Every day’s a school day

It seems like it at the moment anyway. Between doing my online mindfulness course, which has really challenged some thoughts and feelings, and learning methods for virtual #bellringing in Ringing Room sessions, of which I had 4 this week.

The first #bellringing session was a district practice which I didn’t need to learn anything new for but the session that I run on Thursdays we’re consolidating methods that we’ve been learning for February. Some of those methods are repeated at a Friday morning session but sometimes something different. Then every other Friday there’s another session that changes methods every time. This week I needed to learn Newcastle and Alnwick Surprise Minor. And in 2 weeks’ time, we’re aiming for London and Wells Surprise Minor, and I set new methods for our Thursday session at the beginning of the month.

Some of these methods I’ve never even looked at, always thinking they are beyond my capability but with the advent of Ringing Room, have been able to ring things that I wouldn’t normally get to ring in any of the towers that I would normally frequent.

Learning to ring takes time, even just the basics of handling a bell on your own, then you need to join in with others and make a meaningful sound. Then you can move on to the more complicated stuff, but that tends to depend on others a bit more, as you can only ring to the standard of the most novice ringer in the band. However, learning skills that require longer term commitment can be rewarding and stimulating for the brain.

A quick internet search shows that there are a multitude of sites that promote learning something new, from new skills, to new languages, to cooking and baking, knitting and creating videos. I’ve always found learning something new to be rewarding. It doesn’t necessarily make me an expert in it but it gives me better understanding, better skills, better adjustment and a wider range of things to do.

Having just completed the 6 week mindfulness course, I’m now looking around the site to find the next thing to dive into.

Sitting with adversity

I’ve just completed a free, online 6 week course in Demystifying Mindfulness course via Future Learn (www.furturelearn.com). The course covered the “science of mindfulness, how it works and why from a political, psychological and philosophical perspective”. Throughout the course were a series of Mindfulness Labs, opportunities to practice a meditation technique. Something not so long ago I would have said was nonsense. One of the ones that resonated with me most was the one on Sitting with Adversity.

Usually throughout a meditation the participant is encouraged to let go of thoughts and feelings and concentrate on breath or sounds. In this particular one though we were actively encouraged to invite a difficult situation, thought or feeling and to acknowledge its existence, to sit alongside it, before considering “each in breath a new beginning and each out breath a letting go”.

So many situations to choose from. I may well have to come back to this meditation several times to get through them all. However, at the end of the 15 minutes or so, I felt much calmer about the situation I had been thinking about. I chose to lessen its hold over me and consider what was within my personal means of being able to do about it. In the end, I chose to let it be what it will be.

Even coming to terms with that simple statement of letting something be what it will be and making a conscious decision to not let it affect me in the way it had been, was enough to lighten to load.

I have done several short courses via Future Learn and would thoroughly recommend it as a way of broadening horizons and dipping into something before deciding whether or not its something you want to pursue further.

Analysis Paralysis

I’m doing an online course in mindfulness and wellbeing at the moment and have been fortunate to spend all of the day going through the next module, which has been discussing, amongst other things, the merits of whether mindfulness teachers need to be qualified or regulated in some way, and whether attending an 8 week intensive mindfulness course is sufficient for someone to set themselves up as a mindfulness teacher. Don’t panic, I’m not going to be opening up a clinic any time soon.

Being scientifically objective about mindfulness is difficult in that it is difficult to measure one person’s experiences against another’s. We all come pre-programmed with inbuilt prejudices and life experiences that cause us to be open or judgemental about ideas. We all have unconscious biases that impact our opinion as to whether a therapy has been helpful or not.

Connection to a teacher is important. Without a rapport and mutual understanding student and teacher may not settle into a place of trust. People attend mindfulness based stress relief (MBSR) or mindfulness cognitive behavioural therapy (MCBT) for a multitude of reasons, but it is important to recognise that many of them do so because they have been referred as part of a treatment therapy for depression or stress/anxiety, trauma or PTSD. However, even those of us who are seemingly quite resilient and able to cope with most things could end up being triggered by regressing into something that we had long ago put away, dealt with, coped with or moved on from, as part of mindfulness practice.

Is someone who has been on an 8 week course sufficiently qualified and experienced enough to handle that?

If I were in the situation of needing support to such a level, I would be wanting to find out more about the person delivering the sessions. In a business environment we are taught to use the PESTLE analysis tool to investigate the political, economic, social, technological, legal and environmental aspect of a business before investing or setting up a new business. If I were looking for a teacher who was going to be helping me explore the deeper parts of my brain, and help me find ways to cope and recover I would want to know that the teacher had done those same sorts of analysis on the subject of mindfulness and not just got a certificate of attendance.