How to structure mindfulness within a coaching engagement — from the first three-minute practice to a parallel six-session mindfulness development programme. Most coaches who integrate mindfulness into executive coaching do so informally at first — a brief grounding practice at the session opening, a reference to present-moment attention when a client is visibly overloaded, a…
A factual account of what IMTA accreditation requires, what the CMT-P credential signals, and whether the standard actually matters in the professional market. IMTA — the International Mindfulness Teachers Association — is the accreditation body that has produced the most rigorous professional standard for mindfulness teaching currently available. Its CMT-P (Certified Mindfulness Teacher – Professional)…
Schools are increasingly including mindfulness in their wellbeing provision. The regulatory and professional requirements for who is qualified to deliver it are hardening. Here is what teaching mindfulness in a school setting actually requires — beyond good intentions and a personal practice. A trauma-aware protocol. Schools serve populations with significant rates of adverse childhood experiences….
What to say, how to guide, and what to do when it goes wrong — a step-by-step resource for clinicians who want to move beyond informal mindfulness use. Most therapists who integrate mindfulness into their work do so informally — introducing a brief body scan here, guiding a breath awareness exercise there, referencing present-moment attention…
HR Directors who are serious about workplace wellbeing are starting to ask a different question. Not: which external mindfulness provider should we hire? But: who in our organisation, or in our professional network, should we certify? The shift is happening for three reasons. First, external providers are expensive and culturally thin. They don’t know the…
Online delivery does not lower the professional bar — but it does change what you need to look for. Here is how to evaluate online programmes against the criteria that matter. The shift to online delivery in professional education has been one of the most significant structural changes of the past decade — and mindfulness…
How formal mindfulness teaching credentials are changing what teachers, school staff, and educational leaders can deliver — and why informal classroom mindfulness does not cover the same ground. Most teachers who use mindfulness in their classrooms already know that it helps. They see the difference when a class settles into a brief breathing exercise before…
What IMTA-accredited programmes are available, what distinguishes them from each other, and how to choose between them using criteria that actually matter. IMTA accreditation is the starting point for any serious evaluation of a mindfulness teacher training programme — not the endpoint. Once you have confirmed that a programme appears on the IMTA accredited programmes…
At some point in every serious yoga teacher’s career, the question surfaces. Not about the physical practice. About what comes next. You have 200 hours. Some of you have 500. You’ve been teaching for years. You know how to hold a room. You understand the mind-body relationship in a way that most professionals working in…
The research your CEO will find credible, the ROI calculation your CFO will not challenge, and the framing that gets mindfulness onto the L&D budget. Most workplace mindfulness business cases fail not because the evidence is weak — it is not — but because the evidence is presented in the wrong language to the wrong…