My Mindfulness Journey

Forest School

Having completed the Mindfulness-Based Stress Reduction (MBSR) course I can feel my interest in mindfulness grow, as if a new chapter is starting, looking inwards at the way I treat myself and also how I interact with other people.

My head feels clearer, more simplified but also inquisitive at what’s around the corner in terms of my own learning and development. There is a slight sense of loss, having enjoyed the weekly routine of the MBSR and a creeping sense of self-doubt “can I keep up the practice? Am I doing it right?” The supportive words from Steph (my MBSR teacher) are bouncing around in my head – “there is no judgement, there is no right and no wrong”.  This is helping to settle any negative self-talk.

I am about to start the Integrating Mindfulness and Compassion Qualification (IMC) course and I am trying to focus on the positive experience in front of me and not fixate on the self-imposed barriers I present before any new personal challenge.

Self-doubt is something that protects me in some sense and a lot easier to drum up than self-confidence. Deep down I know I will be fine and I am already enjoying the ride. I find myself talking about mindfulness, applying mindfulness and noticing where it fits into my everyday experience.

The really exciting bit for me is to see how I can support others – this is why I want to do the IMC course. I can’t pretend that I have nailed down a rigid routine of practice and I do feel some reluctance to any forced patterns of practice upon myself. This doesn’t mean I don’t prioritise practice, it just means I am still working out what works for me, day to day.

In these early stages of my mindfulness journey I am finding practice is most effective when I check in with myself and ask myself what I need, at that moment, I then schedule in some time in that day to follow the most appropriate meditation from my MBSR course. I intend to find more innovative ways to integrate mindfulness practice into my working day, this way it won’t be marginalised to ‘when I am at home’.

By Joe Corrick, a forest school teacher and manager, supporting kids, parents and staff, both internally and in the council and schools.

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