz–Rock formula for dynamic stability (Rock and

Page 2009, 171-190) Expressed as follows:

And described as follows By Rock and Page (2009:171)

“….dynamic stability equals a combination of expectation and experience multiplied by positive

attention density multiplied by veto power. Dynamic stability is another way of saying “positive

change,” change that allows a system to adapt and develop, rather than remaining inflexible and

unable to respond, and to do this without becoming overwhelmed by chaos.

In the above formula expectation(associated with placebo) plus experience can be likened to

mindfulness techniques that use imagery, heightened levels of suggestibility such as in

hypnogogic states , hypnosis and visualization techniques .Furthermore the coaching question

“What do you want” often repeated makes clear and triggers the coachee’s desires and intentions,

and the coach allows the client to ‘expect’ a good outcome (Rock and Page 2009,176).The next

variable in the Schwartz–Rock formula is “attention density”, which can be described as exerting

focused and conscious energy. By applying this focused energy, the higher the “attention density”,

there is a multiplier effect to the dynamic stability formula, and this may establish new neural

pathways and facilitate for a “potentiating brain” and a “mind creating brain” effect. Mindfulness

practices such as meditation, contemplation, introspection often deploy high levels of focused

energy, which can be conceptualized as creating or facilitating the “attention density” variable of

the above formula.

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DS= (exptn + exprnce) x AD+ x VP

DS= Dynamic Stability or positive “change” and

exptn = expectancy and exprnce= experience

AD+= attention density

VP= veto power

Finally “veto power” in the formula has also got a multiplier effect to the dynamic stability outcome.

In mindfulness practices self-regulation particularly in managing emotional, cognitive and even

physical states have been clinically tested and observed (Refer further to Kabat-Zinn1994; Kabat-

Zinn 2003; Kabat-Zinn 2010 ; Langer 2009;). So in fact “veto power” may be conceptualised as the

self-regulatory benefits of mindfulness practices. Mindfulness practices or techniques such as

meditation, tai chi, yoga, qigong, practices which all require focused attention equivalent to

“attention density”, and are associated with self regulatory outcomes which may be represented by

“veto power”.

2.2. MIND

Daniel Siegel (2010) in collaboration with a UCLA interdepartmental peer group formulated a

definition of the Mind in 1992. Siegel defined the mind as follows: “The human mind is a relational

embodied process that regulates the flow of energy and information.”

Breaking down this definition Siegel (2010:52) commences the analysis by explaining that energy

is the “capacity to carry out an action”- this may be physical or mental action. He further explains

that this energy can be conceptualized in differing forms such as potential, kinetic, radiant, and

neural energies. Information is described as “anything that symbolizes something other than itself”.

The meaning of information is created and defined by the mind. Siegel (2010:53) further

elaborates that “energy and information go hand in hand in the movement of or minds”. He further

explains that the regulatory aspect of the mind allows for monitoring and modification. The

embodied aspect of the mind essentially describes that the mind is encapsulated in the body,

neural system and the brain. The relational aspect of the mind describes the fact that the energy

and information flow happens in relation to other objects, people or experiences. This definition of

the mind gave rises to the interdisciplinary study of Interpersonal Neurobiology.

2.3. BODY

Progressing into the 21st Century the necessary connections and links are made between mental

and physical health and mind and body. Questions we need to ask of ourselves and our bodies

are (Rock and Page 2009):

How do our bodies in harmony with our minds achieve optimal functioning as a whole?

How do we develop our bodies to achieve greater potential and experience peak

performance?

How do we manage greater achievements and minimize stress?

What are truly healthy lifestyles for our bodies over the long term?

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Ratey and Hagerman (2009) in their book Spark, identify that the brain, and the biochemistry of

the brain are integrally interconnect to the body and the biochemistry of the body. They succinctly

explain how physical exercise expended by the body can keep the balance between mind, brain

and the body. Ratey and Hagerman (2009:4-5) state: To keep our brains at peak performance, our

bodies need to work. In Spark, I'll demonstrate how and why physical activity is crucial to the way

we think and feel. I'll explain the science of how exercise cues the building blocks of learning in the

brain; how it affects mood, anxiety, and attention; how it guards against stress and reverses some

of the effects of aging in the brain; and how in women it can help stave off the sometimes

tumultuous effects of hormonal changes”.

According to the historian Sigerist (1961, 9), Greek and Indian cultures placed high value on the

medicinal and health promoting aspects of physical exercise. Rock and Page (2009) claim that

neuroscience propagates treating the mind and body as a whole, and not as separate and

independent entities. They suggest that this is what has generated interest in coaching with a

systemic and whole holistic approach. Rock and Page (2009) further state that individuals who are

involved in peak performance and wanting to reach their full potential, need to be us physically

healthy as possible, so as to push their minds and bodies to the limits without affecting their

health. They suggest that a balanced diet, exercise, enough sleep, and manageable levels of

stress may improve health and life expectancy. Rock and Page (2009:124) also endorses the

notion that mindfulness exercises put people in touch with significant messages from their bodies

on how to keep healthy. In Siegel’s (2010:11) triangle of well-being the mind, body and attuned

relationship connections are clearly identified and the necessary linkages are made with each

other.

2.4. COGNITION

Rock and Page (2009) approach cognition as follows; memory, awareness, mapping and

predicting, dilemma model and finally decision-making and problem solving.

Memory use is divided into short-term and long-term memory as reported by Rock and Page

(2009). Short-term memory they report according to Miller’s article at the onset of the cognitive

revolution in the 1950’s can manage up to seven items. Short-term memory involves

understanding by focusing the flow of energy and attention of our minds. Short-term memory

involves decision-making and Rock and Page (2009:250) state “Decision-making doubles the flow

of energy required to attend to the variables.” Short-term memory is also particularly associated

with memorizing. Memorizing suggests newly established neural pathways, for recall purposes at

later stage. Rock and Page (2009) state that with memorizing we require to “regulate the flow of

energy.” Working memory also involves recalling information from long-term memory banks to

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current attention. This process also suggests a focus flow of energy and attention. Inhibiting is the

process of filtering information that does not require being stored in the working memory.

The three areas of working memory improvement are visualising, chunking and ordering. They

suggest that seeing something in one’s mind’s eye and experiencing it in real life creates the same

effect. Therefore visualisation techniques have positive outcomes, which can be successfully

utilised in the Mindfulness Coaching Model.

What is particularly relevant to cognition and particularly reference to memory is the level of

awareness as described by Rock and Page (2009). They suggest that the level of attention often

associated with practicing and activity with a level of focus and attention can “induce brain

hardwiring” and they quote Donald Hebb “the neurons that fire together wire together.”

The necessary link of cognition and mindfulness as analysed above, is that cognition in general

requires focused attention, awareness and repeated practice to facilitate insight and “positive

change”. Mindfulness practices generally apply the same principles of attention focus. Often the

insights, as described in esoteric and metaphysical literature are closely related to notions of

“enlightenment” and cognition arising from protracted states of contemplation or “thinking about

thinking” Rock (2006).

2.5. EMOTIONS

Rock and Page (2009:347) state “Emotions are an evolutionary adaptation that motivates

organisms to respond to environmental changes.” They further suggest that emotions are an

integration of mind, body, brain and social information, which can aptly be described as a “state or

frame of mind.” Neurological pathways firing in a particular pattern become hardwired and

ultimately formulate a human’s personality. The emotional state of a person will affect the ability

for a leader (coachee) to act appropriately or otherwise in an organisation and work environment.

Mindfulness strongly correlates with emotional awareness (Bishop, Lau, Shapiro, Carlson,

Andeson, Carmody, Segal, Abbey, Speca, Velting, Devins 2004) and Emotional Intelligence as

conceptualised by Goleman (1995). Brown and Ryan (2003) and Hassed (2008) also support this

view. Hassed (2008) reports that there is a positive relationship with people who rate highly on

mindfulness scales and individuals rating highly on Emotional Intelligence (EI) measures. The

converse is said to be true regarding mindlessness, which is defined as “relative absence of

mindfulness” (Brown and Ryan 2003:823)

Goleman (1995), in his book Emotional Intelligence, strongly suggests that a human’s capacity to

succeed in a social or organisational situation is dependent not on the measure of intelligence

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quotient (IQ), but more so on “emotional intelligence” (EQ). Rock and Page (2009:352-353)

describe Goleman’s “amygdala hijack” as follows: generalisations, reducing metabolism in the

prefrontal cortex, erring on the side of pessimism, confusing psychological and physical threats”.

A common theme in emotional intelligence and coaching literature (Goleman 1995; Rock 2009;

Ringleb and Rock 2008; Rock, Tang and Dixon 2009; Rock and Page2009) is emotional

regulation, which can be described as the ability to manage one’s emotions appropriately, which is

a highly desirable quality in business. Emotional regulation is cultivated in the coaching process

and in the Neuroleadership field this quality is defined as “keeping cool under pressure.”

The necessary link between emotions and mindfulness is the concept of facilitating or cultivating a

desired “state of mind” and emotional regulation. Ideal states of mind are expressed with particular

brainwave activities; Alpha, Beta, Delta and gamma brain waves for the hypnogogic and

hypnopompic states. More significantly, gamma waves are associated with deep meditation,

indicative of neurons firing rapidly in harmony, and associated to increased emotional regulation.

3. THE MINDFULNESS WHEEL

The Mindfulness Coaching Wheel has six coaching tools and techniques to be utilized with the

coachee:

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Figure 3 describes The Mindfulness Wheel which involves six recommended coaching tools and

techniques to be implemented by the coachee. These are Relaxation, Meditative Breathing,

Visualisation, Contemplation (Thinking about Thinking), Narratives and Metaphors, and Aerobic

Exercise and Nutrition. The six coaching tools and techniques are discussed in further detail in the

proceeding paragraphs.

3.1. RELAXATION

Smith (1999) provided the first evidence-based description of relaxation outcomes, and

demonstrated the relationship between personal beliefs and relaxation. He further suggests that

world religions have offered explanations of mental and psychological states claimed to be linked

to relaxation.

Various relaxation techniques extend from visualisation, imagery, meditation, prayer to ordinary

muscular relaxation. Smith (1999) states that in the academic literature there are over 200 benefits

in every realm of life that have been documented from relaxation techniques. He further states that

relaxations is a professional tool that can be utilised extensively by clinical psychologists, sport

coaches, social workers councillors, organisational and industrial consultants.

According to Smith (1999) the key to relaxation is sustaining attention while diminishing overt

behaviour and covert cognitive processes. Relaxation techniques include muscle relaxation,

breathing, stretching, imagery, and autogenic training.

Berger (2002) suggests that hypnosis and relaxation techniques are important ancillary skills for

the suitably qualified coach. These techniques facilitate for the Schwartz Rock Dynamic Stability

formula variables to create a platform for “positive change” or “Dynamic Stability”

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Figure 3: The Mindfulness Wheel

3.2. MEDITATIVE BREATHING

Any form of meditative practice that focuses on the breath. This can be a form of moving

meditation such as Tai Chi, Qi Qong, Yoga, alternative-nostril breathing or any other breath based

meditation. This meditation approximates the Attention Density (AD) and Veto Power (VP) variable

in the Schwartz Rock Dynamic Stability formula.

Reiner (2009) reports that regular deep meditation changes the brain in positive ways. Meditation

seems to be associated with gamma waves, the electromagnetic rhythm of neurons firing very

rapidly in harmony. Neuroscience describes meditation as a series of mental exercises by which a

person strengthens control over the working of their brain and emotional regulation.

Studies have described the benefits of even short term meditation. Benefits include better

performance on rapid fire visual tests, Meditation practises are known to increase parasympathetic

activity which has a calming effect on the respiratory system and metabolism. (Berger 2008),

Brahan (2006) documents how meditation practices can benefit both the coach and coachee.

Tang et al (2007) and Tang and Postner (2008) conducted research to establish body-mind

aspects of meditation and meditative practices. They established that the beneficial effects are

self-regulation, increased attention, and ability to be present in the moment and reduced overall

stress levels.

3.3. VISUALISATION

Visualisation techniques focus on coaching outcomes based on the “expectancy” and “experience”

variables as described in the Schwartz Rock Dynamic Stability formula. Visualisation techniques

include visualising desired positive changes, imagery, and hypnosis. Berger (2002) describes how

“transitional visualisation” which includes hypnosis and relaxation theory is a useful tool in the

coaching process, and assists coaches in positive coaching breakthroughs.” Transitional

Visualisation is a process where the coachee visualises the true reality of a situation and then

develops motivation to move from it to something better. This is a process of transition and

“positive change”.

3.4. CONTEMPLATION “THINKING ABOUT THINKING”

The contemplation process will engage the cognitive processes of the coachee in order to better

understand his behaviours and thinking. With the contemplative practices, short term and long

term memories of the coachee are accessed, interpreted, and reinterpreted with narrative stories

and metaphors that may also be co-created. Attention levels and focus is applied to decision

making, and problem solving with the contemplation techniques, where often visualization,

chunking and ordering exercises are undertaken to achieve desired cognition.

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Prochaska’s (1979) transtheoretical analysis and Prochaska, Norcross and DiClemente (1994)

that studied more than 1000 people who had made permanent and positive changes in their lives,

with particular interest to coaching presented the following “contemplative model” for change:

Pre –contemplation. There s no intent to take action or change(in the next six months)

Contemplation. There is intention to take action within the next six months.

Preparation. Prepared to take action within thirty days and behavioural changes are

contemplated.

Action. Overt behaviour has changed for less than six months.

Maintenance. Behaviour has changed for more than six months.

Termination. There is a belief that the overt behaviour will never return and there is confidence

without fear of relapse.

Rock (2006) describes six steps to transforming performance. He states the first step to

transforming performance is learning to “think about thinking”. Alternatively stated if a coachee is

struggling to perform at their best they have not mastered “to think their way out of a situation”.

Rock (2006) describes this process as “improving not what people are thinking about, but the way

they think” (Rock 2006:35). Rock describes this as “stretching peoples thinking”, and the process

is closely linked to contemplation.

3.5. NARRATIVES AND METAPHORS

Narratives and metaphors serve to construct events and to join them together in a timeline. They

make stories the source of ‘meaning making’, coherent and as a result, life makes sense.

Coachees are focused on positive expectations even in negative situations. The coach

emphasises the elements of success and thereafter, connects stories with an experiential and

embodied implicit. i.e. often circumstances hide implicit issues which need to be explored. The

coach will often ask the coachee to give the story a name. This is deemed according to White

(2007), landscapes of consciousness. The coachee is encouraged to enrich the story by relating to

values and questions of identity and thereafter link the stories to other events. Finally the coachee

requires to re-author his story and build a bridge between the story and the imagined alternative

future scripts or storylines. Stelter and Law (2010) state that coaching narratives and metaphors

create a reflective space for the coachee. The three elements relevant to coaching narratives are;

focusing on values, giving opportunity to meaning making, creating opportunity for unfolding

narratives.

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3.6. AEROBIC EXERCISE AND NUTRITION

Coachees must receive a clear bill of health from their medical professional. Thereafter ideally

commence on mild intensity aerobic exercise (walking), and increase the tempo to intermediary

(fast walk, slow jog) and higher intensities (fast jogging, running) over a 12 week period. Aerobic

exercise is recommended to start off at initially 50% to 60% of a coachee’s maximum heart rate,

and to increase intensity to up to 80% of a coachee’s maximum heart rate (Ratey and Hagerman,

2009). A rule of thumb to calculate maximum heart rate is the number 220 and subtract the

coachee’s actual age, and this represents the maximum heart rate. Recommended aerobic

exercise includes walking, jogging, running, cycling and swimming, or any other form of physical

exercise that can increase heart rate from as low as 50% to 80% of maximum.

The coaching model facilitates and encourages the coachee to engage in all the other techniques

to facilitate a successful coaching outcomes ie visualization, contemplation and introspection,

creating narratives and metaphors whilst exercising. Particularly in the low and intermediary

intensity aerobic exercises, the coachee will experience the benefits of visualizing, contemplating

and creating narratives and metaphors of his or her expected or ideal outcomes. The nutritional

aspects of the coachee are addressed with a qualified nutrionist to address the nutrional

requirements of the coachee.

Aerobic exercise and nutrition have substantial and quantifiable benefits for the four modalities

namely mind, body, cognition and emotion, which require integration for “positive change” and

“Dynamic Stability” to occur in the Mindfulness Coaching Model. (Ratey 2003; Ratey and

Hagerman 2009; Crow and Eckert 2000).

Through the ongoing application of the six coaching tools and techniques of the Mindfulness

Wheel the coachee will experience an integration of the four modalities namely mind, body,

cognition and emotion with “positive change” or dynamic stability being facilitated through the

process of plasticity.

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