The Wheel of Mindfulness: a Generative Framework for Second-Generation Mindful Leadership

Second-Generation Mindfulness-Based Interventions: Toward More Authentic Mindfulness Practice and Teaching

“…Another study advancing understanding and potential design features of SG-MBIs involved combining guided imagery and mindfulness practices to facilitate mentalization in a psychotherapeutic context, with the intention of fostering insight into relationship attachment processes (Jain and Fonagy 2019). A further important contribution was provided via the elucidation of a Wheel of Mindfulness model, which provided a theoretical framework for integrating SG-MBIs and Buddhist wisdom principles into organizational settings (King and Badham 2019).…”

Mindfulness and creativity: Implications for thinking and learning

“…Mindfulness has recently received attention across scholarly and popular discourse ( King & Badham, 2018 ). It is defined as a state of “nonjudgmental, moment-to-moment awareness” ( Kabat-Zinn, 1990, p.2 ), and has been studied across varied disciplines such as psychology, physiology, healthcare, neuroscience, the arts, and others.…”

Mindful Leader Development: How Leaders Experience the Effects of Mindfulness Training on Leader Capabilities

“…Mindfulness training may be uniquely positioned to provide leaders with a method useful to engage in continuous self-development by providing them with a practical tool that aids them in gaining awareness and manage their own and others’ emotions more effectively. While this is a developing research field, a variety of scholars have already laid out the potential of mindfulness training for leader development, suggesting it may impact leaders’ information processing and decision-making (Sauer and Kohls, 2011), relationship quality and communication (Good et al, 2016), ability to adapt to organizational change (Hyland et al, 2015), and even change organizational culture (Kohls et al, 2013; King and Badham, 2018). Mindfulness has been understood as a personal resource (Grover et al, 2017) that might affect leader capabilities through improvements in attention regulation, emotion regulation and self-regulation (Good et al, 2016).…”

“…Mindfulness interventions are usually offered in a multi-week format and require the practice of formal meditative practices and informal mindful activities, such as mindful walking, as a means to develop mindfulness. King and Badham (2018) suggested differing between first-generation and second-generation mindfulness programs. They described first-generation programs as “individualistic, therapeutic, and primarily instrumental” (King and Badham, 2018, p. 1).…”

“…King and Badham (2018) suggested differing between first-generation and second-generation mindfulness programs. They described first-generation programs as “individualistic, therapeutic, and primarily instrumental” (King and Badham, 2018, p. 1). These interventions such as mindfulness-based stress reduction (MBSR; Kabat-Zinn, 1991) and mindfulness-based cognitive therapy (MBCT; Segal et al, 2002, 2013) were designed to alleviate stress or symptoms of depression and have been offered in both clinical and non-clinical context.…”