The Art of Inspired Living

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THE ART OF
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111 COACHING SERIES

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THE ART OF
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INSPIRED LIVING
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3 Coach Yourself with
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5 Positive Psychology
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8 Sarah Corrie
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6 First published in 2009 by
7 Karnac Books Ltd
8 118 Finchley Road, London NW3 5HT
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Copyright 2009 Sarah Corrie
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3 The right of Sarah Corrie to be identified as the author of this work has been
4 asserted in accordance with 77 and 78 of the Copyright Design and Patents
5 Act 1988.
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7 All rights reserved. No part of this publication may be reproduced, stored in a
8 retrieval system, or transmitted, in any form or by any means, electronic,
9 mechanical, photocopying, recording, or otherwise, without the prior written
2011 permission of the publisher.
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British Library Cataloguing in Publication Data
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3 A C.I.P. for this book is available from the British Library
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5 ISBN 978 1 85575 671 7
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8 Edited, designed and produced by The Studio Publishing Services Ltd,
9 www.studiopublishingservicesuk.co.uk
30 e-mail: studio@publishingservices.co.uk
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2 Printed in Great Britain
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CONTENTS
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9 LIST OF EXERCISES ix
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ABOUT THE AUTHOR xiii
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2 ACKNOWLEDGEMENTS AND PERMISSIONS xv
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FOREWORD xvii
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5 INTRODUCTION: A letter to the reader xix
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7 PART I 1
8 CHAPTER ONE
9 Getting Down to Business with the Inspiration Inventory 3
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1 CHAPTER TWO
2 Developing Your Coaching MAP 9
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4 PART II: THE 12 PRINCIPLES OF THE ART OF 13
5 INSPIRED LIVING: INTRODUCING
6 PRINCIPLES 14: YOUR MISSION
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8 Discovering Your Mission: Knowing what 15
9 Youre Here to Do
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CONTENTS
111 CHAPTER FOUR

2 Principle No. 1: Honouring the Authentic You 19
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4 CHAPTER FIVE
5 Principle No 2: Meaning Matters 33
6 CHAPTER SIX
7 Principle No. 3: Discovering Your Signature Strengths 43
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9 CHAPTER SEVEN
1011 Principle No. 4: Having The Courage to Live 55
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CHAPTER EIGHT
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Discovering Your Mission: Pulling It All Together 69
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4 CHAPTER NINE
5 Introducting Principles 58: Your Attitude 73
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7 CHAPTER TEN
8 Principle No. 5: The Power of Optimism 79
9 CHAPTER ELEVEN
2011 Principle No. 6: Cultivating Curiosity: 89
1 Develop Your Passion for Knowledge
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3 CHAPTER TWELVE
4 Principle No. 7: The Gift of Gratitude 103
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CHAPTER THIRTEEN
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7 Principle No. 8 The Power of Compassion: Anchoring 115
8 Transformation in the Wisdom of the Heart
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30 CHAPTER FOURTEEN
1 Cultivating the Right Attitude 129
2 CHAPTER FIFTEEN
311 Introducing Principles 912: Your Process 133
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5 CHAPTER SIXTEEN
6 Principle No. 9: Transforming Your Mission into Goals 137
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8 CHAPTER SEVENTEEN
911 Principle No. 10: Essential Thinking Skills 153
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CONTENTS
111 CHAPTER EIGHTEEN

2 Principle No. 11: Developing Your Creativity 169
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CHAPTER NINETEEN
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Principle No. 12: Managing Your Motivation 185
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6 CHAPTER TWENTY
7 Designing Your Process: Pulling It All Together 199
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9 PART III 203
1011 CHAPTER TWENTY-ONE
1 Being Inspired at Work: How to Choose Your 205
2 Vocation and Love what You Do
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4 CHAPTER TWENTY-TWO
5 Achieving an Optimum WorkLife Balance 225
6 CHAPTER TWENTY-THREE
7 Building Healthy Self-Esteem 241
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9 CHAPTER TWENTY-FOUR
2011 How to have a Happy and Healthy Relationship 259
1 with Your Body
2 CHAPTER TWENTY-FIVE
3 Building Positive Relationships 277
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5 PART IV 297
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7 CHAPTER TWENTY-SIX
8 The Art of Inspired Living: Building Inspiration to 299
9 Last a Lifetime
30 APPENDICES 305
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2 REFERENCES 311
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1011 For David.
1 Thank you.
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LIST OF EXERCISES
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8 Exercise 1. The Inspiration Inventory 4
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2011 Exercise 2. Warning signs that the false self is 23
1 running your life
2 Exercise 3. My story 26
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Exercise 4. Meeting the director of My Story 27
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5 Exercise 5. Reclaiming authorship of your life 29
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Exercise 6. The tribute 38
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8 Exercise 7. Identifying your strengths 44
9 Exercise 8. Making your signature strengths work for you 51
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1 Exercise 9. Making apparent failures work for you 64
2 Exercise 10. Interviewing the inner pessimist 85
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4 Exercise 11. Interviewing the inner optimist 86
5 Exercise 12. Are you an active or passive learner? 94
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711 Exercise 13. Is your learning style intrinsically or 96
8 extrinsically motivated?
9 Exercise 14. Experiment in mood manipulation 107
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LIST OF EXERCISES
111 Exercise 15. Experience the gift of compassion 117

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Exercise 16. Inviting compassion into your life 122
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4 Exercise 17. Creating inspirational goals 138
5 Exercise 18. Make your goals SMART 141
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7 Exercise 19. Your personal blueprint for inspirational goals 146
8 Exercise 20. Do you really want to achieve this goal? 147
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1011 Exercise 21. Noticing the activity of the mind 154
1 Exercise 22. Examples of toxic questions and statements 159
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3 Exercise 23. Get to know your toxic thoughts 160
4 Exercise 24. Are you a creative person? 170
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6 Exercise 25. Identify your small c potential 175
7 Exercise 26. Developing a profile of your creativity 176
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Exercise 27. Harnessing the power of your creativity 180
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2011 Exercise 28. What does motivation mean for you? 188
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Exercise 29. Develop a personal motivation guide 193
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3 Exercise 30. Working out your priorities 210
4 Exercise 31. What satisfies you? 216
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6 Exercise 32. Designing a way forward 221
7 Exercise 33. Your worklife balance 226
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9 Exercise 34. Tackle the big things first 233
30 Exercise 35. Your worklife health check 235
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2 Exercise 36. The ingredients of healthy self-esteem 243
311 Exercise 37. Get to know your inner critic 251
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5 Exercise 38. Imagine the future 252
6 Exercise 39. Seeing yourself through the eyes 255
711 of the valuing other
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Exercise 40. How do you feel about your body? 262
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LIST OF EXERCISES
111 Exercise 41. Identify your assumptions about health 264

2 and well-being
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Exercise 42. Getting to know the body on its own terms 267
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5 Exercise 43. Dialoguing with the body 269
6 Exercise 44. Your weekly inputs health check 271
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8 Exercise 45. Designing your new image 273
9 Exercise 46. What is your implicit model of relationships? 280
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1 Exercise 47. Key signs of a good relationship 284
2 Exercise 48. Defining your golden rules 287
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4 Exercise 49. The celebration exercise 300
5 Exercise 50. Planning your journey 303
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ABOUT THE AUTHOR
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6 Dr Sarah Corrie is a Chartered Clinical Psychologist who is
7 committed to helping her clients achieve transformational results
8 in their lives. She has extensive experience in both public and
9 private sector services and runs her own practice as well as work-
2011 ing as a freelance writer, trainer and lecturer. Sarah is an Accredited
1 Therapist, Supervisor and Trainer with the British Association for
2 Behavioural & Cognitive Psychotherapies, and a Founder Member
3 of the British Psychological Society's Special Group in Coaching
4 Psychology. She is also Deputy Course Director of the Post-
5 graduate Diploma in Cognitive Behavioural Psychotherapy run by
6 Royal Holloway, University of London and Central and North
7 West London Mental Health NHS Foundation Trust. Sarah has a
8 background in the performing arts and is a member of Equity and
9 the Imperial Society of Teachers of Dancing.
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ACKNOWLEDGEMENTS
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5 Many people have contributed to this project and I owe them all
6 a debt of gratitude.
7 I would particularly like to thank my editor, Professor David
8 Lane, for seeing the potential in the book and for his unfailing
9 support and encouragement at every stage of the process. Without
2011 him, there is no doubt that this book would never have been writ-
1 ten.
2 I am also grateful to Robin Linnecar and Claire Palmer for their
3 positive and helpful reviews of the manuscript, and to Oliver
4 Rathbone and all at Karnac who have helped bring the project to
5 completion.
6 Special thanks go to Peter Hoy for devoting many hours of his
7 free time to proof-reading the manuscript and for detecting the
8 numerous errors that come from knowing the text too well. His
9 support and commitment to the project have helped make me a
30 better writer.
1 My heartfelt thanks to all at Oakhill Health Centre who make
2 coming to work such an easy and pleasurable experience. Your
311 interest in what I do and your support of my work over many years
4 is more appreciated than you realize.
5 As always, my gratitude goes to Ian Lacey, who has helped to
6 bring the book into being in many different ways and who, in the
711 past two years, has taken such great strides in following a path of
8 his own choosing. He embodies the art of inspired living on many
9 levels. Your story is in here too.
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ACKNOWLEDGEMENTS AND PERMISSIONS
111 Finally, I wish to thank all of those people who have so gener-
2 ously allowed me to include their stories in this book. Your expe-
3 riences inspire me to do better every day. Without you, this book
4 would make no sense.
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7 Permissions
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9 I would like to thank the publishers, organizations and individu-
1011 als who granted permission to reference, adapt or reprint the cited
1 material:
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3 Harold Ober Associates for permission to quote an extract from
4 The Patriot by Pearl S. Buck.
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6 Steve Pavlina, for permission to reproduce a section of his article,
7 The meaning of life: from purpose to action (22 June 2005) at
8 www.StevePavlina.com.
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2011 PDF Net and the Professional Development Foundation for
1 permission to adapt their work on areas of learning.
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3 Martin Seligman, for permission to reproduce his work with
4 Christopher Peterson on signature strengths.
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6 The case studies in this book are genuine and based on actual
7 people whom I know personally, or with whom I have worked with
8 professionally. In order to protect confidentiality, some names have
9 been changed and certain stories represent an amalgam of several
30 people.
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7 Foreword: Building your Future
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9 through The Art of Inspired Living
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6 For our first book in the Practice section of this series we wanted
7 to create an offer of value to the coach or to anyone using coach-
8 ing. The aim was to provide ideas and materials that a coach could
9 use to enhance their work with clients. We also wanted to offer a
2011 guide to practice written in a way that an individual reader could
1 use the tools to guide their own development, working with a
2 coach or with the help of a constructively critical friend.
3 We did not want to produce yet another self-help guide which
4 promised untold health, wealth, and happiness by following some
5 prescribed rules to become more authentic and discover your true
6 self. While such books have been found helpful to many, few of
7 them have been based on a solid understanding of psychology and
8 many provide prescriptions that promise far more than they can
9 deliver.
30 Our aim was to commission a work which took as its starting
1 point modern developments in psychological understanding and
2 written by an author with the credentials to speak to you with
311 confidence and clarity about building your future.
4 We believe we have succeeded with Sarah Corrie. Her own life
5 experience, as outlined in her letter to her readers, talks of her own
6 period of crisis and change. She uses this to inform the book.
711 However, unlike some texts which try to offer advice based largely
8 on personal experience, Sarah draws upon her extensive practice
9 and writing as a psychologist. As a psychologist she is committed
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FOREWORD
111 to a scientistpractitioner model in which evidence informs prac-

2 tice and practice shapes evidence.
3 She has taken the emerging field of positive psychology and
4 provided the reader with a way to use this to enhance their own
5 approach to meeting their needs. The result is a practical guide to
6 the art of inspired living.
7 What can you expect from this book?
8 It provides a learning journey that starts with an inspiration
9 inventory. This invites you to review the core domains of your life.
1011 As Sarah says, It will help you become clearer about whats work-
1 ing really well, which areas need a little refining, and which need
2 some major attention.
3 She then provides a MAP to guide you on your journey. This
4 MAP, derived from research into coaching practice and built on
5 the principles of positive psychology, takes you step by step
6 through the process of building the tools you need to achieve your
7 goals. At each stage those who want to read more of the evidence
8 base behind this work can follow the bibliography to review the
9 literature.
2011 As a coach, it will provide a coherent set of tools and exercises
1 you can use with your clients. If you want to coach yourself, then
2 we suggest recruiting a constructive friend who cares for you, but
3 who can provide an alternative viewpoint to give you a different
4 perspective on yourself. Share your journey with them and reflect
5 upon the work you do in the exercises. The book provides a
6 comprehensive set of ideas and, by working through the MAP, you
7 will build the competence to tackle a range of issues. It is not a self-
8 help guide to therapy, and is certainly not an alternative to thera-
9 peutic help. It is a guide to making decisions in key areas of your
30 life that you want to change.
1 As such, it is, as the title suggests, a guide to the Art of Inspired
2 Living. We wish you well with your journey.
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4 Professor David Lane
5 The Professional Development Foundation
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5 Introduction: A Letter to
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the Reader
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Dear Reader
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6 There is an old Native American proverb that says, You have to
7 live your life from beginning to end; no one else can do it for you.
8 These words sum up a fundamental truth about our existence.
9 From the moment we are born, to the moment we die, our life is
2011 the one thing that we can truly call our own. Certainly, there are
1 many elements that we do not directly control, but at this point in
2 our history, many more of us have greater choice over how our lives
3 unfold than ever before.
4 But choice also brings with it challenge and responsibility. How
5 exactly do you live your life from beginning to end? How do you
6 work out where you want to be headed and how do you know
7 when you have got there? What gives you a sense of purpose? What
8 is your contribution to the world? Knowing the answers to these
9 questions does, I believe, lie at the heart of a better and more
30 mature response to the challenges we face, both as individuals and
1 as a society.
2 This book is about learning to live your life more fully. It doesnt
311 promise you abundant joy, the relationship of your dreams, untold
4 riches, or miracle cures. But what it does promise you is a compre-
5 hensive programme of personal development, change, and growth
6 that is highly effective.
711 This coaching programme has been developed with two audi-
8 ences in mind. The first comprises those who wish to coach them-
9 selves to success and who are confident about achieving positive
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INTRODUCTION: A LETTER TO THE READER
111 results once they know the basic framework. The second audience
2 is those who work as coaches and who are looking for new ideas
3 and frameworks that they can build into their existing practice.
4 Whatever has drawn you to this book whether it is because you
5 feel you have reached a crossroads in your life, because you have a
6 very specific goal in mind, or because you are a coach looking for
7 some fresh ideas there is something here for you.
8 As youll discover, I have a great deal of faith in what psychol-
9 ogy has to offer. True, life is hard. There are many questions to
1011 which psychology does not have the answer and not everyone is
1 helped by the same things. But both my experience and the
2 research evidence tell me that there is so much we can do to
3 enhance our lives, if we only know how. The Art of Inspired Living
4 is available to us all.
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7 My story
8 About 20 years ago, I reached a turning point in my life. I had
9 trained to be a classical dancer, completing an arduous, eight-year
2011 professional training that equipped me for working with a top
1 ballet company. But, after only a few months of working profes-
2 sionally, I knew something was seriously wrong. At the end of
3 every performance, I would be in intense pain. My joints were
4 getting progressively stiffer and sometimes when I woke up in the
5 morning, I couldnt walk at all.
6 The X-rays confirmed my suspicions: I needed surgery. On the
7 surface, everything went smoothly. But, well after the anticipated
8 recovery period, the pain had not gone away. If anything, it had
9 got worse. After a year of rehabilitation, I was forced to face the
30 facts; my career was over.
1 At the time, it felt as though my life had ended. Because my
2 whole world had been organized around being a dancer, it felt as
311 though I had lost my identity. If I could no longer do the one thing
4 I believed I had been put on this earth to do, who was I? I didnt
5 even know how I would earn a living, as I had few academic qual-
6 ifications and no experience of the job market outside of the
711 theatre. I felt profoundly lost. But even though I couldnt see it at
8 the time, I was at a crossroads and about to take a turning that
911 would change everything.
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111 One cold, rainy afternoon, on my way to meet a friend for

2 coffee, I found myself with an hour or so to spare. With time to
3 kill and no umbrella, I ducked into the nearest bookstore, which I
4 thought would give me a place to warm up and dry off. More by
5 chance than by design, I wandered into the personal development
6 section and, to avoid looking as though I had just walked in to get
7 out of the rain (even though I had), selected a book from the
8 shelves and started to flick through the pages.
9 That book was to change my life. It was called Feel the Fear and
1011 Do It Anyway by Susan Jeffers, and for me became a gateway to a
1 new future. I learnt that there were people who felt exactly as I did
2 full of doubts and fears and that even highly successful people
3 had these feelings about themselves. I learnt that fear didnt need
4 to hold me back and that, far from being a sign of failure, such
5 feelings were simply part of being human. Suddenly, I saw myself
6 as someone who had choices and as someone who could succeed.
7 For the first time in a long time, it felt safe to think about a differ-
8 ent future.
9 As I pored over the pages of my new purchase, I also realized
2011 something else that books have the potential to transform
1 peoples lives. A good friend and early mentor once told me that
2 reading opens all possibilities, and that afternoon I understood
3 exactly what he had meant. I could see how books could be power-
4 ful tools for healing old wounds, identifying and fulfilling
5 untapped potential, and negotiating turning points in our lives. I
6 promised myself that if I ever had anything useful to say, anything
7 that might help other people in the way that this book was help-
8 ing me, then I, too, would write about it.
9 But it was to be a number of years before I was able to fulfil that
30 promise. For now, experiencing a glimmer of hope, I decided to
1 train to be a dance teacher and qualified a year later. Although I
2 had loved the training, I was beginning to realize that my real
311 interest lay in helping people manage the psychological conse-
4 quences of injury and premature retirement. As there wasnt any
5 outlet for this kind of work at that time, I began to look elsewhere.
6 What happens to someone when fundamental life changes force
711 them to reassess who they are, I wondered. What enables them to
8 keep going? How do they go about rebuilding their lives? What are
9 the steps that people need to take?
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111 Pondering these questions and reflecting on my own experiences

2 led me to become a volunteer for my local mental health unit.
3 Here, I had the chance to meet and work with people who were
4 engaging with the challenge of rebuilding their lives each and every
5 day. I felt humbled by the extent of their struggles and eager to
6 learn more. Kind and watchful staff patiently answered my many
7 questions and directed me towards relevant reading (more books!)
8 where I discovered that psychology had some illuminating and
9 helpful things to say. My questions were being answered and my
1011 ideas about my own future began to crystallize.
1 Soon after this, I enrolled on a degree in psychology, and after
2 my first lecture I knew I had found what I had been looking for.
3 Although it would take a further seven years before I qualified as
4 a clinical psychologist, I had taken the first steps towards a new
5 career and a new life.
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Be aware of your assets
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9 As a psychologist, I have had the privilege of working with
2011 hundreds of people who are committed to fulfilling their potential.
1 Every day, I witness the extraordinary journeys that my clients are
2 willing to undertake in order to understand themselves better,
3 discover new solutions, and even, in some cases, to reclaim their
4 lives. I never cease to be moved by their refusal to be beaten by
5 setbacks, and their determination to build lives that reflect their
6 values and priorities.
7 And yet, it is these same people who often fail to recognize the
8 strengths and resources that they bring to their journey. Instead of
9 appreciating their individuality and respecting themselves for their
30 courage, they view the challenges they face with shame, criticism,
1 or even contempt. They miss the bigger picture that the inten-
2 tion to face themselves honestly and discover what they really want
311 is the battle half won, and that the biggest asset they possess is
4 themselves.
5 In her book about the life and work of Martha Graham, Agnes
6 de Mille quotes the great dancer and choreographer as saying the
711 following:
8 There is a vitality, a life force, an energy, a quickening that is trans-
911 lated through you into action, and because there is only one of you
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111 in all of time, this expression is unique. And if you block it, it will
2 never exist through any other medium and it will be lost. The
3 world will not have it. It is not your business to determine how
4 good it is nor how valuable nor how it compares with other expres-
5 sions. It is your business to keep it yours clearly and directly, to
6 keep the channel open. [de Mille, 1952])
7 There is something in this sentiment that speaks directly to my
8 intention in writing this book. Your story, your choices, and your
9 contribution are unique to you. It is not your business to judge
1011 their value relative to those of others. It is your job to know your
1 unique profile of strengths, needs, and contribution so that you
2 can appreciate them as the assets that they are and use them to
3 create a life that inspires you.
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How psychology can help
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8 Coaching is one of the most valuable investments a person can
9 make in themselves and their future. It can have a profound and
2011 enduring effect and help you achieve results way beyond your
1 expectation. Of course, coaching cannot tell you how to live your
2 life. But it can equip you with ideas, methods, and techniques that
3 will help you build a more rewarding and successful future.
4 Contemporary studies in psychology can provide a secure foun-
5 dation for building effective methods for self-coaching, and these
6 provide the foundations for the chapters which follow. Ten years
7 ago, I would not have been able to say this with such confidence.
8 Traditionally, psychology focused almost entirely on problems and
9 how to solve them. Despite monumental leaps in these areas, solv-
30 ing problems is not the same thing as knowing how to fulfil your
1 potential. No matter how many problems you fix, if something
2 deeper needs attending to, your life will not inspire you.
311 However, the last few years have witnessed an exciting develop-
4 ment that promises new insights into how we can discover and
5 develop the best in ourselves: the birth of a discipline called posi-
6 tive psychology. Positive psychology is concerned with identifying
711 the strengths, qualities, and skills that contribute to a meaningful
8 and abundant life. It does not sign up to the nave notion that we
9 can all be, have, and do anything we want. But by drawing on
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111 advances in theory and research, it does identify distinct pathways

2 towards personal growth and self-mastery that can enhance our
3 quality of life in significant ways. Combine this with what psychol-
4 ogy already knows about motivation and change and you have a
5 recipe for success. As with all recipes, you may ultimately decide to
6 vary the ingredients a little, but if you have mastered the essentials,
7 you are going to get good results time after time.
8
9
1011 Introducing you to The Art of Inspired Living:
1 an overview of this book
2
3 The Art of Inspired Living is organized in four parts. In Part I, I
4 introduce you to the fundamentals of successful coaching. We
5 begin with an Inspiration Inventory, so that you can clarify the
6 core areas of your life that are working well and those that need
7 some attention. I then introduce you to a coaching model called
8 MAP that will help you clarify your sense of purpose, your atti-
9 tudes to life, and the goals that make sense for you. This model is
2011 simple to learn and you can use it any time you want to coach
1 yourself to success.
2 In Part II, we will explore the 12 Principles that make up The
3 Art of Inspired Living. By putting these principles into practice, you
4 will be able to celebrate what you already have, build more of what
5 you really want, and nourish your potential.
6 In Part III we will look at some specific ways in which you can
7 apply these principles to different areas of your life. Although there
8 are a potentially limitless number of areas with which coaching can
9 help, I have chosen those areas for which my clients most
30 commonly request help.
1
2 1. How to be inspired at work.
311 2. How to achieve a healthy work-life balance.
4 3. How to create healthy self-esteem.
5 4. How to have a healthy relationship with your body.
6 5. How to develop and sustain rewarding relationships.
711
8 Finally, in Part IV, we pull all the different themes together so
911 that you can develop an action plan for the future.
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111 Getting the most out of this book

2
3 The Art of Inspired Living will help you to compile a personal port-
4 folio of knowledge that allows you to achieve your goals, fulfil your
5 potential, and pursue what really matters to you.
6 My task is to guide you step by step through the different chap-
7 ters. Your task is to transform everything you read into a form that
8 makes sense for you a personal wisdom that can help you to
9 make informed choices about your life.
1011 So, before you get under way, give some thought to what you
1 might need to support you through the process. First, you will
2 need to invest in a journal or notebook that can become a personal
3 learning log. Your learning log is the place for recording any
4 insights, realizations, thoughts, or questions that occur to you as
5 you go along, and is also where you should complete the exercises
6 that are presented throughout the book. It could be a bound note-
7 book, or a loose-leaf folder whatever feels right for you. You will
8 probably find it helpful to record in your log the page numbers in
9 the book that relate to the exercises you complete in the log, so
2011 that you can easily refer back at a later date.
1 You will also need a system for recording your gains. At the back
2 of the book you will find a Gains Diary specifically for this
3 purpose. Gains can be tangible outcomes, such as goals achieved,
4 or changes in your thoughts, feelings or behaviour, or they can take
5 the form of key insights or new understandings. Use a separate
6 notebook if you prefer, but however you do it, monitoring your
7 progress is essential to successful coaching, so make sure you have
8 a system in place for recording this part of your learning journey.
9 I recommend that you resist the temptation to try to absorb the
30 contents of this book all at once. Take time to build a relationship
1 with the ideas presented and to explore how they relate to your life.
2 If it helps, discuss them with family and friends, your coach or
311 therapist, and see how they compare with other methods you have
4 learnt.
5 At the end of most chapters you will also find relevant bibliog-
6 raphy/resources sections, each of which contains a rich resource of
711 ideas, both academic and practical. Many of the references are rele-
8 vant for other chapters, too. Those books and articles that are
9 marked by an asterisk are particularly applicable if you are looking
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111 for practical ideas to help fulfil your potential, or in some cases
2 overcome common problems. Those that have no asterisk are
3 aimed primarily at coaches, psychologists, therapists, and others
4 who offer professional services to clients for the purposes of
5 enhancing well-being and personal development. They will also
6 appeal to readers who would like to learn more about the ideas
7 behind The Art of Inspired Living and who would like a more aca-
8 demic foundation upon which to build their own coaching frame-
9 work.
1011 And finally . . .
1 Our lives are short and we need to honour them. You are the
2 author, every day creating afresh the vision that manifests as your
3 life. Although you have a story to tell, more importantly you have
4 a story to write your future. This book is dedicated to the story
5 that is yet to be written and is a calling to fill your world with what
6 has meaning for you. Most of all, it is an invitation to live with-
7 out apology or excuse, taking full responsibility for what has been
8 given to you and what is yours to change. Welcome to the adven-
9 ture that is your life.
2011
1 With best wishes from Sarah Corrie.
2
3
4 Bibliography
5
6 *de Mille, A. (1952) Dance to the Piper. Boston, MA. Little, Brown.
7
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111 CHAPTER ONE

2
3
4
5 Getting Down to Business with
6
7
the Inspiration Inventory
8
9
1011
1
2
3 What do you want from life? What really matters to you? Where
4 do you want to be five years from now?
5 Imagine that, having worked through this book, you emerge
6 feeling that something important has changed and changed for
7 the better. How will you know? What would be a big win for you?
8 Knowing your answers to these questions is absolutely essential
9 to the journey you are about to undertake. If you are going to
2011 coach yourself to success you need to know where your priorities
1 lie and what you hope to get out of the process. You have to know
2 not only what you want but why it matters to you and how it will
3 make a difference to your life when you achieve it. In other words,
4 you need to know your agenda for buying this book in order to
5 make it work for you.
6 Right now, there may be several areas of your life on which you
7 want to coach yourself. These might include enhancing your self-
8 esteem, achieving a better worklife balance, improving your moti-
9 vation to follow through on a particular goal or embarking on a
30 new career. Your coaching journey may involve a major rethink of
1 your lifestyle or just a little tweaking at the edges.
2 To help you think about this, I want to introduce you to a tool
311 called the Inspiration Inventory. The purpose of the Inspiration
4 Inventory is to help you review the core domains of your life. It will
5 help you become clearer about what is working really well, which
6 areas need a little refining, and which need some major attention.
711 I suggest that you take a photocopy of the inventory, and make
8 it the first page of your learning log. Take your time to think about
9 the core domains listed below and then rate each one from 010
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THE ART OF INSPIRED LIVING
111 according to how satisfied and fulfilled you feel (0 = a total lack of
2 satisfaction and fulfilment; 10 = totally fulfilled and satisfied).
3
4 Exercise 1. The Inspiration Inventory
5
6 1 Overall happiness and emotional well-being:
7 0 1 2 3 4 5 6 7 8 9 10
8 Prompt questions: Do you enjoy your life? Are you glad just to be
alive? Does your life inspire you or are you often anxious, disillusioned,
9
or unhappy?
1011
1 2 Relationship to self:
2 0 1 2 3 4 5 6 7 8 9 10
3 Prompt questions: Do you respect the person that you are? Are you at
4 peace with yourself, confident in your abilities or do you worry about
5 coming up to scratch?
6 3 Intimate relationships:
7 0 1 2 3 4 5 6 7 8 9 10
8 Prompt questions: Do you feel loved, appreciated and supported by
9 those that matter to you? Can you express emotional and physical inti-
2011 macy easily? Can you give and receive love freely?
1 4 Friendships and social life:
2 0 1 2 3 4 5 6 7 8 9 10
3 Prompt questions: Do you have good friendships based on mutual
4 respect and trust? Can you be yourself in your friendships or do you feel
5 pressured to be someone you are not?
6 5 Health:
7 0 1 2 3 4 5 6 7 8 9 10
8 Prompt questions: Do you have abundant energy? Do you respect
9 and nurture your body? Do you nourish yourself with healthy foods,
30 sufficient sleep, and time to relax and unwind?
1 6 Lifestyle and worklife balance:
2 0 1 2 3 4 5 6 7 8 9 10
311 Prompt questions: Does your lifestyle reflect and honour your priorities? Do
4 you have a good worklife balance or often feel exhausted or burnt out?
5 7 Career and work:
6 0 1 2 3 4 5 6 7 8 9 10
711 Prompt questions: Do you enjoy your work? Does it inspire you and
8 enrich your life? Does it allow you to express your talents and abilities?
911 Does your work sustain or undermine you?
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GETTING DOWN TO BUSINESS WITH THE INSPIRATION INVENTORY
111 8 Money and finances:

2 0 1 2 3 4 5 6 7 8 9 10
3 Prompt questions: Do you have sufficient money to meet your needs?
4 Are you satisfied with your income? Do you have a system for organiz-
5 ing your finances, including outgoings, savings, and pension?
6 9 Hobbies and leisure interests:
7 0 1 2 3 4 5 6 7 8 9 10
8 Prompt questions: Do you have fulfilling hobbies and interests separate
9 from your work? Do you have sufficient time for this part of your life
1011 or is it often eroded by work or other pressures?
1 10 Values and principles:
2 0 1 2 3 4 5 6 7 8 9 10
3 Prompt questions: Are you clear about what you stand for? Are you
4 living life according to your core values? Are there any areas of your
5 life in which you compromise your values?
6 11 Community and contribution:
7 0 1 2 3 4 5 6 7 8 9 10
8 Do you feel you make a difference to the world, even in a small way?
9 Do others benefit from your talents and gifts?
2011 12 Spiritual life:
1 0 1 2 3 4 5 6 7 8 9 10
2 Prompt questions: Is there space in your life to develop your potential,
3 your expanded self, and your spiritual self? Do you feel the need to
4 belong to a religious or spiritual community? If so, is this need being
5 met?
6 13 Any other areas important to you (name them in the space
7 below).
8
9 0 1 2 3 4 5 6 7 8 9 10
30 Prompt questions: What other areas of your life really matter to you
1 that are not included in the above?
2
311
4
5
Helpful hint. As you go through the Inspiration Inventory, think
6 about where you are now in each of these areas compared with
711 five years ago. Are the results favourable or not? This will help
8 you interpret your scores in the light of your recent life history.
9
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111 Interpreting your results

2
Any areas where you scored between 8 and10 are core domains
3
that are working very well for you and from which you are draw-
4
ing a sense of fulfilment and inspiration. Write four column head-
5
ings in your learning log: Fulfilled; Might Need Attention; Need
6
Some Attention; Need Attention Urgently. Then check your
7 responses in the Inventory, and write down each area and your
8 score in the appropriate column, identifying these from the list
9 below.
1011
1 810 = a core domain in which you are fulfilled and that
2 probably does not need attention right now.
3 47 = a core domain that needs some attention at some point,
4 although it might not be your immediate priority.
5 03 = a core domain that requires some urgent attention, so
6 you will probably want to prioritize this. Check back over
7 your responses. In how many areas of your life did you score
8 03?
9
2011 So how did you do? In which areas did you score the highest?
1 Which were the areas on which you scored the lowest? What do
2 your scores tell you about the quality of your life and what needs
3 to change?
4
Whats working well
5
6 Lets start by looking at those areas of your life that are going well
7 those areas where you gave yourself a rating of 8 or more. These
8 areas give you a clue about the strengths, talents, and resources you
9 already have available to you, the same strengths and resources you
30 will need to bring to those areas you want to change. So, think
1 about the role you have played in creating these results. What
2 skills, talents, attitudes, and outlooks have helped you create these
311 effects for yourself? Record your thoughts in your learning log,
4 under the heading The reason my life is working well in these
5 areas is because . . ..
6
What might need some attention (at some stage)
711
8 Now look at those areas where you scored between 4 and 7. You
911 are experiencing some degree of satisfaction, but not as much as
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GETTING DOWN TO BUSINESS WITH THE INSPIRATION INVENTORY
111 you would like. The chances are that you feel these areas of your
2 life will need attention at some point in the future. See if you can
3 identify what is getting in the way here. What attitudes or beliefs
4 are holding you back? Which of your skills and talents are not
5 being used to their full potential? How are you currently organiz-
6 ing your life that prevents you from giving yourself a rating from
7 8-10? Write your thoughts in your learning log, under the heading
8 The reason why these areas of my life are not working as well as
9 I would like are . . ..
1011
1 What definitely needs to change
2 Consider those areas where you are dissatisfied, unfulfilled, or seri-
3 ously uninspired (any area where you gave yourself a score between
4 0 and 3). Just like your strengths, the core areas you have identi-
5 fied contain some important clues about you, your values, and how
6 you have chosen to organize your life. So, see if you can work out
7 why you have struggled in these areas. It may be that you are
8 currently missing some important skills or knowledge, or that old
9 habits of thinking, feeling, and behaving are undermining your
2011 attempts to succeed. Make a note of anything that seems relevant
1 in your workbook, taking as your heading The reason I am strug-
2 gling in these areas is because . . ..
3
4 Selecting your core domains for self-coaching
5
6 Once you have a clearer picture of the core areas that are working
7 well and those that are not, you are in a stronger position to coach
8 yourself to success. Based on the results of your Inspiration Inven-
9 tory, what do you think are the most important domains to work
30 on right now? Make a list of these in your learning log.
1
2 Helpful hint. You can select as many areas as you like, but,
311 depending on how many core themes you think need attention,
4 you may find it beneficial to select just one or two to begin
5 with.
6
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8 Once you have identified the core domains for your coaching jour-
9 ney, double-check them against the following questions:
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111 Six months from now, what would you most like to be differ-
2 ent?
3 What would you like more of in your life?
4 What, if anything, would you like less of?
5 How will you know when youve achieved the results you are
6 looking for?
7 How will you feel?
8 How will you think about yourself, others and life in
9 general?
1011 How will you organize your life differently?
1
2 Now pull it all together. If you review all your answers, what is the
3 area (or areas) you are going to focus on right now? Write these in
4 your learning log, beginning with The core area/s in which I most
5 want to coach myself is/are . . ..
6 If you have worked through the previous exercises, you will now
7 have a clear idea of the key area or areas that are going to be the
8 focus of your self-coaching. In the next chapter, I will show you
9 how you can coach yourself to success, using a model called
2011 MAP.
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111 CHAPTER TWO

2
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5 Developing Your Coaching MAP
6
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1011
1
2 Before we look at the principles that make up the art of inspired
3 living, I want to introduce you to a simple but powerful coaching
4 model, called MAP (MAP is based on original work by David
5 Lane and colleagues. For a more detailed overview see Lane and
6 Corrie [2006].) MAP stands for:
7
8 Mission: Your sense of purpose, the vision you have for your life,
9 what you are aiming for and why it matters to you.
2011 Attitude: The attitudes, beliefs and perspectives that you bring to
1 your coaching journey, as well as the attitudes and
2 perspectives you need to succeed.
3 Process: The methods, tools, procedures and techniques you
4 need to get from where you are now, to where you want
5 to be.
6
7 Once you know the specifics, you can use the MAP model any
8 time you want to make changes to any area of your life. So lets
9 look at MAP in more detail.
30
1
2 Your Mission: where are you going and why?
311
4 If you are going to coach yourself effectively, you need to be clear
5 about where you are headed and why this is important to you.
6 Your Mission is not about what you do its about your reason for
711 doing it. Having a vision of your life who you are and what you
8 stand for helps you develop your potential by keeping you
9 focused on what really matters. It allows you to distinguish
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111 between those things you really want, and those things that are just
2 the stuff of envy or fanciful day-dreams. Being clear about your
3 Mission also helps you stay committed to your goals when the
4 going gets tough. So, if you have a tendency to start things but not
5 follow them through, lose heart easily, or find that your successes
6 have a hollow ring to them, take note! Your mission probably needs
7 some clarification.
8 In Principles 14 well explore some powerful methods for
9 discovering your mission so that you can use it as a source of inspi-
1011 ration and make it the basis for your life goals.
1
2
3 Your Attitude: perspectives that will guide you to success
4
5 Your Attitude refers to the attitudes, beliefs, and perspectives you
6 hold about yourself, other people and the world around you. It also
7 includes your ideas about success, such as whether or not you
8 believe you are capable of achieving your goals.
9 The Attitude you bring with you to your coaching journey has
2011 been shaped over many years by the knowledge and life experience
1 you have accumulated as well as the beliefs of your family, commu-
2 nity, work environment, and society. Many of these beliefs will
3 have served you well, but others may be holding you back. If you
4 want a destination that is truly of your own choosing, you need to
5 disentangle yourself from the web of values in which you are
6 immersed, to identify those that still matter to you, and those you
7 have outgrown. You also need to learn how to cultivate an Attitude
8 that will support you in achieving your mission.
9 In Principles 58 you will discover which type of Attitude you
30 need to coach yourself in for the art of inspired living one that
1 will enhance your quality of life and that will fast-track you on the
2 route to success and fulfilment.
311
4
5 The Process for success: shaping up your tool kit
6
711 Once you are clear about your Mission and Attitude, you can
8 design an action plan that will help you get the results you want.
911 Your Process involves drawing upon all the resources you have
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DEVELOPING YOUR COACHING MAP
111 available to you your knowledge, your skills, your relationships

2 and networks; in fact, anything that supports you in translating
3 your cherished dreams into a reality. Your Process is essentially a
4 tool-kit, derived from psychological theory, from which you can
5 select different methods according to the task in hand.
6 In Principles 912 you will discover four essential Processes that
7 will help you decide how to turn your Mission into your reality.
8 We will draw on your existing resources and then expand them by
9 introducing you to some new methods and techniques for fine-
1011 tuning your goals and designing your own learning journey.
1 So now you know the core areas you are going to prioritize, and
2 the template you will be using to design your journey. In the next
3 section, we will look at where you are heading and why the first
4 stage in your self-coaching, which is understanding your Mission.
5
6
7 Bibliography
8
9 *Britten, R. (2004). Change your Life in 30 Days. London: Hodder and
2011 Stoughton.
1 *Canfield, J., with Switzer, J. (2005). The Success Principles. How to get
2 from Where You Are to Where You Want to Be. London: Element.
3 Carr, A. (2004). Positive Psychology. The Science of Happiness and Human
4 Strengths. Hove: Brunner-Routledge.
Cavanagh, M. J., & Grant, A. M. (2006). Coaching psychology and the
5
scientistpractitioner model. In: D. A. Lane & S. Corrie (Eds.), The
6
Modern ScientistPractitioner. A Guide to Practice in Psychology
7 (pp. 146157). Hove: Routledge.
8 *Grant, A., & Greene, J. (2001). Coach Yourself. Its Your Life. What Are
9 You Going to Do with It? Harlow: Pearson Education.
30 *Jeffers, S. (1987). Feel the Fear and Do It Anyway. London: Arrow.
1 Lane, D. A., & Corrie, S. (Eds.) (2006). The Modern Scientist
2 Practitioner. A Guide to Practice in Psychology. Hove: Routledge.
311 Snyder, C. R., & Lopez, S. J. (Eds.) (2005). Handbook of Positive
4 Psychology. New York: Oxford University Press.
5 *Zander, R. S., & Zander, B. (2000). The Art of Possibility: Transforming
6 Professional and Personal Life. Boston, MA: Harvard Business School
711 Press.
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1011 THE 12 PRINCIPLES OF
1 THE ART OF INSPIRED LIVING
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111 CHAPTER THREE

2
3
4
5 Introducing Principles 14:
6
7
Your Mission
8
9
1011
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2
3 Discovering your Mission: knowing
4 what youre here to do
5
6
7
8 There were many ways of breaking a heart. Stories were full of
9 hearts broken by love, but what really broke a heart was taking away
2011 its dream whatever that dream might be
1 (Pearl S. Buck)
2
3
4 You matter. Fundamentally. Essentially. The world is potentially a
5 better place because you are in it. You matter not because of what
6 you can do but because of who you are. You matter not because of
7 what you have achieved but because there is no one, anywhere in
8 the world, who is exactly like you.
9 Your uniqueness is something to treasure and celebrate. It is
30 your gift to the world. It is also your most powerful resource. But
1 do you know how to make it work for you?
2 Knowing your Mission your sense of purpose, the vision you
311 have for your life and what your life might be is the first, vital
4 step that you can take towards inspired living. Having a clear
5 Mission speaks to the why of your life: why you get up in the
6 morning, why you have certain dreams, why you pursue certain
711 goals and why you persist in the face of defeat. Your sense of
8 purpose (whether you are aware of it or not) flows through every
9 nuance of your being.
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111 How knowing your Mission informs

2 the art of inspired living
3
4 When your sense of purpose is clearly defined, life flows more
5 easily. You have more enthusiasm, energy and passion for every-
6 thing you do, you find that new and exciting opportunities come
7 your way more frequently, and you achieve success more easily. Life
8 opens up to you with a positive sense of inevitability.
9 The reason for this is not as mysterious as it may sound. When
1011 your choices and actions are governed by a clear Mission, you have
1 more enthusiasm and passion because you are devoting your time
2 to what really matters. You have more energy because your
3 resources are strategically focused and you are no longer side-
4 tracked by false goals. You have a greater abundance of opportu-
5 nities because you are looking out for them and attuning your
6 awareness to what you want, rather than focusing on everything
7 that could go wrong. And because of this, you keep focused and
8 motivated, which makes it more likely that you will succeed.
9 Because you feel good about yourself and your life, you also
2011 radiate positive energy into the world. People experience you as
1 empowering, even inspiring, and so start to gravitate towards you
2 they want to be around you, work with you, and socialize with
3 you. They want you to be successful, and so start to offer you the
4 very opportunities you need to enrich your life and fulfil your
5 potential. Once you are clear about your Mission, the core areas of
6 your life (remember the Inspiration Inventory in Part I?) start to
7 fall into place.
8
9
30 You are your ultimate creative project
1
2 More than any other aspect of MAP, your Mission is a reflection
311 of your internal world. It is not so much about changing aspects
4 of your life, but uncovering what is already there the treasure that
5 lies buried beneath the surface. See it as embarking on an archaeo-
6 logical dig: you will need to prepare the ground, certainly. And as
711 with many artefacts that have been lying underground for so long,
8 the value of your discoveries may not seem immediately obvious.
911 But they are treasure none the less.
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DiSCOVERING YOUR MISSION: KNOWING WHAT YOURE HERE TO DO
111 You may already have a strong sense of your Mission but if not,
2 dont worry. Discovering your sense of purpose is one of lifes more
3 momentous tasks and so it is worth taking your time over it.
4 Principles 14 are designed to help you explore your Mission in
5 depth so you can discover what it is, how it is influencing your life
6 already, and how you can build it into your life in a more direct
7 way. For now, all you need to know is that your Mission is made
8 up of four key elements:
9
1011 Principle No. 1 Your authentic self: the person that you are, were
1 born to be, and that harbours the unique essence of you.
2 Principle No. 2 Your meaning: what you want your life to stand
3 for and what adds meaning.
4 Principle No. 3 Your signature strengths: character qualities that
5 are central to who you are and that are the foundation of your
6 values.
7 Principle No. 4 Your courage: having the courage to embrace
8 change and live your Mission through your choices and
9 actions.
2011
1 Because uncovering your Mission is essentially an exploratory
2 and creative process, you will find that many of the exercises in
3 Principles 14 involve story-telling tasks, rather than learning
4 specific techniques (which we look at more in the Attitude and
5 Process sections of MAP). This is because story-telling is one of
6 the most powerful ways of uncovering aspects of ourselves that
7 have been obscured by the pressures of daily living (including the
8 pressure to be grown up, realistic, and sensible).
9 Story-telling gives you permission to get around the objections
30 that may be raised by your rational mind (I could never do this)
1 so that you can start to entertain possibilities for yourself and your
2 life that might otherwise feel overly ambitious or just plain ridicu-
311 lous. In stories, we enter a world that can be of our own making
4 an essential starting point for the art of inspired living.
5 A clear Mission speaks to your authenticity, your integrity, and
6 your creativity. It reflects the very best of you now, and the best of
711 you that is yet to come. Enjoy discovering your uniqueness, your
8 gift to the world, and what it is that makes you the person you are.
9
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111 CHAPTER FOUR

2
3
4
5 Principle No. 1: Honouring the
6
7
Authentic You
8
9
1011
1
2
3 At bottom every man knows well-enough that he is a unique being,
4 only once on this earth; and by no extraordinary chance will such a
5 marvelously picturesque piece of diversity in unity as he is, ever be
6 put together a second time
7
(Nietzsche)
8
9
2011 Welcome to Principle No. 1: how to honour your authentic self in
1 everything you do. In this chapter, you will discover:
2
3 what it means to be authentic.
4 why honouring your authenticity is essential to your sense of
5 purpose.
6 how to ensure your life choices come from a place of authenticity.
7
8
9 Who are you, at the very core of your being? What is that inner
30 fragrance that you would define as your true self? Coaching your-
1 self towards the life you want starts with knowledge of your unique
2 contribution to the world, the essence that Nietzsche described as
311 your own marvelously picturesque piece of diversity.
4
5
6 Ninas story
711
8 When I first met Nina, she was struggling with symptoms of
9 depression a label that had been assigned to a series of experiences
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111 and difficulties that had left her feeling like a failure. But under-
2 lying this was a deeper sense that something was wrong.
3 A vivacious and intelligent university student, Nina was failing
4 at her studies: she couldnt quite bring herself to attend lectures
5 and seminars, was missing deadlines for course work, and had
6 already failed a years worth of exams. Having at first put this down
7 to her own inadequacies, depression had given her another expla-
8 nation. But this clearly was not the whole story.
9 Nina had a passion for theatre and loved acting. As she
1011 explained to me, as soon as she set foot on the stage, she felt at
1 home. What was interesting was that, however crippling her symp-
2 toms of depression, she had no difficulty running the busy univer-
3 sity theatre company, organizing productions, and learning the
4 lines for her own roles. We began to get curious about what this
5 discrepancy between her university self and theatre self might
6 mean.
7 After some weeks of our working together, Nina allowed herself
8 to voice what she had never admitted before even to herself: that
9 above all else, she wanted to be an actor. At university she had
2011 never quite managed to apply herself to her studies because, deep
1 down, they reflected her desire to do what she thought was right,
2 rather than pursuing what truly felt right. Being on the stage felt
3 truly right for Nina and as long as she refused to acknowledge her
4 passion, to herself as well as others, something inside was being
5 crippled. By admitting to herself what it was that she most wanted
6 from life, Nina had begun the process of claiming and honouring
7 her authentic self.
8
9
30 The quest for authenticity
1
2 Discovering and honouring the authentic self is a quest that has
311 preoccupied some of the greatest minds in history. From Socrates
4 to Freud, to some of the leading psychologists and coaches of
5 today, knowledge of the self has been considered the gateway to
6 achieving a happy and fulfilling life.
711 Authenticity is the first of your 12 steps to inspired living for a
8 good reason. Research has shown that honouring our authenticity
911 is associated with a greater abundance of happiness and positive
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PRINCIPLE NO. 1: HONOURING THE AUTHENTIC YOU
111 emotions, increased optimism, and enhanced self-respect and self-

2 esteem. It also allows us to be clear about what we stand for,
3 enabling us to align our actions with our choices and values.
4 People who honour their authenticity are able to:
5
6 live according to a personal definition of integrity;
7 decide what matters to them rather than following someone
8 elses definition of success;
9 favour self-reliance over pleasing others;
1011 receive constructive criticism without feeling undermined;
1 stand up for what they believe in, even when this means going
2 against the crowd;
3 enjoy success without making achievement the basis of self-
4 esteem;
5 see problems as challenges rather than personal failures;
6 form wise relationships.
7
8 In reality, it is probably only a few highly evolved individuals who
9 are capable of achieving these standards all of the time! You prob-
2011 ably have certain aspects of your authenticity that you stand by
1 through thick and thin, and other areas in which you compromise
2 all too easily. Perhaps you welcome constructive criticism, but can-
3 not trust your successes. Perhaps you form wise relationships, but
4 feel obliged to follow someone elses formula for how you should
5 live. We each have blind spots that can get in the way of honour-
6 ing our authenticity. Without awareness of these blind spots, and
7 a willingness to address them we can, just like Nina, get seduced
8 into ways of living that are not a true reflection of who we are.
9
30
1 How and why we betray our authentic self
2
311 Living from a place of authenticity enables you to hold in mind
4 the big picture of your life, even when the demands of day-to-day
5 living seem to conspire against you. So why arent we more authen-
6 tic, more of the time?
711 Psychologists have long been fascinated by the question of why
8 we betray our authenticity. Carl Rogers, one of the founders of the
9 humanistic psychology movement, suggested that the answer
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111 comes from the rules we learn early on in life. We are each born
2 with a fundamental drive to fulfil our potential, but also need to
3 gain the approval of others so that they will love and protect us.
4 Although securing the good opinion of others enables us to survive
5 (after all, we are totally dependent on our caregivers when we are
6 young), it can also backfire.
7 For example, if your parents consistently gave you approval for
8 excelling at school, but were critical when your grades were
9 mediocre, you learnt an important lesson: that in order to be valu-
1011 able in the eyes of those who matter, you needed to achieve certain
1 standards. Or if your parents approved of you for fulfilling their
2 ambitions, but got angry when you expressed a desire to do things
3 your way, you learnt that you needed to be someone other than
4 your true self in order to be loved. These standards become what
5 Rogers termed our conditions of worth and if we fail to meet
6 them, our self-esteem suffers.
7 As our lives unfold, we are shaped further by our encounters
8 with our peers, our communities, and the world of work, all of
9 which bombard us with subtle (and not so subtle) messages about
2011 what is and is not acceptable. We learn that working long hours is
1 good and wasting time is bad; that material wealth is a sign of
2 success or worth; that beauty comes in a certain package, and so
3 on. Over time, we internalize these conditions of worth to the
4 extent that they become the lenses through which we judge
5 ourselves and relate to others.
6 Of course, finding a way to belong in the world is adaptive and
7 life affirming, and many of the rules we learn from our parents and
8 peer groups are very valuable. The problem only comes when the
9 gap between who I am and whom I think I should be becomes
30 too wide to be sustained. Swallowing societys demands without
1 first digesting their implications, or prioritizing fitting in over an
2 informed understanding of responsibilities to self, family, and
311 community, creates a void between our private and public selves
4 that can become crippling.
5 There are a number of warning signs that the gap between
6 who you are and who you think you should be is becoming too
711 wide. See if you display the signs by photocopying Exercise 2
8 below, placing it in your learning log, and ticking the relevant
911 column.
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111 Exercise 2. Warning signs that the false self is running your life
2
3 Sign of false True of me most True of me some Rarely true
4 self of the time of the time of me
5
1. Unable to express
6 your opinions, ideas,
7 and wishes openly
8 and honestly. ! ! !
9 2. Compromising your
1011 own values and
1 desires to avoid
2 upsetting others. ! ! !
3 3. Difficulty owning
4 your successes,
5 dismissing them
6 or attributing them
7 to luck. ! ! !
8 4. Feeling as though
9 you are living your
2011 life according to
1 someone elses formula. ! ! !
2 5. Feeling like an
3 impostor in your
4 own life. ! ! !
5 6. Worrying excessively
6 about whether or
7 not others like you. ! ! !
8 7. Worrying excessively
9 about others
30 expectations of you. ! ! !
1 8. Not being able to
2 make choices about
311 what you want from
4 your life. ! ! !
5
6 If you ticked True of me most of the time for any of the above,
711 your authenticity needs some attention. You probably know the
8 signs already. You may feel pressured to be someone you are not,
9 find yourself distorting the image you present to others in order to
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111 fit in or feel compelled to stick with a particular job, lifestyle, or

2 relationship you have long out-grown. You have probably long
3 since dismissed your most cherished hopes for your life as out of
4 reach. But the good news is that you can start to reclaim your
5 authenticity once again.
6
7
8 Learn to recognize the stories that shape your life
9 The idea that there exists within each of us a true self waiting to
1011 be liberated is an idea that has proved remarkably persistent in the
1 Western world. The flourishing demand for make-overs, plastic
2 surgery, and personal development programmes all bear witness to
3 the idea that we each have a true self that can be rediscovered or
4 (if found wanting) reinvented.
5 In years gone by, the self was seen as a relatively straightforward
6 entity. A person possessed a single identity through which others
7 could know them as good or bad. In this sense, the self was seen
8 as a stable entity at the core of an individuals personality.
9 But today, we are confronted with an increasingly complex
2011 world in which our identities are no longer clear-cut. We are bom-
1 barded with a bewildering array of often contradictory ideas about
2 who we are and how we should live. Technology allows us to com-
3 municate with the far side of the world in a matter of seconds,
4 exposing us to versions of reality very different from our own. In
5 our multicultural society, the diverse range of beliefs about the
6 nature of the self are challenging long-established beliefs about
7 what is and is not acceptable; we are having to consider how we
8 negotiate these differences in order to live together harmoniously.
9 All of this creates a plethora of potential selves that would formerly
30 have been unthinkable.
1 This poses real challenges for the person wanting to pursue
2 authentic living! In an era in which so much is possible, to arrive
311 at an understanding of what it means to be authentic is to be will-
4 ing to grapple with something far more complex than any popular
5 notion of a true self. So how can you remain true to that inner
6 essence of you and establish an authentic direction for your life in
711 the face of so many options?
8 The philosopher Michel Foucault believed that, in the modern
911 world, the authentic self is an ongoing creative project that
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111 gradually evolves through the stories we construct about ourselves,

2 other people, and the world around us. Many psychologists share
3 this view, claiming that authenticity is achieved when we see
4 ourselves as the authors of our lives, rather than as a character
5 merely acting out the drama of stories constructed by past events.
6 In this sense, the quest for authenticity becomes one of clarifying
7 and, where necessary, redefining your story.
8 There are three stages to this process of redefinition, listed
9 below.
1011
1 1. Identifying the stories that make up your limiting view of
2 yourself.
3 2. Rewriting the stories that have contributed to inauthentic
4 living.
5 3. Writing new stories that support authentic living.
6
7
8 1. Identifying the stories that make up
9 your limiting view of yourself
2011 The stories you tell yourself and others are not just the outcome of
1 your experiences. They actually create who you are by making you
2 feel competent or incompetent, empowered or disempowered,
3 inspired or uninspired, according to the plots they define. This is
4 because at the heart of the stories we tell ourselves lie the fixed
5 beliefs we have about ourselves what we can do, what we cant
6 do, how we are worthwhile and how we fall short.
7 For example, if you have constructed a story about yourself as
8 stupid, this story will be acted out in your life in a number of
9 ways. You may selectively remember those times when you think
30 you behaved in an unintelligent way and will avoid opportunities
1 to grow and stretch yourself for fear of exposing your inadequacies.
2 Over time, you may indeed begin to act in ways that you or others
311 might label as stupid.
4 Honouring your authenticity that inner essence that can guide
5 you wisely through lifes journey involves uncovering those stories
6 that you are performing in your life and which dominate how you
711 see your choices. The following exercise is designed to help you
8 clarify what some of these stories might be. Use your learning log to
9 write down any key points or themes which emerge.
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111 Exercise 3. My story

2
3 Find yourself a quiet place where you will not be disturbed. You
4 need to allow yourself about 30 minutes for this exercise, so switch
5 off the phone, make yourself comfortable, and allow yourself to
6 relax. You may find it helpful to close your eyes and take a few slow
7 breaths to relax your mind and give your imagination free rein.
8 Imagine that a new movie has just been released. It is called My
9 Story, and it is about you and your life. What kind of film would
1011 it be an epic drama or a quirky comedy? Is the ending happy or
1 tragic? Who are the main characters? What type of adventures does
2 the hero/heroine (you!) have?
3 Once you have the details of your movie clearly in your mind,
4 use the following questions to think about how this story has influ-
5 enced your self-image and the choices you have made in your life:
6
7 1. Where does this story come from? Who and what are its
8 major influences?
9 2. How has this story affected you? In what ways has it:
2011 helped and hindered you?
1 inspired you or caused you to lose heart?
2 3. How has this story influenced your choices?

3 Which goals has it led you to choose?
4 Which goals has it caused you to avoid or abandon?
5 4. What elements of this story might you now need to discard

6 because they disempower you?
7
8 Write a short description of any themes you identify in your
9 learning log. Be sure to include the events that contributed to the
30 development of your story and how you feel about your story now,
1 taking account of your answers to the questions above.
2
311
4 2. Rewriting the stories that contribute
5 to inauthentic living
6
711 Exercise 3 probably alerted you to a plot that is getting in the way
8 of you fulfilling your potential. It may be a story that you have
911 outgrown, one that represents the unhelpful influence of others, or
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111 one that has simply become a habit. In fact, its origins do not
2 matter. What matters is that now you know what the story is, you
3 are in a stronger position to examine it objectively and make
4 changes where changes are required.
5 If authenticity can be seen as a process of reclaiming authorship
6 of your life, then sacrificing your authenticity can be understood
7 as becoming the victim of stories that do not empower you. Your
8 fate is one of acting out a drama that no longer serves you. This
9 may be because your story lacks flexibility perhaps you have
1011 developed a rigid attachment to an old story that prevents you
1 from seeing yourself as a project in the making. Or it may be
2 because you believe there is only one way to tell your story, and so
3 you find it hard to identify others that might empower you to live
4 differently.
5 What matters is not so much the content of your stories (we
6 cannot change the past) but the manner in which you tell them.
7 Do you swallow them whole? Or can you suspend judgement long
8 enough to be curious about them, to question them and to
9 consider them from new and more enriching perspectives? As life
2011 coach Rhonda Britten points out, we are often highly attached to
1 our stories, and share them with others as though they were true.
2 But a story is just a story.
3
4
5 Exercise 4. Meeting the director of My Story
6
7 Imagine you are meeting the director of your film My Story. Like
8 a film director in real life, this part of your self controls not the
9 content of the story, but which aspects of the plot are emphasized
30 and which get downplayed. In other words, the director determines
1 how the story is told in order to create a certain type of impact.
2 For the purposes of this exercise, the director represents a part
311 of you that is not truly honouring the authentic self the main
4 character in the film.
5 As before, find yourself a quiet place where you wont be inter-
6 rupted. You need to allow about 30 minutes for this exercise. Make
711 yourself comfortable and allow yourself to relax. You may find it
8 helpful to close your eyes and take a few slow breaths to quieten
9 the mind.
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111 When you are ready, imagine that the director of My Story
2 greets you and sits down. Note what the director is wearing,
3 his/her tone of voice and if he/she reminds you of anyone (devel-
4 oping a detailed image that engages all the senses often makes the
5 exercise richer). When you are both comfortable, ask your director
6 the following questions, giving them every opportunity to speak
7 openly.
8
9 1. Where does your vision of My Story come from? Who was
1011 most important in shaping its development and what experi-
1 ences or events helped this vision evolve?
2 2. From what are you trying to protect me, by portraying My
3 Story in this way? In what ways do you believe the main char-
4 acter falls short?
5 3. What plotlines, beliefs, and values have you uncritically
6 accepted from others? How does this empower and disem-
7 power the main character?
8 4. What is the price that the main character pays for living by
9 this version of My Story?
2011 5. If I remain true to your version of My Story for the rest of
1 my life, how will I feel about its influence on my life and the
2 choices it has encouraged me to make?
3
4 After you have given the director an opportunity to speak, identify
5 the most significant themes and write them down in your learning
6 log. What is the story that the director is trying to convey? How
7 has this version of My Story protected the main character (you)?
8 How has it empowered and disempowered you? In what ways does
9 it capture or fail to capture the essence of you? Ask yourself
30 honestly if you want to live the rest of your life through the plot
1 of this particular story and what you stand to gain and lose by your
2 choice.
311 Be sure to make a note of any key themes and insights.
4
5
6 3. Writing new stories that support authentic living.
711
8 Being authentic involves recasting yourself as the author and direc-
911 tor of your life by deconstructing fixed, outgrown, or unhelpful
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111 stories about who you are in favour of stories that are rich in mean-
2 ing, diversity and choice.
3 Another, complementary way of expanding our stories has been
4 offered by psychologist Susan Harter, who suggests nurturing
5 positive false self attributes. Positive false self attributes refer to
6 those qualities, choices, and actions that are not currently part of
7 how we define ourselves, but that might equip us with greater
8 story-telling potential. As she explains, pretending can be a form
9 of experimentation that broadens our sense of possibility. New
1011 behaviours rarely feel authentic to begin with, but with practice
1 can become so. Through acting in different ways, we can begin to
2 shape new stories that enable us to move between current selves
3 and desirable false selves without compromising our values.
4 If you review your answers to the previous exercises, which posi-
5 tive false self attributes would it be helpful for you to acquire at
6 this point in your life? What new stories do you need to tell your-
7 self about who you are and who you might become? How could
8 you start to enact some of these stories? Are there any small steps
9 you could take to start extending your range of stories (your
2011 answers to Exercise 2 might give you some important clues)?
1
2 Helpful hint. The prospect of having multiple authentic selves
3 presents us with a delightful range of possibilities, but dont see
4 this as a chance to slip into the realms of fantasy! As you work
5 through the next exercise check that any new story you
6 construct fits with the values you hold dear and reflects your
7 responsibilities to your family and community.
8
9 For the next exercise, identify just one of the stories that you
30 would now like to acquire.
1
2
Exercise 5. Reclaiming authorship of your life
311
4 Imagine that the movie My Story is being remade. The previous
5 version is now widely recognized as a misguided interpretation of
6 the main characters adventure. The new movie is going to reflect
711 a different angle and has a new director. In this version of the film,
8 an empowering story is told one that creates new possibilities for
9 how you live your life.
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111 In this interview, you are meeting the new director for the first
2 time. This director represents an authentic part of you that part
3 which is in tune with your needs, responsibilities, and heartfelt
4 hopes for the future and which is determined to honour this part
5 of you in how your story is told.
6 The director enters the room, greets you, and sits down. Notice
7 what he/she is wearing, his/her tone of voice and if he/she reminds
8 you of anyone. Then ask this director the following questions:
9
1011 1. What is your version of My Story?
1 2. Where does this vision come from? Who has been most
2 instrumental in nurturing its development and what experi-
3 ences or events helped this version evolve?
4 3. What kind of person will I become if I allow myself to live
5 this version of My Story?
6 4. How will this version of My Story enrich my life? How will
7 it make it more challenging?
8 5. What plotlines, beliefs and values do you encourage me to
9 embrace? How will performing these plots, beliefs and values
2011 impact on my life?
1 6. At the end of a life lived by the story you tell me, how will I
2 feel about your influence on me and the choices you have
3 encouraged me to make?
4
5 After you have given your director an opportunity to tell their
6 story, see if you can identify the most significant themes. What is
7 the story that this authentic self is trying to tell you? How will it
8 empower you? In what ways does it capture or fail to capture the
9 essence of you? Ask yourself honestly if you would like to live more
30 of your life through the plot of this particular story and what you
1 stand to gain and lose by your choice.
2 Write down the directors answers and any thoughts and
311 insights you have.
4
5
6 Take home message
711
8 In this chapter you have uncovered the cornerstone of your
911 Mission: identifying and honouring the authentic you. As thera-
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111 pist Michael White explains, we live through and perform our
2 stories. Just like fiction, each of your stories about who you are and
3 who you might become has its own plot that contributes some-
4 thing important to how you live your life, for good or ill. So if your
5 stories are not inspiring you, change them!
6 Of course, I am not suggesting that honouring our authenticity
7 is a simple matter of choice. Our stories become woven into the
8 fabric of our being, including our biology, in complex ways, so we
9 do not discard them lightly. None the less, by becoming aware of
1011 limiting stories and contemplating ourselves as the authors of our
1 lives, new possibilities can begin to emerge. Honouring your
2 authenticity is a lifelong project, a commitment to a vision of who
3 you are and who you might become and, as with all commit-
4 ments, it is one that needs to be renewed over and over again.
5 Authenticity is like a diamond. Each diamond is unique, posses-
6 sing its own molecular structure. But when you examine the
7 diamond under different conditions, it reflects the light as differ-
8 ent colours. If you examine the diamond from one perspective, it
9 radiates emerald green. Look at it from another angle and the
2011 colour becomes flame red. Another position still will reveal a
1 vibrant purple. All of the shades are equally authentic, but the
2 angle at which the diamond is held and the light conditions in
3 which it is examined determine which colour will reveal itself on
4 which occasion. Within the molecular structure that is embedded
5 in your genes and developed through your personal history and the
6 stories you tell about it, you have the capacity to cultivate and radi-
7 ate a spectrum of selves. Enjoy exploring and expanding the many
8 shades of you!
9
30 Honouring the Authentic You
1 One thing I will take away from this chapter is: . . . (write your
2 answer in your learning log).
311 One thing I will do differently as a result of this chapter is: . . .
4 (write your answer in your learning log).
5
6
Bibliography
711
8 Bruner, J. (1986). Actual Minds, Possible Worlds. Cambridge, MA:
9 Harvard University Press.
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111 Foucault, M., & Rabinow, P. (1991). The Foucault Reader. An

2 Introduction to Foucaults Thought. London: Penguin.
3 Harter, S. (1999). The Construction of the Self. A Developmental
4 Perspective. New York: Guilford.
5 Harter, S. (2005). Authenticity. In: C. R. Snyder & S. J. Lopez (Eds.),
Handbook of Positive Psychology (pp. 382394). New York: Oxford
6
University Press.
7 Pinkola Estes, C. (1992). Women who Run with the Wolves. London:
8 Rider.
9 *Rogers, C. (1961). On Becoming A Person. New York: Houghton
1011 Mifflin.
1 Rosenwald, G. C., & Ochberg, R. L. (Eds.) (1992). Storied Lives. The
2 Cultural Politics of Self-Understanding. New Haven, CT: Yale
3 University Press.
4 White, M. H. (1980). The value of narrativity in the representation of
5 reality. Critical Inquiry, 7: 528.
6 White, M. H., & Epston, D. (1990). Narrative Means to Therapeutic
7 Ends. New York: Norton.
*Young, J. E., & Klosko, J. S. (1994). Reinventing Your Life. New York:
8
Plume.
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111 CHAPTER FIVE

2
3
4
5 Principle No 2: Meaning Matters
6
7
8
9
1011
1
He who has a why to live for can bear with
2
almost any how
3
4 (Viktor Frankl)
5
6
7 Welcome to Principle No. 2: discovering the meaning of your life. In
8 this chapter you will learn:
9
what it means to live according to a well-defined sense of mean-
2011
ing.
1
how to discover and nurture what makes life meaningful for you.
2
how living from a place of personally defined meaning will bene-
3
fit your life.
4
5
6 Outside the Royal Festival Hall in London is a statue of Nelson
7 Mandela. Beneath the bronze there is an inscription that reads,
8 The struggle is my life. This statement sums up something about
9 the essence of meaning that I want to explore with you in this
30 chapter namely, that neither abundant opportunity nor the
1 absence of struggle is essential to what matters most. What matters
2 above everything is knowing what you stand for.
311 In my work as a psychologist I have noticed that the people who
4 seek out my services tend to fall into two categories: those whose
5 lives are underpinned by a clear sense of meaning and those whose
6 lives are not. These people are not distinguishable in terms of the
711 difficulties they have or indeed the levels of distress that they are
8 experiencing. However, each group brings a decidedly different set
9 of attitudes and expectations and a very different set of resources.
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111 When I first met Jill she had recently been diagnosed as
2 depressed following a series of traumatic life events that included
3 the serious illness of her partner. But despite struggling with her
4 mood, motivation, and concentration (symptoms common to
5 depression), her vibrancy shone through. Granted, she could not
6 see this when we first started working together, but it was an
7 energy that was ever-present. It seemed that however difficult
8 things were and however low her mood became, there was a life
9 force that refused to be extinguished.
1011 Early in our work together I ask people what makes their life
1 meaningful. For those who have a sense of this, my question
2 ignites a spark of recognition. It is as though these people have a
3 deep well inside them that, no matter how difficult things get, they
4 know is still there. My question becomes an invitation to plumb
5 the depths of that well and to hook out what might lie neglected
6 at the bottom. When I see a spark of recognition, I know that we
7 will do good work together, for they have a deeper sense of mean-
8 ing that can sustain them when all else seems lost.
9
2011
1 What makes life meaningful?
2
3 It is easy to assume that the quest for meaning is some esoteric
4 enquiry that has nothing to do with the realities of day-to-day
5 living. And yet, contemplating the meaning of life is something
6 most of us do from time to time. There is probably a good reason
7 for this.
8 Knowing what makes life meaningful provides a sense of direc-
9 tion that helps you navigate lifes ups and downs, affirms your
30 sense of identity, and can even increase your sense of self-worth.
1 Indeed, the quest for meaning is so important that most of us
2 would be prepared to sacrifice a good deal for what we believe in.
311 Mahatma Gandhi, Martin Luther King, and Nelson Mandela are
4 iconic examples of just how far human beings are prepared to go
5 to pursue what has meaning, but many of us would similarly sacri-
6 fice our happiness, well-being, and even our lives for those people
711 and causes that we hold dear.
8 So what makes life meaningful? Throughout history there has
911 been no shortage of people offering opinions on precisely this
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PRINCIPLE NO. 2: MEANING MATTERS
111 subject. However, a particularly useful approach is that of Martin

2 Seligman, one of the worlds leading researchers on happiness. He
3 proposes that a sense of meaning is to be found when we have a
4 sense of joining with something larger and more significant than
5 our small, individual selves. This something larger may involve a
6 sense of being totally alive to the experience of living, such that our
7 experiences resonate with our innermost reality, as mythologist
8 Joseph Campbell suggests. Or it might relate to devoting oneself
9 to a project or cause.
1011 One of the most powerful examples of this I have ever witnessed
1 occurred while I was watching a television news report about the
2 shortage of medication for people in India suffering with AIDS-
3 related illnesses. The reporter interviewed a young woman who
4 had declined antiviral drugs in order to allow someone else the
5 opportunity to receive treatment. Knowing that without them she
6 would die, she none the less reported a profound sense of peace.
7 She had chosen a path that allowed someone else to live and this
8 selflessness in the face of great suffering gave this young woman a
9 sense of meaning.
2011 Psychiatrist and author Viktor Frankl suggests that there are
1 three very powerful means of creating meaning in our lives:
2
3 1. Undertaking a project, doing good work or carrying out some
4 action that has a positive impact on others or the world
5 around us.
6 2. Encountering something or someone who has a significant
7 impact, such as witnessing the magnificence of nature or
8 connecting with another human being at a soul level.
9 3. By the attitude we take toward unavoidable suffering and
30 seeing its effects as having significance for our lives and how
1 we live them.
2
311 Do any of these definitions of what makes life meaningful ring true
4 for you? Think about your own experiences. When have you felt
5 most alive? Does this coincide with the times when your life
6 seemed to be most meaningful? Or does it relate to having had a
711 very specific cause to which you are dedicating your time and
8 energy? Write your thoughts in your learning log, under the head-
9 ing What makes my life meaningful.
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111 Know your basic framework

2
3 Author Steve Pavlina suggests that the way we answer questions
4 about the meaning of our life provides the basic framework for
5 everything else we do.
6 To take an extreme example, if your basic framework is orga-
7 nized around protecting the natural environment and endangered
8 species and you are committed to preserving the rights of all living
9 beings, you are likely to be strongly opposed to vivisection. You
1011 might campaign against animal cruelty, be vegetarian, join organi-
1 zations such as Greenpeace, and act in ways that you believe mini-
2 mize harm to the natural world.
3 Conversely, if your basic framework centres around reducing
4 human suffering and you are strongly committed to finding a cure
5 for a fatal disease, you might support animal experimentation. You
6 might conclude that this is an unfortunate but acceptable approach
7 to finding a solution, viewing animal experiments as a necessary
8 sacrifice for a greater cause. In light of this, you may then decide
9 to make financial donations to institutions that are conducting
2011 animal research in order to find answers that will reduce human
1 suffering.
2 These examples may seem poles apart in terms of their ethical
3 perspectives. However, both outlooks are driven by a basic frame-
4 work of meaning that determines subsequent choices and actions.
5 Similarly, your sense of meaning and the causes to which you are
6 committed will represent a vital organizing framework for select-
7 ing meaningful goals, making life-affirming choices, and aligning
8 your behaviour with what you want.
9 How would you define the meaning of your life, in the sense of
30 what drives you and what matters most? What would you see as
1 your basic framework and how does this operate in your life?
2 Write your thoughts in your log, under the heading The primary
311 meaning of my life.
4
5
6 This is your life: the very practical task of meaning-making
711
8 In the cult comedy Hitchhikers Guide to the Galaxy, the answer to
911 the meaning of life became famous: 42. The answer was simple
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1 36
111 enough, but the exact question remained a mystery. This highlights
2 something important about the quest for meaning if you are to
3 have an answer that has implications for your life, you must first
4 ask yourself the right kind of questions!
5 Trying to work out the meaning of life in the abstract is a bit
6 like searching for the pot of gold at the end of the rainbow: a waste
7 of time. The idea that there is some universal, abstract meaning to
8 life misses the point. The problem is that it implies that meaning
9 is pre-destined something that is universally assigned rather than
1011 personally defined and something that we find out, as opposed to
1 something that we create.
2 Many psychologists would argue that our meaning is unique and
3 specific something that can be fulfilled by us alone. But it does
4 not follow that we each have one meaning that, if discovered, can
5 fulfil us for all time. In fact, the meaning we seek needs to evolve as
6 we do. What made your life meaningful at ten years old will not be
7 the same thing that makes it meaningful at 50 years old.
8 Psychologists working in the field of positive psychology tend to
9 agree. Roy Baumeister and Kathleen Vohs, for example, highlight
2011 how our lives typically draw meaning from a wide range of sources
1 including family, work, and spirituality, as well as various projects
2 and the accomplishment of our goals. Rather than getting hung up
3 on the notion that we each have a destination waiting for us, we
4 can consider the range of destinations that might be possible and
5 the range of activities, commitments, and relationships through
6 which we draw meaning. Our lives are, as a Buddhist teacher once
7 told me, many possibilities. Our task is simply to allow the possi-
8 bility of our lives to unfold.
9
30
1 Wake up to your life it isnt forever
2
311 Some years ago, when I was on retreat, our teacher encouraged us
4 to spend time walking around the cemetery adjacent to the retreat
5 centre, noting the names of the people buried there and the tributes
6 lovingly engraved on the tombstones. For a society that is so fear-
711 ful of death, and that goes to such lengths to avoid thinking about
8 it, this may sound like a strange strategy. But the point of the exer-
9 cise was not to elicit existential angst. It was about discovering how
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111 facing up to the reality of death even the death of someone you
2 never knew can unclutter the mind remarkably quickly. Once you
3 clear out the clutter, what is left is what really matters. And there
4 lies the secret to what has true, personal significance.
5 It was one of the most helpful pieces of advice I have ever been
6 given. Even now, whenever I have a big decision to make, am
7 facing a problem that seems insurmountable, or need to clarify my
8 sense of direction, I will take myself off to a churchyard and just
9 sit quietly for a while. It is not that I am expecting a visitor from
1011 another dimension, or sudden insights to fall Eureka-style from the
1 heavens. It is just that looking at the names on the tombstones
2 somehow creates a space inside of me to reconnect with what is
3 most important in my life. After all, this one day will be me.
4 It is surprising how liberating that realization can be!
5 In recent years, psychology has come to see an encounter with
6 our mortality even in our imaginations as a dramatic and
7 empowering method for working out what gives our lives mean-
8 ing. Different methods can be used to achieve this. For example,
9 one way would be to think about what you want written on your
2011 tombstone. Another is to imagine attending eulogies read at your
1 funeral, whilst a third way would be to consider what you would
2 do if you only had six months to live. Whichever method you use,
3 the aim is the same to conduct a mental spring-clean that allows
4 you to shed false values, goals, and stories you have outgrown
5 (remember Principle No. 1?) and wake up to what really matters.
6 The following exercise is a very powerful method for clearing
7 away the clutter and discovering what you want your life to be
8 about.
9
30 Warning: this exercise is liberating but can also be unsettling.
1 If you are in doubt, go through it with the support of a coach,
2 therapist or a coaching partner.
311
4
Exercise 6. The tribute
5
6 Find a place where you will not be disturbed, make yourself
711 comfortable and take a few slow breaths to clear your mind.
8 Imagine that your life is now over and you have recently died.
911 A newspaper (or magazine or journal if you prefer) whose values
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1 38
111 you admire is compiling a special edition to honour you, your life
2 and your contribution. The special edition includes interviews
3 with family, friends, colleagues, and other people whose lives you
4 touched and who wish to pay tribute to you. (Remember, the
5 special edition represents what you would most like to be said
6 about you, not what you imagine people might actually say). Write
7 your answers to the following questions in your learning log.
8
9 What would be written about you and why?
1011 Who contributes to the special edition and what do they say?
1 What impact do people say that you have had?
2 What achievements and talents does the edition celebrate and
3 honour?
4 For what strengths do people honour and celebrate you?
5 What is your legacy (to those you love, your work, your
6 community, and globally)?
7
8 The above exercise is about helping you discover what has mean-
9 ing for you. So what did you learn? What do your answers tell you
2011 about what really matters to you? What contribution do you want
1 to make? How do you want to live your life? Answer these ques-
2 tions in your learning log.
3
4
5 Make your map and live your meaning
6
7 Your answers to the questions in Exercise 6 reveal something very
8 important about you the legacy you wish to offer the world.
9 When it comes to clarifying your sense of meaning, this is a good
30 place to start. If you know what you want to leave behind, what
1 impact you would most like to make, you can start to identify
2 goals that will help you get there. Your actions become aligned
311 with your larger sense of purpose.
4 Look back over your special edition. What would it mean to
5 place your legacy your sense of personal meaning centre stage in
6 every area of your life? Would it result in a life radically different
711 from the one you are leading now? Or one that is very similar? What
8 areas would need to change? If you put this framework of mean-
9 ing at the centre of your life, what implications would it have for:
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111 your relationship with yourself (including your self-esteem,

2 self-care, and lifestyle)?
3 your intimate and family relationships (e.g. spouse, partner,
4 children, and family)?
5 your friendships and social life?
6 your career and work (including relationship with colleagues
7 and worklife balance)?
8 your financial planning?
9 your hobbies and interests?
1011 your spiritual life?
1 your goals for the short-, medium, and long-term?
2 your commitments?
3
4 Write the answers to these questions in your learning log.
5 Think about how you could start living more of your meaning
6 every day. Even the smallest of steps can pay big dividends.
7
8
9 Take home message
2011
1 Assuming that the meaning of life really isnt 42, then we are left
2 with only one real conclusion: that discovering the meaning of our
3 lives is not about locating a pre-determined formula but, rather,
4 engaging with a personalized quest of self-discovery. Your meaning
5 is something you create, not something that was assigned to you at
6 birth, and deciding on your personal definition is probably the
7 most creative act you will ever undertake.
8 Creating your meaning also involves beginning to broaden your
9 visual field of possibilities. We have identified some of the many
30 areas through which meaning might be found: family, work,
1 personal development, spiritual worship, leisure interests, the arts,
2 service to community all provide potential routes into a person-
311 ally crafted definition. Your task is to create a structure in which,
4 like a rope, different strands are woven together to create a tough
5 fabric that can sustain you through good times and bad.
6 Of course, while having a personal definition of meaning may
711 be essential to happiness, it does not guarantee happiness. Indeed,
8 having a sense of meaning may lead a person to make choices that
911 are in direct contrast to happiness, such as fighting for a cause you
40
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111 believe in, being prepared to speak out against the crowd, or
2 making an unpopular or controversial choice to leave behind a
3 familiar way of life in favour of a new path. However, if your sense
4 of meaning is personally defined, then your capacity for tolerating
5 distress, difficulty, and setbacks will increase very considerably.
6 After all, you will always have a compelling reason for carrying on,
7 regardless of where the twists and turns of life might lead you.
8
9 Uncovering the Meaning of Your Life
1011
1 One thing I will take away from this chapter is . . . (write the
One thing I will do differently as a result of this chapter is . . .
3 (write the answer in your learning log).
4
5
6 Bibliography
7
8 Baumeister, R. F., & Vohs, K. D. (2005). The pursuit of meaningfulness
9 in life. In: C. R. Snyder & S. J. Lopez (Eds.), Handbook of Positive
2011 Psychology. New York: Oxford University Press.
1 *Frankl, V. (1959). Mans Search for Meaning. New York: Pocket Books.
*Frankl, V. (1969). The Will to Meaning. New York: New American
2
Library.
3
*Pavlina, S. (2005). The Meaning of Life: From Purpose to Action. Online.
4 Available at www.StevePavlina.com. Accessed 22 June 2008.
5
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111 CHAPTER SIX

2
3
4
5 Principle No. 3: Discovering Your
6
7
Signature Strengths
8
9
1011
1
2
3 How can we expect a harvest of thought who have not had a
4 seedtime of character?
5
(Henry David Thoreau)
6
7
8 Welcome to Principle No. 3: discovering your signature strengths. In
9 this chapter, you will:
2011
1 discover your unique profile of signature strengths;
2 find out how you can use your signature strengths to create
3 a happy and meaningful life for yourself and those you care
4 about.
5
6 Over the years, I have discovered that there is one question guar-
7 anteed to strike fear into the hearts of virtually everyone I meet:
8 What are your strengths? It doesnt matter whom I ask clients,
9 colleagues, my students, family, or friends the response is always
30 the same an embarrassed silence, followed by a sudden fascina-
1 tion with their shoes and then a mumbled reply along the lines of
2 I hate it when people ask me that question. And yet, ask these
311 same people about their limitations and they reel off a list of
4 perceived weaknesses more quickly than I can write them down!
5 There is something very powerful about modesty in our culture.
6 We feel resistance when people publicly declare pride in themselves
711 or their accomplishments no one likes a bighead, after all. But
8 the danger is that this can turn into a false modesty, and when we
9 start to impose this false modesty on ourselves we lose contact with
40
1 43
111 one of the very qualities we need to harness to fulfil our potential
2 and achieve the results we want: the strengths within our charac-
3 ter that reflect the influence of the authentic self.
4 Your strengths are vital to everything you do and everything you
5 want to become they influence what you set your heart on and
6 what you decide is meaningful in your life. They also influence the
7 options you see as available to you, the type of future to which you
8 believe you are entitled, and the choices you subsequently make.
9 In short, if you are going to create a life that inspires you, you need
1011 to know what you are good at.
1 So my first question is this: do you know what your strengths
2 are? If you put aside all modesty (and remember that no one else
3 is going to see this list apart from you), what are some of the
4 talents, accomplishments, or resources that are central to you and
5 your life so far?
6
7
Exercise 7. Identifying your strengths
8
9 Take a moment to list your ten main strengths (talents/accom-
2011 plishments/resources) in your learning log.
1
2
3 Helpful Hint. If naming your strengths is a struggle for you, start
with small successes or accomplishments that you might be
4 inclined to dismiss as nothing out of the ordinary. If you cannot
5 list at least ten, this area needs special attention and you should
6 check out Chapter Twenty-three on how to improve self-
7 esteem. This is definitely a growth area for you!
8
9
30 Take a look at your list. Chances are you will have identified a
1 number of different areas. Maybe you included key skills acquired
2 through formal training, knowledge of certain topics (such as
311 career based expertise, how to raise children, or DIY), or some of
4 your accomplishments (qualifications, certificates, and awards,
5 etc). Maybe you identified certain successes in your life, such as
6 events of which you are particularly proud.
711 But your list might also contain examples of another type of
8 strength those qualities that you appreciate in yourself, or that
911 others value about you that seem quite separate from anything you
40
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PRINCIPLE NO. 3: DISCOVERING YOUR SIGNATURE STRENGTHS
111 have achieved. Examples of these kinds of strength include quali-

2 ties such as kindness, concern for the well-being of others, a sense
3 of justice, the courage to overcome obstacles, or zest for living.
4 Unlike your accomplishments, these types of strengths are not a
5 reflection of what you can do, but rather a reflection of what you
6 stand for the essence of your values, principles, and beliefs about
7 what matters. These strengths are your signature strengths.
8 Your signature, or character, strengths are those qualities that
9 contribute to the unique brand of human being that is you. They
1011 highlight the best of who you are rather than the best of what you
1 can do. The way you have organized your life will give you some
2 important clues as to the nature of your special qualities in these
3 areas, as will your answers to the following questions.
4
5 What are some of the qualities and characteristics you appre-
6 ciate in yourself?
7 What are some of the qualities and characteristics that other
8 people value in you?
9 What qualities do you most want to give and share with others?
2011 On what occasions (when you have exercised certain choices,
1 or behaved in certain ways) have you felt most true to yourself?
2 Whom do you really admire? What choices has this person
3 made that really impress you?
4 What causes would you fight for?
5 What would be the one thing, above all else, on which you
6 would refuse to compromise?
7 What type of person, with what sorts of qualities, would you
8 not want to be?
9
30 What do your answers tell you about your main signature
1 strengths? Jot down any key themes in your learning log (well
2 come back to them later in the chapter).
311
4
5 What exactly are signature strengths? The science bit . . .
6
711 Signature strengths are part of that special formula that determines
8 the essence and direction of your Mission. Unlike your talents and
9 abilities, which to some extent you are born with (arguably not all
40
1 45
111 of us have the potential to be Nobel Prize winning physicists or

2 great composers), signature strengths refer to stable characteristics
3 and core values which have high personal value.
4 Think of your signature strengths as being like your heart
5 pumping away inside your body that little muscle that supports
6 and sustains you, oxygenating your entire system so that your brain
7 can decide what you need to do and co-ordinate your muscles and
8 limbs to carry out its wishes. Invisible to the outside world, your
9 heart is at the very centre of your being, helping every other system
1011 in your body operate smoothly and effectively. Like your heart,
1 your signature strengths provide a vital life force that can sustain
2 you as you coach yourself towards the successes that matter most.
3 And, just like your heart, if you look after them and attend to their
4 needs, your signature strengths will serve you well.
5 Ground-breaking research by psychologists Chris Peterson and
6 Martin Seligman has identified six core virtues, or strengths of
7 character that, if systematically developed, enable us to live in a
8 way that inspires us. These core virtues are:
9
2011 1. Wisdom.
1 2. Courage.
2 3. Love.
3 4. Justice.
4 5. Temperance.
5 6. Transcendence.
6
7 What is interesting about these strengths of character is that they
8 have been valued throughout history and seem to be shared by
9 virtually all cultures. They were identified as highly prized qualities
30 in the teachings of the Buddha, Christ, Socrates, Plato, and Aris-
1 totle, as well as psychologists and coaches of today. Almost every
2 society, it seems, understands that these core virtues are a path to
311 wise, harmonious, and fulfilled living.
4 Although the six core virtues are not new knowledge, Chris
5 Peterson and Martin Seligman have gone one step further by
6 attempting to define and measure them. Their research has identi-
711 fied 24 unique strengths, each one stemming from one of the six
8 core virtues. Check out the list below. Which ones do you think
911 are your signature strengths?
40
1 46
111 The 24 character strengths

2
3 1. Wisdom and knowledge. Cognitive strengths that entail the
4 acquisition and use of knowledge:
5 (a) Creativity (originality, ingenuity): thinking of novel and
6 productive ways to conceptualize and do things; includes
7 artistic achievement but is not limited to it.
8 (b) Curiosity (interest, novelty-seeking, openness to experi-
9 ence): taking an interest in ongoing experience for its own
1011 sake; finding subjects and topics fascinating; exploring
1 and discovering.
2 (c) Open-mindedness (judgement, critical thinking): think-
3 ing things through and examining them from all sides;
4 not jumping to conclusions; being able to change ones
5 mind in light of evidence; weighing all evidence fairly.
6 (d) Love of learning: mastering new skills, topics, and bodies
7 of knowledge, whether on ones own or formally; obvi-
8 ously related to the strength of curiosity but goes beyond
9 it to describe the tendency to add systematically to what
2011 one knows.
1 (e) Perspective (wisdom): being able to provide wise counsel
2 to others; having ways of looking at the world that make
3 sense to oneself and to other people.
4 2. Courage. Emotional strengths that involve the exercise of will
5 to accomplish goals in the face of opposition, external or
6 internal:
7 (a) Bravery (valour): not shrinking from threat, challenge,
8 difficulty or pain; speaking up for what is right even if
9 there is opposition; acting on convictions even if unpop-
30 ular; includes physical bravery but is not limited to it.
1 (We shall look at this more in Principle No. 4.)
2 (b) Persistence (perseverance, industriousness): finishing
311 what one starts; persisting in a course of action in spite of
4 obstacles; getting it out the door; taking pleasure in
5 completing tasks.
6 (c) Integrity (authenticity, honesty): speaking the truth but
711 more broadly presenting oneself in a genuine way and
8 acting in a sincere way; being without pretence; taking
9 responsibility for ones feelings and actions.
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1 47
111 (d) Vitality (zest, enthusiasm, vigour, energy): approaching

2 life with excitement and energy; not doing things halfway
3 or half-heartedly; living life as an adventure; feeling alive
4 and activated
5 3. Humanity. Interpersonal strengths that involve tending and
6 befriending others:
7 (a) Love: valuing close relations with others, in particular
8 those in which sharing and caring are reciprocated; being
9 close to people.
1011 (b) Kindness (generosity, nurturance, care, compassion,
1 altruistic love, niceness): doing favours and good deeds
2 for others; helping them; taking care of them.
3 (c) Social intelligence (emotional intelligence, personal intelli-
4 gence): being aware of the motives and feelings of other
5 people and oneself; knowing what to do to fit into different
6 social situations; knowing what makes other people tick.
7 4. Justice. Civic strengths that underlie healthy community life:
8 (a) Citizenship (social responsibility, loyalty, teamwork):
9 working well as a member of a group or team; being loyal
2011 to the group; doing ones share.
1 (b) Fairness: treating all people the same according to notions
2 of fairness and justice; not letting personal feelings bias
3 decisions about others; giving everyone a fair chance.
4 (c) Leadership: encouraging a group of which one is a
5 member to get things done and at the same time main-
6 taining good relations within the group; organizing group
7 activities and seeing that they happen.
8 5. Temperance. Strengths that protect against excess:
9 (a) Forgiveness and mercy: forgiving those who have done
30 wrong; accepting the shortcomings of others; giving
1 people a chance; not being vengeful.
2 (b) Humility/modesty: letting ones accomplishments speak for
311 themselves; not regarding oneself as more special than one is.
4 (c) Prudence: being careful about ones choices; not taking
5 undue risks; not saying or doing things that might later be
6 regretted.
711 (d) Self-regulation (self-control): regulating what one feels
8 and does; being disciplined; controlling ones appetites
911 and emotions.
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1 48
111 6. Transcendence. Strengths that forge connections to the larger

2 universe and provide meaning:
3 (a) Appreciation of beauty and excellence (awe, wonder,
4 elevation): noticing and appreciating beauty, excellence,
5 and/or skilled performance in various domains of life,
6 from nature to art to mathematics to science to everyday
7 experience.
8 (b) Gratitude: being aware of and thankful for the good
9 things that happen; taking time to express thanks. [We
1011 look at this in Principle No. 7.]
1 (c) Hope (optimism, future-mindedness, future orientation):
2 expecting the best in the future and working to achieve
3 it; believing that a good future is something that can be
4 brought about. [We look at this in Principle No. 5.]
5 (d) Humour (playfulness): liking to laugh and tease; bringing
6 smiles to other people; seeing the light side; making (not
7 necessarily telling) jokes.
8 (e) Spirituality (religiousness, faith, purpose): having coher-
9 ent beliefs about the higher purpose and meaning of the
2011 universe; knowing where one fits within the larger
1 scheme; having beliefs about the meaning of life that
2 shape conduct and provide comfort. [Peterson & Selig-
3 man, 2004, pp. 2930, reproduced with permission]
4
5
Helpful hint. You can find out for sure which signature
6 strengths you possess by completing the Values-in-Action
7 Strengths Survey which can be found at www.authentichappi-
8 ness.org. This free, on-line test developed by Martin Seligman
9 and his colleagues will give you immediate feedback on all 24
30 signature strengths and your all important top five.
1
2
311 Know your signature strengths
4
5 What do your answers to the above tell you about your main signa-
6 ture strengths? If you were going to identify your all important top
711 five, what would they be? Write these in your learning log.
8 Now revisit your answers to Exercise 7. Can you fit the strengths
9 you identified with the system of classification Chris Peterson and
40
1 49
111 Martin Seligman have devised? Do the results you have obtained
2 feel true for you?
3 Martin Seligman suggests that there are a number of key signs
4 that we have identified the signature strengths that speak to our
5 own truth. In particular, he suggests that they tend to recur. So,
6 look for patterns across time and place: are they qualities that crop
7 up time and time again? Are they qualities for which other people
8 tend to appreciate you? Are they associated with good feelings for
9 you, such as joy, zest for living, and enthusiasm? Does expressing
1011 them in your life lead to improved self-esteem, greater happiness,
1 and a sense of fulfilment?
2 If you are unsure that you have captured the essence of your
3 strengths, check through your list again and keep revising them
4 until your top five really resonate.
5
6
7 How living out your signature strengths will
8 change your life
9 If you commit yourself to using your signature strengths every day,
2011 then you are well on the way to creating a life that is rich in mean-
1 ing and inspiration. What you actually do in terms of work and
2 leisure may or may not change, but you will find that the core areas
3 of your life start to become more aligned. Life becomes more
4 harmonious and easier to manage. You will stop chasing after those
5 things that dont speak to your soul and it will be easier to select
6 meaningful goals, honour your responsibilities, and protect your
7 time, because you are clear about what really matters.
8 When you are living life from your signature strengths, every-
9 thing becomes more exciting, more alive, and more real. Learning
30 becomes an adventure, obstacles that once overwhelmed you
1 become challenges that arouse your curiosity, relationships become
2 more rewarding and work becomes something that enriches your
311 life. When you live from your strengths, you have a clear sense of
4 direction.
5
6
711 Honour your signature strengths in everything you do
8 Your signature strengths come from a place of personal authenti-
911 city, and so every time you put them into practice you are giving
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111 life to an essential part of yourself and will feel positive and more
2 fulfilled. The key is arranging your life so that your signature
3 strengths can be expressed in each of the core domains we looked
4 at in your Inspiration Inventory (Chapter One).
5 Imagine a life in which, from now on, all your major choices
6 and life goals are based on your signature strengths. Imagine how
7 you will spend your time, how you will be in your work, your rela-
8 tionships, and your free time. How will you take care of you, and
9 what do you want to contribute to the world? Write down your
1011 responses in your learning log.
1 Now think about how you might arrange your life to give your
2 signature strengths more prominence in your life. What, if any,
3 changes are needed? Use the following exercise to guide your
4 choices and actions.
5
6
7 Exercise 8. Making your signature strengths work for you
8
Take each of your top five signature strengths and think about how
9
you can build more of it into your life, every day. How might you
2011
use each one in the following areas:
1
2
3 your relationship with yourself (including self-esteem, self-
4 care, health and lifestyle);
5 your intimate relationships (partner, spouse, children, and
6 family);
7 your friendships and social life;
8 your responsibilities to your community, country, and the
9 wider world;
30 your career and work (including worklife balance);
1 your financial arrangements (including financial planning and
2 spending);
311 your hobbies and interests;
4 your spiritual life?
5
6
711 Helpful Hint: You might find it useful to review your answers
8 to the Inspiration Inventory in Part I.
9
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111 Stretch your strengths

2
3 Although your signature strengths are a stable and enduring influ-
4 ence on your life, their development and expression will also
5 have been influenced by those around you your family, friends,
6 community, and society. If early teachers and mentors encouraged
7 the expression of a certain strength, for example, this may feature
8 highly on your list of priorities now. Similarly, if particular
9 strengths were discouraged, you may be less likely to have devel-
1011 oped them yourself.
1 In order to allow your signature strengths to blossom, you will
2 need to be mindful of external conditions, how they impact on you
3 and the ways in which you can express your core virtues. Sources
4 of influence will include your relationships, your professional
5 context, and other organizations and communities in which you
6 are embedded, as well as the values of your wider social and
7 cultural communities. So, for example, if you work in an environ-
8 ment that is highly cut-throat and competitive, favouring gaining
9 the market advantage over all else, and one of your top five signa-
2011 ture strengths is the civic strength of fairness, you are likely to
1 experience some inner conflict when your competitors lose out.
2 Your environment is not supporting the expression of your partic-
3 ular strength in this area. Similarly, if you possess the strengths of
4 bravery and live in a community where conformity to traditional
5 values and roles is highly encouraged, you may find yourself with
6 some difficult choices.
7 As you start to think of ways to implement your signature
8 strengths, look around you. Cultivate relationships with those who
9 have similar signature strengths, or those who have the strengths
30 you are wishing to develop. Seek out work environments that
1 appear to have similar values, or at least no obvious clash of values.
2 If your environment seems to include people with very different
311 values, see if you can identify what their signature strengths might
4 be (understanding often aids respect). Obviously, you cannot
5 change them, but there may be areas of common ground that you
6 can start to work with, as well as areas where you can agree to differ.
711 One final thing to note about signature strengths is that, to an
8 extent, they are consciously chosen. So you can actively acquire
911 those strengths that are consistent with your authentic self to
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111 enrich your life and the lives of others. If you review the 24
2 strengths listed previously, can you identify any that you would
3 particularly like to develop at this point in your life? How would
4 they change your life for the better? And how might you go about
5 incorporating them into the fabric of your life? Jot down your
6 thoughts in your learning log.
7
8
9 Take home message
1011
1 A large part of coaching yourself in the art of inspired living comes
2 down to knowing what you bring to and can offer the world.
3 Unlike achievements and accomplishments, your signature
4 strengths reflect who you are, not what you want to achieve. But
5 they are also a compass, pointing you in the direction of wise
6 choices and informed actions. As a reflection of the authentic you,
7 these core values can usefully influence not just the decisions you
8 make, but also the goals you prioritize. So, get to know your signa-
ture strengths. Build them into your life wherever you can. But
9
most of all, celebrate them: they are part of your unique contribu-
2011
tion to this world.
1
2
3 Honouring and Building on Your Signature Strengths
4 One thing I will take away from this chapter is . . . (note this in
5 your learning log).
6 One thing I will do differently as a result of this chapter is . . .
7 (note this in your learning log).
8
9
30 Bibliography
1 Peterson, C., & Seligman, M. E. P. (2004). Character Strengths and
2 Virtues. New York: Oxford University Press.
311 *Seligman, M. E. P. (2003). Authentic Happiness. London: Nicholas
4 Brealey.
5
6
711 Resources
8 *Values in Action Institute. Online. Available at www.viastrengths.
9 org.
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111
2
3
4
5
6
7
8
9
1011
1
2
3
4
5
6
7
8
9
2011
1
2
3
4
5
6
7
8
9
30
1
2
311
4
5
6
711
8
911
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111 CHAPTER SEVEN

2
3
4
5 Principle No. 4: Having the
6
7
Courage to Live
8
9
1011
1
2
3 To have principles first have courage
4
(Chinese Proverb)
5
6
7 Welcome to the fourth Principle of inspired living: finding the courage
8 to live your Mission. In this chapter, you will learn:
9
2011 why both fear and courage are essential to success;
1 how to redefine your relationship to self-doubt so it doesnt hold
2 you back;
3 how to harness your courage to achieve what you want.
4
5 Imagine I said to you that you could do, be, and have everything
6 you want. But there is a catch. In order to achieve transformational
7 results, you must be willing to tolerate a good deal of fear along
8 the way perhaps more fear than most people experience. If I
9 offered you this deal would you take it? How much fear would you
30 be willing to put up with before you decided the price was too
1 high?
2 Now let me offer you another deal. Lets imagine for a moment
311 that I could guarantee that you will achieve everything you want
4 to achieve, and then some. You will be successful beyond your
5 wildest dreams. But this time the catch is that in order to have this
6 level of success, you must be prepared to have more than your
711 average share of failures along the way. Would you accept this deal?
8 Take note of your answers they tell you something very impor-
9 tant about how far you are prepared to go to live the life you want.
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111 Doing the deal

2
3 When I was writing my first book, I had absolutely no doubt in
4 my mind that I wanted this opportunity more than anything. It
5 was, for me, a dream come true. But once the contract came
6 through and I began to get under way, I felt anything but joyful
7 and inspired. Every morning as I sat down at my PC, I felt sick
8 with anxiety. I was plagued with doubts and wondered who on
9 earth I was kidding that someone like me could write a book. I
1011 couldnt get my head around how I was feeling. If I wanted it this
1 badly, shouldnt it have been different shouldnt I have been
2 delighted instead of terrified?
3 After literally months of feeling lousy every morning, I had a
4 realization that transformed the problem completely. I realized
5 that, however bad I felt in the morning, once I started working,
6 the fear would subside and my passion for the subject a particu-
7 lar topic in academic psychology returned. The anticipation
8 made my insides do somersaults, but the reality was very reward-
9 ing: I was learning an enormous amount, developing my skills as
2011 a writer and doing something that genuinely felt like part of my
1 Mission.
2 The second insight was that if I was going to fulfil my ambition
3
of writing a book, then I would need to be willing to tolerate a lot
4
of uncomfortable thoughts and feelings along the way. As long as
5
I tried to get rid of them, the doubts and fears would double. But
6
if I could change how I saw the fear if I could recognize it as a
7
feeling that automatically occurs in response to doing what matters
8
most it removed the sting. The penny had dropped. For the first
9
time I understood really understood what Eleanor Roosevelt
30
had meant when she said, You must do the thing you think you
1
2 cannot do. Pursuing those goals that inspired me didnt mean
311 having a life that was fear-free; it meant pursuing my chosen path
4 in spite of it.
5 Similarly, if you are going to get what you want from life,
6 you need to know that you will experience fear, doubt, and uncer-
711 tainty along the way. Any dream worth pursuing will always evoke
8 some degree of discomfort. I can guarantee it because thats the
911 deal.
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PRINCIPLE NO. 4: HAVING THE COURAGE TO LIVE
111 Dreaming, daring, doing

2
3 In her inspiring book about her life with the actor John Thaw,
4 Sheila Hancock recalls a piece of advice that John was given, early
5 in his career, by the great actor Laurence Olivier. The advice was
6 to amaze yourself at your own daring.
7 Although I am not suggesting that you start doing bizarre things
8 in the name of inspiration, a little more of the Laurence Olivier
9 philosophy in your life might open up some interesting possibili-
1011 ties. For example, how often have you gone along with the crowd
1 when deep down you wanted something very different? How many
2 times have you wished you could be more like a favourite charac-
3 ter in a novel or movie who is always prepared to stand up for what
4 they believe in, even when there is a cost involved? How many
5 times have you compromised your authenticity and left your signa-
6 ture strengths lying dormant all because you didnt quite feel up to
7 dreaming, daring, and doing?
8 We may not all be able to strut our stuff with unlimited self-
9 assurance, but if you could embrace even a microcosm of this
2011 motto, your life would probably blossom in some very rewarding
1 ways. All meaningful change involves a little risk-taking and in the
2 end, burying your head in the sand is no safer than grasping the
3 nettle. Daring is what links the big picture you hold in your mind
4 to the concrete action steps you need to take to get there.
5
6
7 Awaken your courage
8
9 If fear is the price you must pay to pursue what matters, then
30 courage is the currency used to settle the debt. The word courage
1 comes from the Latin word cor meaning heart. This captures the
2 essence of courage the need to engage the heart over and above
311 the emotions and thoughts that might be screaming at you to
4 retreat.
5 As one of our basic human characteristics, courage is a strength
6 that protects our mental health and emotional well-being, allow-
711 ing us to stay motivated when challenged by setbacks and to heal
8 ourselves when confronted by lifes disappointments. It also fosters
9 a genuine self-respect one that mirrors our core values, respects
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111 the needs and drives of the authentic self, and supports us in
2 following our Mission.
3 The ability to act with bravery might even be essential to our
4 survival. As Chris Peterson and Martin Seligman observe, in the
5 context of a future that is marked by so much uncertainty and
6 unpredictability, the ability to exercise courage may be essential to
7 everyday living. Certainly many of my clients would agree, choos-
8 ing to put themselves through many difficult and challenging tasks
9 to overcome difficulties and achieve their goals sometimes even
1011 to reclaim their ability to do things that others would take for
1 granted. What tremendous acts of courage and for me, a never-
2 ending source of inspiration!
3
4
5 The choice you need to make
6
7 Although you might be tempted to see courage as an emotion, it
8 is perhaps more helpful to view it as a decision the decision to
9 pursue a desired direction despite experiencing fear, doubt, and
2011 other unpleasant feelings. Notice also that what is courageous for
1 one person would not be courageous for another. For example, my
2 colleague, Rachel, is frightened of public speaking. My friend,
3 Matthew, loves the chance to perform. Both have jobs that involve
4 giving presentations to groups of experienced professionals. Every
5 time Rachel stands up to address her audience she is choosing to
6 exercise her courage, because she is choosing to put herself in a
7 situation which she knows will evoke fear. For Matthew, however,
8 this part of his job is something he relishes it involves no courage
9 because the situation evokes no fear.
30 So, if we look at the essence of this remarkable human quality
1 and how it operates in our lives, we can see that to be courageous
2 means to
311
4 take 100% responsibility for yourself and your life;
5 make choices and own those choices;
6 be willing to confront what is no longer working in your life;
711 recognize and accept that there are potential costs involved in
8 changing your life;
911 take appropriate, life-enhancing risks in pursuit of your goals;
40
1 58
111 persist with your efforts, even when the results dont pay off
2 straight away;
3 override uncomfortable feelings in the service of something
4 greater (for example, honouring your authentic self and your
5 signature strengths);
6 be open to feedback and prepared to learn from your
7 mistakes.
8
9 How comfortable are you with these elements of courageous
1011 behaviour? How often do you exercise them in your own life and
1 in what areas? Where does your courage tend to fail you? Make a
2 note of your answers in your learning log.
3
4
5 Making fear work for you
6
7 Fear sometimes gets a bad press we dont like how it feels and so
8 we try to get rid of it. But fear has a very important role to play in
9 our lives. It is part of a survival instinct that we have inherited from
2011 our ancestors. When our ancestors were confronted with a threat
1 to their survival in the form of say, a predator, essential changes in
2 the functioning of the brain and body enabled them to be stronger
3 and faster either to fight the predator or to run away. This reac-
4 tion is known as the fight or flight response.
5 This reaction is so deeply embedded within us that I can guar-
6 antee if you suddenly found yourself confronted with a lion, tiger,
7 or any other threat to your physical survival, you would react in
8 the same way as your ancestors. You wouldnt have to think about
9 it, it would happen automatically.
30 The problem, however, is that most of the challenges we face
1 today do not involve wild animals but what I term head level
2 worries. Here are some examples of common head level fears. See
311 how many feel relevant for you:
4
5 fear of failure;
6 fear of success;
711 fear of not belonging;
8 fear of not being your own person;
9 fear of making mistakes;
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111 fear of upsetting others or not living up to their expectations;

2 fear of the future;
3 fear of the past;
4 fear of staying stuck;
5 fear of moving forward.
6
7 Do any of these fears resonate with you? In your learning log, list
8 some of the main fears that have got in the way of you fulfilling
9 your ambitions and potential over the years.
1011 Now think about how these fears have impacted on your life. In
1 what ways have they kept you safe? In what ways have they led you
2 to sell yourself short? How have they influenced your actions for
3 good or ill? Write down your thoughts on this in your learning log.
4
5
6 Survival-based fear vs. paralysing fear
7
8 Of course, sometimes it really is better to be safe than sorry. Some
9 of your fears have probably been quite valuable to you. Courage is
2011 not about rash or impulsive behaviour. In fact, it is the opposite:
1 after all, anyone can do pretty much anything if they experience
2 no fear, but that is not exercising courage. Without fear, you are
3 not likely to live for very long.
4 The point is, there are those fears you need to attend to and
5 those you need to push through. If you are honest, you probably
6 know the difference. Look at your list of fears again. Which are the
7 ones that have undermined you, that have prevented you from
8 honouring your authenticity and that have got in the way of you
9 using your signature strengths? If you are not sure, ask yourself the
30 following question:
1 Would I want someone I really loved to have the same fear
2 as me?
311 If the answer is no, then ask yourself why not. Is it because
4 yours is a paralysing rather than a survival-based fear? Remember
5 Mark Twain, who is famously quoted as saying, My life has been
6 full of disasters, most of which have never happened. Is it possi-
711 ble that most of the fears that hold you back are like this prob-
8 lems that exist inside your mind rather than problems that have
911 actually happened or are ever likely to happen?
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111 Take heart! Building courage into your life

2
3 Courage involves mastering your fears acknowledging their pres-
4 ence but refusing to see them as reliable indicators of danger. In
5 order to do this, you need to increase your sense of mastery.
6 Whenever you find that your fear is preventing you from living
7 your Mission, use the following steps to help you:
8
9
1011 Step 1. Name it
1
The great French Renaissance thinker and philosopher Michel de
2
Montaigne said we have nothing to fear but fear itself. How true
3
this is for most of us most of the time! Learning to accept your fear
4
takes away its sting and, paradoxically, makes it easier to manage.
5
Close your eyes and think about a situation where you are
6
currently holding yourself back due to fear. Imagine the situation
7 in as much detail as you can. Now allow yourself to get in touch
8 with the fear that goes with it. Can you:
9
2011 identify where it is in your body?
1 name the sensations and feelings you experience (without
2 telling yourself catastrophic stories about what they mean)?
3 call it by its proper name: fear? (Dont confuse it with danger
4 unless you know you are facing a threat.)
5 remind yourself that there is nothing to fear beyond fear itself?
6
7
8
Step 2. Check it out
9
30 As a psychologist, I am all for taking our views seriously until
1 they start to contradict the facts! Given that so much of what holds
2 us back is based on nothing more than fear itself, make sure you
311 subject yours to some serious interrogation before you decide to
4 base your life decisions upon it. Use the following questions to
5 guide you.
6
711 What are you really afraid of?
8 How likely is this to happen?
9 If it did happen would it really be as bad as you think?
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111 What is holding you back?

2 What old stories is your fear based on? (Remember the
3 limiting story you uncovered in Principle No. 1?)
4 What new story would help you feel more courageous?
5 (Remember the new version of My Story you developed
6 in Principle No. 1?)
7 Is your fear totally accurate? Are there any distortions in your
8 thinking that are disempowering you, such as extreme or
9 exaggerated perceptions that another person wouldnt regard
1011 as accurate? (We will look again at this in Principle No. 10.)
1 What would be a more accurate and helpful way of viewing
2 things that could allow you to rise above the fear?
3 Is there anyone else who has achieved what you want to
4 achieve? If so, how did they succeed?
5 What small step could you take right now that would
6 empower you to do what you need to do, in spite of the fear?
7
8
9 Step 3. Tackle your fears head on
2011
1 Now it is time to put these principles into practice what a client
2 of mine once referred to as the feel and deal stage. Make a list of
3 those things you avoid doing because they scare you. Put them in
4 order, starting with the least anxiety provoking at the bottom of
5 the page and working up to the most anxiety-provoking at the top,
6 like progressively steep rungs on a ladder.
7 Work out a schedule for reclaiming these activities. Take each
8 rung at a time, and bite the bullet. Keep practising it until it
9 becomes easier, and before you know it you will find that what you
30 once feared has become second nature.
1 Once you have reclaimed these activities, list the things you
2 most fear will happen if you start to pursue your Mission. What
311 resources do you need to fulfil your most cherished ambitions?
4 What stories about you will you need to ignore to move forward?
5 Revisit the stories you uncovered in Principle No. 1 on Authen-
6 ticity. What actions will you now need to take? What behaviours
711 will you now need to let go of? Be as specific as you can. Think of
8 one thing you can do every day that pushes you gently beyond
911 your comfort zone and towards the bigger vision you have for your
40
1 62
111 life. If you introduce one new activity every week and stick with
2 it, you will soon find that those things that used to cause you
3 anxiety have become second nature.
4
5
6 Seek out success rather than trying to avoid failure
7
8 A successful business women I once met told me, Its not that Ive
9 failed. Its just that some things havent worked out. This was a
1011 woman who had maintained considerable drive and motivation to
1 succeed, despite having more than her fair share of failures along
2 the way. Her words sum up the essence of courage in action and
3 the mentality with which you need to approach life: the need to
4 be a success hunter rather than a failure fleer.
5 The difference between seeking success and avoiding failure
6 might sound like little more than playing with semantics. How-
7 ever, there is a world of difference between the two in terms of the
8 attitudes, actions, and motivations with which life is approached.
9 Success hunters and failure fleers experience the world in totally
2011 different ways. From the outside, they might look pretty similar
1 they might achieve equally good results, have similar lifestyles, and
2 have achieved similar goals. But their experience of life will be radi-
3 cally different.
4 Failure fleers are driven by self-doubt. The prospect of failing
5 seems so catastrophic and overwhelming that their raison detre
6 seems to be organized almost entirely around doing things that will
7 prevent their worst fears from materialising. These are the people
8 who invest enormous amounts of time and energy in their goals
9 but are able to take little pride in their accomplishments only a
30 sense of relief that, on this occasion, they have managed to avoid
1 failure. When you are a failure fleer it is only a matter of time
2 before you burn out.
311 In contrast, success hunters are able to see apparent failures as an
4 opportunity to accrue experience that they can use to their advan-
5 tage. Failure is not some terrible monster lurking in the shadows
6 and so there is freedom to pursue what really matters and freedom
711 to experiment with the best ways of achieving it. If you want to
8 succeed in life and coach yourself effectively in the art of inspired
9 living, you need to adopt the perspective of a success hunter.
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111 Success is never about avoiding failures. In fact, I would argue

2 that if you take any supremely successful person, regardless of their
3 field, you will discover someone who has not only had more
4 successes than others but also more apparent failures than
5 others. Some things wont work out. This is just the way of life. But
6 whether you see them as a sign of your failure, or simply an expe-
7 rience that moves you closer to getting what you really do want, is
8 a choice you need to make. And this is where courage comes in.
9 The inventor Thomas Edison is probably one of the best exam-
1011 ples of this mentality. When asked why he had continued in his
1 efforts to invent a light bulb when he had accumulated over 2,000
2 failed attempts, Edison replied, I didnt fail, I found 2,000 ways
3 how not to make a light bulb; I only need to find one way to make
4 it work. My point exactly. Each apparent failure brings you closer
5 to what you are aiming for, if you know how to use it to your
6 advantage and are prepared to exercise the courage that will bring
7 you clear vision.
8
9
Exercise 9. Making apparent failures work for you
2011
1 Think of something in your life that didnt go as planned, some-
2 thing that you classify as a failure. See if you could apply the
3 Thomas Edison strategy and discover how this could be inter-
4 preted as a stepping stone to success. Use the following questions
5 to guide you.
6
7 What didnt work out as planned?
8 Can I identify the different reasons that led to things not
9 working out in the way I had hoped?
30 Without resorting to self-blame, what was my part in this?
1 What did I overlook, under-estimate or fail to account for?
2 What can I learn from this?
311 How can I use this experience as the basis for success next time?
4
5
Helpful hint. Dont worry if your answers dont feel entirely
6
credible to you to begin with. Learning to recognize the oppor-
711 tunities in our apparent failures involves altering our mindset
8 which takes time and practice.
911
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111 Write down your thoughts and ideas on these questions in your
2 learning log.
3 Now think of an occasion when you succeeded. Give yourself a
4 moment to really connect with that success and the thoughts and
5 feelings that went with it. See if you can dissect this experience in
6 the same way.
7
8 What are the different elements that contributed to things
9 working out so well?
1011 What was my part in creating this success?
1 What uncomfortable feelings did I choose to override to
2 pursue my ambition or goal?
3 What self-doubting, undermining, or self-critical thoughts
4 did I need to ignore in order to achieve this result?
5 What can I learn from my success on this occasion?
6 How can I use this experience as the basis for success next
7 time?
8
9 Again, write down your thoughts and ideas in your learning log.
2011
1
2 Take home message
3
4 Bravery is not something that we are born with. It is something we
5 can develop, a way of being in the world that we can cultivate
6 through observing other people and putting ourselves in situations
7 that stretch us beyond our comfort zones. Like all four principles
8 that make up the Mission section of MAP, the decision to act coura-
9 geously is not one that you make once and for all, but rather one to
30 which you need to commit over and over again.
1 You cannot eliminate fear in fact, it would not be in your best
2 interests to do so. But you can choose your response to it. You can
311 take it as a sign that you are moving in the wrong direction, and
4 stay in your comfort zone. Or you can choose to live your life to
5 the full, in spite of it.
6 This is important, because exercising courage is not about fairy-
711 tale endings. Its about putting yourself on the line, even though
8 you do not know how things are going to work out. Choosing to
9 exercise courage the courage to express your authenticity, to live
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111 by your personal definition of meaning and to implement your

2 signature strengths may well evoke the disapproval of others.
3 After all, take a good look at what happened to pioneers such as
4 Emmeline Pankhurst, Martin Luther King and Nelson Mandela.
5 For most of us, however, our Mission is not organized around
6 challenging the status quo in politically volatile circumstances. For
7 many of us, the most painful place to be is that place where we
8 take no steps at all. There is an old saying that captures the essence
9 of this beautifully:
1011
1 The best decision is the right one.
2 The next best decision is the wrong one.
3 The worst decision is no decision at all.
4
5 Taking risks means that you have to accept things may not work
6 out that, after all, is the nature of risk. But in the end this is
7 better than creating a life that is so safe you feel stifled. At the end
8 of your life, you are more likely to be haunted by those things you
9 didnt do, rather than those things that didnt quite work out as you
2011 had hoped.
1 So, let me ask you again: how terrified are you prepared to be, in
2 order to achieve your dreams? It all boils down to this. The more
3 willing you are, the more likely you are to live your Mission to the
4 full.
5
6 The Courage to Live
7 One thing I will take away from this chapter is: (write the
9 One thing I will do differently as a result of this chapter is:
1
2
311
4 Bibliography
5 *Hayes, S. C., with Smith, S. (2005). Get Out of Your Mind and Into
6 Your Life. Oakland, CA: New Harbinger.
711 Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and
8 Commitment Therapy: An Experiential Approach to Behavior Change.
911 New York: Guilford.
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111 *Levine, S. (1997). A Year to Live. How to Live this Year as if it were Your
2 Last. New York: Bell Tower.
3
4
5 Resources
6
7 Acceptance and Commitment Therapy. Online. Available at www.
8 contextualpsychology.org.
9
1011
1
2
3
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111 CHAPTER EIGHT

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5 Discovering Your Mission: Pulling
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It All Together
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3 In Principles 14, we explored everything you need to discover
4 your Mission. You learnt how to tap into the wisdom of your
5 authentic self, how to establish a personal sense of meaning, ways
6 of identifying your signature strengths, and how to harness your
7 courage in the service of what matters to you most.
8 Each of these Principles contributes to a unique constellation of
9 qualities that makes up the essence of you. Before you can decide
2011 what you want, you need to know what you are bringing to your
1 journey. Living from the authentic self enables you to honour your
2 truth. Without crafting a unique form of personal meaning, you
3 run the danger of becoming stuck in a narrow vision of what you
4 want rather than investing in something larger that offers service
5 to others and to the world. Similarly, to work out where you are
6 headed with any clarity, you need to know how to implement the
7 character strengths that you have to offer. Finally, without courage,
8 your Mission will eventually falter. It is mustering courage that
9 enables you to accept what you find out about yourself and trans-
30 late it into meaningful and effective choices.
1 The great artist Michelangelo is credited with the idea that inside
2 every slab of marble and block of stone lies a beautiful statue. The
311 job of the artist is not, therefore, to create a statue, but rather to
4 remove the outer layers of stone or marble so that the beautiful statue
5 can emerge. So it is with your Mission. As we have seen, uncover-
6 ing your Mission is not about creating something from scratch, but
711 about uncovering what is already present and waiting to be revealed.
8 If you have done all the exercises relating to the first four prin-
9 ciples and really thought about their implications for your life, you
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111 will now have a lot of rich material at your fingertips. Before
2 moving on to the next section, spend time sifting through it. What
3 recurring themes or patterns did you find? What emerges as your
4 story? What is the constellation of strengths that you have to offer
5 the world?
6 One of the most helpful ways to pull together all your new
7 knowledge and insights is to transform them into a Mission
8 Statement. Below are some examples of Mission Statements
9 produced by people I know and have worked with.
1011
1 To inspire and empower others to fulfil their potential.
2 To offer healing to people who are suffering.
3 To give my children the best start in life.
4 To serve God in all that I do and in everything I am.
5 To do what I can to help eliminate poverty.
6 To offer my services, in whatever way I can, to conserve our
7 planet.
8 To share my knowledge and skills for the good of everyone.
9 To be there for my family.
2011
1 Notice how all of these Mission statements could spiral off in any
2 number of directions. Pursuing any of the above will open up
3 opportunities personally and professionally as well as involving
4 choices that relate to work, lifestyle, relationships, and so on. Your
5 Mission, remember, is about determining the broad landscape of
6 how you want your life to be rather than getting into the specifics
7 of what you want to do, where and when (well come to the
8 specifics later on).
9
30
1 Your Mission should you choose to accept it
2
311 If you were going to sum up your Mission, how would you put it
4 into words? How would you summarise it, based on all the work
5 you have done in Principles 14? Write your own Mission
6 Statement your learning log, under the heading of I believe my
711 Mission is . . ..
8 Once you have your Mission Statement, put it to one side for a
911 few days and then re-read it. How do you feel when you look at it
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DISCOVERING YOUR MISSION: PULLING IT ALL TOGETHER
111 again? If it is a true representation of your Mission, then you can

2 expect the following types of reactions:
3
4 a sense that it resonates with your values at a fundamental
5 level;
6 excitement and optimism;
7 curiosity;
8 energy and enthusiasm;
9 a sense of empowerment;
1011 a desire to bring this vision of your life into being.
1
2 If you find yourself experiencing any negative reactions to your
3 Mission statement, pay attention to these. Notice any thoughts
4 you are having. Are they cynical (Ive read all this before, stuff like
5 this never really works), or overly demanding (Now you know
6 what you stand for, youd better do it properly), or overwhelming
7 (How can I ever put this into practice? Im bound to fail.). Also
8 notice any feelings that your Mission Statement evokes. If you find
9 yourself feeling anxious, fearful, overwhelmed, or daunted, rework
2011 your Mission until it feels just right for you (remember, there is no
1 such thing as a right or wrong Mission and our sense of purpose
2 can and often does evolve over time).
3
4
Helpful hint. You might also find it helpful to compare your
5
Mission statement to the area you selected from the Inspiration
6 Inventory in Chapter one. Is it the same? If not, in what ways
7 has it changed? Does your Mission statement shed any light on
8 why certain things are going well or less well in your life?
9 Check your answers and make any necessary adjustments to
30 your coaching destination.
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311 When you are satisfied that you have the right wording, write
4 your Mission Statement somewhere that you can see it every day.
5 Write it in your journal. You may also find it helpful to keep a
6 post-it note on your fridge, an index card in your wallet, or set up
711 a screen saver. Whatever method you use, you need to find a way
8 to keep your Mission at the forefront of your mind in every major
9 choice you make from now on.
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111 Martin Seligman, author of Authentic Happiness, explains that

2 the more we live from a place of personal integrity, the more
3 inspired we feel and this in turn helps us make choices that reflect
4 what we really want. So a further task is to start putting your
5 Mission into practice every day, to the best of your abilities, both
6 in terms of the choices that you make and the ways in which you
7 behave. Write in your learning log Ways that I could start to
8 implement my Mission are . . . Think small to start with, but try
9 to list at least four things.
1011 You have now completed the first stage in mastering the art of
1 inspired living and will know, or are starting to get to know, what
2 the big picture looks like for you. In the next section we will look
3 at the second part of MAP your Attitude and how to make it
4 work for you.
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111 CHAPTER NINE

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3 Men are disturbed not by events but the views
4 which they take of them
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2011 Get an attitude: acquiring perspectives
1 that inspire and empower you
2 How you view the world is central to how you experience it. The
3 extent to which you implement your Mission is not just down to
4 what happens, but also what you make of it.
5 When something bad happens, you have a choice: you can let
6 it destroy you, or you can see it as something you can turn to your
7 advantage. Lets be very clear what we mean here. I am not suggest-
8 ing that you subscribe to the nave view that problems are all in
9 the mind and that everything in life is wonderful if only we change
30 our view of things. But what I am suggesting is that if you consider
1 the outlooks and perspectives you bring to your life, and commit
2 yourself to incorporating more of those that empower you, you
311 will have begun a process of self-mastery that will prove highly
4 rewarding.
5 Personal development trainer and author Jack Canfield is well
6 aware of the power of mindset. In his best-selling book, The Success
711 Principles, he encourages us to greet each new experience with the
8 question, What is the potential opportunity that this is? Imagine
9 that you saw everything as a genuine opportunity. How would
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111 your life be different? If you knew, if you really believed, that every
2 challenge was something that you could use to your advantage or
3 the advantage of others, how would you respond to lifes obstacles
4 and setbacks?
5
6
7 An athlete with attitude
8
9 One of the most inspiring illustrations of choosing an Attitude
1011 that enables us to achieve remarkable things is Jane Tomlinson.
1 Diagnosed as having incurable cancer in 2000 and given only six
2 months to live, Jane chose, through example, to show how people
3 with a terminal prognosis can still lead an active and fulfilling life.
4 Janes numerous courses of chemotherapy resulted in chronic
heart disease. However, this did not prevent her from completing
5
the London Marathon in 2003. In addition to being the first person
6
in the world to have run a marathon on chemotherapy, she was the
7
only person with incurable cancer to have completed a full Iron-
8
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9
inside 17 hours), two half Ironmans, and three London Marathons
2011
as well as the New York Marathon and three London Triathlons.
1
Janes amazing drive and commitment enabled her to raise 1.75
2
million for charity. She died in 2007, but by then her inspirational
3
work had been honoured through numerous accolades and awards.
4
Jane is a shining example of the potential of human beings to
5
achieve truly great things even in life-threatening circumstances.
6
But perhaps what makes her story particularly inspiring is that she
7 draws attention to how we all, potentially, have the ability to
8 respond to adversity in the same way. She chose not to interpret
9 her prognosis as a statement about who she was and what she
30 could and could not do. This capacity to choose how we respond
1 to events is what I mean by Attitude. So lets look at your Attitude
2 in more detail.
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What are your fundamental beliefs,
6 perspectives, and outlooks?
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8 Whereas your Mission is concerned with the why of your life, your
911 Attitude refers to what you bring to it the perspectives, outlooks,
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111 and beliefs that lead you to act in certain ways and not in others.
2 This, by the way, includes the beliefs you have about success, fail-
3 ure, and your ability to fulfil your potential.
4 Knowing the perspectives, outlooks, and beliefs you bring to
5 your life allows you to clarify some of the resources that will inform
6 your coaching journey as well as some of your stumbling blocks.
7 The main Attitudes you bring, including even the idea that coach-
8 ing can be of benefit to you, have been shaped by the knowledge,
9 skills, and life experience you have accumulated over the years.
1011 They will also reflect the values, ideals, and standards of the family,
1 community, work environment, and society in which you are
2 embedded.
3 The psychologist Jerome Bruner suggested that each of us has
4 what he termed a library of scripts. These scripts, inherited from
5 our family, community, and society more generally, shape even
6 determine how we think and act. There are many scripts
7 currently operating in our Western library. Some of the more
8 dominant and pressuring ones include the following. See how
9 many apply to you, and how they have influenced your choices
2011 and actions (for good or ill).
1
The Dont get ideas above your station script.
2
The Dont aim too high because youre sure to be disap-
3
pointed script.
4
The You must make sure you fit in script.
5
The Youre a failure if youre not successful script.
6 The Its important to keep moving up the career ladder
7 script.
8 The A persons worth is determined by their material wealth
9 script.
30 The Its important to be attractive to be loved script.
1 The Its important to be thin script (why else would we have
2 invented the size zero dress size?).
311 The You should beat the ageing process script.
4 The You should try to have it all script.
5
6 If youre honest with yourself, you have probably felt the pressure
711 of some these scripts at some point in your life. However much
8 you might like to think you are immune to them, the truth is they
9 influence us all in some form or other.
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111 Of course, there is nothing wrong with aiming for career success,
2 wealth, or making the most of your physical attributes, and if they
3 are priorities for you, then thats fine. Similarly, there is nothing
4 wrong with having realistic standards that accommodate the fact
5 you are only human. The problem is, however, that these attitudes
6 about what is important are often based on what we think we should
7 want rather than what that genuinely inspires us. Worse still, these
8 scripts are often given priority over nourishing our potential,
9 nurturing our love of life, appreciating the gift of our individuality,
1011 and honouring our personal and collective humanity.
1 So, if you are to honour your Mission and decide on a destina-
2 tion that is truly of your own choosing, you need to know exactly
3 what your library of scripts contains. Only then can you start to
4 disentangle yourself from the web of values in which youre
5 immersed, to identify those that still matter to you and those you
6 have outgrown.
7 Think about the Attitudes you have inherited the ones that
8 have helped shape you into the person you are today. See which
9 ones have nurtured your talents and which ones have got in the
2011 way, using the following questions to guide you.
1
2 What Attitudes (perspectives, beliefs, values or ideals) do you
3 hold about:
4 yourself (including what you like and dont like about the
5 person that you are)?
6 other people and relationships?
7 life and how the world works?
8
9 Once your answers to these questions start to emerge, consider
30 the following.
1
2 Where did your attitudes come from?
311 Who and what have been important in shaping these atti-
4 tudes?
5 Which attitudes are valuable to you at this point in your life?
6 (Remember, perspectives can change: what may have been
711 useful to you earlier in your life may not work for you now.)
8 Which ones have you now outgrown?
911 Which attitudes have caused you to play at being small?
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111 If you could start life over, would you choose the same atti-
2 tudes or devise new ones? If you were to devise new ones,
3 what might they be?
4
5 Again, write down your responses in your learning log so you can
6 revisit and revise them as you work through the next four chapters.
7 In MAP, Attitude is not just about what you bring to the jour-
8 ney. It is also about cultivating the outlooks, perspectives, and
9 beliefs that will help you achieve your goals. In the next chapters,
1011 I am going to share some Attitudes that are worth cultivating, that
1 will help you get more out of life and enable you to coach your-
2 self to success. These Attitudes in MAP are:
3
4 Principle No. 5: Optimism
5 Viewing experiences and events in an empowering way; maintain-
6 ing a hopeful outlook on life; looking for the hidden gifts in chal-
7 lenging situations.
8 Principle No. 6: Curiosity
9 The capacity to be open to experience and have a genuine interest
2011 in new situations and experiences; valuing exploration, learning
1 and discovery.
2
3 Principle No. 7: Gratitude
4 A genuine appreciation for life and the many gifts bestowed upon
5 you; the capacity to be thankful for all that is yours to give and
6 receive.
7 Principle No. 8: Compassion
8 The capacity to respect and empathize with ourselves and others;
9 the willingness to let go of past resentments; an active acceptance
30 of what is.
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111 CHAPTER TEN

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5 Principle No. 5: The Power
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of Optimism
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3 The mind is its own place, and in itself can make
4 a heaven of Hell, a hell of Heaven
5
(John Milton)
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8 Welcome to Principle No. 5: the power of optimism. In this chapter
9 you will discover:
2011
1 whether your current attitude is holding you back from achieving
2 what you want;
3 how becoming more optimistic can improve your health, happi-
4 ness, and levels of success;
5 how to achieve a more empowering, optimistic perspective.
6
7 When Anne Frank said, I dont think of all the misery but of the
8 beauty that still remains, she was describing the one power we can
9 always exercise, regardless of the situation in which we find our-
30 selves: the power to choose how we see things. Amid the horrors
1 of incarceration in a concentration camp, Anne Frank exercised her
2 power of choice to see not just the despair, but the beauty that lay
311 beyond.
4 At a time when the power of positive thinking seems to be all
5 the rage, it is easy to become cynical about optimism. After all, bad
6 things do happen to good people and we cannot always determine
711 what happens to us. But we can choose how we respond. Whether
8 we sink into the depths of despair or embrace what experience has
9 to offer is, to some extent, a reflection of how we exercise our
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111 power of choice. In this sense, the art of inspired living has less to
2 do with the circumstances in which we find ourselves than it does
3 the perspectives we bring to those circumstances.
4 How do you respond to setbacks in life? After the initial disap-
5 pointment has subsided do you look at them objectively and see
6 what you can do differently next time? Or ruminate on them
7 endlessly, blaming yourself or others for failing? And what about
8 the future, including your beliefs about your ability to achieve your
9 goals? Are you cynical about your prospects for change? Do you
1011 worry endlessly about what the future may have in store or trust
1 yourself to handle whatever comes along? Write your thoughts
2 about these questions in your learning log.
3
4
5 Karens story
6
7 When Karen came to see me, she was depressed. Her partner of six
8 years, with whom she had hoped to start a family, had recently left
9 her. Her self-esteem was in tatters, she was struggling to cope, and
2011 had been signed off work with depression. I feel like such a fail-
1 ure, she told me. Its all my fault Robert left, I always ruin my
2 relationships. Im obviously destined to be alone. I just dont see
3 the point any more.
4 Karen was describing a sense of hopelessness true of many
5 people who are experiencing depression. The loss of her partner,
6 and the loss of her dream of starting a family with him, had trig-
7 gered a belief that life was pointless and that she would always feel
8 as unhappy as she did right then. She felt negative about herself,
9 the world, and her future.
30 When I talked to Karen a bit longer, I discovered that she had
1 always tended to look on the bleak side of things. I have always
2 been a cup half empty person, she admitted. But its better to
311 be realistic than to have your hopes ruined. Besides, my life is a
4 mess, so whats the point of positive thinking? Id just be kidding
5 myself.
6 Karen was missing the point. She was confusing optimism with
711 positive thinking and was mistaking her current feelings of
8 despair for an accurate appraisal of her circumstances. She is not
911 alone in this. Many people believe that being pessimistic is a more
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111 realistic way to view the world. Perennial pessimists will even tell
2 you that there are benefits to anticipating the worst. It is not
3 unusual, for example, for people to choose a negative outlook in
4 an attempt to prevent disappointment: If I expect the worst, I
5 wont be disappointed is the rule that guides their outlook. But
6 there is a terrible price to be paid for this type of attitude.
7
8
9 The price you pay for your pessimism
1011
1 If you see yourself as one of lifes pessimists, prepare yourself for a
2 shock. Studies in psychology have shown that a pessimistic mind-
3 set has a powerful negative influence on our health and happiness.
4 Not only has pessimism been linked to depression and, in extreme
5 cases, suicidal behaviour, but when we live our lives under its
6 shadow, we are likely to under-perform at work and fail to achieve
7 our goals. Pessimism even seems to affect the immune system,
8 making us susceptible to illness and disease.
9 Pessimism also saps our energy and love of life. Think of some-
2011 one whom you would see as pessimistic. How do they respond to
1 challenges and setbacks? Their attitude may be one of doom and
2 gloom or they may exude an air of cynicism that veils a quiet
3 desperation. Think about how you feel after you have spent time
4 with them. Positive or negative? Energized or drained? Do you
5 enjoy being around them? Probably not.
6 Optimism, in contrast, has a major role to play in increasing the
7 amount of satisfaction we get from life. Studies show that opti-
8 mism is essential to success in many careers, including sales and
9 competitive sports where rejection and apparent failures are
30 commonplace.
1 Think of someone you know who is naturally optimistic. How
2 does this person respond to challenges and setbacks? What kind of
311 energy do they radiate into the world? How do you feel after you
4 have spent time with them? Do you enjoy spending time with
5 them? Probably.
6 But why should optimism and pessimism have such a powerful
711 impact? Both these attitudes give out and attract back a certain
8 type of energy that becomes self-fulfilling. The more optimistic
9 you are, the more positive energy you radiate into the world, which
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111 in turn attracts positive reactions from others the very kinds of
2 reactions you need to open up new opportunities. Conversely, a
3 pessimistic outlook sends out negative energy, which leads others
4 to react in an equally negative way. To some extent, it seems, we
5 get what we expect.
6 As life coach Fiona Harrold observes, our outlook informs, if
7 not determines, our landscape of expectations and possibilities.
8 And yet, rather than expand our range of choices, many of us
9 prefer to adopt inflexible and restricting beliefs that we fight to
1011 hold on to. So, whatever Attitude you choose from now on, you
1 need to be clear about its impact and whether it is helping you
2 move in the direction of the life you want.
3
4
5 Optimism and pessimism: different mindsets
6 for different ends
7 Being optimistic is not about seeing the positive in everything. Nor
8 is it about adopting a blind faith in the goodness of humankind.
9 Total optimism in all situations is nave, even dangerous. For
2011 example, if you start to experience chest pains whenever you take
1 physical exercise and you have a history of heart problems in your
2 family, to tell yourself that it is just indigestion could be overlook-
3 ing an important message that your body is giving you. A healthy
4 level of pessimism leads you to take action when action is required
5 in this case, seeing a doctor. Making a will, taking out life assur-
6 ance, and buckling your seat belt are similar examples of healthy
7 pessimism: you hope you will not need them, but by anticipating
8 the worst, can protect yourself from possible hazards.
9 The problem occurs when pessimism starts to permeate your
30 life in a way that limits your choices. If you see most things
1 through the mental filter of pessimism, life becomes a disaster
2 waiting to happen. You spiral into a vortex of negativity that soon
311 feels impossible to break out of, fuelling feelings of helplessness,
4 hopelessness, and despair, much like Karen.
5 Many of these mental filters simply come down to habit. If you
6 get into the habit of interpreting everything through a pessimistic
711 lens, your outlook on life will be equally negative. Similarly, if you
8 adopt the habit of interpreting events through an optimistic lens,
911 your outlook will be more constructive.
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111 Optimism, then, is the mental habit of perceiving and interpret-

2 ing events in a particular way. You can learn to develop this habit in
3 much the same way you might develop any other good habit such
4 as eating healthily or taking regular exercise. If you are not used to
5 it, it may feel strange to begin with, but the more you do it, the
6 easier it will get and the results will be well worth your while.
7 Here are some of the benefits you can expect from developing a
8 more optimistic perspective:
9
1011 feeling more inspired by your life;
1 making the most of your gifts and talents;
2 being more appreciative of your relationships;
3 honouring your priorities and values;
4 turning challenges and setbacks to your advantage;
5 solving problems more easily;
6 being able to take advantage of new opportunities.
7
8
9 The true nature of optimism
2011
1 Having described some of the benefits you can expect from adopt-
2 ing a more optimistic Attitude, lets look at the nature of optimism
3 in more detail. If it is primarily a mental habit, what is the nature
4 of that habit and how can you acquire it?
5 Ground-breaking research by the American psychologist Martin
6 Seligman and his colleagues has revealed fundamental differences
7 between optimists and pessimists, not just in terms of what they
8 think, but more importantly how they think.
9 What Seligman and his colleagues have discovered is that opti-
30 mists and pessimists explain events in fundamentally different
1 ways. Pessimists explain setbacks in ways that are personal (Its my
2 fault), pervasive (My whole life is ruined), and permanent (Itll
311 always be like this). But optimists see negative events as imper-
4 sonal (Its one of those things), impermanent (It will pass), and
5 situation-specific (This is a tough situation but other areas of my
6 life are working really well and I still have a lot going for me). For
711 optimists, difficulties are problems to be solved, not an indication
8 of their flaws as a human being. Pessimists, in contrast, own their
9 difficulties and see them as all-encompassing.
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111 As you might expect, this pattern is reversed for successes: it is

2 the optimists who interpret positive events in a personal, perma-
3 nent and pervasive way and the pessimists who put them down to
4 fluke events. In short, the difference between the Optimistic and
5 Pessimistic mindset can be seen in Table 1.
6
7 Table 1. The mindset of the optimist and the pessimist.
8 Type of situation Optimistic style Pessimistic style
9
You see bad events as: Temporary Permanent
1011
1 You see good events as: Permanent Temporary
2 You see bad events as: Specific to that Pervasive (relating
3 situation to all of your life)
4 You see good events as: Pervasive Specific to that
5 situation
6 You see bad events as: Not personal (you Personal (you
7 attribute them to attribute them to
8 an external cause) an internal cause)
9 You see good events as: Personal (down to you) Not personal
2011 (down to luck or
1 chance)
2
3 Which categories do you tend to fall into? Think about a time
4 in your life when something went well for you. How did you
5 explain it? To what did you attribute your success? Write any
6 insights in your learning log.
7 Now remember a time when something didnt go well an
8 event that left you feeling disappointed, disillusioned, or fed up.
9 How did you explain this? To what did you attribute the difficulty?
30 What did you believe it was telling you about yourself or your life?
1 Again, write your thoughts in your learning log.
2 On balance, are you a natural optimist or, someone who leans
311 towards the pessimistic end of the spectrum?
4
5
6 Transform your pessimism into inspirational optimism
711
8 One of the best ways to start developing an optimistic outlook is,
911 paradoxically, to get to know your pessimistic mindset. Although it
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111 may have exerted a powerful negative influence at certain times,

2 you have been doing it for a reason. Try viewing your pessimistic
3 perspective as a misguided friend: someone who has your best inter-
4 ests at heart but whose dire warnings are often wide of the mark.
5 The following exercise is designed to help you discover what
6 motivates your pessimistic Attitude and how you can transform it
7 into an outlook that is truly empowering.
8
9 Exercise 10. Interviewing the inner pessimist
1011 Close your eyes and allow your mind to quieten.
1 When you are ready, Id like you to imagine you have arranged
2 an interview with a leading pessimist who has been your personal
3 adviser and coach up until now. Your job is to interview them to
4 find out all you can about the art of pessimism and how their
5 coaching style has influenced your life. Notice what your pessimist
6 looks like and the impression they create, then ask them the follow-
7 ing questions, writing down their responses in your learning log.
8
9 1. What is your motto in life?
2011 2. What experiences and relationships have shaped your philos-
1 ophy of life?
2 3. From what are you trying to protect me?
3 4. In what ways do you hold me back, cause me to lose out or
4 create problems in my life?
5 5. How would you advise me to view my successes? Why?
6 6. How would you advise me to view challenges, setbacks and
7 disappointments? Why?
8 7. What do you fear will happen if I become more optimistic?
9 \. What message do you most want to give me?
30
1 What do your answers tell you about what motivates your
2 pessimistic mindset? In what ways does your inner pessimist
311 empower and disempower you? Do you feel energized and
4 inspired? If yes, then great! If not, thank your pessimist for every-
5 thing he or she tries to do for you, but gently point out that his or
6 her coaching style is costing you too much.
711 Now that you understand the motives and costs of maintaining
8 your pessimistic mindset, its time to meet the inner optimist the
9 one who will be running your life from now on.
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1 85
111 Exercise 11. Interviewing the inner optimist

2
3 Close your eyes and allow your mind to quieten.
4 Id like you to imagine you have arranged an interview with a
5 leading optimist who will be your personal adviser and coach from
now on. Your job is to interview them to find out all you can about
6
the art of optimism, what positive qualities they will bring to your
7
life and how their coaching style will enable you to live your
8
Mission more fully. Notice what your optimist looks like and the
9
impression they create, then ask the following questions, writing
1011
down their responses in your learning log.
1
2 1. What is your motto in life?
3 2. What experiences and relationships have shaped your philos-
4 ophy of life?
5 3. What can you offer me? What can you help me accomplish?
6 4. In what ways might you create problems in my life?
7 5. How would you advise me to view my successes? Why?
8 6. How would you advise me to view challenges, setbacks and
9 disappointments? Why?
2011 7. What message do you most want to give me?
1 8. What action would you recommend that I take in my life
2 right now?
3
4 Spend some time looking through your answers. If your opti-
5 mist were to take charge of your life, in what ways might your life
6 improve? What possibilities might emerge? Would there be any
7 costs? Consider how each mindset interprets your successes and
8 setbacks. Can you see the patterns of personalization, permanence,
9 and pervasiveness that Martin Seligman believes lie at the heart of
30 the optimism-pessimism distinction?
1
2
311 Coaching tips for expanding your optimistic potential
4 One way of helping develop an attitude of optimism is to start
5 with the realities of your day-to-day experience. If you are not
6 facing any major challenges right now, focus on developing a more
711 optimistic perspective for day-to-day tasks. Choose a day in
8 advance and, instead of focusing on all the things you have to do,
911 identify all the positive things. For example, you might focus on:
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1 86
111 how you will feel good for completing household chores, or
2 clearing paper work;
3 how the day will enable you to earn a days wages;
4 how your work, including daily chores, will benefit others;
5 cherishing the chance to read a good book or listen to the radio.
6 If you are currently facing challenges, work on depersonalizing
7 them. Avoid taking responsibility for what is not wholly or even
8 partially your fault. Remind yourself that problems pass, that all
9 setbacks contain discovery opportunities and that however bad the
1011 problem seems, other areas of your life are working well. Refram-
1 ing problems as challenges enables you to grow. What can you
2 learn for next time? Similarly, own your successes and remind
3 yourself of all the good things that have sustained you in life. As
4 we saw in Principle No. 1, there are always other ways of telling
5 your story that present new choices.
6 As the optimistic mindset becomes more robust, you will find
7 that it gradually becomes incorporated within your authentic self.
8 To help you on your way, try using the ideas in the coaching tool
9 kit below.
2011
1 Your Coaching Tool Kit: Top Tips for Increasing Your Optimism
2 1. Watch your language! Next time something bad happens,
3 change always and never words to sometimes and lately.
4 When something good happens, insert always and never
5 words and notice the difference.
2. Make a list of all the ways you will benefit from develop-
6
ing a more optimistic outlook and remind yourself of the bene-
7 fits of developing this perspective in your life.
8 3. Every time you encounter an obstacle ask yourself: what
9 can I learn from this? How can I turn this to my advantage?
30 4. Make a list of all the optimists and pessimists in your life.
1 Whose pessimism do you benefit from (for example, your legal
or financial adviser) and whose pessimism drains you? How can
2 you limit your contact with the unhelpful pessimists in your life?
311 5. Find an optimistic role-model. If it is a celebrity, read their
4 biography. Analyse their thinking and experiment with their
5 Attitude. Imagine how they would explain their successes and
6 setbacks. If it is someone you know personally, talk to them
711 about how they see the world.
6. Start an Optimism File. Collect inspiring quotations and
8 stories to bolster your own optimism potential.
9
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111 Take home message

2
3 The difference between optimism and pessimism may be the
4 difference between living a life that inspires you and one that leaves
5 you feeling unfulfilled and unmotivated. Because of this, optimism
6 is one of the most important outlooks you can acquire and an
7 essential Attitude for your coaching journey. Even if you think you
8 are one of lifes more optimistic types, you can consciously choose
9 to implement and enhance this strength the results are likely to
1011 prove highly rewarding.
1 The good news, as we have seen, is that optimism is a habit
2 rather than a personality type, and, like all habits, it is something
3 you can learn. Whatever the circumstances, there are always oppor-
4 tunities for developing a more optimistic outlook that has the
5 potential to benefit your health and happiness. So take advantage
6 of everything that comes your way to strengthen your inner opti-
7 mistic coach. By learning good mental habits you can develop an
8 Attitude that will support you in achieving your dreams wherever
9 they may lead.
2011
1 Cultivating The Right Mindset: The Power of Optimism
2 One idea I shall take away from this chapter is . . . (write the
4 One thing I will do differently to create more of an optimistic
5 outlook in my life is . . . (write the answer in your learning log).
6
7
8
9 Bibliography
30
1 Carver, C. S., & Scheier, M. F. (2005). Optimism. In: C. R. Snyder &
S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 231243).
2
New York: Oxford University Press.
311 *Harrold, F. (2002). The 10-Minute Life Coach. Fast-Working Strategies
4 for a Brand New You. London: Hodder and Stoughton.
5 *Seligman, M. E. P. (1990). Learned Optimism: How to Change your
6 Mind and Your Life. New York: Free Press.
711
8
911
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111
2
3
4 CHAPTER ELEVEN
5
6
7
8 Principle No. 6 Cultivating
9
1011
Curiosity: Develop Your Passion
1 for Knowledge
2
3
4
5
6
7
I have no special talent. I am only passionately curious
8
9 (Albert Einstein)
2011
1
2 Welcome to Principle No. 6: the power of curiosity. In this chapter you
3 will:
4
discover why curiosity is essential to the art of inspired living;
5
learn about your own curiosity and preferred learning style;
6
discover how to develop curiosity so you can get more out of life.
7
8
If you could learn about anything at all, what would it be? What
9
fascinates you so much that you can lose track of time just by
30
doing it?
1
Personal development guru Tony Robbins suggests that as long
2
as you are genuinely curious, nothing is boring. But curiosity is
311
more than the antidote to boredom; it is also a source of inspira-
4
tion in its own right.
5
People who are curious have an added dimension to their lives.
6
They have an insatiable appetite for information and knowledge
711
and can appreciate new places, new people, and new experiences
8
as the adventure that they are.
9
40
1 89
111 Curious people have a different perspective on learning, too.

2 They tend not to take things at face value, or comply with the
3 received view of things. Rather, they possess an ability to see things
4 from different and novel angles and are open-minded enough to
5 change perspectives when an existing one is not producing the
6 right results. If they were holding the diamond that we talked
7 about in Principle No. 1, they would never be happy with seeing
8 just one colour, however beautiful, but would rotate it and hold it
9 at different angles to see how many colours might emerge. That is
1011 the essence of curiosity.
1
2
3 Ralphs story
4
5 One of the most inspiring people I have ever met is Ralph, a
6 former colleague and long-standing friend. Ralph, now retired, had
7 held a senior position within a large television company. His work
8 required not only a high level of technical skill but also an ability
9 to co-ordinate team-working in situations involving high pressure
2011 and immovable deadlines.
1 I met Ralph when I was working as a secretary for the company,
2 long before I began my training as a clinical psychologist. A kind
3 and sociable man, he did not consider his abilities to be particu-
4 larly outstanding. But even then, I recognized something remark-
5 able about him.
6 Ralph was passionately interested in many subjects and his
7 knowledge and skills were wide-ranging. Among pursuits that
8 spanned broadcasting, travel, transport, and DIY, he was an
9 accomplished photographer and possessed an impressive collection
30 of his own work. Indeed, the standard of his work was so high that
1 when the television company needed some scenic shots as back-
2 ground, Ralphs photographs were an obvious choice.
311 What was particularly extraordinary was that a large amount of
4 his knowledge was self-taught. As I got to know Ralph, I realized
5 that one of his defining features was an insatiable curiosity, coupled
6 with a genuine enthusiasm for learning. Despite a lack of formal
711 training in many of the areas in which he possessed high levels of
8 skill, he had cultivated an attitude that enabled him to learn and
911 grow. And his curiosity and enthusiasm were contagious. An
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PRINCIPLE NO. 6: CULTIVATING CURIOSITY
111 evening spent in his company would leave me feeling inspired to

2 learn about places and subjects that I would previously have
3 dismissed as being of no interest to me. Quite literally, his curios-
4 ity and love of learning sparked my own.
5
6
7 Reconnect with your love of learning
8
9 Most of us start out with an insatiable passion for knowledge. Just
1011 look at babies. Their innate curiosity leads them to touch, taste,
1 shake, push, pull, look, listen, and mimic most things with which
2 they come into contact. Within the first two years of life their
3 curiosity propels them to achieve the miracles of walking, talking,
4 and building relationships.
5 A friend of mine once told me about her little girl, Annabel,
6 who at the time was nine months old. Her mother left her for a
7 moment to make a cup of tea and, realizing that things had gone
8 rather quiet, went to check up on her. Annabel was transfixed by
9 the sight of a large, black spider scuttling across the floor. Unham-
2011 pered by any preconceptions of what spiders are (and how she
1 should react to them), Annabel was totally enraptured by the unex-
2 pected appearance of this remarkable creature. Imagine if we could
3 approach everything with this same sense of wonder and awe.
4 Imagine how much more interesting and stimulating life would be
5 if we greeted everything we encountered as if for the first time.
6 Making sense of the world is one of the first challenges with which
7 life presents us. Our brains come hardwired with an ability to
8 identify and classify objects, experiences, and events. We are cogni-
9 tively primed to identify patterns in time and space and learn about
30 cause and effect so that we can start to gain mastery over our world.
1 Just like Annabel, we learn when our existing classification system
2 needs refining (for example, to include a new spider category) so
311 we can discover more about what the world has in store for us.
4 As a young child you, too, would have been wide-eyed with
5 curiosity about everything you saw, absorbing each new experience
6 like a sponge. Life was an adventure, and as the explorer that you
711 were, you set out to discover this strange new terrain, learning
8 what the world had to offer. Through the little, yet monumental,
9 expeditions of your young self, you discovered the world of objects
40
1 91
111 and relationships, what you liked and disliked, what was right
2 and wrong, and how to succeed. Over time, this became a more
3 elaborate map of thoughts and feelings, actions and reactions, and
4 preferences and choices. Behind it all, driving all of these expedi-
5 tions, was your innate curiosity.
6 Unfortunately, by the time we are immersed within the educa-
7 tion system, many of us have had our innate curiosity knocked out
8 of us. We have learnt that there are right answers and wrong
9 answers, good test results and bad test results, and that our expe-
1011 ditions, adventures, and constant questions can annoy the adults
1 around us. We also learn that there are certain things we shouldnt
2 ask about (because they seem to make people uncomfortable) and
3 that we live in a world in which answers are often deemed more
4 important than questions.
5 But the dampening of our curiosity comes at a terrible cost and
6 in this chapter, I want to reawaken that innate ability within you
7 your passion to know, your thirst for knowledge, and your love
8 of learning.
9
2011
1 Why love learning? The curious facts . . .
2
3 Although scientists are not yet able to define the precise mecha-
4 nisms through which curiosity enhances our abilities, they do
5 know that the thirst for knowledge, the desire to learn, and the
6 ability to remain open to what experience has to teach all have
7 positive effects on our emotional well-being. Those of us who are
8 highly curious can expect a greater abundance of positive emotions
9 such as excitement and enjoyment of life, as well as healthy self-
30 esteem. Curious people are more creative, enjoy challenges, and
1 have better relationships. It has even been suggested that curiosity
2 can enhance life expectancy!
311 Curiosity is also vital to fulfilling our potential. It helps us learn
4 better and enhances our skills in problem-solving and complex
5 decision-making. We remain flexible when events do not quite fit
6 our current expectations and are likely to persist in the face of set-
711 backs and obstacles. Like Ralph, people who experience high levels
8 of curiosity do not see themselves as passive recipients of life
911 events; they actively engage with them and are motivated to use
40
1 92
111 setbacks to best advantage, seeing them as challenges rather than

2 failings.
3 In this sense, being curious is a self-invited challenge to our
4 existing Attitude that allows us to look beyond the confines of our
5 own perceptual prism towards new possibilities and dreams. To be
6 open in this way enables us to explore and integrate the novel
7 ideas, strategies, skills, and approaches that we need to learn and
8 grow. So, if you find yourself bored by life or stuck in the
9 mundane, get ready to buck up and brush up! You need to re-
1011 engage with your passion for learning.
1
2
3 What is your learning orientation?
4
5 The extent to which you use your curiosity to its full potential will
depend in part on your approach to learning. There are two
6
distinct learning orientations you need to be aware of when build-
7
ing your curiosity. These are:
8
9
1. Learning that is active or passive.
2011
2. Learning that is inwardly motivated or motivated by external
1
reward.
2
3
Lets look at each of these learning styles in turn.
4
5
6
1. Are you an active or a passive learner?
7
8 We all differ in our desire for new experiences. Some of us need to
9 face constant challenges just to feel alive, while others thrive on a
30 more gentle and gradual approach.
1 If you are an active learner, the idea of novelty and challenge
2 will excite you. You love learning and whatever you are doing,
311 something will nearly always spark your desire to learn more. You
4 tend to seek out opportunities to stretch yourself and feel good
5 about the prospect of learning something new. Because you enjoy
6 challenges, you are happy to work independently on problems,
711 trusting yourself to come up with the solutions you need. You keep
8 going when your efforts are thwarted because you have faith in
9 yourself and your abilities.
40
1 93
111 If you are a passive learner, you tend to approach new tasks
2 more warily, preferring to absorb information you are given rather
3 than actively seeking to acquire it. You are more likely to be afraid
4 of the unknown and anxious about making mistakes. Deep down,
5 you are not sure you can trust your abilities and so may ask others
6 for help because you lack the confidence to try things for yourself.
7 While you may be relieved and pleased when you have mastered
8
9 Exercise 12. Are you an active or passive learner?
1011 Very true Moderately Not really
1 of me true of me true of me
2
1. I thrive on the opportunity
3 to learn something new. ! ! !
4 2. I find learning for the sake
5 of it highly rewarding. ! ! !
6 3. There are many things
7 that interest me. ! ! !
8 4. If I cant work something
9 out straight away, Ill
2011 persevere until I can. ! ! !
1 5. I find challenges stimulating
2 and exciting. ! ! !
3 6. Setbacks dont concern me
4 too much. ! ! !
5 7. I feel confident about
managing and supporting
6 my own learning. ! ! !
7 8. I trust my abilities to learn
8 new things, even if its a
9 stretch at first. ! ! !
30 9. Generally, I am able to
1 come up with solutions
2 to problems. ! ! !
311 10. I am confident that I will
4 learn from my mistakes. ! ! !
5 11. I enjoy finding out more
6 about the world. ! ! !
711 12. I think the world is full of
interesting things, people
8
911
and places. ! ! !
40
1 94
111 something, you would not describe yourself as passionate about

2 learning. Acquiring knowledge is largely a means to an end.
3 To find out if you are an active or passive learner take the test
4 below.
5 If you scored mainly Very true of me, then you are an active
6 learner. If you scored mainly Moderately true of me you certainly
7 have the potential for active learning, but this could do with a little
8 work. And if you scored mainly Not really true of me, then this
9 is definitely a growth area for you, so read on . . .
1011
1
2 2. Is your learning style intrinsically
3 or extrinsically motivated?
4
5 An intrinsic love of learning refers to an inherent desire for know-
6 ledge and experience. The very act of engaging with your learning
7 process sparks a sense of enjoyment and stimulation. You learn and
8 absorb knowledge for its own sake and approach challenges with
9 eagerness and interest.
2011 Extrinsic learning is all about pursuing a means to an end. You
1 may well be very motivated to learn but you acquire knowledge
2 largely for strategic purposes, such as passing an exam or gaining a
3 promotion that will lead to tangible rewards.
4 Intrinsic and extrinsic motivational styles are sometimes also
5 known as the mastery vs. performance distinction. When we aim
6 for mastery, we assess our progress in terms of self-improvement,
7 personal development, and the outcome of our efforts to work
8 towards something personally meaningful. We assess our progress
9 in terms of questions like: Whats changed? What have I discovered?
30 How can I apply what I have learnt? A mastery orientation maps on
1 to an intrinsic love of learning by increasing enjoyment and foster-
2 ing a sense of effectiveness and control over our own learning.
311 Mistakes are one more experience that you turn to your advantage,
4 as you work out how you can do it differently next time.
5 The performance orientation, however, is based on measuring
6 performance according to some externally imposed criteria for
711 example, the grade you get in an exam, whether or not you get the
8 promotion, and how others judge you in the light of your perfor-
9 mance.
40
1 95
111 Your learning orientation will influence the way you approach
2 new tasks. If you are performance orientated you may well work
3 hard, but your learning will be largely outcome-focused for
4 example, studying the curriculum for an exam, or putting in the
5 hours to get a good performance appraisal at your next salary
6 review. Your learning approach is likely to remain narrowly focused
7
8
Exercise 13. Is your learning style intrinsically or extrinsically
9
motivated?
1011
3 1. I enjoy learning for its
4 own sake. ! ! !
5 2. External rewards are not
6 my primary motivation for
7 learning new things. ! ! !
8 3. I learn better when left to
9 my own devices, rather
2011 than needing to study for
1 a course, qualification or
2 promotion. ! ! !
3 4. I rarely worry about how
4 my efforts compare with
5 those of others. ! ! !
6 5. I feel motivated to learn in
7 the absence of external
8 rewards (such as passing an
9 exam or obtaining a
30 qualification). ! ! !
1 6. I like looking for links
2 between what I am learning
311 now and what I already
4 know. ! ! !
5 7. I feel good about myself when
I have learnt something new. ! ! !
6
711 8. When it comes to learning
something new, I prefer to
8
911
work it out for myself. ! ! !
40
1 96

3 9. Where possible, I prefer to ! ! !
4 learn without the aid of
5 formal training manuals
6 or a pre-designed
7 curriculum.
8 10. Even if I know how to do
9 something well, I enjoy
1011 exploring new ways of
1 approaching the task. ! ! !
2 11. I regularly learn new
3 things purely for the joy
4 of discovering more
5 about the world. ! ! !
6 12. I see myself as having
7 a genuine love of learning. ! ! !
8
9
2011 on what you have to learn, rather than enjoying learning for its
1 own sake.
2 To find out if you are an inwardly-directed or outwardly-
3 directed learner, take the test below.
4 If you scored mainly Very true of me, then you are an intrin-
5 sically motivated learner. If you scored mainly Moderately true
6 of me you are equally balanced between performance and mastery
7 styles. And if you scored mainly Not really true of me, then
8 your learning style is mainly performance-based or externally
9 motivated.
30 In reality, we slip in and out of active and passive, intrinsic and
1 extrinsic learning styles according to the task in hand. Each
2 approach equips us with something valuable. As authors Christo-
311 pher Peterson and Martin Seligman observe, in evolutionary terms,
4 attraction to novelty is valuable because it increases our knowledge
5 of the world. Conversely, the fear of novelty helps us approach
6 potentially dangerous situations with caution. Intrinsic learning is
711 inherently inspiring and extrinsic learning helps us maximize our
8 potential through appropriate qualifications and experience. Its all
9 about balance.
40
1 97
111 Active
2
3
4
5 Extrinsic Intrinsic
6
7
8
9 Passive
1011
Figure 1. Your learning approach.
1
2 Copy the diagram (Figure 1) into your learning log and use it
3 to plot different areas of your life. How many, and which areas of
4 your life fit into each of the four sections? Do you have a balance
5 or do you need a more active and intrinsically motivated approach?
6
7
8
9 Know the origins of your approach to learning
2011
1 As we have seen, if you approach new challenges with a sense of
2 competence, the experience of learning is likely to prove stimulat-
3 ing and rewarding. However, if your previous experiences of learn-
4 ing were based on being closely scrutinised or even being punished
5 when you made mistakes, your passion to know may feel crushed
6 beneath the need to do well. Engaging your curiosity could then
7 feel like quite a challenge.
8 Think about your own experiences of learning. How was your
9 learning helped or hindered by your parents, teachers, and peers
30 when you were young? Were you encouraged to experiment or play
1 it safe? Were mistakes seen as an inevitable part of learning or were
2 they greeted with disappointment? What meanings did you attach
311 to learning when you were young a chance to engage with the
4 world, or a sense of having tasks imposed on you that didnt really
5 mean that much? Think about how you might now approach any
6 previous obstacles from a more empowered perspective and jot
711 down your thoughts in your learning log.
8 Whatever your prior experiences, know that you now have a
911 choice. As an adult, you can stimulate your own interest and enjoy-
40
1 98
111 ment through adopting a curiosity-orientated attitude. You can

2 define tasks and activities in such a way to make them more inter-
3 esting and further your learning journey. Even if the task is not
4 intrinsically rewarding, you can still remind yourself of why it
5 matters and how it fits in with your Mission.
6
7
8 Look for the miracles in the mundane
9
1011 A teacher I once met gave me the following advice about nurtur-
1 ing a love of learning: start with whats right in front of you. Stop
2 looking for the fantastic and start looking for the miraculous in the
3 ordinary, he said. If you open up to it, youll see just how much
4 there is, right in front of you. He was right. When I opened my
5 eyes, like Annabel and the spider, I saw miracles going on all
6 around me.
7 Think about the kinds of things that might arouse your curios-
8 ity but that you may have overlooked the small, daily events that
9 make life more interesting. It might be the way you tend to get
2011 engrossed in a good book or movie; it might be the sense of awe
1 and wonder that comes from watching the dramatic colours of a
2 sunset; it might come from enjoying the challenge of a DIY prob-
3 lem, or coming up with a new way of approaching a work-related
4 project. Next time you go shopping, take a moment to look at the
5 people around you, how they move and what they do. Go to a caf
6 and observe who comes and goes. Look for the extraordinary right
7 in front of you. It is there, I guarantee it.
8 Collect articles from newspapers, magazines, and the internet
9 on any subjects that spark your interest. Spend a week keeping
30 your learning log with you at all times, jotting down your obser-
1 vations, impressions, and ideas. Write down questions as they pop
2 into your mind and keep them with you until the answers come
311 to you. In the movie Crossing Delancy, the hero describes how he
4 writes the questions to which he wants answers into a little book
5 that he always carries with him. When he knows the answer, he
6 writes it down. This is a great way of working creatively with your
711 curiosity. Get into the habit of asking yourself what you would like
8 to learn, even if it seems far-fetched. You never know what oppor-
9 tunities life has in store!
40
1 99
111 To get you started, jot down your answers to the following ques-
2 tions and see where they lead.
3
4 What fascinates you?
5 What sparks a sense of wonder or awe within you?
6 What situations, events, objects, or people are most likely to
7 arouse your desire to know more?
8 If you could learn about anything at all, what would it be?
9 (Identify anything that you have always wanted to know more
1011 about.)
1 How could you extend the parameters of your curiosity to
2 include new topics?
3 Think of something you do regularly something that you
4 would judge as mundane or ordinary. How could you stretch
5 yourself by seeing this in a new way?
6
7
8
Your Coaching Tool Kit: Ideas for Developing your Natural
9 Curiosity
2011
1 1. Put yourself in situations that are likely to arouse your
2 curiosity. Do more of what truly interests you.
2. Try approaching a very mundane situation (e.g., going
3 shopping, travelling to work) as though for the first time. How
4 is it different when seen through fresh eyes?
5 3. If you are a passive learner, experiment with adopting a
6 more active approach. How does this change how you feel
7 about the task in hand?
8 4. If you are an extrinsic learner, experiment with adopting
9 an intrinsic approach. How does this change how you feel
about the task in hand?
30
5. Next time you have something new to learn, trust your
1 abilities and see how enjoyable you can make the learning
2 process.
311
4
5
6 Finally, remember to view your learning potential through an
711 optimistic lens. Adopt the attitude that you can learn successfully
8 and effectively and that the process will be enriching. Eventually,
911 it will start to become so.
40
1 100

2
3 Regardless of whether or not you see yourself as one of lifes adven-
4 turous types, you can always enhance your love of learning and
5 your passion for knowledge. The world is such an extraordinary
6 place that, whatever your circumstances, there is always an abun-
7 dance of things in which to be interested. But remember that in
8 order to make your curiosity work for you, you need to have some
9 faith in your own abilities to learn and grow; the drive to seek out
1011 new experiences requires a faith that you can handle what you
1 encounter whether it is a new creature, like Annabels spider, or
2 persisting in learning a skill that will help you achieve your goals
3 and implement your lifes Mission.
4 You are your own ultimate experiment. Your curiosity, love of
5 learning, and a healthy desire to explore all provide an opportunity
6 to create more of the life that you want. If you tap into your own
7 unlimited supply, you will always find your efforts yield a rich
8 harvest.
9
2011 Cultivating Curiosity
3 One thing I will do differently is . . . (write the answer in your
4 learning log).
5
6
7
8
9 Bibliography
30 *Csikszentmihalyi, M. (1990). Flow. The Psychology of Optimal Experi-
1 ence. New York: Harper Row.
2 Csikszentmihalyi, M., & Csikszentmihalyi, I. (1988). Optimal Experi-
311 ence. Psychological Studies of Flow in Consciousness. Cambridge:
4 Cambridge University Press.
5 *Fleming, N. D. (2002). A Guide to Learning Styles. Online. Available at
www.vark-learn.com. Version 4.1.
6 Gibbs, G. (1992). Improving the Quality of Student Learning. Bristol:
711 Technical & Educational Services. (Of interest to those wishing to
8 follow up on the literature on different learning styles with a view to
9 facilitating client learning.)
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111 Ramsden, P. (1992). Learning to Teach in Higher Education. London:

2 Routledge. (Of interest to those wishing to follow up on the literature
3 on different learning styles with a view to facilitating client learning.)
*Robbins, A. (1991). Awaken the Giant Within: How to Take Immediate
4
Control of Your Mental, Emotional, Physical and Financial Destiny.
5 New York: Free Press.
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111 CHAPTER TWELVE

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5 Principle No. 7: The Gift of
6
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Gratitude
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1011
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4 If the only prayer you say in your whole life is
5 thank you that would suffice
6 (Meister Eckhart)
7
8
9 Welcome to the seventh principle of inspired living: infusing your life
2011 with the gift of gratitude. In this chapter you will learn:
1
2 why gratitude is essential for effective self-coaching;
3 how enhancing your capacity for gratitude can enhance your
4 well-being, health and happiness;
5 essential strategies for nurturing the gift of gratitude in your own
6 life.
7
8 As Meg walked out of the hospital she could barely contain her joy.
9 She had just been cleared of cancer: the symptoms that had been
30 worrying the doctors had turned out to be nothing more than a
1 scare. Meg had always tended to worry, but this time she had felt
2 as though her life were in the balance.
311 At the main entrance to the hospital, Meg stopped and took a
4 deep breath. As she drank in the hot, summer air she didnt notice
5 the smell of traffic fumes or the fact that an argument had broken
6 out between two drivers competing for the same parking space.
711 The only thing she felt was a profound sense of gratitude to
8 whom or to what she had no idea. Somehow she had been given a
9 second chance and in that moment, she promised never to take her
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111 life for granted again. And with this feeling of gratitude came, for
2 the first time in her life, a profound sense of peace . . .
3
4
5 The transformational power of gratitude
6
7 Gratitude is a quality that expresses the highest of our potentials
8 and is a core characteristic of people who are able to nurture and
9 fulfil their potential to a high level.
1011 Psychologist Abraham Maslow suggested that taking our bless-
1 ings for granted is a primary cause of suffering and misery. But the
2 pressures of modern life make it all too easy to fall into this trap.
3 Life plods along, with all its irritations and frustrations, and much
4 of the time we focus on all the things we have to get done, barely
5 noticing how much we have going for us. Very often, it is not until
6 we experience a serious threat to our lives that we realize how much
7 we have to lose.
8 How many times do you make a conscious decision to feel
9 grateful for everything that is in your life, both big and small?
2011 What kinds of experiences make you feel grateful and in which
1 domains (for example, work, relationships, achievements, the
2 thoughtfulness of others, beautiful scenery)? Before you go any
3 further, jot down your answers to the following questions.
4
5 What are you thankful for?
6 What would you count as being among the most precious
7 blessings of your life?
8 What do you take for granted in your life that someone in a
9 developing or war-torn country would see as a blessing?
30 What would you badly miss if it were taken away?
1 What experiences have you had, that have made you feel glad
2 to be alive?
311
4
5
Megs story
6
711 Following her health scare, Meg began to consider these questions
8 very seriously. Like many of us she had grown up with the popu-
911 lar idea that she should count her blessings but, although far from
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PRINCIPLE NO. 7: THE GIFT OF GRATITUDE
111 ungrateful by nature, she had spent most of her life worrying about
2 everything that could go wrong. Having had a major health scare,
3 however, counting her blessings took on a whole new meaning.
4 Meg decided to start a gratitude journal. Not a religious person,
5 she didnt have a particular sense of to whom the journal entries
6 might be dedicated, she just picked up a notebook and started
7 writing. She began by recording the big things, such as her health,
8 the love of her husband, having two healthy, happy children and a
9 family who loved her. But as the weeks went by, she found herself
1011 thinking about other things she had taken for granted: the job that
1 paid her a regular wage (a job she had formerly moaned about),
2 food that was in plentiful supply, the roof over her head, and the
3 fact that she could afford to live in a safe area.
4 But Meg didnt stop here. She realized the fact she had work,
5 food, and a roof over her head was the result of many peoples
6 knowledge and efforts the farmers who had grown and packaged
7 the food, the builders who had the skills to build her house, the
8 teachers who were trained to educate her children, and the health-
9 care professions who were able to carry out her recent medical
2011 investigations. After a few weeks, Meg told me that she had arrived
1 at a surprising conclusion: that there was nothing and no one to
2 whom she did not owe a debt of gratitude.
3 Had her life radically changed? No. She was still doing the same
4 job and had to manage the same daily hassles that she had experi-
5 enced before her health scare. But she now viewed her life through
6 a completely different lens: being grateful had become part of
7 Megs Mission.
8
9
30 The secret ingredient of joyful living
1
2 The Roman philosopher and statesman, Marcus Cicero, said that
311 gratitude is not only the greatest of virtues, but the parent of all
4 the others. Whether or not this is true is a matter for debate.
5 However, one thing is certain: gratitude is one of the richest
6 sources of inspiration available to us.
711 Gratitude is a psychological state that enables you to connect
8 deeply with others and the world around you. Originating from
9 the Latin word gratia, or gra-tus, meaning grace, graciousness, or
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111 pleasing, gratitude is a felt sense of wonder, thankfulness, and

2 appreciation for life that can be directed towards any dimension of
3 your experience: the thoughtfulness of another person, the golden
4 opportunity that comes out of the blue, the sheer joy of witness-
5 ing the sun rising, or a profound sense of spiritual connection. You
6 may feel gratitude for the beauty that surrounds you, for others
7 excellence (for example, the life-saving skills of a surgeon who
8 operates successfully on a loved one) or the small, mundane things,
9 like changes in the seasons.
1011 To experience gratitude requires an ability to appreciate the
1 miracle of existence itself. Consequently, it is often closely associ-
2 ated with the meaning of our lives (remember Principle No. 2?).
3 In this way, our appreciation prevents us from falling into the trap
4 of disillusionment and cynicism and, as an essential part of MAP,
5 enables us to live in accordance with our Mission.
6 The idea of including gratitude in a self-coaching programme
7 may feel paradoxical. After all, coaching generally focuses on our
8 needs as individual: how to enhance our individual potential,
9 uncover our individual strengths or develop our specific, individ-
2011 ual skills. Gratitude, in contrast, is about recognizing that we are
1 not wholly responsible for our successes that we are dependent
2 on someone or something to whom we owe our appreciation. It
3 reminds us that there are resources beyond our individual selves
4 that sustain us and that we are part of an interconnected and inter-
5 dependent universe. In short, gratitude teaches us humility.
6 Appreciation for yourself and your life also helps you stand back
7 from the futile tendency of comparing yourself to others. When
8 you do this, you focus on your limitations and can get sucked into
9 a belief that you should have more, do more, and achieve more;
30 you yearn for what you do not have and get seduced by a sense of
1 entitlement to more. Comparing ourselves to others causes us to
2 lose sight of the unique rhythm of our own lives and become
311 fuelled by the limited, self-absorbed part of us that is always insist-
4 ing that things should be different. Gratitude helps us live more
5 consciously, more reflectively, more fully and, therefore, more
6 productively. It is one of the most potent reminders that our life is
711 a gift that needs to be treated with respect and consideration.
8 There is good evidence that those who are highly appreciative
911 tend to experience
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111 greater levels of happiness and joy;

2 a well-developed sense of meaning and purpose in life;
3 a greater sense of life as fulfilling, meaningful and productive;
4 a greater abundance of positive emotions;
5 more vitality;
6 higher levels of optimism;
7 greater peace of mind;
8 more satisfying personal relationships.
9
1011 There are important physical consequences of gratitude, too. As
1 with optimism, higher levels of gratitude are related to improved
2 health and general physical well-being, as well as lower levels of
3 depression and stress. Even positive changes in our cardiovascular
4 and immune systems have been observed.
5 As with optimism, it is easy to be cynical about gratitude, to
6 perceive it as a Pollyanna-style navety that blinds us to the reality
7 of how tough life can be. However, this is far from the truth. Those
8 who experience relatively high levels of gratitude are not immune
9 to suffering or navely optimistic. Rather, they have made a
2011 conscious decision to search out and honour the gifts inherent in
1 even the toughest of situations. The capacity to do this equips us
2 with a more balanced awareness of both our life and our choices
3 an ability that lies at the heart of effective self-coaching.
4
5
Exercise 14. Experiment in mood manipulation
6
7 Id like you to participate in a short experiment, so you can test out
8 the benefits of gratitude for yourself.
9 Make yourself comfortable, and when you are ready, I would
30 like you to rate your mood from 010 (0 = the lowest you have
1 ever felt; 10 = the best you have ever felt).
2 When you have chosen your rating, spend three minutes (no
311 more than this) focusing on everything in the last week that has
4 gone wrong in your life and anything that left you feeling cross,
5 resentful, or bitter. Recall any disagreements you had, other
6 peoples inconsiderate behaviour or errors of judgement to which
711 you were subjected, and anything else that comes to mind. After
8 three minutes, re-rate your mood from 010.
9 What do you notice? If you could access the memories of the
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111 last week, you probably found that focusing on all the negative
2 events has lowered your mood. You might also find that there have
3 been some changes in your physical state such as feeling more
4 agitated, restless, or unable to think clearly.
5 Now Id like you to spend another three minutes focusing on
6 everything in the last week that has gone well in your life and
7 anything that left you feeling positive, uplifted, or appreciative.
8 Recall both major events such as work promotions, positive feed-
9 back, or expressions of gratitude from others, and minor events
1011 such as someone smiling at you, apparent lucky breaks, or the
1 kindness of strangers.
2 After three minutes, re-rate your mood. What do you notice? If
3 you could get into the memories of the last week, you probably
4 found that focusing on all the positive things has enhanced your
5 mood. You might also find that there have been some changes to
6 your physical state and that you now feel more relaxed, energized,
7 or inspired.
8 This experiment illustrates something vital to effective self-
9 coaching: that what we focus on has a big impact on our mood
2011 and physical state and that gratitude provides an empowering
1 lens through which to view your world.
2
3
4 Increasing your capacity for gratitude
5
6 To some extent, appreciation of all that we have is a choice. We
7 can choose to allow our minds to indulge in futile comparisons
8 with others, to let it meander through our troubles and become
9 preoccupied with our short-comings, or we can choose to guide it
30 towards a more fruitful outlook in which gifts overlooked might
1 be reclaimed. Just like optimism, gratitude is not solely an
2 emotion, but a state of mind, a perspective we can cultivate. So
311 how can we achieve this?
4 Professor Bernard Weiner has developed a formula for increas-
5 ing the gratitude we experience in our lives. His three-stage
6 approach is as described below.
711
8 1. Identify something in the last week that went well and which
911 you felt was not entirely of your own doing.
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111 2. Think about who or what came together in order for this
2 positive event to occur.
3 3. Allow yourself to connect with the feeling of gratitude: where
4 do you experience it in the body? What kinds of emotions do
5 you experience? What happens to your level of hope, opti-
6 mism and faith in your ability to fulfil your ambitions?
7
8 Here are Megs responses when she first started using this
9 approach.
1011
1 1. Event: I got to see my daughters school play. She had really
2 wanted me to be there and would have been so disappointed
3 if I hadnt been able to go.
4 2. Sandra (colleague) offered to swap shifts, so I could get to the
5 school on time.
6 3. Felt great: relaxed and calm but also excited and able to enjoy
7 the play. I felt really proud of Gemma (daughter) she looked
8 so grown up and confident! Sandra is a great pal I must say
9 thank you to her when I see her tomorrow.
2011
Now do the same, taking an event from your own life:
1
2 1. Identify something in the last week that went well and which
3 you felt was not entirely of your own doing and make a note
4 of it in your learning log.
5 2. Think about who or what came together in order for this
6 positive event to occur, and write this in your learning log.
7 3. Allow yourself to connect with the feeling of gratitude: where
8 do you experience it in the body? What kinds of emotions do
9 you experience? What happens to your level of hope, opti-
30 mism and faith in your ability to fulfil your ambitions? Write
1 down your answers in your learning log.
2
311 Once you have some practice at using this formula with positive
4 events, see if you can build your ability for appreciation even
5 further by selecting something that seemed to go wrong, or was
6 difficult or upsetting in some way. Can you find something for
711 which to be grateful even in that?
8 Remember, this is not about nave optimism, but about open-
9 ing yourself up to elements of the situation that you might have
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111 overlooked. This will feel like a stretch to begin with, but will get
2 easier with practice, so dont give up! (Re-read the optimism chap-
3 ter if you need some help with this.)
4
5
6 Helpful hint. When doing this exercise watch out for any
7 tendency to see yourself as a passive victim, any sense of enti-
8 tlement, or beliefs that you are justified in feeling angry or upset.
Your reactions may be justified, but continuing to focus on all
9
the ways in which you were wronged can keep you stuck in a
1011 mental rut that limits your options rather than increases them.
1
2
3 The life review
4
5 An additional way of expanding your capacity for appreciation is to
6 look back over your life so far, dividing it into specific sections: 05,
7 510, 1015, 1520, 2530, etc. Write these sections in your
8 learning log, leaving space to write things of significance for each
9 period. Then, as you think about each chunk of your life, make a
2011 list of anyone whom you feel made a positive difference to your life,
1 even if on a very subtle level. Remember to include any times that
2 felt particularly difficult, and who was there to sustain or support
3 you, whether family, friends, professionals, or even the kindness of
4 strangers. Also notice any events or situations that seemed to
5 conspire to create good outcomes for you. Record these, also.
6 You may have noticed how, as you got under way with this task,
7 your list expanded to include more and more people, situations,
8 and experiences. Notice what and whom you have included on
9 your list. Is there anyone to whom you owe a debt of gratitude that
30 you have never acknowledged? Could you find a way to say thank
1 you now in person, by letter, or even symbolically if you are no
2 longer in contact?
311
4
5 Keep a gratitude journal
6
711 Another very powerful way of building an attitude of appreciation
8 is to keep a gratitude journal. In a study designed to investigate the
911 benefits of gratitude, researchers Robert Emmons and Cheryl
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111 Crumpler found that those who kept gratitude diaries on a regu-
2 lar basis experienced a number of important positive effects,
3 including greater optimism, enhanced satisfaction with life, and
4 fewer physical symptoms. They also exercised more regularly than
5 those participants who kept a diary of neutral or unpleasant events.
6 Start this in your learning log, or use a separate notebook if you
7 prefer. You want to put aside some time each day to record those
8 things for which you are grateful and which have added to your
9 appreciation for life. This should include not just major events, but
1011 also everyday activities and tasks, such as the opportunity to eat,
1 go to work, your health, being able to pay the bills, and so on. It
2 is also important to include encounters with others and apparent
3 coincidences that result in positive outcomes.
4
5 Helpful hint. If this feels strange to begin with, try choosing
6 something in the personal domain (e.g., chance to eat), the
7 interpersonal domain (something someone did for me, some-
8 thing I did for someone else, which teaches you about the qual-
9 ities of giving), a personal success/attribute, and something
2011 society/government did for me (having the opportunity to live
in a democracy).
1
2
3 Commit yourself to doing these exercises and you will start to
4 see the difference in a few days.
5 Just as you are sustained by others, so others are supported by
6 you. You will be a source of gratitude for others and make an
7 important contribution to their successes in many different ways.
8 So, develop an appreciation of the myriad ways in which you have
9 touched peoples lives and the world around you. In the meantime,
30 if you need some tools to get you started, try my coaching tool kit
1 below.
2
311
4 Take home message
5
6 In cultivating appreciation, the aim is both to increase your aware-
711 ness of the possibilities for your life and to allow more room for
8 joy. Both are essential components of effective self-coaching. How-
9 ever, this doesnt mean that gratitude is easy to acquire. Indeed, to
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111 Your Coaching Tool Kit: Top Tips for Enhancing Your
2 Appreciation of Life
3
4 1. Make the decision to be thankful for each and every day
from now on, whatever it brings. Remember, this day will
5 never come again.
6 2. Identify at least 10 people who enrich and make your life
7 easier (it doesnt necessarily have to be people whom you
8 know personally). And then identify 10 more . . .
9 3. Look for the miracle in the mundane. Get into the habit of
1011 identifying one thing to be thankful for at the beginning and
1 end of every day.
4. Think of everything you have accomplished so far big
2
and small. Identify people, situations, events that conspired to
3 help you achieve these things. Can you allow yourself to feel
4 gratitude for their role in your successes?
5 5. Take one area of your life and see it through fresh eyes,
6 with a sense of wonder. For example, think about everyone
7 who has contributed to your being able to make something as
8 mundane as a cup of tea. Imagine the sunshine warming the
9 tea leaves, the tea-growers working in the baking sun, those
who package the tea and send it abroad, etc. Notice how easy
2011
it is to take all this for granted.
1
2
3 experience gratitude repeatedly requires considerable, sustained
4 effort. We might appreciate the principle, but when life takes over,
5 it is easy to lose sight of everything we have to be grateful for.
6 You might be tempted to ask what would have happened if Meg
7 had discovered that she was seriously ill. After all, its easy to feel
8 grateful when weve just had good news. But, as youve discovered,
9 gratitude is not something to which we should confine ourselves
30 when the news is good. It is what Christopher Peterson and Martin
1 Seligman have described as an interior attitude of thankfulness for
2 whatever life throws your way.
311 I have always found it useful to see gratitude as being like a
4 muscle in the body. With practice and training, my muscles will
5 get stronger and better defined. But if I stop exercising, I will lose
6 muscle tone and start to look flabby. Your gratitude muscle is
711 always present and waiting to be used, but you must keep exercis-
8 ing it until eventually, you can experience gratitude even for those
911 challenging events that would have once thrown you off course.
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111 And you will always need a maintenance programme if you want
2 this character strength to be in top condition.
3 So heres what I recommend. When you get out of bed tomor-
4 row morning, before you start dwelling on what lies ahead, take a
5 moment to say thank you. It doesnt matter if you know to whom
6 you are saying thank you or not. As Meister Eckhart says, if the
7 only prayer you say in your whole life is thank you, that will be
8 enough.
9
1011 The Gift of Gratitude
1
2 One idea I shall take away from this chapter is . . . (write your
response in your learning log).
3 One thing I shall do differently/more gratefully is . . . (write
4 your response in your learning log).
5
6
7 Bibliography
8
9 Emmons, R. A., & Crumpler, C. A. (2000). Gratitude as a human
2011 strength: appraising the evidence. Journal of Social and Clinical
1 Psychology, 19: 5669.
2 Maslow, A. (1987). Motivation and Personality (3rd edn). New York:
Harper and Row.
3
Weiner, B. (1985). An attributional theory of achievement motivation
4
and emotion. Psychological Review, 92: 548573.
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111 CHAPTER THIRTEEN

2
3
4
5 Principle No. 8 The Power of
6
7
Compassion: Anchoring
8 Transformation in the
9
1011 Wisdom of the Heart
1
2
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4
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6 The power of compassion has no bounds
7
(Sogyal Rinpoche)
8
9
2011 Welcome to Principle No. 8: how to cultivate the power of compassion.
1 In this chapter you will discover:
2
3 how developing compassion can contribute to personal transfor-
4 mation;
5 simple ways of nurturing your compassionate self;
6 guided imagery exercises to expand your capacity for compassion,
7 towards yourself as well as others.
8
9 So far, we have explored the Attitude section of MAP through
30 optimism, curiosity, and gratitude. In this chapter, we will explore
1 a different, but complementary and equally powerful approach to
2 inspiration and growth the gift of compassion.
311 Have you noticed how, in nature, everything occurs in oppo-
4 sites: masculine and feminine, winter and summer, night and day?
5 Each one balances and completes the other without one, the
6 other cannot be whole.
711 In the same way, effective self-coaching involves balancing the
8 need for change with the need for acceptance. In your journey of
9 personal transformation, you need to know that there is a time to
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111 strive and a time to rest, a time to push forward and a time to
2 accept what is, a time to work on refining yourself and a time to
3 lose yourself in something bigger. All effective coaching involves a
4 willingness to know when it is time to work on change and when
5 it is time for graceful acceptance. Each complements the other and
6 is vital to the timing and pacing of the methods you use.
7 Without this balance, there is a danger that your attempts to
8 excel could amplify your dissatisfaction. When we cherish ourselves
9 too much, when we pursue our goals with a fervour that borders on
1011 the unrelenting, we are at risk of becoming unhealthily self-
1 absorbed. We lose sight of our Mission, our ambitions become
2 rooted in pride, and our successes are hollow with materialism. We
3 can even become lost in an endless search for self-improvement that
4 turns personal development itself into an addictive pursuit.
5 Compassion helps us bridge the tension between acceptance
6 and change. Unlike passive forms of acceptance, which breed resig-
7 nation and cynicism, compassion embraces an active form of
8 acceptance through which an expanded self can be awakened.
9 Unlike optimism, compassion is not so much concerned with
2011 altering your mindset as it is opening yourself up to, and immers-
1 ing yourself in, the ever-changing world around you. Compassion
2 is an attitude that is anchored in the heart rather than the mind.
3
4
5 Awaken the power of the heart
6 Professor Eric Cassell, expert in Public Health, observed that com-
7 passion goes straight to the heart of what it means to be human.
8 It speaks to that which is best in us, that part of ourselves which,
9 for all the confusion and chaos in the world, never quite loses faith
30 in humanity.
1 We all have the capacity for compassion; it is anchored in our
2 hearts from very early on in life. Paul Gilbert, Professor of Clinical
311 Psychology, even suggests that the ability to experience compassion
4 is essential to our survival. As social animals, we live in and
5 through our relationships, and at some point it is inevitable that
6 we will experience disagreement and friction with those we love.
711 The capacity to understand and forgive is essential for reconcilia-
8 tion, allowing us to rebuild and maintain the bonds that give our
911 lives meaning.
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PRINCIPLE NO. 8 THE POWER OF COMPASSION
111 As with all the other principles we have explored so far, there is
2 good evidence that compassion will have a strong, positive effect
3 on your life. Not only is it associated with high levels of emotional
4 and psychological well-being but it also enables us to manage
5 distress more easily. The practice of self-orientated compassion
6 (that is, offering compassion towards ourselves) is excellent for our
7 physical and mental health, with benefits including lowered blood
8 pressure, reduced muscle tension, and improvements in sleep,
9 anxiety, panic and depression.
1011
1
Exercise 15. Experience the gift of compassion
2
3 We have all been touched by compassion at some point in our lives
4 whether it comes from someone who loved us deeply or the
5 kindness of a stranger, somewhere, at some point, you will have
6 been the recipient of a kind or thoughtful act. Think back to a
7 time when someone showed compassion towards you. What did
8 they do? How did they make you feel? Write down your memories
9 of what happened in your learning log.
2011 It is likely that in that moment you felt cared for, supported,
1 nurtured, and empowered, even in the smallest of ways. Some part
2 of life became that bit more bearable once again.
3 Now think of a time when you showed compassion to another.
4 What did you do? For whom? How did you show that you cared?
5 How did it feel to respond to them in this way? Again, write your
6 recollections in your learning log.
7 Chances are, you not only made the other person feel better,
8 you made yourself feel good, too you found a way to reach out
9 to another when they were experiencing doubt, fear, confusion, or
30 pain. In that moment, the barriers between you and the other
1 person began to dissolve as you found you could resonate with that
2 person in a deeper way.
311 When we are compassionate, we step beyond the confines of
4 our small, insular world to appreciate the world as seen and expe-
5 rienced through the eyes of another. For a moment, we set aside
6 our own concerns to be moved by anothers story. Temporarily, all
711 criticism and judgement cease. Compassion requires a particular
8 kind of open-heartedness one that nudges you gently towards
9 expanding the narrow lens through which you view the world.
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111 Offering compassion to yourself

2
3 The quality of compassion is not just something we need to extend
4 to others; it is one of the greatest gifts we can offer ourselves.
5 Developing your capacity for self-orientated compassion enables
6 you to access a powerful route to self-healing. It can also help you
7 achieve deeper and greater appreciation for the feelings, attitudes,
8 and beliefs that permeate your choices and actions.
9 In our modern and often frenetically-paced lives, our relation-
1011 ship with ourselves can become fractured. Rather than fully experi-
1 encing the gifts and contradictions of our humanity, we get caught
2 up in judgement. Our experience is filtered through an internal
3 running commentary on whether we are doing well enough and all
4 the areas in which we are falling short. If you are like most people
5 youll be familiar with the inner secretary, whose commentary
6 constantly reminds you of all the things you need to get done, the
7 critical coach, whose commentary continually reports on your
8 failings and all the ways you need to improve, and the anxious
9 pupil, who is trying to respond to all the instructions and advice
2011 and typically feels pretty overwhelmed! Offering yourself the gift
1 of compassion enables you to look beyond the different voices
2 competing inside your head to reconnect with the wholeness that
3 is you.
4 How often do you experience yourself just as you are, without
5 criticism, judgement, or censorship? Do you show yourself
6 compassion, or does the idea feel weak, woolly, or somehow as
7 though you are letting yourself off the hook? In your learning log,
8 make a note of any reactions you have in response to the idea of
9 offering yourself compassion, including any objections or feelings
30 of resistance.
1
2
311 Daniels path to inspired living
4
5 When I first met Daniel, the concept of self-orientated compassion
6 was totally unfamiliar to him. In fact, Daniel had spent the first 35
711 years of his life perfecting the art of self-criticism. Whatever he did,
8 in his eyes, it was never good enough. However successful he was,
911 he could always have done better or tried harder. He lived under
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111 the shadow of guilt and failure, which dominated every area of his
2 life. For him, life was a series of tick boxes. As he put it, I either
3 get the ticks in the boxes, or Ive failed. Not surprisingly, Daniel
4 spent most of his life exhausted, depressed, and anxious. Even his
5 successes brought little joy, as he would dismiss them as luck or
6 attribute them to the expertise of others.
7 Although Daniel learnt how to develop a more optimistic
8 perspective through challenging his thoughts (as you learned to do
9 in Principle No. 5), he needed a change of attitude that engaged
1011 his emotions as well as his intellect. I suggested that instead of
1 focusing on all the ways in which his personal standards were
2 unhelpful and unreasonable, we should help him develop an
3 approach to self-enhancement that was more nurturing, support-
4 ive, and compassionate.
5 Not surprisingly, Daniel was sceptical. For him, the whole idea
6 of compassion smacked of weakness a benign but ineffectual
7 attempt at introducing a religious dimension to his coaching that
8 he believed had nothing to offer him. As he put it, How will
9 patting myself on the back and saying there, there make a differ-
2011 ence?
1 Like many self-orientated people, Daniel had no difficulty offer-
2 ing compassion to others; indeed, he was regarded by his
3 colleagues and friends as a warm, generous, and empowering
4 person. But the idea of developing a more compassionate attitude
5 towards himself felt indulgent, if not immoral.
6 In his mind, Daniel had confused compassion with pity. Pity is
7 implicitly patronising we might feel sorry for the person but are
8 not truly touched by their experience. It took Daniel some time
9 before he could understand that compassion is about strength
30 rather than weakness, empowerment rather than helplessness, and
1 resilience rather than resignation. So before you find out what
2 happened to Daniel, here are some important points you need to
311 know about what compassion is not.
4
5 It is not about pity.
6 It is not something you have to work hard to deserve.
711 It is not being a soft touch (icons of compassion such as
8 Gandhi and Mother Teresa display enormous strength, deter-
9 mination, and courage).
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111 It is not about making excuses for what you did and didnt do.
2 It is not letting yourself off the hook from taking responsibil-
3 ity for your actions.
4 It is not letting others off the hook from taking responsibility
5 for their actions.
6 It is not about seeing the world through rose tinted spectacles.
7 It is not about saying its OK to someone who treated you
8 badly and letting them do it again (unfettered compassion is
9 subservience stemming from a lack of self-respect).
1011
1 Self-orientated compassion helps us understand our lives more
2 clearly. Whereas harsh judgement impairs rational problem-solv-
3 ing, decision-making, and life planning, compassion allows us to
4 examine our circumstances and choices in a way that accepts our
5 human failings and encourages us to take responsibility for chang-
6 ing them. We can self-soothe when lifes journey becomes tough
7 without slipping into a swamp of self-pity. We can honour and
8 validate our experiences without being blinded by them. When
9 you look at things without harsh judgement, you can begin to
2011 decide what is skilful and helpful and what is unwise and unhelp-
1 ful a capacity that psychologist and Buddhist teacher Jack
2 Kornfield refers to as discriminating wisdom.
3
4
5 Compassionate qualities: lessons from the East
6
7 Although compassion has only recently come to the attention of
8 Western science (including human sciences such as psychology), its
9 power to heal and transform our lives has long been recognized in
30 Eastern traditions, which provide fascinating insights into how to
1 develop and use this quality to enrich our lives and achieve our
2 potential.
311 In Eastern philosophies and religions such as Buddhism, com-
4 passion towards self as well as others is taught as a powerful means
5 of liberating and healing ourselves. Compassion or metta (which
6 means loving kindness) enables us to unhook from what we crave
711 and fear, and from the attitudes and actions that prevent us from
8 fulfilling our potential.
911 The concept of metta, or loving kindness, is often a difficult one
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111 to grasp. In Western culture, the concept of love has become some-
2 what problematic. We often use the term to refer to states of desire
3 and use the word love to depict a whole range of feelings about
4 objects of people Im in love with you; I love chocolate ice-
5 cream, and I love Friday nights are just three examples of how we
6 use the idea of love to refer to a type of yearning that, when unsat-
7 isfied, leads to dissatisfaction or suffering.
8 But loving kindness is of a completely different order. The qual-
9 ity you are aiming for derives from two words meaning gentle and
1011 friend. It involves an openness to the experience of self and others
1 in an accepting and non-judgemental way while also evoking a
2 desire to relieve suffering.
3 Psychologist Paul Gilbert provides a helpful description of the
4 elements of compassion. Do they fit with your experience of giving
5 and receiving compassion? The different components are:
6
7 sympathy;
8 sensitivity to the distress of self/others;
9 ability to tolerate the distress of self/others;
2011 empathy;
1 care for the well-being of self/others;
2 non-judgementalism.
3
4 When Daniel learned about the qualities that made up compas-
5 sion, he began to realize the extent of his harsh treatment of
6 himself, and the cost involved. Daniel was stuck in what I call the
7 guilt trap: he would set personal standards that were sky high,
8 focus on all the difficulties he encountered and fail to notice how
9 well he was doing. He saw these difficulties as a sign of failure
30 which led him to feel guilty and ashamed for being such a lousy
1 employee, husband, father, friend . . . the list was endless. He was
2 stuck in a judgemental cycle of blaming and shaming in which he
311 offered himself neither sympathy nor empathy, was insensitive and
4 intolerant of his own struggles and did not feel entitled to care for
5 and support himself when feeling low. Learning to develop a com-
6 passionate mind was, I told him, a powerful way to break the cycle.
711 For good. Once he understood this, Daniel was truly ready to start
8 learning the compassionate abilities he would need to get the most
9 out of coaching and life.
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111 How to build your compassionate self

2
3 Of course, you cannot force yourself to be compassionate; you
4 can only create conditions that invite its presence into your life.
5 Although the hassles and strains of everyday life can cause you to
6 become disconnected from your compassionate nature, you can
7 reconnect with this part of yourself by creating the right conditions
8 for its expression.
9 To help Daniel start developing his abilities for self-orientated
1011 compassion, we explored his reactions to the following questions.
1 Use them to guide you in your own explorations:
2
What events have particularly touched or moved you?
3
By what kind of suffering or distress do you feel most moved?
4
What good causes lead you to put your hand in your pocket?
5
What situations or circumstances are most likely to arouse
6
your compassion?
7
What moves you most: the plight of individuals, the needs of
8
a group or community, the needs of a nation or of the planet?
9
For whom and what have you been willing to sacrifice your
2011
precious time and resources? (Consider any generous and
1 compassionate actions to individual people, communities,
2 and organizations.)
3
4 Write your answers in your learning log.
5 Allow yourself to connect with these experiences as best you
6 can. Notice how you feel as you imagine each of them. Where do
7 you feel compassion in your body; what sensations are present?
8 What feelings do you experience? What thoughts or images come
9 to mind? What kinds of actions did your compassion lead you to
30 take? Note all of these in your learning log.
1 Keep those memories, thoughts, feelings, and images at the
2 forefront of your mind. You are going to need them for the next
311 exercise.
4
5
6 Exercise 16. Inviting compassion into your life
711 The following exercise is a powerful tool for developing self-
8 orientated compassion. It is relevant for you and your coaching
911 journey, regardless of whether you have a religious faith or not.
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111 Find yourself a quiet place where you will not be disturbed. To
2 begin with, you need to allow 15 minutes of total privacy (as you
3 become more experienced, you may want to extend this). If you
4 can, create a pleasant surrounding for yourself; clear away any
5 clutter and open a window if you would like some fresh air.
6 Make yourself comfortable. You can either sit on the floor or in
7 a chair, but wherever you choose, make sure that your back is
8 straight and that you can breathe easily. Your eyes can be open or
9 closed; if they are open, allow your gaze to soften, rather than stare.
1011 Take a few slow even breaths and, as best you can, put aside any
1 responsibilities, worries, or anything else tugging at your awareness.
2 Now I would like you to recall a time in your life when some-
3 one showed you loving kindness that touched your life in an
4 important way. It may be a family member, a friend or colleague,
5 a neighbour, or even a stranger. It can be an act of extraordinary
6 generosity or an act of simple kindness that made a difference to
7 your life at that moment. Elaborate this memory as best you can,
8 including your recollection of where you were, what was going on
9 around you, and the nature of your needs. Make the image clearer
2011 and clearer in your mind.
1 Notice how the kind act of the other generates a feeling within
2 you a feeling of gratitude perhaps, or humility, care, or concern.
3 Allow yourself to reconnect with the feelings that their loving
4 kindness generated within you. Let that feeling arise again now,
5 stronger and stronger. Notice how, as these positive feelings arise,
6 you can extend your own loving kindness towards that person
7 in return. Immerse yourself fully in this feeling. Notice the quali-
8 ties of sympathy, sensitivity, empathy, caring, and non-judgement
9 arise within you and how the barriers between you and the
30 other person momentarily melt as you too feel loving kindness for
1 them.
2 Now, without forcing the feeling, see if you can turn that energy
311 of loving kindness towards yourself. Allow the feeling to turn
4 inwards. If it helps, think of a time when you were struggling in
5 some way big or small, a time when you needed compassion.
6 Can you direct that feeling of loving kindness towards yourself as
711 best you can? Where do you feel it in your body? What emotions
8 do you notice? What quality of mind is present? Allow yourself to
9 connect with the qualities of compassion: sympathy, sensitivity to
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111 your own distress without being overwhelmed by it, empathy for
2 your self, kindly concern, and non-judgementalism.
3 When you have felt some degree of compassion for yourself
4 even if it is only in a small way to begin with, allow yourself to
5 open your eyes and come back to the room.
6 Write down your observations from this exercise in your learn-
7 ing log. What was easy and difficult? Can you imagine how devel-
8 oping this ability for self-orientated compassion will empower you
9 to achieve your goals?
1011 When you have had some practice at this exercise and sense that
1 your compassionate qualities are beginning to grow, let your heart
2 open more as you allow an image of someone else you care about
3 to come to mind. Visualise them as clearly as you can and then
4 extend this feeling of compassion out to them. Then turn your
5 attention to someone else you care about, each time evoking the
6 same feeling of loving-kindness. Gradually, extend this feeling of
7 compassion to encompass your family, your friends, your col-
8 leagues, your community and ultimately, all living beings.
9 Generally, its a good idea to start with those you find it easy to
2011 be compassionate towards and gradually build up to more chal-
1 lenging relationships perhaps people with whom you are in
2 conflict or who have upset you. Dont worry if directing compas-
3 sion towards yourself feels strange to begin with; after all, youve
4 probably never done it before! The more you practise, the easier it
5 will become and the more liberated you will feel.
6
7
8 Daniels progress on the road to inspired living
9 Early on, Daniel struggled with the idea that compassion could
30 support him in transforming his life, as it didnt quite fit with his
1 goal-driven and results-focused approach to success. When he did
2 appreciate how it could be a powerful aid, he tried to acquire
311 compassion with the same driven mentality that he brought to
4 everything; it was simply another goal at which he would succeed
5 or fail. And he was very determined not to fail! Learning to soften
6 his heart, to let go of some of his fierce judgements, involved the
711 realization that he, too, was entitled to the full range of experiences
8 that come with being human joy and pain, hope and doubt,
911 disappointment and joy.
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111 As he began to develop his capacity for self-orientated compas-

2 sion, Daniels self-esteem and self-respect improved exponentially.
3 This had an enormous impact on his life: he felt lighter in himself,
4 more motivated and energized in all areas of his life, his relation-
5 ships improved, and he was succeeding more than ever. But, even
6 more importantly, he could enjoy his successes. By developing
7 compassion he could both accept himself and develop those skills
8 that would add value to his life. Compassion had enabled him to
9 become a success hunter rather than a failure fleer.
1011 When our work together ended, Daniel told me that he had
1 learnt some important lessons. He now understood that without
2 self-orientated compassion, he had been out of touch with this
3 authentic self, unable to implement his signature strengths, and
4 disconnected with what made his life meaningful. He understood
5 that his Mission which was bound up with the desire to inspire
6 others to fulfil their potential would always be blocked if he
7 continued to see life as a series of tick boxes. He needed a new lens,
8 one that allowed him to embrace all the talents and gifts, as well as
9 limitations and failings, that go hand in hand with being human.
2011 Daniel subsequently found a new job and now holds a senior
1 position in a major banking establishment. He continues to inspire
2 others around him. Gradually, he is learning that how he lives his
3 life can be a source of inspiration to him as well.
4
5 Your Coaching Tool Kit: Expanding Your Compassionate Self
6 1. Find ways of practising compassion in action. What small
7 things could you say or do to relieve anothers burden?
8 2. Practise loving kindness every day. Smile at someone, offer
9 to carry their shopping, or give up your seat. Small gestures go
30 a long way.
3. Look for ways that you can become an instrument of care
1
and kindness in your own family, work environment, commu-
2 nity and society. Think about how your personal meaning and
311 signature strengths could be used for the benefit of others.
4 4. If you find yourself caught up in judging someone, ask your-
5 self what a compassionate perspective might add to your view of
6 things. This not only sets the other person free, it sets you free also.
711 5. Be gentle with you. Practise awakening the feeling of loving
kindness and, when you have that feeling, invite it gently
8 towards you.
9
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2
3 Compassion is one of the most powerful resources available to
4 us. When exercised through the filter of wise mind it allows us to
5 connect directly to the wisdom of our hearts and enables us
6 to temper the logic of our rationally-driven, goal-focused selves
7 with a profound sense of interconnectedness. Compassion enables
8 us to begin a process of personal transformation, but it can also
9 play a role in the transformation of our communities and our
1011 world.
1 Developing self-orientated compassion provides a solid founda-
2 tion for seeking and honouring your own truth while respecting
3 the rights and needs of others, and your responsibilities to them.
4 As Jack Kornfield reminds us, compassion is not merely a helpful
5 idea; it is a powerful, living force one that nurtures, heals and
6 inspires. To harness it is to enrich the world. To offer it to yourself
7 is to enrich your life and the life of others, which will provide you
8 with a limitless supply of inspiration every day.
9
2011 The Power of Compassion: Anchoring Transformation in the
1 Wisdom of the Heart
4 One thing I will do differently is . . . (write the answer in your
5 learning log).
6
7
8 Bibliography
9
30 Boorstein, S. (1995). Its Easier than You Think: The Buddhist Way of
Happiness. New York: HarperCollins.
1
Cassell, E. (2005). Compassion. In: C.R. Snyder & S. J. Lopez (Eds.),
2 Handbook of Positive Psychology (pp. 434445). New York: Oxford
311 University Press.
4 *Dalai Lama (2002). Its Easier than You Think: The Buddhist Way of
5 Happiness. [[CITY]]: HarperCollins.
6 Gilbert, P. (Ed.) (2005). Compassion. Conceptualisations, Research and Use
711 in Psychotherapy. Hove: Routledge. (Note: this book is also relevant
8 for Chapter Twenty-three on self-esteem.)
911 *Kabat-Zinn, J. (1990). Full Catastrophe Living. New York: Dell.
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111 *Kabat-Zinn, J. (1994). Wherever You Go, There You Are. Mindfulness
2 Meditation in Everyday Life. New York: Hyperion.
3 *Kornfield, J. (1993). A Path with Heart. New York: Rider.
4 *Kornfield, J. (2000). After the Ecstasy, the Laundry. New York: Bantam.
5 (This reference is also relevant for Chapter Twenty-three on self-esteem.)
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111 CHAPTER FOURTEEN

2
3
4
5 Cultivating the Right Attitude
6
7
8
9
1011
1
2 In the last four chapters you have learned about four essential
3 Attitudes that can help you work towards achieving what matters
4 most. You (1) learnt how to view the world through a more opti-
5 mistic lens (and why this is so important); (2) discovered how to
6 harness your curiosity so that you are never short of inspiring ideas;
7 (3) found ways of nurturing gratitude so you can appreciate your
8 life for the miracle that it is; and (4) learnt about the power of
9 compassion as a gift you can offer to yourself as well as others.
2011 Each of these Attitudes contributes something unique to your
1 Mission. In order to translate your Mission into an action plan for
2 your life, you need to have an outlook that is optimistic (positive
3 yet realistic). Curiosity keeps your mind open to what you do not
4 yet know and provides fertile ground for your creativity to flour-
5 ish. Without gratitude, you can reach for the stars but will never
6 feel satisfied your goals will be an attempt to fill in the missing
7 pieces, rather than reflecting a fuller and more balanced apprecia-
8 tion of how you can add to the richness that your life already is.
9 Developing your compassionate abilities enables you to honour the
30 person that you are, and all people everywhere. Through appreci-
1 ating your interconnectedness your choices become more respon-
2 sible and genuinely empowering for others as well as yourself.
311
4
5 Pulling it all together
6
711 If you completed the exercises in the previous four chapters, you
8 will know a great deal about your own attitudes, and the attitudes
9 you now need to cultivate to coach yourself in the art of inspired
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111 living. If you review your thoughts, ideas, and insights from the
2 previous chapters, what themes did you find? How do you need to
3 broaden your Attitude in order to move forward in the core areas
4 you identified in Chapter one and in your Mission Statement?
5
6
7 Construct your council of advisers
8
9 One of the best ways to build an optimum Attitude is to create a
1011 council of advisers. This is a light-hearted exercise with a serious
1 message. Equipped with your council of advisers, you are guaran-
2 teed to have a ready supply of new ideas, encouragement, and
3 inspiration whenever you need them.
4 In order to construct your council, think of ten people whom
5 you really admire and who might make up a group that exists
6 solely to support you. Ideally, members will include men and
7 women, people of different ages and backgrounds, those who have
8 achieved a variety of things with their life and who have made a
9 positive difference to the world in some way. You may want to
2011 include people who have displayed courage in overcoming the
1 odds and whose Mission was similar to yours. You might also
2 choose someone who has a character strength you would now like
3 to develop.
4 They can be real people (living or dead) or fictional (such as a
5 character in a movie or novel), famous people, or someone special
6 to you. You do not need to know them personally, you just need
7 to have a sense of the qualities that they embody and those qual-
8 ities need to be ones that inspire you. See if you can include in
9 your council someone who captures each of the four Attitudes we
30 have discussed in this section: optimism, curiosity, gratitude, and
1 compassion.
2 Whenever you need help or inspiration, you can call an emer-
311 gency meeting and the council will attend to offer you their
4 support, suggestions, and advice. Before you admit any new
5 member, however, make sure that their values are consistent with
6 your own (that is, they do not conflict with your authentic self and
711 what matters most to you).
8 To give you an example, my council currently includes the
911 following members:
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CULTIVATING THE RIGHT ATTITUDE
111 Albert Einstein (for intellect and creativity);

2 Queen Elizabeth I (for courage and political acuity);
3 Gandhi (for courage, compassion and strength);
4 Molly, one of my teachers on retreat (for compassion);
5 Professor David Lane, my mentor in psychology (optimism,
6 curiosity);
7 Little Dorritt, a character from a Charles Dickens novel by
8 the same name (for love, devotion, and gratitude).
9
1011 . . . to name but a few!
1 Who would be your top ten members at this point in your life,
2 and why have you chosen them? List your own preferred council
3 members in your learning log.
4 Once your council is complete (remember, you can appoint and
5 retire members whenever you choose), you have a ready-made
6 supply of inspiration that you can draw upon whenever you need
7 it. You can turn to your council when you want advice about a
8 decision you have to make, when you need to make a choice, or
9 are struggling with a problem. You can also request consolation
2011 and encouragement when you doubt yourself and when you feel
1 like giving up.
2 You can also turn to your council when you want to approach
3 something from a radically different perspective. The most helpful
4 councils involve quite a bit of variety, with different members
5 offering different lenses through which to see the world. It is like
6 the diamond we looked at in Principle No. 1; each character radi-
7 ates a different colour, allowing you to consider a situation in new
8 ways. So the council is a great way of extending your library of
9 scripts. Because of this, it can often be helpful to include someone
30 who challenges your existing views a little. Remember what Ein-
1 stein said: The significant problems we face cannot be solved by
2 the same level of thinking that created them. There will be times
311 when, in order to get the most out of your life, you will need to
4 step out of your existing ways of viewing the world and adopt a
5 novel perspective.
6 Whenever you need the advice of your council all you need to
711 do is find a place where you will be undisturbed for a few
8 moments. Close your eyes and allow the mind to quieten. Then
9 imagine yourself sitting with your council in a place that feels safe
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111 and nurturing (it can be a formal setting such as a board room, or
2 much less formal, such as sitting on a picnic blanket!). Visualise
3 each member of your council in turn, then share your dilemma,
4 problem, or question, and ask for their help. You may wish to
5 direct your question to a particular member of the group, or the
6 council as a whole. Stay as long as you need, until you have some
7 new ways of seeing things and new ideas to try out.
8 At the end of the meeting, thank your council members for
9 their advice and then say goodbye. Before you do anything else,
1011 write down any suggestions your council made. What ideas struck
1 you as useful? How could you implement these ideas? How will
2 you monitor their effects?
3 The more you work with your council the more effective it will
4 be. Experiment with it now. Think of something that you would
5 like to be different in your life it might be a problem you want
6 to solve, a decision you have to make, or an ambition that you are
7 unsure how to take forward. Imagine yourself in the presence of
8 the council and then ask your question . . .
9 Write down any useful, interesting or provocative ideas that
2011 emerged in your learning log.
1 You have now completed the second part of MAP and know
2 how to build Attitudes that will help you achieve your ambitions,
3 enhance your well-being, and enable you to feel more fulfilled. You
4 have also learnt a powerful way of expanding your outlook through
5 the method of council. If you have completed the exercises in the
6 previous chapters and are incorporating the ideas into your life on
7 a regular basis, you will be well on the way to mastering the art of
8 inspired living. In the next section, we will complete the journey
9 by exploring the Process component of MAP: those tools that are
30 essential for translating your Mission into action.
1
2
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111 CHAPTER FIFTEEN

2
3
4
6
7
Your Process
8
9
1011
1
2
3 Action may not always bring happiness, but there is
4 no happiness without action
5
(Benjamin Disraeli)
6
7
8 Designing your process: essential tools for creating
9 your action plan
2011
1 If your Mission is concerned with the why of your life, and your
2 Attitude examines what you bring to your journey, the Process is
3 how you get there: the steps you need to take to get from where
4 you are now to where you want to be.
5 Of all the stages of MAP, the Process stage is the most practical.
6 It involves establishing a clear and achievable action plan, setting
7 specific and realistic goals, and making sure you stay on task. It is
8 about the nuts and bolts of rolling up your sleeves and getting on
9 with it because, without a clear Process, your Mission will always
30 remain a day-dream. More than any other aspect of MAP, Process
1 involves doing rather than being and requires a commitment to
2 putting your plans into action time and time again until you get
311 the results you seek.
4 For example, if the core area you selected in your Inspiration
5 Inventory (Chapter one) was to change your career to a field more
6 in tune with your Mission, you will need to design a concrete plan
711 of action for achieving this. Your Process, like most good action
8 plans, will probably involve several steps, such as conducting an
9 audit of your current skills and experiences so you know what you
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111 have to offer, constructing a new CV that highlights your areas of

2 expertise, researching new career areas, networking with people
3 who know about your chosen area, and so on. Each small step
4 builds on the last until, through consistent, committed action, you
5 are where you want to be.
6
7
8 How successful are you in designing your own Process?
9
1011 The art of inspired living means knowing how to devise an action
1 plan that will take you in the direction of your choice. How
2 successful are you at devising concrete action plans for achieving
3 your goals? What are your strengths and limitations when it comes
4 to designing an effective strategy?
5 Think about a time when you succeeded at something that
6 really mattered to you, and which required sustained effort and
7 commitment on your part. How did you achieve the results you
8 wanted? Be as specific as you can and record your thoughts in your
9 learning log, under the heading I achieved success because . . ..
2011 Now remember a time when, despite your good intentions,
1 your action plan fell apart. What went wrong? And more impor-
2 tantly, what would you want to do differently from now on? Write
3 your thoughts in your learning log, using the heading My action
4 plan did not give me the results I wanted because . . ..
5 With all the self-coaching you have done so far, you are in a
6 stronger position to design an effective plan of action than you
7 have ever been. So, based on your Mission and your new Attitude,
8 give some thought to what, practically, you want to achieve at this
9 point in your life. Imagine a time in the future where you are
30 consistently implementing your Mission. Identify the specifics of
1 what you did, how it makes you feel, and how your life has
2 changed as a result. How did you get there? What did you do?
311 What steps did you take? Be as specific as you can in writing the
4 answers to these questions in your learning log.
5 The ability to design a good Process involves a number of key
6 skills. These are: (1) knowing how to set appropriate goals; (2)
711 essential thinking skills that open up new possibilities; (3) drawing
8 on and developing your creative skills; and (4) harnessing (and
911 regularly topping up!) your motivation to succeed.
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INTRODUCING PRINCIPLES 912: YOUR PROCESS
111 In Principles 912, I am going to introduce you to the essential

2 tools and resources you need to design your own Process. These
3 are:
4
5 Principle No. 9
6 Goals: knowing the difference between aims and goals, and how to
7 set goals that help you implement your Mission and fulfil your
8 potential.
9
Principle No. 10
1011
Thinking style: how to empower your mind by asking the right
1
kinds of questions that help you invent new ways of approaching
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your life and your choices.
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4 Principle No. 11
5 Creativity: harnessing your creativity as a source of inspiration in
6 its own right and as well as a means of achieving success.
7 Principle No. 12
8 Motivation: understanding what motivation is and how to work
9 with it to get the results you want, even in the face of setbacks.
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111 CHAPTER SIXTEEN

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5 Principle No. 9: Transforming your
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Mission into Goals
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1011
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3 Enthusiasm needs to be nourished with new actions,
4 efforts, aspirations and visions
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(Anon)
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9 Welcome to Principle No. 9: how to transform your Mission into
2011 specific goals that enable you to move, step by step, towards a life of
1 your own choosing. Together, we will explore:
2
3 why goal-setting is an essential skill for the inspired life;
4 how to transform your vision of life into a workable action
5 plan;
6 easy steps for creating goals that will inspire you.
7
8 It is a curious fact that people who set themselves clear, concrete,
9 and practical goals tend to be more successful than those who do
30 not. Take anyone who is highly successful, in any sphere of life,
1 and I will show you a very practical person.
2 Goals are a vital tool for implementing, monitoring, and evalu-
311 ating your progress towards the vision you have for your life. It
4 doesnt matter how often you refine your Mission or how much
5 effort you put into cultivating helpful Attitudes, living a life that
6 inspires you is ultimately an action-orientated business.
711 Setting tangible and achievable goals is the point at which you
8 commit yourself to a specific, focused course of action. It is also a
9 means through which you can monitor the implications of living
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111 your Mission; if the results are not producing what you had
2 expected, a more fundamental review might be required.
3 Having clear and achievable goals helps you:
4
5 decide if what you thought you wanted is something you
6 really do want;
7 plan the practicalities of achieving what really matters;
8 anticipate obstacles;
9 develop new knowledge and skills;
1011 monitor your progress;
1 identify missing life skills that might increase your chances of
2 success;
3 observe the effects on you and those around you;
4 keep motivated. (As you see yourself turn your dreams into
5 outcomes, your motivation and confidence increase.)
6
7 Lets look at how these principles apply to you.
8
9
Exercise 17. Creating inspirational goals
2011
1 What are your goals for the next five years? What do you want to
2 have accomplished? What do you want to be able to look back on
3 with pride?
4 Take a few moments to think about this now. Be as bold as you
5 wish, doing your best to put aside that part of your mind that
6 insists on censoring your great ideas and heartfelt hopes for the
7 future. Write down in your learning log what you would like to be,
8 own, have experienced and accomplished in the next five years, in
9 all of the different areas of your life (Hint: you may find it helpful
30 to look back over the core domains you rated in the Inspiration
1 Inventory in Chapter one).
2 Have a look at your goals. If you have allowed your imagination
311 free rein you will probably find that your list includes a wide range
4 of goals. Some might be concerned with experiences you would
5 like to have for the sheer fun of it (for example, going for a ride in
6 a hot-air balloon), while others seem related to enriching your life
711 (for example, visiting a foreign country that has always intrigued
8 you). Other goals might be concerned with sense of achievement:
911 for example, completing a course, gaining a degree, writing a book,
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PRINCIPLE NO. 9: TRANSFORMING YOUR MISSION INTO GOALS
111 or setting up your own business, while others still may relate to
2 material possessions, such as owning property or having a particu-
3 lar level of income.
4 You will also have noticed that some of your goals will require
5 more effort to achieve than others. A fun-related goal such as going
6 for a ride in a hot-air balloon will require relatively little in the way
7 of planning you find out who provides such opportunities, book
8 the event, and turn up on the day. Others, however, will involve
9 sustained effort. Completing a course is a good example of this
1011 type of goal: there is an end point in sight but there will be multi-
1 ple stages involved in achieving the goal, each of which will involve
2 time and effort in its own right. Other goals will require sustained
3 effort over a more prolonged period of time, such as establishing
4 and maintaining a successful business.
5
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7 Do your goals fit with your Mission?
8
9 In order that our lives continue to inspire us, it is helpful to have
2011 a wide variety of goals that stretch our imaginative and creative
1 potential, as well as our knowledge and skills. But when it comes
2 to the larger goals of life those that require a sustained commit-
3 ment on your part it is vital to keep asking yourself whether your
4 goals are consistent with your Mission.
5 Goals only have meaning within the broader context of your
6 Mission: your authenticity, personally defined sense of meaning,
7 signature strengths, and the courage to exercise your power of
8 choice. So, if you find that one of your goals doesnt fit your sense
9 of the bigger picture, then eliminate it; its not the one for you.
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2 The river bank analogy
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4 Before we look at how to set goals, lets look at their role in your life.
5 A helpful way to think about goals is using the river bank analogy.
6 Imagine that you are on one side of a river and you want to get
711 across to the other side. On your side of the river, its cold and rain-
8 ing and you dont like being there. On the other side of the river,
9 the sun is shining, the birds are singing, and the landscape is full
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111 of beautiful flowers, shrubs, and trees. The river bank opposite you
2 is exactly where you want to be, but the river is too wide for you
3 to jump across it.
4 However, when you look closer, you notice that embedded in
5 the river is a series of stepping stones. The stepping stones may not
6 seem that appealing at first. Youll have to scramble down the river
7 bank to get to the water and will need to be prepared to get your
8 feet wet. The stones are uneven and wet so you might even lose
9 your footing temporarily. But, despite these unappealing possibili-
1011 ties, the stepping stones get you to where you want to be. And its
1 the only way to get there.
2 In this analogy, the stepping stones are our goals not impor-
3 tant in themselves. For example, you would not stand on a step-
4 ping stone and throw a party because you had mistaken it for the
5 other side of the river! At best, they can only ever take you one step
6 closer to where you want to be. But that, in itself, is a triumph.
7 Every time you get your feet wet, every time you falter, you are
8 none the less moving closer to your chosen destination.
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2 The three steps to inspirational goals
3 Goal-setting is, in many respects, the most exciting stage of creat-
4 ing an inspired life because it is the point at which you see all your
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previous learning come together. But it is also a skill in its own
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right. So, before you devise a strategy, its important to be aware of
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some of the fundamentals of effective goal-setting.
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30 Step 1. Make them SMART
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2 One of the most powerful goal-setting approaches for self-coach-
311 ing is the SMART formula. According to the SMART model,
4 goals need to be:
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6 Specific (clear and concrete);
711 Measurable (so you know when youve got there);
8 Attractive (they have to be appealing, or why bother!)
911 Realistic (so you have every chance of succeeding);
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111 Time-framed (organized around a deadline by which you

2 expect to have achieved a result).
3
4 This formula strips goal-setting down to the nuts and bolts for
5 a good reason: it aids effective, action-orientated planning and it
6 works. The mistake that many people make is having goals that are
7 too broad or vague rather than organizing their efforts around
8 strategic success planning.
9 I come across this a great deal in my work with clients. For
1011 example, when we start to look at goals, people often tell me that
1 their main goal is to be happy or feel better about themselves.
2 Admirable though they may be, these broad aims dont specify
3 what my clients intend to do, how they intend to do it, and when.
4 Aims like this also dont give you any indication of how you will
5 know when you have achieved the results you were looking for.
6 Another problem with broad aims is that they often harbour unre-
7 alistic expectations and fantasies about change: for example, that
8 increased self-esteem will lead to supreme confidence in all situa-
9 tions, or losing weight will lead to a totally new sense of self inside
2011 and out. Making your goals SMART is a reality check whereby you
define and refine your strategy until you are clear you know exactly
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what you are aiming for.
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Think back to a time when you achieved success and a time
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when you didnt. Could the SMART model help explain this?
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6 Exercise 18. Make your goals SMART
7 Take one or two of your goals from the previous exercise (Exercise
8 17) and see if you can make them SMART. Write the heading My
9 overall aim or general goal is . . . in your learning log, and then
30 identify the goal or aim.
1 Then write To make this goal SMART, and list and answer the
2 following questions.
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4 1. What Specific (clear and concrete) step will I take?
5 2. How will I Measure my progress towards the goal (so I will
6 know when I have achieved it)?
711 3. Is this goal Attractive to me? Is it worth pursuing?
8 4. Is this goal Realistic? How confident am I that I can achieve
9 it? Have I given myself the best chance of success?
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111 5. What Time-frame do I have around this goal? By what date

2 and time will I expect to have achieved this?
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4 Finally, summarise your results by defining in your learning log
5 what your SMART goal is (e.g., By next spring I will have set up
6 an internet business, or In six months time I will have gone down
7 one dress size).
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Step 2. Turning your goals into action steps
1011
1 As part of being SMART, it is helpful to turn your goals into
2 specific action steps that you can evaluate for their potential effects
3 on your life. Breaking big goals into manageable, bite-sized pieces
4 will also help you build on your success by allowing you to plot a
5 route through the process of change. Below, I describe how I used
6 this process with Rebecca.
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9 Rebeccas story
2011
1 When Rebecca asked me for help in losing 70 pounds in weight,
2 I encouraged her to think about the Mission that lay behind this
3 goal. She told me, I want to have a positive relationship with my
4 body, in which I like what I see in the mirror. I want to take care
5 of my body, treat myself with respect, and nurture myself with
6 healthy eating.
7 Once she was clear about why losing weight mattered to her
8 and, with the aid of her doctor, we had established that 70 pounds
9 was an appropriate target, we began to look at different ways of
30 achieving this. I asked Rebecca to list all the different ways she
1 could think of to lose weight. Having come up with many differ-
2 ent ideas, she settled on four main possibilities.
311 Potential ways of achieving my goal of losing 70 pounds are:
4
5 crash dieting;
6 starting a weight loss programme, in discussion with my
711 doctor;
8 going for a 30-minute walk four times a week;
911 not drinking alcohol until I have lost at least 14 pounds.
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111 We then looked at each potential course of action more thor-

2 oughly to see which ones might be most helpful and which, if any,
3 might undermine her Mission of having a positive relationship
4 with her body. Rebecca used a goals analysis sheet to help her
5 consider the different options. This, together with her responses, is
6 set out in Table 2 (p. 144).
7 The aim of the goals analysis sheet was to help Rebecca break a
8 large goal down into more manageable chunks. Trying to lose 70
9 pounds is a daunting task for most people, but identifying a range
1011 of steps, some of them small, some of them slightly bigger, Rebecca
1 was better able to see which areas she was prepared to tackle first.
2 This enabled her to start creating a plan of action that would lead
3 to experiences of success, that would inspire her to keep going, and
4 that would help her avoid the setbacks that in the past had led her
5 to feel like a failure (such as binge-eating in response to crash-
6 dieting).
7
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9 Simons story
2011
1 Simons goals were quite different from Rebeccas. Through work-
2 ing on his Mission, Simon clarified his life purpose as one of need-
3 ing to make a contribution to the well-being of others. He wanted
4 to start a new career that would enable him to fulfil his Mission,
5 but had no idea what form this might take.
6 Because Simon was thinking about taking a U-turn in his life,
7 it was important that he didnt rush into big decisions until he was
8 really sure of his course of action. Instead, he decided to create
9 some interim goals to clarify his options. Here is the list he came
30 up with.
1
2 Contact an occupational psychologist for careers advice.
311 Carry out an inventory of skills acquired in my career to date,
4 to clarify the resources I already have.
5 Find out about options for voluntary work overseas.
6 Contact my favourite charities to ask about career openings in
711 their organizations.
8
9 Simons Goals Analysis Sheet is shown in Table 3 (p. 145).
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111 Table 2. Rebeccas goals analysis sheet.

2 Potential How will I feel How does this On balance, Is this a
3 goal when I achieve goal fit with does this still goal for
4 this? my Mission? seem like a right now?
worthwhile If yes, when
5 goal? will I take
6 action?
7 Crash Ill feel high for It doesnt. Its a No (although No. Ideally,
8 dieting the first couple way of punishing its tempting I would
9 of days but I myself for being to believe its never do
1011 know from overweight, which the answer). this again,
experience that makes me feel as I know it
1 Ill soon get terrible about doesnt
2 hungry and eat myself. work.
3 more than ever.
4 Start a Good but scared.It wont feel Yes (if scary!). Yes. Will
weight loss I know Ill be comfortable, phone
5 programme under regular because I wont be doctor
6 in discussionreviews from able to hide my tomorrow
7 with my then on. What weight any more. to make an
8 doctor. if I dont But it fits with appoint-
succeed? my Mission to ment.
9 build a positive
2011 relationship with
1 my body. Doing
2 it this way means
I know Ill be
3 losing weight
4 safely.
5 Go for a More energised, Exercise always Yes! Yes. I
6 30-minute less stressed. makes me calmer could start
walk four and less stressed. this
7 times a I sleep better,too. tomorrow,
8 week Ill start to when I get
9 become more home from
30 toned, which will work.
motivate me to
1 keep going with
2 the weight loss
311 programme.
4 Not This would be This feels like Yes Not sure. I
drinking good but feels a huge stretch need to
5 alcohol rather for me right now. think about
6 until I have challenging. I might need to this before
711 lost two get some help committing
8 stone. with cutting myself
down. further.
911
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111 Table 3. Simons goals analysis sheet.

2 Potential How will I feel How does this On balance, Is this a
3 goal when I achieve goal fit with does this still goal for
4 this? my Mission? seem like a right now?
worthwhile If yes, when
5 goal? will I take
6 action?
7 Contact an Ill have a Will give me Yes. Yes. Ill get
8 occupational clearer an impartial a list of
9 psychologist knowledge of overview of my occupational
1011 for careers my talents and strengths and psychologists
advice weaknesses. weaknesses. from the
1 Should boost Have never done internet.
2 my confidence. this before and
3 it will inform
4 my decisions
about how to
5 move forward
6 Carry out Ill have a It fits well. Yes. Yes. Ill start
7 inventory clearer picture Hopefully, I this at the
8 of all skills of what I have will be able to weekend.
and res- achieved and think more
9 ponsibilities what I have creatively
2011 over the to offer. Will about my
1 years boost my options.
2 confidence at
a time when
3 I feel unsure
4 about my future.
5 Find out This will help I have always Yes. Nothing Yes. Will
6 about clarify if this is been interested to lose. start
options for something for in the idea of researching
7 voluntary me, or whether doing voluntary options on
8 work its just a work abroad the internet
9 overseas. pipedream. and it seems to this
30 fit well with weekend.
my Mission.
1
Contact my This could Potentially a Yes, but Ill wait six
2 favourite leave me good fit, but maybe not a weeks and
311 charities to feeling a little not entirely priority. revisit this
4 ask about pressured if convinced. option when
career there is Dont know the other
5 openings in something why just a goals have
6 their definite feeling. been
711 organizations. available and achieved.
8 Im unsure if
I want it.
9
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111 You have probably noticed that the content of Simons goals
2 analysis sheet was very different from Rebeccas. While Rebecca
3 knew exactly where she wished to be headed and why, Simon was
4 at an earlier stage in the process. His goals were guided by his
5 Mission, but he needed to have the freedom to explore a range of
6 options before committing himself to a life-changing strategy.
7 However, Simons goals were still very achievable. By making them
8 SMART, Simon could keep track of his progress and the results of
9 his early goals would put him in a stronger position to decide what
1011 he needed to do next.
1 For both Simon and Rebecca, knowing that they were moving
2 in the right direction kept them on target, enhanced their motiva-
3 tion by enabling them to see tangible results, and helped them
4 organize their actions around those goals that really mattered.
5 When you start to see results, you too will feel good about your-
6 self and your efforts to succeed. You can see more and more evi-
7 dence of your Mission operating in your life and your motivation
8 increases as you start to see new ways of enhancing your potential.
9 Use Exercise 19 to devise your own blueprint, based on your
2011 results on the Inspiration Inventory, and everything you now know
1 about yourself having completed Principles 18.
2
3 Exercise 19. Your personal blueprint for inspirational goals
4
Write in your learning log, In relation to this area of my life, my
5 Mission is . . ., and state what this is.
6 Then write What specific action steps can I now take?, and
7 brainstorm as many ideas as you can think of.
8 Now draw up your own goals analysis sheet, using the same
9 headings as shown in Rebeccas and Simons sheets.
30 Finally, go ahead and implement your action plan. Be sure to
1 record any observations in your learning log and think carefully
2 about how you will evaluate the outcome of your efforts. Also see
311 if you can anticipate any obstacles to implementing this goal.
4 What steps could you take to get around them?
5
6
711 Step 3. Do your goals inspire you?
8 This question is often one that many people forget to ask them-
911 selves before committing to a particular strategy. It does not matter
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111 how carefully you have planned your goal, if it doesnt really matter
2 to you, you will not achieve it. In my work, I see many people
3 waste time and energy on goals that they think they should want,
4 or should achieve, but which do not really inspire them. Exercise
5 20 contains some key questions that you need to ask yourself every
6 time you set a new goal, just to make sure its really worth the
7 effort. Copy the exercise into your learning log, and tick either the
8 Yes or the No column in respect of each question.
9
1011
Exercise 20. Do you really want to achieve this goal?
1
2
Yes No
3 1. Is this really my goal (or is it something
4 someone else thinks I should achieve)? ! !
5
6 2. Is this goal important to me? ! !
7 3. Does this goal excite, energise, or inspire me? ! !
8
4. Will I feel as if I have gained something
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2011
when I have achieved it? ! !
1 5. Is this goal specific enough for me to know
2 what action I need to take and when? ! !
3 6. Am I more than 80% confident that I have
4 the ability to achieve it, even if its a stretch? ! !
5
7. Am I more than 80% confident that I have the
6
7
motivation to see this through? ! !
8 8. Is this goal moving me in the direction of the ! !
9 bigger picture I have for my life?
30 9. Is this goal consistent with my responsibilities in
1 life? ! !
2
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4 If your answer to any of these questions is no, then think again. It
5 may be that you are trying to pursue a goal that is really some-
6 bodys elses priority. Or it may be that it is too much of a stretch
711 and you to need to break it down a bit further. Whatever the objec-
8 tion, take note of it and keep refining your goal until you have one
9 in which you are willing and able to invest.
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111 Dont forget to celebrate your gains

2
3 Do you remember Nina, whom we met in Principle No. 1? During
4 our work together, Nina kept a log of her learning journey using
5 what she called a Proud Book. Into her Proud Book went all her
6 accomplishments and successes, her mini-triumphs as well as her
7 major ones. Over a period of time, she began to appreciate just
8 how many triumphs had occurred, which helped her revise her
9 former opinion of herself as unable to achieve much.
1011 Nina had hit on a key formula for success: keep a record of your
1 gains (youll find a Gains Log at the end of the book). Keeping a
2 Gains Log is a fantastic way of reminding yourself just how well
3 you are doing. As we journey through life, most of us forget how
4 much we have achieved. Even the most exciting of achievements
5 starts to tarnish in our memories after a while. Things that were
6 once very challenging become second nature, so we forget every-
7 thing we had to do to attain them.
8 Reflecting on your gains also helps you learn from past
9 successes. If a gain has occurred, then you have played a role in
2011 creating this outcome. You have a winning formula on your hands,
1 so wouldnt it be worth knowing exactly what that formula is so
2 you can use it again when you need to? Once you know how you
3 have mastered challenges, you are in a strong position to bring
4 those skills to future challenges.
5 Do remember, though, that gains are not permanent. In the
6 same way that your goals are merely stepping stones that you leave
7 behind once they have served their purpose, so your gains are
8 achievements from which you are always moving forward. What
9 matters is not that you cling to what you once achieved, but rather
30 that you notice the fact that you are capable of achieving and think
1 about how you got there. The gains may not last forever, but the
2 work you undertake to achieve them does.
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5 Get some guts in your goals
6
711 Now heres the bit that hurts. Remember how in Principle No. 4
8 we looked at the need for courage in relation to pursuing mean-
911 ingful life choices? Well, here is where you need it!
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111 If your goals are worth something, if they really matter to you,
2 then pursuing them is not going to be a piece of cake. You select
3 your destination, choose the strategy to help you get there, and
4 learn to accept any discomfort that arises from your choice. In fact,
5 implementing goals that are in keeping with your higher vision
6 often involves feeling things you dont want to feel.
7 Jonathan was a good example of someone who had to manage
8 this type of internal struggle. As a long-standing church member,
9 he felt a strong calling to become ordained as a priest. He had
1011 experienced this calling for several years and felt that the urgency
1 to respond to it was becoming greater. There was only one prob-
2 lem; Jonathan had a fear of speaking in public. His throat would
3 go dry, his deep voice would become a mere squeak, and his legs
4 turned to jelly. There was nothing that Jonathan hated more than
5 public speaking. And yet, his Mission was calling him towards a
6 path that would put him into direct contact with the thing he
7 feared most.
8 I knew I could help Jonathan manage his fear of public speak-
9 ing more effectively, but I also knew that this would not turn
2011 public speaking into a joyful experience! If Jonathan decided to
1 follow his Mission, he would also have to choose experiencing
2 something he did not want to feel. This is true of all of us and is,
3 in fact, a key to success. When you select your goals, dont sell
4 yourself short by settling for those that you think are within easy
5 reach. Choose those goals that are true to who you are and your
6 vision of what you want to achieve. The best goals are not those
7 that eliminate uncomfortable thoughts and feelings, but those that
8 are sufficiently meaningful for you to embrace the discomfort
9 involved in their pursuit.
30
1
2 Take home message
311
4 Goals are so central to implementing any life plan that I have
5 devoted a whole chapter to them. But, as we have seen, they are
6 only a means to an end. Their value comes from their relationship
711 to your Mission and the Attitudes that guide your vision of your
8 life. While you want to be committed to action, it is also impor-
9 tant to treat your goals lightly. I work with many clients who, in
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111 the process of doggedly pursuing their goals, somehow forget to

2 live!
3 Goal-setting can become addictive, particularly if you are some-
4 one who thrives on self-imposed pressure. If coming from a
5 conflicted place inside you, goal-setting can turn into a relentless
6 striving that creates dissatisfaction rather than empowerment.
7 When we get caught in this trap we are like children who have
8 been let loose in a sweet shop and run from one delicious treat
9 to another, grabbing as many as possible, without ever stopping to
1011 question which sweets we might enjoy the most. Sooner or later,
1 all this indiscriminate consumption leads to nausea. So it is with
2 our goals. Unless they are supported by a clear vision, we become
3 seduced by one possibility after another and eventually burn
4 out.
5 For some further tips on how to create goals that will really
6 make a difference to your life, see the Coaching Tool Kit below.
7
8 Your Coaching Tool Kit: Top Tips on Getting your Goals to
9 Work for You
2011
1 1. Make your goals SMART.
2. Word them according to what you do want (e.g., to get fit
2 by going to the gym twice each week) not what you dont want
3 (to stop lazing in front of the TV every night).
4 3. Check that your goals inspire you.
5 4. Make sure they are consistent with your Mission.
6 5. Go for goals that stretch you beyond your comfort zone:
7 the sense of achievement will be much greater.
8 6. Write them down and read them every day to help keep
you focused.
9
7. Keep a Gains Log to remind you of all the efforts you are
30 making.
1 8. Keep your goals in perspective: they are only stepping
2 stones to something bigger.
311
4
5 So, go for your goals, make them SMART, and commit your-
6 self to action 100%. But in the midst of all this, dont become a
711 slave to them: they are merely a means to an end. The point of
8 having goals is to keep you focused on what really matters. And
911 when you are, youll start to see some amazing results.
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111 Setting Inspirational Goals

2
3 One idea I will take away from this chapter is . . . (write your
One thing I will do differently from now on is . . . (write your
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111 CHAPTER SEVENTEEN

2
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5 Principle No. 10: Essential
6
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Thinking Skills
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3 Our sickness is that we continually take our relative
4 perceptions as absolutely real
5
(LeLoup, 2002, The Gospel of Mary Magdalene)
6
7
8 Welcome to Principle No. 10: how to increase your options and
9 inspire your mind with the right type of thinking. In this chapter you
2011 will:
1
2 discover how to recognize and defuse toxic thinking;
3 learn how to modify the distorted thinking styles that prevent you
4 from transforming your life;
5 learn how to look beyond what you believe you know about your-
6 self, in order to create new possibilities.
7
8 In this chapter I want to appeal directly to the most powerful tool
9 that you possess: your mind. The power of your mind is truly
30 awesome. Not only does it possess a highly evolved capacity for
1 judgement, evaluation, analysis, and problem-solving, it also
2 possesses a magnificent and seemingly unlimited ability for story-
311 telling, creativity, imagination, and fantasy, unparalleled in other
4 species.
5 You have the capacity to think of things that have never been
6 thought before. You have the capacity to dream wonderful dreams
711 and to envision different and better futures for yourself. Thanks to
8 your mind, you inhabit a world of possibility. There is virtually
9 nothing that the mind cannot do and to top it all, studies estimate
40
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111 that at best, we use only a fraction of our mental abilities. What an
2 extraordinary gift!
3 But with this gift comes responsibility and if you are to use it
4 to best advantage you need to take responsibility for exercising,
5 training, and guiding it in the right direction. In order to do this
6 effectively, there are one or two things you need to know about
7 how your mind operates.
8
9
1011 Wielding the power of the mind
1 Have you ever noticed how your mind tends to leap from one
2 subject to the next? Without any effort on your part, it pulls you
3 into thinking about one thing and leads you to forget another. It
4 makes up stories about everything you experience. It also seems to
5 have an agenda all of its own that makes it virtually impossible
6 to control and if you doubt me on this just ask yourself whether
7 you can predict what you will be thinking five minutes from
8 now. The answer, I would imagine, is no. Left to its own devices
9 the mind can and frequently does meander through all sorts
2011 of possibilities, some of which are more helpful to us than others.
1
2
3 Exercise 21. Noticing the activity of the mind
4 Spend a few minutes now observing how your mind wanders. Find
5 yourself a comfortable place and then close your eyes. Allow your-
6 self to bring your attention to your breathing and, without trying
7 to force or control your attention, see how long you remain
8 focused on your breathing before your mind begins to start chat-
9 tering. As you become aware that your attention has wandered,
30 make a note of where it has wandered to: what thoughts, beliefs or
1 stories is it telling you in that moment? Then gently bring your
2 awareness back to the breath. Allow your attention to remain
311 gently focused on your breathing until you become aware that your
4 mind has wandered again. Each time, bring your mind back gently
5 to your breathing.
6 Spend five minutes or so staying with the breath, and noticing
711 how the mind will start to wander even though your intention is
8 to stay focused on your breathing. Then record any observations
911 or reactions in your learning log.
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PRINCIPLE NO. 10: ESSENTIAL THINKING SKILLS
111 If you are like most people, you probably found it difficult to
2 keep your mind focused on your breathing. It was as though your
3 mind had an agenda all of its own. Notice, too, the thoughts you
4 were having. Your mind might have tried to convince you that the
5 exercise was a waste of time, or reminded you of all the important
6 things that you should be doing instead. Or it might have
7 produced critical thoughts about how badly you were doing for
8 being unable to keep focused on something as simple as the breath.
9 Whatever happened for you, the point of the exercise was to
1011 notice how the mind is constantly caught up in a stream of think-
1 ing, judging, evaluating, and story-telling. And this is entirely
2 normal. The mind wanders because this is its nature. To try to stop
3 it from wandering, to try to force it into a state of stillness is like
4 trying to stop a lion from hunting prey. It cannot: it is just what
5 it does.
6 Perhaps it is a good thing we cannot control our thoughts. After
7 all, our minds can wander to some very interesting places. If we
8 had total control over our minds, we would never be able to come
9 up with any original ideas. A good friend of mine once told me
2011 that he has his best ideas when he is running; when he lets go of
1 trying to come up with solutions and novel ideas, the mind serves
2 them up for him.
3 However, the mind doesnt always produce pleasant or produc-
4 tive ideas. Sometimes it wanders on to difficult terrain, conjuring
5 up painful memories, hurtful experiences, or telling us destructive
6 stories about who we are and how we should live.
7 So, your most powerful tool can be either your greatest ally, or
8 your deadliest enemy. If you are to turn your mind into your great-
9 est ally, you need to know how to provide it with direction. Try
30 seeing it as your young prodigy your prodigy may have an unlim-
1 ited supply of creative potential, but a responsible adult needs to
2 set some limits to make sure that things dont get out of hand.
311 Similarly, you cannot control your mind (there is good evidence
4 that trying to control our thoughts can actually create a lot of
5 suffering if you have ever tried not to think about something
6 painful youll notice how impossible this becomes, and how the
711 very act of trying not to think about something can get your mind
8 tied up in knots). But you can cultivate the mind in ways that are
9 likely to increase your chances of inspired living: you can be the
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111 responsible adult guiding your prodigy in ways that are likely to be
2 beneficial to you and others.
3 The purpose of this chapter is to help you take responsibility for
4 your mind and offer it a direction so that it becomes your greatest
5 ally.
6
7
8 Craigs story
9
Craig is a great example of someone who learnt how to harness the
1011
power of his mind. When we first met, he had lost all sense of
1
direction. He had tried different careers, undergone different
2
courses and trainings, but had never stuck at anything. By the time
3
he met me, he had no idea what he wanted to do with his life, he
4
just knew he wasnt happy.
5
Not surprisingly, his confidence was at an all-time low. Having
6
always doubted whether he was good enough, Craig was now
7
more convinced than ever that he was not up to much and his lack
8
of confidence was preventing him from thinking creatively about
9
the kind of life he might want to lead.
2011 But, over the course of our work together, Craig turned his life
1 around for the first time he knew exactly what he wanted. He was
2 embarking on a new career as a personal trainer, which involved
3 having the discipline to study, changing his diet and lifestyle, and
4 putting himself through repeated physical and mental assessments.
5 And he loved it.
6 At our last meeting, I asked him what had made the difference.
7 If he was going to identify one thing in our work together that had
8 had a transformational impact, what would it be? He grinned. It
9 was when you suggested I eliminated the words What if? from
30 my vocabulary, he said.
1
2
311
The power of toxic thinking
4
5 When I first met Craig, he had been seduced by the power of what
6 I call toxic thinking. Toxic thinking is the psychological equiva-
711 lent of taking slow-acting poison: you may not notice its effects at
8 first, but it undermines your bodys defences and eventually you
911 start to notice obvious signs of illness.
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111 Toxic thinking works on our psychological well-being in the

2 same way. It weakens us through whispering messages about our
3 inadequacies that undermine our ability to perform effectively.
4 Over time, it attacks our efforts to change so that we feel paralysed
5 about taking action and our cherished hopes for the future seem
6 as ridiculous as they are impossible.
7 This is what had happened to Craig. Before he turned his life
8 around, Craigs mind had been producing thoughts derived from
9 a story that he wasnt good enough. His mind would tell him:
1011
1 youre not as good as other people;
2 things always go wrong for you;
3 dont even try: if you do, youll discover that your worst fears
4 about yourself are true;
5 play it safe that way your inadequacies wont be exposed.
6
Craig could see how these thoughts led him to put barriers in the
7
way of his own success in an attempt to protect himself from the
8
shame and humiliation of failure. And because the story seemed so
9
real to him, he never stopped to check whether these thoughts were
2011
as accurate as his mind insisted. So he allowed his life choices to
1
be dictated by them. The tragic irony of this was that Craig was a
2
remarkably resilient and gifted person. But he couldnt see any of
3
this until he began to change his relationship to his toxic thinking.
4
5
6
7 Ditch the What ifs . . .
8 For Craig, a particularly paralysing kind of toxic question was the
9 What if? question. Craig could spend hours ruminating on all the
30 things that might go wrong. Listed below are some of his minds
1 favourites.
2
311 What if I cant do it?
4 What if I am just not capable of making changes?
5 What if I make a fool of myself?
6 What if this is it for me, and my life is like this for ever?
711
8 Because Craig could never find any answers to these questions
9 (well take a look at why in just a moment), they haunted him.
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111 Feeling overwhelmed and hopeless, he would try to silence them

2 by watching TV and drinking alcohol. Unfortunately, however,
3 these were the very behaviours that led his mind to criticize him
4 for not being good enough in the first place. It was a vicious circle.
5 What if questions are problematic because they usually focus
6 on the worst case scenario. Because they seem so plausible, they
7 seduce the mind into zoning in on the apparent imminent cata-
8 strophe, rather than encouraging you to think about things in a
9 balanced way. Asking yourself a what if question may seem like
1011 an attempt to anticipate and prevent problems, but if you think
1 about productive approaches to problem-solving, youll soon see
2 that they are a poisoned chalice. Think about a time when you
3 asked yourself a what if question. What was the effect?
4
5
6 Why, why, why?
7
Another common type of toxic thinking is the why question.
8
Why questions essentially demand explanations and asking them
9
can be very useful when applied in neutral situations. For example,
2011
a mechanic asking why a car has broken down will lead to a series
1
of investigations that will help identify and fix the problem. But
2
when we apply the why question to ourselves whether it is our
3
thoughts, feelings or actions, it is bad news. This is because when
4
we ask ourselves why we do or dont do something, were often
5
introducing a judgement. Lets look at some common examples of
6
why questions that dont work.
7
8 Why cant I give up smoking?
9 Why dont I follow through on my goals?
30 Why do I have so little will-power?
1 Why do I always get things wrong?
2 Why am I so stupid?
311 Why does this always happen to me?
4
5 Read these statements out loud and notice their tone. Would you
6 like someone to say these things to you? Probably not. You can see
711 that these questions arent really questions at all they are judge-
8 ments and criticisms wrapped up as questions that put you under
911 pressure to come up with an answer when there isnt one.
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111 Below are some more examples of toxic thinking. Copy them
2 into your learning log, tick any that apply to you, and make a note
3 of the situations in which you tend to get trapped by them.
4
5
Exercise 22. Examples of toxic questions and statements
6
7
8 Toxic question/statement True of me? Situation in which
9 it occurs
1011 Why has this happened to me?
1
2 Why cant I . . .?
3
4 What if I fail?
5 If only . . .
6
7 I cant . . .
8
9 Ill try . . .
2011
I really should/shouldnt . . .
1
2 I cant help it if . . .
3
4
5
6
7 Notice how, on the surface, these questions and statements may
8 seem perfectly innocent. You probably say them to yourself at least
9 some of the time. You may even believe that they serve a purpose,
30 such as protecting you against disappointment or helping prepare
1 you for the worst. But dont fall into the trap! Like a drip-feed of
2 slow-acting poison, they eventually start to wear you down and
311 you pay a high price in terms of your happiness and well-being.
4
5
6 The tell-tale signs of toxic thinking
711
8 From what weve seen so far, you can see that toxic thinking tends
9 to have the following qualities.
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111 It often involves questions that you cannot answer.

2 You can spend hours thinking, without getting anywhere.
3 It seems convincing but is not based on the facts.
4 It increases your distress levels.
5 It leaves you feeling disempowered and demotivated.
6 It leaves you feeling inadequate.
7 It undermines your confidence and self-esteem.
8 It closes down options, rather than opening them up.
9
1011
Exercise 23. Get to know your toxic thoughts
1
2 Think about times when you have felt unable to live in a way that
3 is consistent with your Mission. What kinds of things do you tend
4 to say to yourself that keep you stuck? Look out for dire warnings
5 in the form of what if . . . questions, judgements about your
6 inadequacies in the form of why questions, or phrases that
7 weaken your resolve and confidence (such as If only . . . or Ill
8 try . . .). Include any other phrases that you can think of, that tend
9 to entrap you. List your top five favourites in your learning log.
2011 Take a moment to look at the thoughts you have written down.
1 Can you spot the signs of toxic thinking and see how they have a
2 detrimental effect on your life? And can you also see how they
3 dont quite reflect the reality of all aspects of the situation even
4 if they feel completely true at an emotional level? If you were free
5 of the influence of these toxic thoughts, what would you like to
6 think instead?
7
8
9 Mind the gap between your mindset and reality
30
1 When it came to making changes, one of the big lessons Craig had
2 to learn was that, when it came to judging himself and his poten-
311 tial, he couldnt always take his assumptions at face value.
4 We all like to believe that our thinking is pretty accurate, and
5 some of the time this might be true. But when it comes to judging
6 ourselves, our relationships, our competencies and needs, strange
711 things can happen. Decades of research in psychology has found
8 that when we experience strong emotions or encounter challenging
911 situations, our style of thinking changes in predictable ways.
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111 Specifically, our perspective becomes much more narrow. Our

2 mind presents us with abbreviated versions of reality that fail to
3 take account of the whole picture. It is like zooming in with a tele-
4 photo lens you can see the detail but not the context.
5 Have you ever been in a challenging situation involving strong
6 emotions where you were convinced that one interpretation of a
7 situation was accurate only to find later on, when you were
8 calmer, that you had misread things? This is what I mean by seeing
9 the world through a telephoto lens. The detail looms so large that,
1011 in the moment, we forget to look at the whole picture.
1 What the mind is doing at these moments is taking short-cuts
2 in its style of information processing. In survival situations, there
3 are very good reasons for doing this. If you are facing a threat to
4 your life, you need to be able to zoom in on the threat to the exclu-
5 sion of everything else. This ability enables us to stay alert to danger
6 and sharpens our decision-making skills so that we can make swift
7 judgements about whether a situation is safe or harmful.
8 If you are out in the African bush, for example, and you see the
9 grass shimmering in the distance, you will stop gazing up at the
2011 birds or the trees and the beautiful landscape and will focus on the
1 detail of the shimmering grass to the exclusion of all else. That
2 particular aspect of your landscape will capture your whole atten-
3 tion while you try to work out whether the shimmering is just the
4 breeze or a lion preparing to attack. In this situation, the ability to
5 anticipate danger will enable you to zoom in on that danger. And
6 doing so could well save your life.
7 Survival thinking is part of the fight or flight response that we
8 looked at in Principle No. 4, and it works very well when you are
9 faced with an immediate life or death decision. But because it dimin-
30 ishes your curiosity, depletes your creativity, and closes down your
1 options, it cannot help you identify ways of fulfilling your Mis-
2 sion. This is important, because most of the choices we experience
311 in our lives today are not true survival situations. We have choices
4 to make about how we want to live our lives, the kind of work we
5 want to do, and how we want to nurture our own gift of individu-
6 ality so that we can offer it to the world. For these situations, we
711 need to take a broad perspective that will arouse our curiosity, inter-
8 est, and creativity: a style of thinking I call inspired thinking. Table
9 4 highlights the different qualities of each approach.
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111 Table 4. Survival and inspired thinking styles.

2 Survival thinking Inspired thinking
3
4 Closes down options (to aid Opens up options
5 quick decision-making)
6 Aims to minimize risk-taking Aims to enhance (appropriate) risk-
7 taking
8 Danger orientated Development orientated
9
Judgement orientated Choice orientated
1011
1 Contractive: can see things Expansive: can see things from many
2 from one angle only different angles
3 Associated with uncomfortable Associated with pleasurable emotions
4 emotions (such as fear, anxiety, (such as joy, humour, pleasure)
5 anger)
6 Occurs when we feel threatened Occurs when we feel safe
7 Facilitates swift, incisive Facilitates day-dreaming and creative
8 thinking (even if incorrect) thinking
9 Concerned with right and Concerned with a world of possibilities
2011 wrong
1
Keeps you alive in survival Keeps you growing and learning
2
situations
3
4
5 Both styles of thinking are important and have their place. But
6 you need to know which style of thinking to use when. When it
7 comes to fulfilling your potential, deciding on your goals, working
8 out how you want to live your life, and implementing your
9 Mission, you need inspired, not survival, thinking.
30
1
2 Avoid the thinking traps
311
4 Survival and inspired thinking are all about the way you process
5 information, not just the content of your thoughts. Because
6 survival thinking is all about taking short cuts, it tends to lead to
711 biased thinking. Study Table 5, and see which types of biases apply
8 to you, particularly when you feel disheartened, vulnerable or
911 uninspired.
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111 Table 5. Common thinking traps: which ones do you use?

2 Type of thinking Description and example
3 trap
4
All-or-nothing Viewing situations and events from extreme
5 thinking (also perspectives, with no middle ground: e.g., If I dont
6 known as get a distinction on every piece of work, it means
7 dichotomous Im a total failure.
8 thinking)
9 Over-generalizing Making sweeping, generalised conclusions based on
1011 a single event: e.g., a person has a minor setback
1 and tells themselves, Things never work out for me.
2 Sooner or later, it always goes wrong. I might as
3 well not bother.
4 Catastrophizing Exaggerating the significance of an event: e.g., If I
5 make a mistake on this project, others will realize
that Im a failure, my partner will leave me, Ill lose
6
my job, wont be able to pay the mortgage and will
7 end up homeless . . .
8
Mind-reading Assuming you know what people are thinking and
9 that they are judging you negatively (even in the
2011 absence of evidence to support your view): e.g.,
1 when you are talking to someone at a party, you see
2 them glance at their watch and you think They
3 obviously find me really boring and cant wait to get
4 away.
5 Fortune telling Predicting future events, usually in a catastrophic
6 way, in the absence of any evidence (see
7 catastrophizing, above).
8 Discounting Discounting positive information about yourself or
9 positives the situation and playing down your strengths and
accomplishments. I know Ive achieved my goals,
30
but they werent actually that difficult when you
1 appreciate what other people achieve . . .
2
Exaggerating You focus almost entirely on the negative aspects of
311 negatives a situation and fail to appreciate other, more
4 positive aspects.
5 Labelling You sum yourself up in a single, usually critical or
6 judgemental word: e.g., I am stupid; I am a
711 failure. This is often an extreme form of all-or-
8 nothing thinking.
9 (continued)
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111 Table 5. (continued)

2 Type of thinking Description and example
3 trap
4
5 Personalizing and Blaming yourself for outcomes for which
blame you are not totally responsible: e.g., Its my fault
6
my son failed his maths test, because Id been too
7
busy to help him revise. If Id been a better parent
8 this would never have happened.
9 Shoulds Focusing on how you think things ought to be,
1011 rather than how they actually are. This often
1 involves imposing arbitrary rules or standards on
2 yourself or others that become difficult to live up
3 to. For example: I should always make sure
4 everyone is happy and well looked after before I
5 even think about my needs.
6 Unfair You impose unrealistic standards on yourself by
7 comparisons focusing on others who seem more successful than
8 you and then judging yourself inferior in
9 comparison.
2011 Inability to This often appears in our thoughts or speech in the
disconfirm form of a Yes, but . . .. You reject any evidence
1
that contradicts your negative thoughts.
2
Emotional You assume something is true because it feels true:
3 reasoning e.g., believing that you are being taken advantage of
4 by someone because you feel angry with them.
5 Preconceived Your implicit ideas about a situation or event act
6 notions or like a filter and prevent you from perceiving new
7 expectancies information accurately.
8 Selective attention You attend only to information that confirms your
9 to confirmatory existing beliefs. You edit out information that
30 evidence challenges your ideas, preventing a more impartial
1 view of the situation.
2
311
4 Go back to your answers on the Inspiration Inventory at the
5 start of this book. Are any of these thinking traps involved in
6 those areas that arent working so well? If so, how have they held
711 you back? What thinking traps might get in the way of you ful-
8 filling your Mission? Write down your reflections in your learning
911 log.
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111 Ask the questions that can facilitate your journey

2
3 As your own coach, I want you to get into the habit of asking your-
4 self the kinds of questions that will consistently point you in the
5 right direction. The best types of question, the thinking style you
6 need for inspired living, allow you to frame a problem, life
7 dilemma, or choice in a way that prompts you to come up with
8 helpful solutions. They engage your imaginative and creative
9 potential, as well as your problem-solving capabilities, and equip
1011 you with a framework for relating to your mind that you can apply
1 to any situation you encounter in your life.
2 The kinds of questions you want to aim for are those that help
3 you explore your thoughts, emotions and actions in a particular
4 context and which source new ideas and possible courses of action.
5 These tend to be questions that
6
7 have no right or wrong answer;
8 generate many possibilities, options, and choices;
9 are simple to answer (you dont need a PhD to answer them!);
2011 evoke curiosity and interest;
1 motivate and empower you;
2 help you transform problems into opportunities;
3 promote positive self-belief;
4 lead to greater clarity about what you want;
5 give you a focus for implementing your Mission and goals.
6
7 Inspired thinking also uses open questions that tend to start
8 with the following types of words:
9
30 how?
1 what?
2 where?
311 who?
4 when?
5
6 (Notice that why questions are not included!)
711 Think about how you could use these kinds of questions in rela-
8 tion to your own coaching journey. Below are some examples that
9 you may find helpful to explore.
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111 How many ways can I think of to turn my Mission into an

2 action plan?
3 How does this (idea/goal) relate to the core area in which I
4 am coaching myself?
5 How will my goals serve others as well as myself?
6 Who will benefit when I achieve my ambitions?
7 Whats the first step I can take towards getting where I want
8 to be?
9 What other possibilities are there?
1011 What small steps do I need to take over the next six months?
1 How will I know when Ive got there? What do I expect to
2 feel? Notice? Experience? Which bit of my new life will I like
3 the most?
4
5 And, in relation to apparent obstacles or setbacks, how about the
6 following questions?
7
8
How have I played a role in bringing about this result?
9
What Attitude could I adopt right now that would give me
2011
more choices?
1
How many ways can I think of to solve this problem?
2
Whats the opportunity in this? What can I take from this, to
3
create a different outcome next time?
4
If I knew my success was guaranteed, how would I approach
5
this situation differently?
6
7 Who can help me think about this dilemma creatively?
8 What advice would my council give me? (Remember the
9 personal council of advisers you appointed at the end of the
30 Attitude section? Heres one place where you can start to put
1 your members to work.)
2
311 Notice that these questions are not just about replacing negative
4 statements with positive ones, but are about learning a way of
5 examining, evaluating, and relating to your thoughts and reactions
6 so that you can increase your range of choices. Notice also how all
711 the questions are likely to employ your mind in a helpful way it
8 will chatter on regardless, so you might as well make it work for
911 you by giving it a job to do!
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111 Your worksheet

2
3 Whenever you find yourself getting caught up in the stories that
4 your mind is telling you, or when your current thinking style is not
5 getting you the results you want, use the work sheet below. (Copy
6 it into your learning log.)
7
8 Toxic thought Thinking trap Inspired thinking Action
9
1011 (write it below) (name it here) (your reframe) (what is one
1 thing you can
2 do right now
3 that would
4 help you?)
5
6 Take home message
7
8 Creating the life that inspires you involves learning how to nurture
9 your heartfelt ambitions and honour your potential. In order to do
2011 this consistently and effectively, you need to harness your most
1 powerful tool: the mind. Cultivating the mind involves learning to
2 guide it away from those forms of mental processing that generate
3 distress and towards those kinds of processing that are empower-
4 ing and nurturing and that trigger curiosity and effective problem-
5 solving. The essential thinking skills for inspired living involve
6 more than just altering the content of your thoughts. They also
7 involve working with your thought process or thinking style. And,
8 like all skills, working with your thinking style takes practice the
9 more you do it, the easier it will get and the more powerful and
30 effective it will become.
1 From now on, tune into your thoughts on a regular basis.
2 Search out disempowering phrases, learn to understand the think-
311 ing style that underpins them, and gently reframe them by chang-
4 ing your thinking style from one of survival thinking to one of
5 inspired thinking. Do this every day for a week and the results will
6 probably surprise you. Do this every day for a month and your life
711 will start to change in profoundly positive ways. Make this the
8 habit of a lifetime and you will always inspire others with your
9 interest and creativity as well as yourself.
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111 Your Coaching Tool Kit: Top Tips for Thinking Right
2
3 1. Pay attention to your thoughts: if they undermine you, root
4 them out.
2. Do not take your assumptions at face value. Just because
5 they feel true doesnt make them true (after all, thousands of
6 children believe in Father Christmas . . .).
7 3. Whenever you find yourself asking a toxic question,
8 reframe it within an inspired thinking style, using a how, what,
9 when, who, or where question.
1011 4. Use your optimism skills to undermine any toxic
1 pessimism.
5. Practise cultivating these qualities of mind every day.
2
3
4
5 Empower Your Mind with the Right Questions
8 One thing I will do differently as a result of this chapter is . . .
2011
1
2 Bibliography
3 Brown, J., & Isaacs, D. (2005). The World Caf: Shaping Our Futures
4 Through Conversations that Matter. San Francisco, CA: Berrett-
5 Koehler.
6 *De Bono, E. (1994). Parallel Thinking: From Socratic to de Bono
7 Thinking. London: Penguin.
8 *De Bono, E. (2003). De Bonos Thinking Course. London: BBC.
9 Gambrill, E. (2005). Critical Thinking in Clinical Practice (2nd edn).
30 Hoboken, NJ: Wiley.
1 *Greenberger, D., & Padesky, C. A. (1995). Mind Over Mood. Change
How You Feel by Changing the Way You Think. New York: Guilford.
2
*Leahy, R. L. (2005). The Worry Cure. Stop Worrying and Start Living.
311
New York: Harmony.
4 Wheatley, M. J. (1999). Leadership and the New Science: Discovering
5 Order in a Chaotic World. San Francisco, CA: Berrett-Koehler.
6
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8
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111 CHAPTER EIGHTEEN

2
3
4
5 Principle No. 11: Developing
6
7
Your Creativity
8
9
1011
1
2
3 Creativity is the making of a life and a world
4
5 (Zander & Zander, 2000)
6
7
8 Welcome to Principle No. 11: how to develop your creativity. This
9 chapter dispels some of the myths surrounding this remarkable human
2011 gift and allows you to expand your creative potential in the service of
1 your wider sense of purpose. Together we will explore:
2
the nature of creativity;
3
the creative skills and talents you already possess (but may have
4
overlooked);
5
how you can become more creative across all domains of your
6
life.
7
8
9 How do you come up with ideas that have the potential to trans-
30 form your life? What are the skills you need to turn great ideas into
1 a new and exciting reality? If you want to bring your Mission to
2 fruition, you will need to look beyond your analytical and prob-
311 lem solving skills to engage with a deeper quest: one of excavating
4 and nurturing your capacity to imagine, design, and invent.
5 In the previous chapter, we looked at the importance of asking
6 the right kind of questions. In this chapter, we will look at how to
711 take this one step further by combining your skills in inspired
8 thinking with your ability to create an ability which speaks
9 directly to the heart of inspired living.
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111 If you are like most people, you probably radically underesti-
2 mate your natural creative ability. So, before continuing with this
3 chapter, complete Exercise 24.
4
5
6 Exercise 24. Are you a creative person?
7 Take a moment to think about your own creativity and then use
8 the following questions to guide you.
9
1011 How does your creativity express itself in your life?
1 In what areas are you most and least creative?
2 Do you see yourself as a creative person?
3 If so, why? What is it that you observe yourself thinking,
4 feeling or doing, that leads you to label yourself as creative?
5 If not, why not? What do you notice yourself thinking,
6 feeling or doing that leads you to judge yourself as non-
7 creative?
8
9 Write the answers in your learning log.
2011
1
2 The gift of creativity
3
4 Creativity is prized throughout the world, and for good reason.
5 When allowed to flourish, it has profound implications for our
6 work, our lives, our relationships, and our communities. On
7 a personal level, the ability to think and act in creative ways
8 adds dimension, richness, and vitality to our lives. Author Julia
9 Cameron has even suggested that the opportunity to express our
30 creativity is vital to sustaining a sense of personal meaning.
1 Industries and organizations are increasingly aware of the power
2 that creativity has, both in terms of how opportunities for its
311 expression can enhance job satisfaction and as a means of gaining
4 a competitive edge in the marketplace. In the commercial world,
5 where organizations must continually reinvent themselves, their
6 image, and their products in order to survive, considerable amounts
711 of money are spent on enhancing the creative potential of the
8 workforce. Creativity pays dividends and, as one of the highest of
911 all human functions, is central to artistic expression, scientific
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PRINCIPLE NO. 11: DEVELOPING YOUR CREATIVITY
111 discovery, political leadership, entrepreneurial endeavours, and

2 successful businesses.
3 But what exactly is creativity? Think of someone whom you
4 would judge to be truly creative. Try not to analyse your response
5 too much simply take the name of the first person who comes to
6 mind.
7 Whom did you choose? Someone who is famous for their
8 creative gifts or someone little known by the world at large? Now
9 think about why you chose them. How do you know they are
1011 creative? What qualities do they possess? How is their creativity
1 expressed? Your choice tells you something important about how
2 you view creativity and, therefore, your ability to nurture this gift
3 in your own life.
4
5
6 Creative genius and mundane moments:
7 the Big C, small c distinction
8
9 If, in the previous exercise, you chose someone who is famous for
2011 their creative genius, then you are not alone. Many of us associate
1 true creativity with something bordering on genius. Ask one
2 hundred people to identify someone whom they would judge as
3 genuinely creative, and they will produce names such as Leonardo
4 da Vinci, Michelangelo, Mozart, Beethoven, Newton, Einstein,
5 Galileo, Edison, or Shakespeare: in other words, people whose
6 creative abilities enabled them to achieve extraordinary results and,
7 in some cases, results that changed the world.
8 Great artists, composers, scientists, inventors, and writers are
9 undoubtedly examples of creative talent at work. But this is only
30 one type of creativity, and when we associate it with such greatness
1 we are in danger of seeing it as something bestowed on the gifted
2 few a mysterious quality that exists out there and that is a
311 million miles away from the everyday realities of earning a living,
4 developing a career, running a home, or raising children.
5 The notion that creativity only counts if it yields great
6 outcomes is a myth. Abraham Maslow, a pioneer of the human
711 potential movement, identified two distinct types of creativity:
8 primary and secondary. Primary creativity refers to peak moments
9 in our thinking and behaviour that leave us feeling inspired at
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111 some deep or transformational level. Secondary creativity, in

2 contrast, refers to those more mundane moments we take for
3 granted because they are so much a part of how we live.
4 More recently, these different types of creativity have been
5 branded Big C and small c. Big C creativity is that which makes
6 a lasting contribution to our society, culture, or history in some
7 distinct way. It refers to the ability to make a truly original and
8 exceptional contribution within the context of a particular field.
9 This is where our creative geniuses shine; within their domains,
1011 they leave a lasting and transformational legacy. Picasso changed
1 the way in which art was viewed. Wagner introduced a new type
2 of musical form that changed the way in which music was under-
3 stood. Their fields were never the same after they had been touched
4 by these giants in Big C talent.
5 In contrast, small c creativity refers to the art of applying our
6 abilities, talents, and imagination to increase our options and
7 enhance our quality of life. More mundane than Big C creativity,
8 small c moments can none the less be equally profound. If you
9 have ever noticed the look of delight on a childs face as you
2011 present them with an aeroplane you have just made out of old
1 newspaper, or sent a thoughtfully worded card to someone whom
2 you know is going through a tough time, youll know what I mean.
3 Small c creativity makes history too just on a more modest scale.
4
5
6 Big C: the creative facts
7
8 There are several important facts to note about your own Big C
9 potential. The first is that Big C is not something that you are born
30 with or without. True, some people may be more naturally gifted
1 in certain areas than others, but the differences between Big C
2 and small c types are quantitative rather than qualitative. In other
311 words, your creative potential exists along a sliding scale, and you
4 can move towards greater expression of Big C in your life by
5 heightening your awareness of your creative abilities and finding
6 ways to implement them.
711 The second fact is that Big C creativity typically involves years
8 of study, hard work, and persistence in order to manifest in some
911 extraordinary way. Talent undoubtedly helps, but persistence is
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111 even more essential. For example, if you want to be a Nobel Prize
2 winning physicist, having a natural inclination for the subject
3 (however exceptional) will not be enough. You will need to spend
4 many years refining your knowledge of the discipline, studying the
5 efforts of others gone before you, and expanding your repertoire of
6 technical skill before you can even begin to think about making an
7 original contribution let alone one that is of the Nobel Prize
8 winning standard.
9 Sometime ago, I was listening to a radio programme about the
1011 great composer Ludwig van Beethoven. As a young student, Beet-
1 hoven was mentored by another distinguished musician, Joseph
2 Haydn. The programme quoted a letter that Haydn had written to
3 one of his contemporaries, extolling the talent of the young Beet-
4 hoven and predicting his brilliant future. However, in his letter, he
5 described how he was going to help his prodigy to rewrite his
6 Octet in E Flat, so that the young Beethoven could reshape it into
7 a better and more elegant composition. This letter sums up some-
8 thing important about Big C creativity; the genius was present, but
9 it existed as raw material. Beethoven needed to work hard to hone
2011 his ability and perfect his craft. And he needed experienced teach-
1 ers to guide him. Without commitment, hard work, and discipline
2 Beethovens talent would have remained latent potential.
3 How much raw material do you have that is currently lying
4 dormant? What hidden talents are you currently ignoring, or have
5 assumed you dont possess, simply because they have not been
6 given sufficient time and opportunity to manifest? Is it possible
7 that you have Big C potential that you have overlooked? If you
8 approached your creative potential using the thinking skills you
9 learnt in Principle No. 10, would you view your creativity any
30 differently? Write any reactions to these ideas in your learning log.
1 Are there any ways in which you could now start to express your
2 Big C potential?
311 A final, but equally important, fact is that many people with Big
4 C gifts have to struggle with major setbacks and live with tremen-
5 dous uncertainty about whether they will succeed in their chosen
6 field. And even when it does come, success is often the outcome of
711 a long and arduous journey. Thomas Edison failed hundreds of
8 times in his attempts to make a light bulb and Albert Einstein was
9 a poor student who failed his maths exams.
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111 Moreover, many innovations that we would now regard as truly

2 creative were rejected at the time because they proved too chal-
3 lenging for the status quo. For example, the ballet The Rite of
4 Spring, choreographed by the legendary dancer Vaslav Nijinsky,
5 was a crashing failure at the time of its first performances. It
6 departed so radically from the received wisdom of how ballet
7 should look that neither the dancers nor the public could under-
8 stand Nijinskys vision. As a choreographer, Nijinsky failed. Today,
9 however, we would view his contribution as truly original.
1011
1
2 Small c: the creative facts
3
4 Although you may have found the idea of connecting with your
5 Big C potential quite a stretch, you will probably be more famil-
6 iar with expressions of small c creativity in your life.
7 Small c creativity is central to a wide range of daily tasks, includ-
8 ing solving problems at home and work, getting the most out of
9 your relationships, and optimising your leisure time. Small c is all
2011 around you, and if you broaden your awareness of its influence
1 youll discover that it represents a wonderful source of inspiration
2 in its own right.
3 My good friend Lorraine is a prime example of the power of
4 small c creativity. Her busy life involves holding down a job,
5 running a home, supporting a husband, and raising her young son.
6 She weaves all these different strands of her life together with an
7 ease that is remarkable.
8 All of these are ongoing creative projects in their own right, but
9 what really inspires me about Lorraine is her immense talent for
30 interior design. She looks at colours and fabrics and immediately
1 sees their potential for creating a certain type of ambience in her
2 home. Over the years, she has created and recreated a series of
311 beautiful rooms, each with its own distinct dcor. There is little
4 doubt that Lorraine is an artist. However, she would not consider
5 herself to be creative in the Big C sense; her way of arranging
6 things is something that she takes for granted. However, whenever
711 I spend time with her, when I talk with her about her choice of
8 textures, fabrics, and colours, I come away feeling inspired. Her
911 creativity encourages me to explore my own.
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111 Exercise 25. Identify your small c potential

2
3 What creative skills and abilities do you use every day? Which ones
4 are now so familiar to you that you have forgotten to recognize
5 them as the talents that they are? If you approach your creative
6 abilities using the thinking skills you learned in Principle No. 10,
7 what might you now understand to be an expression of your
8 creative self? Write any reactions to these ideas in your learning log.
9 Are there any ways in which you could now start to acknowledge
1011 the influence of your small c creativity and even build on it?
1
2
3 Exploring the essence of creativity
4 The word creativity comes from the Latin word creare, meaning
5 to bring into being. Although there are many different theories
6 about creativity, there is fairly unanimous agreement that in order
7 to be awarded the status of creative, an idea or invention must
8 meet two key criteria, listed below.
9
2011 1. Originality: the idea or invention must be new and perhaps
1 even radically different from current thinking or practice.
2 2. Value: the idea or invention must be productive, having the
3 potential to enhance some aspect of our lives, or the lives of
4 others.
5
6 These qualities apply to virtually all of the major accomplishments
7 of the human race. Transport, cinema, the internet, air travel, or
8 the latest advancements in medicine can all be assessed according
9 to the degree to which they are original and the extent to which
30 they have helped us progress. True, some ideas may be controver-
1 sial (for example, the internet has dramatically increased access to
2 information and has also enabled higher incidences of web-based
311 scams), but few would argue that they have been neither original
4 nor valuable.
5 If you think about your own creativity, you will notice that you,
6 too, mix the ingredients of originality and value all the time, and
711 have done since you were a child. If you are not sure, think back
8 to when you were little. Did you ever play make believe, conjur-
9 ing up stories that kept you entertained for hours? Or have an
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111 imaginary friend in whom you confided when you needed comfort
2 or support? Or pretend that towels or rugs were magic carpets that
3 could transport you to faraway places? As an adult, have you ever
4 day-dreamed? Made something? Come up with a solution to get
5 you out of a tight spot? If you answered yes to any of the above,
6 then you are a creative person.
7 Use the questions in Exercise 26 to start developing a profile of
8 your unique brand of creativity, taking account of your Big C and
9 small c abilities. Write down your answers in your learning log so
1011 that you can review and add to them as you continue with your
1 coaching journey.
2
3
Exercise 26. Developing a profile of your creativity
4
5 Think of a time in your life when you were creative in some way.
6 This could be a major project, such as setting up your own busi-
7 ness or completing a thesis. Or it could be something simple such
8 as a time when you planned a special meal or invented a bedtime
9 story to soothe a young child to sleep. Be as specific as you can.
2011 Write down a brief description of what you did. Then answer the
2
3 What were the qualities (of thinking and action) you drew
4 upon in order to be creative?
5 What skills were you using?
6 How did you feel? What sorts of emotions and sensations
7 were you experiencing?
8 What sort of mind-set did you have (inspired or survival
9 thinking)? What were the thoughts and ideas relevant to how
30 you approached that task?
1
2 Now think about a time when your creativity felt blocked or
311 stifled in some way. Perhaps the great idea eluded you, or things
4 werent working out in the way you had hoped. Be as specific as
5 you can. Again, write down a brief description of what you did and
6 then answer the following questions.
711
8 What were the qualities (of thinking and action) you drew
911 upon in an attempt to be creative?
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111 What skills were you using?

2 How did you feel? What sorts of emotions and sensations
3 were you experiencing?
4 What sort of mind-set did you have (inspired or survival
5 thinking)? What were the thoughts and ideas relevant to how
6 you approached that task?
7
8 Your answers to Exercise 26 reveal something unique about your
9 own brand of creativity, so study them carefully. What themes or
1011 patterns do you notice? You might, for example, have discovered
1 that your creativity tends to flow easily in certain areas, but gets
2 blocked in others. You might find that your creativity tends to
3 emerge when you are by yourself, with plenty of time for your
4 imagination to wander. Or it may need the more active energy of
5 a team of people around you in order to thrive.
6
7
8 Use your imagination
9
2011 Whatever form your creativity tends to take, I suspect that during
1 your most creative moments you are able to
2
3 be playful with ideas without censoring or judging them;
4 be willing to experiment;
5 remain open to different possibilities;
6 feel curious;
7 feel involved and immersed in the moment;
8 focus on solutions rather than problems.
9
30 Conversely, for those times when you feel less creative, I suspect
1 that you are more likely to
2
311 feel pressured into coming up with a good answer;
4 view things from one particular angle (remember the think-
5 ing biases we looked at in Principle No. 10);
6 feel your imagination was constrained in some way;
711 be critical of your ideas;
8 feel daunted by the challenge;
9 focus on problems rather than solutions.
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111 If this is true for you, then you have discovered something impor-
2 tant about the quality of thinking that is needed for creative self-
3 expression. We are far more likely to achieve our creative potential
4 if we free ourselves from the constraints of logic and sensible think-
5 ing and are willing to look beyond the familiar, even if it is just for
6 a moment. Perhaps one of the best examples of this was Einstein,
7 whose creativity enabled him to undertake an imaginary ride on a
8 sunbeam a journey that led him to conclude that the universe
9 was finite and curved. Einstein felt comfortable looking beyond
1011 the established and rational wisdom of his discipline to access a
1 part of himself that was essentially non-scientific: the power of his
2 imagination.
3 One of the major obstacles against fulfilling our creative poten-
4 tial is, as author and psychologist Tony Buzan observes, that we are
5 largely taught to think in only one way we prize our analytical,
6 rational, problem-solving skills over our ability for imagination.
7 However, this doesnt seem entirely consistent with the advice of
8 those well-versed in Big C creativity. Everything, so the poet
9 William Blake tells us, starts in the imagination a sentiment
2011 shared by Einstein himself, who claimed that imagination is always
1 more important than knowledge.
2 When pregnant with her second child, a colleague of mine told
3 me how she had taken her young son along to her three-month
4 ultrasound scan. During the scan, the well-meaning doctor had
5 asked the little boy, Whats inside your Mummys tummy?
6 Totally unfazed, the little boy replied A horse!
7 Now, technically, we could argue this response is neither accu-
8 rate nor rational. But to dismiss it as such is to miss the point
9 entirely. It was no more accurate or rational for Einstein to
30 contemplate going for a ride on a sunbeam. But it was only by
1 liberating himself from the rational that life-changing solutions
2 could be found. Just think what you could accomplish if your
311 imagination was as free to roam as that little boys!
4
5
Creative people, creative contexts: the interaction of the
6
personal, social, and cultural domains
711
8 So far we have looked at how creativity is a combination of your
911 own unique cocktail of personal qualities, willingness to think
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111 beyond the ordinary, and persistence (especially when it comes to

2 Big C creativity). However, individual factors are only one compo-
3 nent of your creativity. Working out which ideas are useful and
4 which are not, and how to translate ideas into action, requires
5 knowledge of the context in which you are living and working.
6 Creativity, then, is the outcome of an interaction between four
7 different domains, identified below.
8
9 1. The personal.
1011 2. The interpersonal.
1 3. The wider networks and systems in which we are embedded.
2 4. Global and historical influences.
3
4 All these factors will influence when, and how, your creativity
5 manifests. At the personal level, think about how your creativity
6 has been enhanced and inhibited by:
7
your Mission (including your authenticity, what has meaning
8
for you, your signature strengths, and the extent to which you
9
are prepared to exercise your courage);
2011
your Attitude (the extent to which you are optimistic vs.
1
pessimistic, how you harness your curiosity, experience grati-
2
tude, and offer compassion to yourself and others);
3 your Process (the nature of the goals you set yourself, the way
4 you think about your life, your abilities, and your creativity
5 and the extent to which you persist and nurture your moti-
6 vation to persist when confronted with obstacles);
7
8 At the interpersonal level, think about how your creativity has
9 been enhanced and inhibited by:
30
1 your relationships with family members and intimate others:
2 their values, priorities, and perspectives;
311 your relationships with friends their values, priorities, and
4 perspectives;
5 your relationships with colleagues their values, priorities,
6 and perspectives.
711
8 At the level of wider networks, how has your creativity been
9 enhanced and constrained by:
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111 the different communities to which you belong: professional,

2 social, spiritual, and cultural?
3 the organizations and industries in which you work?
4 the Mission, Attitudes and Processes of those communities?
5 the ideology of your society at this point in human history, as
6 shaped by local politics and national political and economic
7 interests?
8
9 Finally, at the level of global influences, how might your creativ-
1011 ity have been shaped (for good or ill) by:
1
2 trends in thinking about what it means to have a good life?
trends in thinking about what it means to be successful?
3
concerns and priorities for the future of humankind (includ-
4
ing ideas about power, warfare, and economic security).
5
concerns about the future of our planet?
6
7
8
9 How to harness your creativity
2011 However creative you judge yourself to be, there is no doubt that
1 you can increase your creative potential still further, and that doing
2 so will increase your range of choices, your sense of resourcefulness,
3 and your love of life. The art of inspiration is learnt and refined
4 through experimenting in the context of our everyday lives.
5 A good way to begin this search is to pay attention to what
6 inspires you, which will provide an invaluable trail of clues about
7 your unique brand of creativity and how you can recognize oppor-
8 tunities for growth and inspiration from all four dimensions. You
9 can also use Exercise 27 to work out ways of stretching your
30 creative potential.
1
2
311 Exercise 27. Harnessing the power of your creativity
4 Think of an area in your life where you would like to be more
5 creative. Make it as clear as you can and sum it up in single state-
6 ment or question (such as How can I . . .? or What I really want
711 to achieve now is . . .).
8 Allow your mind to enjoy playing with this as a possibility for
911 your life. What would need to happen for you to allow your
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111 creativity expression in this area? What steps could you now take
2 to invent this for yourself? Consider what resources might be
3 required, the type of thinking skills that will support your efforts
4 and who, within your family and social circle, might help you give
5 expression to this part of yourself.
6
For a further source of ideas for developing and expressing your
7
creative potential, use the Coaching Tool Kit below.
8
9
1011 Your Coaching Tool Kit: Suggestions for Enhancing your
1 Creativity, Big and Small
2 1. Build some unstructured time into your week and do
3 something completely unconnected with your daily life and all
4 its responsibilities. Unstructured time creates a space for your
5 imagination to express itself.
6 2. Get curious about your creativity and keep a diary of
7 creative moments in your life. Make a note of what form your
creativity took, where it happened, how it happened, when and
8 with whom.
9 3. Build up your tolerance for appropriate risk-taking, uncer-
2011 tainty and ambiguity, even if it doesnt come naturally (remem-
1 ber Principle No. 4: Courage).
2 4. Try something new every day or if not every day, at least
3 once each week!
4 5. Build up your network of creative contacts for ideas,
feedback and support. See if you can identify the Mission,
5
Attitudes and Process that guides them. In what ways do they
6 conform to and disregard conventional thinking and behaving?
7 6. Draw on the lessons learned by others. Creative geniuses
8 often have a mentor to whom they can turn for inspiration.
9 Remember the Council you created at the end of the Attitude
30 section? Here is your chance to use it, or to invite some new
1 members on board.
2 7. Mix your media. Creativity is stimulated by drawing on
skills and interests from multiple areas of our lives. Search out
311
contact with the natural world, literature, the arts, science or
4 spirituality to access your sense of adventure.
5 8. Try approaching a situation or task from a radically new
6 perspective. If you were an inventor, scientist, politician or
711 human rights activist how would you approach that situation or
8 task differently?
9
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2
3 Creativity involves a subtle blending of knowledge, skills, talents,
4 curiosity, spontaneity, and a willingness to experiment that allows
5 for nuances of the self to be explored.
6 Your brand of creativity is unique to you and needs to be
7 expressed through every channel of your life. So, make yourself
8 available to its call in whatever shape or form it occurs.
9 Seeing yourself as creative may feel totally natural to you, or feel
1011 like a real stretch. Either way, learn to nurture this gift within you.
1 See it as a young seedling depending on the type of plant, it may
2 need to germinate for a while before it bears fruit, but that does-
3 nt mean it isnt growing. And, like so many of the other principles
4 that make up the art of inspired living, creativity breeds more
5 creativity: the more you work with your abilities in this area, the
6 more robust and powerful they will become.
7 In this chapter, we have looked at ways of heightening your
8 awareness of your creativity, both at the Big C and small c levels.
9 We have also looked at how your natural creative talent already
2011 manifests in your life and considered how you might like to find
1 new outlets for its expression.
2 In order to allow your creative potential to shine through, you
3 may need to engage with a part of yourself that doesnt want to
4 play by the rules of sensible, logical thinking. In fact, in order to
5 thrive, creativity needs a degree of chaos and a willingness on our
6 part to relinquish the desire to have our rational selves run the
7 show. To live creatively means to sacrifice some of the control,
8 certainty, and predictability that our education and environment
9 insists is so vital to effective living.
30 In the end, harnessing your creativity is not about having extra-
1
ordinary thoughts or achieving remarkable things. It is about
2
knowing that you shape your world in small and incremental ways
311
through your innate imaginative potential and your desire to
4
invent. If you commit yourself to a life of creativity both Big C
5
and small c you will always find life to be full of inspiring
6
moments.
711
8
911
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111 Developing Your Creativity

2
3 One idea I will take away from this chapter is . . . (write the
One thing I will do differently from now on is . . . (write the
6
7
8 Bibliography
9
1011 *Buzan, T. (2001). The Power of Creative Intelligence. Ten Ways to Tap
1 Into Your Creative Genius. London: Thorsons.
2 *Cameron, J. (1995). The Artists Way: A Course in Discovering and
3 Recovering Your Creative Self. London: Pan.
Csikszentmihalyi, M. (1996). Creativity: Flow and the Psychology of
4
Discovery and Invention. New York: HarperCollins.
5 Maslow, A. (1968). Towards a Psychology of Being. New York: Van
6 Nostrand.
7 Maslow, A. (1971). The Farther Reaches of Human Nature. New York:
8 Viking.
9 Sternberg, R. (Ed.) (1999). Handbook of Creativity. Cambridge:
2011 Cambridge University Press.
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111 CHAPTER NINETEEN

2
3
4
5 Principle No. 12: Managing
6
7
Your Motivation
8
9
1011
1
2
3 Success is going from failure to failure
4 without loss of enthusiasm
5
(Winston Churchill)
6
7
8 The last of the 12 Principles of inspired living looks at how to
9 manage your motivation so you can be sure to achieve the results
2011 you are aiming for. In this chapter you will:
1
2 dispel some of the common myths about what it means to be
3 motivated;
4 find out your own stage of motivation;
5 discover the secret of keeping motivated;
6 learn some great ideas for helping you get back on track when
7 your motivation flags.
8
9 There is always a certain adrenaline rush that comes from decid-
30 ing to make changes in your life. If youve ever been on a diet,
1 promised yourself to give up a long-standing habit, or made a New
2 Years Resolution, youll know what I mean. Nothing energizes us
311 more than committing ourselves to a goal that really matters. For
4 a short while, you find yourself full of enthusiasm and vitality as
5 you go about making meaningful changes to your life. But be
6 honest; how long do the good intentions last? A month or two if
711 youre lucky?
8 For many people, loss of motivation is the fly in the ointment
9 that prevents them from transforming their Mission into goals and
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111 from following their goals through to completion. Maybe the

2 amount of effort required makes you question whether its really
3 worth it. Maybe you encounter setbacks and obstacles that leave
4 you feeling as though you are failing. Perhaps other demands on
5 your time take over, or maybe even success itself starts to feel scary
6 as you see yourself edging closer to what you thought it was that
7 you wanted.
8 Times like this are a real test and if you dont know how to
9 manage them, its difficult to keep going. But giving up on your
1011 dreams is the ultimate betrayal of your authenticity, personal
1 meaning, signature strengths, and courage. So, if you want to
2 sustain your motivation through good times and bad, there are one
3 or two things you need to know.
4
5
6 The true nature of motivation
7
8 Motivation is big business. Businesses spend thousands of pounds
9 each year on motivating their staff in the belief that motivated
2011 people are more productive people.
1 Motivation is also essential to exercising your creativity. Break-
2 throughs and insights often occur as a result of our willingness to
3 persist even when confronted with obstacles or apparent failures.
4 People who work in sales are very aware of this. For every sale they
5 make, many will have fallen through. It is the determination to
6 continue in the face of defeat that separates the highly successful
7 from the less successful. This is where motivation is essential.
8 Motivation is a misunderstood concept. If you look at some
9 self-help books, its easy to come away with the impression that
30 motivation is little more than a choice: you either choose to change
1 things or you dont; the key to success is simply deciding what you
2 want and going for it.
311 We all buy into this myth to some extent. Imagine, for example,
4 someone who is highly motivated to start a new business. The
5 market conditions are favourable, the person really knows their core
6 area, and has capital behind them. Their Mission is clear, they have
711 the right Attitude and they have SMART goals to help them get
8 there. What do you think will happen next? If you are like many
911 people, you probably imagine this person making changes relatively
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PRINCIPLE NO. 12: MANAGING YOUR MOTIVATION
111 easily and quickly. You have a vision of them staying consistently
2 motivated until they have a successful business, shrugging off any
3 obstacles with determination until their dreams have come true.
4 After all, will-power and determination are everything, right?
5 Wrong! According to change experts James Prochaska, John
6 Norcross, and Carlo DiClemente, this is one of the most common
7 and destructive myths about how we change. They highlight how
8 we are often seduced into believing that change is (or should be)
9 easy once weve made up our minds about what we really want.
1011 The truth is that most of us try repeatedly before finally getting the
1 results we want particularly when it comes to making major
2 changes in our lives.
3 The stories of highly successful people in the media tend to
4 reinforce this myth, focusing largely on the outcome of success.
5 Pick up a magazine article on anyone famed for their accomplish-
6 ments and, regardless of their field, youll see what I mean. The
7 story is all about what they have achieved, not the details of how
8 they achieved it. In this sense, success is viewed as a product. But
9 behind this product is a more messy, meandering process of exper-
2011 imenting, stumbling, learning, and growing that is the foundation
1 of true success.
2 When working with my clients, I often describe motivation as
3 being like a sea voyage. You set out to sea on a small boat. Before
4 you go, you plan your route and set a course. You hope your route
5 will allow you to arrive safely, but the prevailing conditions will
6 determine how the journey actually unfolds. Sometimes the condi-
7 tions seem to smile on you. The sun shines and the water is calm,
8 allowing you to enjoy the ride and take in the scenery. But at other
9 times the weather gets stormy and the water becomes choppy.
30 When this happens, you have to devote all your energy and skill to
1 keeping yourself afloat. You cannot control the conditions; all you
2 can do is respond to them as best you can. It may not be pleasant at
311 those moments, but to abandon your journey because the prevail-
4 ing conditions are not ideal is to miss the point. Choppy weather is
5 part of the reality of sailing. Just like the weather, motivation fluc-
6 tuates. Motivation is a direction not a fixed state of mind.
711 Before you read on, use Exercise 28 to help you clarify any
8 myths you may be holding about the nature of motivation and
9 how it relates to success.
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111 Exercise 28. What does motivation mean for you?

2
3 Motivation is a word that evokes strong reactions in most of us,
4 including resistance! Think about your own beliefs and assump-
5 tions about motivation, then answer the following questions.
6
How would you define motivation?
7
To what (if any) myths have you subscribed (such as the idea
8
that change should be easy if you want it enough, or that will-
9
power is simply about making a choice)?
1011
What implications have these myths had for your life?
1
Think of a time when you have achieved something that
2
required persistence and motivation. How did you do it?
3
Break it down until you have a clear picture of the different
4
components. How can you draw upon these components to
5
help you now?
6
Think of a time when motivation seemed to elude you. What
7
got in the way? Can you identify the specific components?
8
What do you want to do differently next time?
9 What are your hopes and fears about making changes at this
2011 point in your life?
1
2 Based on your analysis, what do you need to remember about
3 the nature of motivation generally, and your motivation specifi-
4 cally, to help you achieve your goals? Write any thoughts in your
5 learning log.
6
7
8 Jasmines story
9
30 When Jasmine began pursuing her dream of writing a novel, she
1 found herself confronted with a major motivational block.
2 Although she had no formal training in creative writing,
311 Jasmine had harboured a lifelong ambition to write a novel. She
4 also believed she had a story that was burning to be told. After
5 several months of hard work during which Jasmine refined her
6 plot, developed her characters, and produced some drafts of the
711 initial chapters, she decided it was time to get some feedback.
8 She joined a writers group where she read out part of her first
911 chapter.
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111 The reactions of the group were mixed. She received some posi-
2 tive feedback and useful suggestions. However, one member of the
3 group was extremely critical, accusing her of spouting clichs. Jas-
4 mine felt humiliated and, despite her intentions, could not summon
5 up the courage to return to the group. Two years later, the pages of
6 her novel were gathering dust in a plastic bag under her bed. As her
7 coach, Jasmine asked me if I could help her get back on track.
8 As we talked, I discovered that Jasmines expectations of being a
9 writer were quite realistic. She was not aiming to win the Booker
1011 Prize, but loved to write and believed that this was central to her
1 Mission, which was concerned with reaching out to people
2 through stories.
3 Given that she was not putting herself under pressure to come
4 up with a literary masterpiece, I asked her what was getting in the
5 way of her writing now. She told me that she could not get the crit-
6 ical group members voice out of her head. When he told me that
7 my writing was full of clichs, something inside of me curled up
8 and died. I realized I was stupid to think I could write anything,
9 she sighed. Who was I kidding?
2011 Jasmines motivation took a nose-dive because of a setback trig-
1 gered by someone giving her unconstructive criticism. But her
2 Mission her desire to communicate with others through writing
3 was still a burning one. So we began to look at the situation in
4 greater detail.
5 Jasmine had got caught up in the thinking trap of exaggerating
6 negatives, in that she was focusing entirely on the negative aspects
7 of the groups feedback and had failed to remember the broader
8 picture. All she could remember was how critical this one person
9 had been. I asked her what the other members of the group had
30 said. Jasmine then remembered some positive feedback people
1 had come over to her after the group and told her that they had
2 enjoyed her story. Others offered practical suggestions that she had
311 thought would be helpful.
4 As we began to explore her experience at the group more objec-
5 tively, Jasmine recognized that there had been some truth in what
6 the critical member of the group had said it was the tone of his
711 delivery that felt hurtful. Moreover, he hadnt accused her of spout-
8 ing clichs throughout only in one section. We looked at how
9 she might depersonalize the feedback through using a worksheet so
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111 that she could take on board the suggestions that were useful. I also
2 reminded her that she had never written a novel before and so was
3 learning a new skill; receiving feedback was part of her learning
4 journey.
5 The next stage was to break the larger and quite overwhelming
6 task of completing a novel into manageable chunks. First, we
7 looked at how she could exercise inspired thinking (see Principle
8 No. 10). We then looked at the SMART goals she needed to set
9 herself. Jasmine decided it would be helpful to think about other
1011 resources she might need, including accessing novel writing guide-
1 lines on the internet and finding a tutor who could guide her
2 through the creative writing process. Her plan also included basic
3 organizational tasks like filing the pages of her novel properly and
4 re-reading the story again for the first time in two years.
5 A week later, Jasmine had re-read the chapters she had written
6 so far and was planning to start writing the following week. She
7 knew it was far from perfect and that she would need to get more
8 feedback, some of which might be difficult to hear. However, she
9 was back on track and doing what she loved most.
2011
1
2 Know thyself (and thy stage of change)
3
4 Is it worth it? For Jasmine the answer was a definite yes. She was
5 ready to make changes but just needed some help depersonalizing
6 the unhelpful feedback she had received and establishing a realis-
7 tic plan of action. But what if youre not so sure?
8 The psychology of motivation shows that when we try to
9 achieve our goals, we typically dance our way backwards and
30 forwards through a series of stages. The best way of managing your
1 motivation effectively is to make sure that your action plan accu-
2 rately fits your stage of change.
311 Think about your own Mission, Attitudes, and Process at this
4 time in your life and then read through the stages described in Table
5 6. See if you can identify where you are on the journey of change.
6 The key to managing your motivation is knowing your stage of
711 change and planning your Process accordingly. If you aim for some-
8 thing for which you are not truly ready, the goal will not come to
911 fruition and youll lose self-belief. This is why so many New Years
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111 Table 6. Prochaska, Norcross, and DiClementes stages of change.

2 Stage of change Example
3
4 Precontemplation You find it difficult to accept that you have respon-
sibility for making things change and may be more
5
interested in changing others than grasping the
6 nettle yourself! This stage is characterized by denial,
7 reluctance and often, feelings of despondency or
8 hopelessness.
9 Contemplation You recognize that something needs to change but
1011 are ambivalent about making it happen. In contem-
1 plation, you are beginning to reflect on your needs,
2 but are still at the thinking stage and not ready to
3 commit yourself to definite action.
4 Preparation You are now starting to focus on the solution rather
5 than the problem and are directing your energies
6 more to the future than the past. You are preparing
yourself to take action in the next few weeks and
7
may have started experimenting with small changes.
8 You still have mixed feelings, but are preparing to
9 walk your talk.
2011 Action You are now actively making changes and are proba-
1 bly aware of the commitment of time and energy
2 involved in achieving your goals. You know that
3 taking action is not the same thing as change and
4 probably feel the need for some extra support. You
5 may feel good about taking action but are also aware
6 how far you have to go.
7 Maintenance You have made important changes and your efforts
are now directed towards consolidating your
8
achievements. By now, you understand that achiev-
9 ing the goal is not enough; it is how you keep going
30 that matters. You realize that the effort to sustain
1 your gains is an on-going project.
2 Termination This is the ultimate goal that most of us never quite
311 reach! In the termination phase, you are completely
4 confident that you will never go back to your old
5 ways. This category isnt appropriate to all goals as
6 there are some areas of our life that we can never be
711 fully confident weve truly cracked (such as keeping
fit, giving up habits, running a successful business
8
and so on).
9
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111 Resolutions fall at the first hurdle; they are often based on a form of
2 wishful thinking that fails to recognize how change involves more
3 than good intentions. Effective self-coaching requires pairing your
4 motivation stage with action steps consistent with that stage.
5 For example, if you are at the contemplation stage, you might
6 simply need to gather information about how to achieve a goal for
7 future reference. If you are in the action stage, however, you will
8 probably want to develop a very clear and detailed plan of what
9 you will do and when, and establish a support network that will
1011 sustain you through good times and bad. An analysis of your level
1 of motivation might lead you to realize that, in order to bring your
2 dream to fruition, you need to acquire new skills, as in Jasmines
3 case. It could even involve making more fundamental changes to
4 how you live your life and who is, and isnt, a part of it.
5 What the psychology of motivation also tells us is that it is not
6 only natural to experience setbacks, it is also normal to have mixed
7 feelings. Ambivalence often gets a bad press, but in fact it is present
8 in every major decision we ever make. We all want to feel comfort-
9 able with ourselves, and the most important changes we undertake
2011 involve making ourselves uncomfortable! Feelings of self-doubt,
1 insecurity, even fear, are simply par for the course. Even letting go
2 of problems can be scary true, you may not want the problem,
3 but sometimes the prospect of a life without it can feel unsettling.
4 As a result, its perfectly possible to want something and not want
5 it at the same time.
6 Knowing that ambivalence is normal can help you manage your
7 motivation more effectively. If you can recognize that pursuing
8 your goals will involve mixed feelings, you are free to choose the
9 response that best serves your Mission. In other words, your feel-
30 ings are not always a reliable compass for determining how you
1 should act and where necessary you can acknowledge but override
2 them in favour of a course of action that will help you succeed.
311
4
5 How to steer your motivation through
6 those tricky moments
711
8 If you can expect ambivalent feelings as part of making valuable
911 life changes, how do you navigate your way through them?
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111 Psychologist Robert Leahy suggests that when it comes to

2 making changes we often have hidden agendas that handicap us
3 from achieving our intentions. If you find yourself faltering, a
4 useful place to start is to examine what seems to be getting in the
5 way (note: to do this successfully, you need to be curious and non-
6 judgemental about your struggles youre not making things diffi-
7 cult for yourself intentionally).
8 Think about what you have invested in your goals and if there
9 are any reasons you might be holding yourself back. Are you afraid,
1011 deep down, that if you try, you will fail? Are you making excuses
1 in an attempt to protect yourself from the terrible failure you imag-
2 ine will occur if you implement your dream? Or is your lack of
3 motivation coming from a fear of success? Do you imagine that
4 you or your life would change beyond all recognition if you were
5 to achieve your ambitions, or that success would create new pres-
6 sures you are simply not ready to handle? Do you see yourself
7 becoming so caught up in your new success that others in your
8 family or community start to suffer? Think about how you imag-
9 ine your life will change as a result of your successes. Your
2011 responses may surprise you!
1 In your learning log, make a note of any fears you might have
2 about pursuing your goals and any motivational blocks that could
3 prevent you from seeing them through to completion. Remember
4
also to keep a look out for any thinking biases and take steps to
5
correct them, using the work sheet in Principle 10.
6
Once you know you are clear about potential blocks, try using
7
the solutions chart (Table 7) to help yourself move forward.
8
Did you notice any motivational traps that you tend to fall into?
9
What action do you now need to take so that you are free to pursue
30
what really matters?
1
2
311 Exercise 29. Develop a personal motivation guide
4
5 You alone can know what will make the difference between persist-
6 ing with your Mission and giving up on it. So, before we end this
711 chapter, I would encourage you to develop your own personal moti-
8 vation guide, which you can turn to whenever your enthusiasm
9 needs a boost.
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111 Table 7. Solutions to motivational setbacks.

2 Motivational setback Solution
3
Every time I think 1. Look out for unrealistic fears and challenge them.
4 about trying to 2. Cultivate optimistic thinking and images of you
5 achieve my succeeding.
6 ambitions I see 3. Make sure you have a realistic and achievable
7 myself failing. action plan, aiming for small steps that will build
8 your confidence.
9 I keep trying but it 1. See if you are missing any essential skills and
1011 all keeps going learn them.
wrong. 2. Success comes from knowing not just what to do
1 but how to do it. Are you using the coaching
2 methods for long enough, consistently enough,
3 and rigorously enough to be successful?
4 3. Ask for support from a coach or therapist to help
5 work out where you are going wrong.
6 If I achieve this goal, 1. Review your previous successes. Did you become
7 I will become selfish selfish or self-absorbed then? If not, why would
and self-absorbed. this happen now?
8 2. Make sure your action plan includes sufficient
9 time for family and other responsibilities.
2011 3. Keep your goals in perspective. No one is asking
1 you to sign your soul to it!
2 I wont be able to 1. Check what you imagine will happen if you are
3 handle the pressure successful. Would someone impartial agree that
4 of success. your fears are realistic?
2. Challenge your unrealistic expectations of success.
5 3. Review your action plan. See if it reflects your
6 Mission and is worthwhile and achievable.
7 I cant take action 1. There is no such thing as a perfect solution. It
8 until I have found doesnt have to be perfect, just effective.
9 the perfect 2. Remind yourself that action is central to
30 solution. motivation. The main thing is to get going.
1 3. Remind yourself that setbacks are part of every
every significant change: you will experience them
2 no matter how perfect your strategy.
311
Im not sure I 1. Remind yourself that it is fine to change your
4 really want this. mind.
5 2. Review where you are on the stages of change: are
6 you pitching your action steps at the appropriate
711 level?
8 3. Adjust your goals so they reflect your priorities
right now.
911
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111 A personal motivation guide can take many forms. It might be

2 several pages of key ideas based on what you have learnt about
3 yourself in this and previous chapters, which you can summarise
4 in your learning log. Or it might take the form of a letter that you
5 write to yourself. It can also be a series of bullet points on an index
6 card that you carry in your purse or wallet for those challenging or
7 high-risk situations. Whatever form it takes, make sure that your
8 personal motivation guide complies with the guidelines set out
9 below.
1011
1 1. It is written in language that is compassionate, supportive,
2 and concerned (avoid self-criticism or judgement at all costs).
3 2. It draws on skills in optimistic thinking.
4 3. It reminds you of all the times you have succeeded and over-
5 come obstacles.
6 4. It reminds you to view setbacks as part of your progress rather
7 than as a sign of personal failure.
8 5. It reminds you why it is worth keeping going (how your goals
9 relate to your Mission).
2011 6. It contains specific, simple, achievable, and practical actions
1 you can take in the next few minutes, hours, or days to help
2 you get back on track.
3
4
5
6 Jasmines motivational letter
7
8 Jasmine chose a personal motivational guide that took the form of
9 a letter. This capitalized on her natural inclination to express
30 herself through writing. Here is what she wrote:
1
Dear Jasmine
2
311 If you are reading this letter, then I know that you are having a
4 tough time right now. Perhaps you are struggling with a particu-
5 larly difficult chapter. Or perhaps someone has given you some
6 critical feedback that was difficult to hear. Whatever the setback,
711 you are probably having all those doubts about yourself and your
8 book. You may even be wondering whether its worth carrying on
9 with it.
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111 Please remember that these kinds of feelings and thoughts are
2 natural: anything worth pursuing will throw up obstacles and chal-
3 lenges its not a sign that you cant do it, its a sign that you are
4 getting on with it! You started writing this book for a good reason
5 because you believe in the story and you believe in writing as a
6 powerful way of connecting with people. So dont give up now: it
7 would be such a waste of your talents and your dreams.
8 This project is very important to you and is incredibly worth-
9 while. Deep down, however bad you are feeling, you know this to
1011 be true. Not only that, but people have also given you positive
1 feedback, telling you that they like the story and your writing style.
2 Since starting it, you have been full of energy and enthusiasm and
3 have never felt more inspired. So you cant tell yourself that its not
4 worth it.
5 If youre feeling hopeless, here are some things you need to do
6 after reading this letter:
7
Go back to your writers notebook and read through all the
8
positive things people have said about your book so far
9
(remember, you have had a lot of positive feedback and
2011
people really seem to like your ideas).
1
Look for any toxic thinking and complete a thinking work-
2
sheet so you can make sure your thinking style isnt making
3
things worse.
4
Make a date in your diary for the next time you will sit
5
down and work on the novel and then do it (you always feel
6
better when you are doing it rather than worrying about it!).
7
I believe in the project, so keep going.
8
9 Jasmine.
30
1 Jasmines letter worked well for her because it reminded her of why
2 the project mattered (how it related to her Mission), how she
311 viewed things differently and more positively when she was not
4 facing a motivational challenge, and gave her specific advice about
5 what she needed to do next in order to get going again.
6 Motivational letters can be incredibly powerful, so you may
711 choose to write one for yourself. You can write it from you, to you,
8 in the way that Jasmine did. Or you can write from a member of
911 your council of advisers if you prefer. Another method you may
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111 want to try is to enlist the support of a family member or friend

2 who is non-judgemental, who knows what you want to achieve
3 and who reminds you of your goals from time to time. Making
4 yourself accountable to another person can often be a powerful
5 way of managing your motivation.
6 You might also like to include some of the tips outlined in your
7 Coaching Tool Kit.
8
9 Your Coaching Tool Kit: Meaningful Motivators for when You
1011 Need a Little Extra Help
1
1. Remind yourself of the bigger picture. Why is your goal
2 important? How does it relate to your Mission?
3 2. Celebrate your successes and triumphs, especially the
4 small ones.
5 3. Identify times you have achieved your goals in the past.
6 How did you do this? How did you keep your motivation going
7 during challenging moments?
8 4. If change feels overwhelming, start by creating some mini
goals that you can achieve easily. This will encourage you to
9
keep going.
2011 5. Depersonalize apparent failures: learn to see them as the
1 result of you applying insufficient time, practice, or the wrong
2 strategy, rather than due to a lack of ability.
3 6. Find someone who believes in you and your goals. Draw
4 on them for support when you find yourself faltering.
5 7. Watch our for the twin enemies of self-criticism and
6 pessimism. Work on developing your optimistic mind-set (see
Principles 5 and 10).
7 8. Acknowledge yourself for your efforts to keep going. Write
8 down validating messages in your logbook.
9
30
1 Take home message
2
311 In this chapter, we have looked at some of the myths that surround
4 motivation. Motivation is not a mysterious quality that we are
5 born with or without, but a mindset (an Attitude) and a set of
6 actions (a Process) that we can acquire. High levels of motivation
711 also involve a willingness to take the rough with the smooth.
8 Managing your motivation is all about understanding that
9 mixed feelings are a natural and inevitable part of change.
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111 However, as we have seen in previous chapters, feelings are not

2 always a good basis for deciding how to act. What matters is your
3 Mission the bigger vision of who you are and what you want
4 your life to be about that is capable of sustaining you through all
5 your motivational highs and lows. Tap into this, and you have
6 found yourself a winning formula.
7
8
9 Getting Motivated, Staying Motivated
1011 One idea I will take away from this chapter is . . . (write your
2 One way I will work differently with my motivation from now
3 on is . . . (write your answer in your learning log).
4
5
6 Bibliography
7
8 Leahy, R. L. (2001). Overcoming Resistance in Cognitive Therapy. New
9 York: Guilford.
2011 *Prochaska, J. O., Norcross, J. C., & DiClemente, C. C. (1995).
1 Changing for Good. A Revolutionary Six-Stage Program for Overcoming
Bad Habits and Moving Your Life Positively Forward. New York:
2
Quill.
3
4
5
6
7
8
9
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2
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4
5
6
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8
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111 CHAPTER TWENTY

2
3
4
5 Designing Your Process: Pulling It
6
7
All Together
8
9
1011
1
2
3 In Principles 912, you learned everything you need to start trans-
4 lating your Mission, and new Attitude into a Process an action
5 plan that will help you get from where you are now to where you
6 want to be.
7 Each of these Principles contributes something unique a tool,
8 method, or approach that will increase your chances of following
9 through to completion and success. Without knowing the power
2011 of goal setting, for example, your ambitions will lack focus. You
1 will have a sense of the general direction in which you want to be
2 headed, but will struggle to get there. Learning how to draw on
3 thinking styles that enable you to approach challenges from new
4 perspectives will increase your imaginative potential; working with
5 your creativity will help you design a route to get to where you
6 want to be and your motivation will need to be regularly topped
7 up so that you dont lose heart at the first hurdle.
8 At this point, lets return to the exercise you completed at the
9 start of the Process section. Think of a time now where you are
30 living what, for you, is a life that inspires you. It doesnt have to be
1 perfect and it certainly wont be problem-free. But its a life in
2 which you are living with a sense of purpose, experiencing greater
311 levels of fulfilment and experiencing success more frequently.
4 Whats changed? How did you get there? What exactly did you
5 do and when? What small steps paid the biggest dividends? Be
6 as specific as you can and record your thoughts in your learning
711 log.
8 Now come back to the present and think about the goals you
9 could implement to help you get there. List five SMART goals in
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111 your learning log (think small remember the popular saying
2 about giant oak trees growing from tiny acorns).
3 Look carefully at the goal list you have devised. If you have the
4 balance right, it should evoke a feeling of I can. You want to feel
5 a sense of positive anticipation and maybe even a slight tinge of
6 anxiety if your goals are stretching you a little bit. If you achieve
7 them, will you feel as though you have accomplished something
8 worthwhile? Will they contribute to a big win for you? If not, keep
9 refining your goal statements until they do.
1011 Finally, make sure your action plan includes attention to the
2
3 Whats your deadline for achieving each goal?
4 How will you know when youve achieved it? What will be
5 different?
6 Is this action plan realistic and achievable?
7 What might get in the way of implementing your action plan
8 and how could you prevent this? (You may find it helpful to
9 think back to your previous successes and setbacks here.)
2011 What Attitudes and thinking style will help you achieve this
1 action plan?
2 What Attitudes and thinking traps will you need to watch out
3 for?
4 How can you bring your creativity to this action plan?
5 How are you going to manage your motivation? How will you
6 boost your morale so you keep going through any setbacks?
7
8 Once you have answers to all of the above questions, write your
9 action plan in your learning log including specifying deadlines
30 of what you will do and by when, under the heading My action
1 plan is . . ..
2 On reaching the end of this section, you have completed the 12
311 Principles in the Art of Inspired Living. By working through the
4 different chapters, you have developed a rich collection of insights,
5 self-knowledge, perspectives, tools, and techniques that will help
6 you capitalize on your talents, enhance your motivation, and fulfil
711 your potential.
8 In Part III , we will look at some specific ways in which you can
911 apply these principles to different areas of your life. Although there
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DESIGNING YOUR PROCESS: PULLING IT ALL TOGETHER
111 are a limitless number of areas with which coaching can help, I
2 have chosen those areas for which my clients most commonly
3 request help. These are listed below.
4
5 1. How to be inspired at work.
6 2. How to achieve a healthy work-life balance.
7 3. How to create healthy self-esteem.
8 4. How to have a happy and healthy relationship with your
9 body.
1011 5. How to develop and sustain rewarding relationships.
1
2 Just before we conclude Part II, however, lets have one last look
3 at MAP. In Figure 2 (p. 202), youll see the full version of MAP,
4 in diagrammatic form, which gives you an instant overview of how
5 to master the art of inspired living and how to go about planning
6 each self-coaching journey now and in the future.
7
8
9
2011
1
2
3
4
5
6
7
8
9
30
1
2
311
4
5
6
711
8
9
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111 M(ission)
2 The Why of your Life:
3 Principle 1: Honouring your authenticity
Principle 2: The meaning of your life
4
Principle 3: Your signature strengths
5 Principle 4: Courage
6
7 A(ttitude)
8 The How of your journey
9 Principle 5: Optimism
1011 Principle 6: Curiosity
1 Principle 7: Gratitude
2 Principle 8: Compassion
3
P(rocess)
4
The What of your journey
5 Principle 9: Goal-setting
6 Principle 10: Helpful questions
7 Principle 11: Creativity
8 Principle 12: Motivation
9
2011 Goal Setting (Principle 9)
1 Planning the next step, working
2 out how to apply ideas in
3 specific situations.
4
5
Self-Motivating Thinking/Option Generating
6 (Principle 12) (Principle 10)
7
Reflecting on what is Observing what happened,
8 and what needs to reflecting on the experience,
9 change; developing your making sense of what
30 own theories and ideas. happened.
1
2
311
4 Creativity and Inventing (Principle 11)
5 Experimenting, trying things out.
6 Figure 2. Your coaching MAP.
711
8
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9 PART III
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111 CHAPTER TWENTY-ONE

2
3
4
5 Being Inspired at Work: How To
6 Choose Your Vocation and Love
7
8 what You Do
9
1011
1
2
3
4 Work is love made visible
5
6 (Freud)
7
8 Work is one of the main channels through which we can enrich our
9 lives. The aim of this chapter is to help you think about the place of
2011 work in your own life, whether career is central to your Mission or
1 primarily a means of supporting another core area. By the end of this
2 chapter, you will:
3
know your career orientation;
4
be able to identify the kind of work that will prove most reward-
5
ing for you;
6
have a new, creative way of approaching career planning.
7
8 Preparatory reading: To get the most out of this chapter, you will
9 need to have worked through the chapters on Principles 14. You
30 will also need to be familiar with the MAP coaching model
1 described in Part I.
2
311 Does your work inspire you? Does it stimulate your intellect, nour-
4 ish your potential, and provide a rewarding outlet for your creativ-
5 ity? Or do you feel as though you have never quite found your
6 niche, that you are misplaced in your line of work or even that
711 the working day is just one more thing to get through?
8 Neil, a good friend of mine, recently took the plunge and
9 underwent a radical change of career. Having spent almost 25 years
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111 in the finance industry, he left to set up his own travel company
2 a decision that involved sacrificing a regular salary, pension, and
3 company share scheme. It was a step into the unknown that
4 required every ounce of his passion, courage, and self-belief. When
5 he returned home after a five-month sabbatical, and by now with
6 the anxiety biting at his heels, he contacted his former colleagues
7 to alert them to his new venture. A response from one was partic-
8 ularly telling. Great to hear from you, she e-mailed back. Its
9 amazing to think that you have gone off and actually done all this.
1011 Here we are, having yet another tedious day in the office. If ever
1 Neil needed confirmation that he had done the right thing, this
2 was it. For his former colleague, work life had continued in the
3 same uneventful way it always had. But he was on an adventure of
4 an altogether different kind.
5 The sad reality for many people is that work is a drain on their
6 resources rather than a crucible for their potential. Of course, even
7 great jobs have their downsides; if you are a natural entrepreneur
8 or creative thinker, for example, you probably wont relish the
9 admin generated by your great ideas. But when the tedious
2011 elements become too frequent or time-consuming, its time to
1 think again.
2 Think about your own working life. Consider all the different
3 things that you do including both the work for which you get paid
4 and any work that is salary-free (such as running a home, raising
5 children, caring for family members, or doing voluntary work).
6 List the different components in your learning log.
7 If you take all of these areas as a whole, how satisfying do you
8 find your working life? If you were going to rate your satisfaction
9 on a scale of 0 (totally unsatisfying) to 10 (totally satisfying), where
30 would you place yourself?
1
2
0 2 5 8 10
311
4 If you rated yourself anywhere between 810, then you should
5 feel well pleased! You have a working life that is adding to your
6 quality of life quite substantially. If you scored between 67, your
711 working life may benefit from a review and a little tweaking. If you
8 scored below six, however, your vocation definitely needs some
911 clarification. Perhaps its time to set your sights a little higher . . .
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BEING INSPIRED AT WORK
111 What is the perfect job?

2
3 Knowing what you want from the workplace is vital to inspired
4 working. But knowledge of your abilities, interests, and values is
5 not in itself sufficient to ensure that your work remains a source of
6 inspiration. Our working lives are embedded in a range of contexts
7 that influence the ways in which our career choices manifest. These
8 contexts present us with a range of potential opportunities and
9 constraints that we must negotiate in order to arrive at a specific
1011 career plan.
1 In the past few decades, one of the biggest changes in Western
2 career culture has been the shift away from employment towards
3 employability. With the end of a jobs-for-life culture and all the
4 trappings that come with this, there is a strong argument for seeing
5 ourselves as essentially self-employed. Even if you are in paid
6 employment, more than ever before we are increasingly expected
7 to take responsibility for our working lives.
8 This change in culture presents us with significant challenges,
9 but it also creates unlimited opportunities. Taking control of our
2011 careers, professional learning, and development means that we
1 need to be clear about what we want, what we have to offer, and
2 the type of environment in which our talents and skills are most
3 likely to be well received.
4 I believe that you are entitled to work in an environment where
5 you feel respected, valued, and rewarded, where your talents,
6 creativity, and motivation are able to flourish, and where you have
7 the opportunity to use your potential in ways that benefit yourself
8 and others. Whatever you do whether you are on your way to
9 the top of the career ladder, or have a working life organized
30 around creating a comfortable home for your family, it makes no
1 matter. This is your fundamental right.
2 In an ideal world, I believe your work should
311
4 be interesting;
5 allow you to express your skills and talents;
6 provide a vehicle for expressing your creativity;
711 challenge you to learn and grow;
8 offer an appropriate level of independence;
9 provide appropriate levels of support;
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111 give you feedback on your performance;

2 reward your best efforts.
3
4 Lets look at these criteria in more detail. First, the work you do
5 has to stimulate your interest. This doesnt mean that your intel-
6 lect needs to be stimulated every minute of the working day, but
7 that overall you find the nature of your work engaging. Second, it
8 should give you opportunities to implement your knowledge,
9 talents, skills, and creativity. Third, you need to feel challenged at
1011 a level that encourages you to learn and grow; too much challenge
1 and you feel as though you are failing; too little and you soon
2 become bored.
3 The opportunity for feedback is vital. When weve done well we
4 need to know that others have noticed and appreciated our efforts.
5 When there are areas of our performance that need improvement,
6 we need to know this, too. We also need an optimum balance
7 between autonomy (being micro-managed is frustrating for most
8 of us) and appropriate dependence (being thrown in at the deep
9 end without sufficient training or support is disempowering).
2011 Finally, meaningful work should bring tangible rewards not just
1 in the external sense (although this is often highly rewarding!) but
2 also internally through the satisfaction that comes from seeing
3 ourselves develop and achieve.
4 But the perfect type of work for an individual is not just about
5 following objective criteria. It is also about the mindset we bring
6 to it and the extent to which we are willing to contribute our own
7 resources to our working lives.
8
9
30 Develop your career MAP
1
2 In his book The Work We Were Born to Do, Nick Williams describes
311 how we need a vision that enables us to share the best of ourselves
4 in the workplace. From my perspective, this comes from knowing
5 and having defined your Mission, cultivating the right type of
6 Attitude so that you can appreciate opportunities that are available
711 to you, and being able to design a Process to help you implement
8 your intention. In other words, to design a working lifestyle that
911 is optimally fulfilling, you need a career-focused MAP.
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111 Below is what our coaching framework MAP looks like in

2 relation to career decisions.
3
4 Mission: General. Your sense of purpose, the vision you have for
5 your life, what you are aiming for and why it matters
6 to you.
7 Career specific. What is your Mission in relation to your
8 professional or working life? What purpose does your
9 career serve? What is your overall vision for your work-
1011 ing life? What results do you hope to achieve in the
1 long-term?
2
3 Attitude: General. The outlooks, perspectives and beliefs that you
4 bring to your life, as well as the attitudes and perspec-
5 tives you need to succeed.
6 Career specific. What are your beliefs about and atti-
7 tudes towards working life? What Perspectives under-
8 pin your Mission? What values, beliefs, models, prior
9 learning and knowledge do you bring to your career at
2011 this time in your life? How might you need to expand
1 them, based on the ideas we looked at in Principles
2 58?
3
Process: General. The methods, tools, procedures and tech-
4
niques you need to get from where you are now to
5
where you want to be.
6
7 Career specific. Based on your Mission and Attitude,
8 what is the Process you need to use to get to where
9 you want to be? What specific steps do you need to
30 take? How could you design a way of getting there,
1 drawing on the tools and skills you learned in Prin-
2 ciples 912?
311
4 One of the advantages of using MAP is that thinking about the
5 why, what, and how of your career can help you identify features
6 of yourself, your circumstances, and your context that you might
711 have overlooked. By revisiting your Mission, you can become clear
8 about the why of your work and where it fits into your overall list
9 of priorities.
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111 Reviewing your Mission: where does career fit

2 in your list of priorities?
3
4 Before you can make informed decisions about what you want
5 from your career, you need to ask yourself some fundamental ques-
6 tions that relate to the Mission you uncovered in Principles 14.
7 How much of yourself do you have invested in your career? To
8 what extent do you see your work as a source of meaning in your
9 life? How much of your identity is based on what you do for a
1011 living? Is career essential to your Mission, or simply a means to
1 support another kind of purpose, such as raising a family or pursu-
2 ing an extra-curricular passion?
3 There are no right or wrong answers here, but there will be
4 answers that are more or less true for you at this point in your life.
5 There might also be more or less helpful influences that are guid-
6 ing your choices. For example, in his book Lifeshift, occupational
7 psychologist Andrew Ferguson points out that many of us rely on
8 our careers to bolster our sense of self-worth. If this is true for you,
9 this might leave you vulnerable to burnout or, if you are made
2011 redundant, stress or depression.
1 Moreover, if your desire for a career comes from a false self (the
2 type of self we looked at in Principle No 1, which comes from
3 trying to be the kind of person you think you should be) any deci-
4 sions about your working life will never feel truly satisfying because
5 they are coming from beliefs you have internalized about what it
6 means to be successful that may not reflect your own. So, as you
7 work through this chapter, make sure you are very honest with
8 yourself about what you expect your working life to achieve for
9 you, the extent to which you believe it defines who you are, and
30 what you would be willing to sacrifice for creating a successful and
1 rewarding career (such as free time, leisure pursuits, contact with
2 family).
311
4
Exercise 30. Working out your priorities
5
6 To help you identify the role of career in your life, think about
711 where you would place it on your list of priorities by rating each
8 of the points below from 010, where 0 = of no importance and
911 10 = of vital importance. (Copy this into your learning log.
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111 Remember, no one else needs to see this apart from you and youll
2 get more out of it if you are totally honest with yourself.)
3
1. Career or work life
4
0 1 2 3 4 5 6 7 8 9 10
5
6 2. Relationship with spouse/partner
7 0 1 2 3 4 5 6 7 8 9 10
8 3. Relationship with children
9 0 1 2 3 4 5 6 7 8 9 10
1011 4. Extended family and social life
1 0 1 2 3 4 5 6 7 8 9 10
2 5. Plenty of free time
3 0 1 2 3 4 5 6 7 8 9 10
4 6. Maintaining a healthy worklife balance
5 0 1 2 3 4 5 6 7 8 9 10
6
7. Commitments to activities outside of work (e.g., charity work,
7
political activities, church)
8 0 1 2 3 4 5 6 7 8 9 10
9
8. Leisure interests and pursuits
2011
0 1 2 3 4 5 6 7 8 9 10
1
2
3
4 Helpful hint. You might also find it helpful to review your
5 Inspiration Inventory in Chapter One. Do your satisfaction
6 ratings give you any clues about where your priorities lie in
7 relation to work?
8
9
30 What do your answers tell you? Were they what you expected, or
1 did you discover anything that surprised you? Were there any
2 conflicting ideas between what you thought you should want and
311 what you really want?
4 See also if your profile of results gives you any clues about the
5 type of work you are likely to find rewarding, including whether
6 you are most likely to feel fulfilled by having a single career focus,
711 or a working life made up of multiple components. Listed below
8 are some of the different ways in which you might choose to design
9 your working life, depending on the role of career in your own life.
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111 Choosing to have a full-time, organization-based career.

2 Choosing self-employment within a single industry.
3 Choosing to start your own company.
4 Developing a portfolio or peripatetic career in which you
5 combine projects that relate to one, or several fields of exper-
6 tise.
7 Combining paid employment or self-employment with being
8 a homemaker, parent or carer.
9 Combining paid employment or self-employment with
1011 voluntary work, holding unpaid positions within charities,
1 professional bodies, the church or the wider community.
2
3 In addition to these different ways of structuring employment, it
4 is possible to play out a variety of roles at work for example,
5 having a generic role exercising a broad range of skills (typical of
6 the expertise demonstrated in administrative and secretarial work)
7 or becoming a technical specialist (such as a scientist). You might
8 be a supervisor, trainer, or manager of others, and may combine
9 these with other life roles such as parenting, being a carer, volun-
2011 teer work, and holding positions within the wider community.
1 If you review your own working history, you may identify with
2 several categories at different points in your life according to the
3 choices you made or circumstances that were thrust upon you. You
4 will probably find that your career has not been static but has
5 evolved according to the professional climate, how you have
6 chosen to use your skills and talents, your evolving Mission, and
7 your responsibilities to self and others. In this sense, your profes-
8 sional self is an unfolding vision of who you are and who you
9 might become that requires regular revisiting and updating.
30
1
2 Know your Attitude: discover your career orientation
311
4 It is possible that we have more influence over how our careers
5 unfold than we often assume. I am not, of course, suggesting that
6 success or lack of it is entirely of our own making, as there are
711 many factors beyond our control that influence the outcome of our
8 work-related efforts. But recognizing our own authority is a
911 reminder that we live our working lives through the filter of beliefs
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111 we have inherited from our families, peer group, and society. If we
2 peel away the layers of everything we have ever been taught about
3 work, of all the beliefs we have inherited from our family, peer
4 group, and society, we are better able to connect with our Mission
5 and decide how we want to implement this in the world of work.
6 Peeling back the layers is both an opportunity and a challenge.
7 When we start to engage with this process, we can see that there
8 are multiple ways of creating a working life that might not fit
9 comfortably with the received wisdom of our family or social
1011 group.
1 What ideas have you inherited about the place of work in a
2 persons life? From whom? What have you been taught (directly or
3 indirectly) about the relationship between career and identity?
4 Career and self-worth? What beliefs do you have about the nature
5 of important work and less important work? Record your
6 answers in your learning log.
7 You may have been tempted to come up with politically correct
8 answers in which all types of work are of equal value and there is
9 no relationship between career and worth. But I want you to delve
2011 more deeply than this in order to access that part of yourself that
1 holds more hidden assumptions. Our culture bombards us with all
2 kinds of pernicious messages about career that will have permeated
3 your choices and beliefs at a subtle (or not so subtle) level. And as
4 these are the attitudes that might tempt you into making unhelp-
5 ful choices, I want you to get to know them well. So revisit your
6 answers to the exercise above, until you are clear you know those
7 attitudes that might help and hinder you.
8 If you start to tease apart those ideas you have inherited from
9 those which come from your authentic self, some interesting possi-
30 bilities start to emerge. For example, you might choose to alter
1 your mindset (Principles 58) and, in doing so, become aware of
2 opportunities that exist within your current work settings that you
311 had previously overlooked. You might be able to recognize that
4 your efforts make more of a contribution than you realized. Or you
5 might become more open to learning new skills that can pave the
6 way for finding a job elsewhere.
711 To help you consider your options, I want to introduce you to
8 two models, drawn from career theory, that can alert you to your
9 own career orientation. These models are not mutually exclusive,
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111 so each one might illuminate something special about you and the
2 contribution you want to make in the workplace.
3
4
5 What is your career type?
6
7 When considering what you want to get from your working life, it
8 helps to have a good idea of your motivations, interests, strengths,
9 and needs (you might want to refer back to your signature
1011 strengths in Principle No. 3).
1 According to career theorist J. L. Holland, we are most likely to
2 be professionally fulfilled when we are doing work that is consis-
3 tent with our interests and values. Holland proposes that each of
4 us, as well as the settings in which we work, fall into six types or
5 combination of types. The closer the match between what we have
6 to offer and the context in which we offer it, the greater our satis-
7 faction and chances of success. The six types Holland identifies are
8 outlined below. See which ones relate to you.
9
2011 1. Realistic: The realistic type sees themselves as practical and
1 having manual and mechanical skills. They value material
2 rewards for tangible accomplishments. They tend to prefer
3 occupations involving the use of machines, tools, and objects.
4 2. Investigative: The investigative type sees themselves as analyt-
5 ical, intelligent, sceptical and academically talented. They
6 value the development or acquisition of knowledge. They
7 prefer occupations involving exploration and understanding,
8 prediction or control of natural and social phenomena.
9 3. Artistic: The artistic type sees themselves as innovative and
30 intellectual. They value the creative expression of ideas,
1 emotions and sentiments and tend to prefer occupations
2 involving literary, musical or artistic activities.
311 4. Social: The social type sees themselves as empathic, patient
4 and having interpersonal skills. They value supporting the
5 welfare of others and service to the community and/or soci-
6 ety. They prefer occupations involving helping, teaching,
711 treating or counselling.
8 5. Enterprising: The enterprising type sees themselves as having
911 sales and persuasive ability. They value material accomplish-
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111 ment and social status. They prefer activities and occupations
2 that involve persuading, manipulating or directing others.
3 6. Conventional: The conventional type sees themselves as
4 having technical skills in business or production. They value
5 material or financial accomplishment and power in social,
6 business or political arenas. They prefer activities and occu-
7 pations that involve establishing or maintaining orderly
8 routines, and the application of standards.
9
1011 What stands out for you? Based on your Mission, what type are
1 you and how does this fit with your work environment? Do you
2 have a match or a mismatch? How does your type help explain
3 choices you have made in relation to your professional life, to date?
4 Write the answers to these questions in your learning log.
5 Another helpful model for thinking creatively about your career
6 is Ed Scheins Anchors theory. Anchors theory suggests that as a
7 persons career and life unfolds, there is a gradual clarification of
8 self-image in relation to interests, values, and talents. Schein sees
9 this as a process of finding a career anchor. The anchor is that
2011 set of needs, values, and talents which the person is least willing to
1 give up if forced to make a choice.
2 There are eight career anchors from which to choose. You may
3 feel that several or even all of these anchors are relevant to you, but
4 holding in mind your Mission, which one would you prioritize
5 above all others?
6
7 1. Technical/functional competence: what you would not give up is
8 the opportunity to apply, and continue to develop, skills and
9 knowledge in your area of expertise. You derive your sense of
30 identity from the exercise of your skills and are most happy when
1 your work permits you to be challenged in your specialist area.
2 2. General managerial competence: what you would not give up is
311 the opportunity to climb to a level high enough in an orga-
4 nization to enable you to integrate others efforts across func-
5 tions and to be responsible for the output of a particular unit
6 of the organization.
711 3. Autonomy/independence: what you would not give up is the
8 opportunity to define your own work in your own way. If you
9 are in an organization, you want to remain in jobs that allow
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111 you flexibility regarding when and how you work. You may
2 even seek to have a business of your own in order to achieve
3 a sense of autonomy.
4 4. Security/stability: what you would not give up is employment
5 security or tenure in a job or organization. Your main concern
6 is to achieve a sense of having succeeded so that you can relax.
7 5. Entrepreneurial creativity: what you would not give up is the
8 opportunity to create an organization on your own initiative,
9 built on your own abilities and your willingness to take risks
1011 and to overcome obstacles.
1 6. Service/dedication to a cause: what you would not give up is
2 the opportunity to pursue work that achieves something of
3 value, such as making the world a better place to live, solving
4 environmental problems or helping others.
5 7. Pure challenge: what you would not give up is the opportunity
6 to work on solutions to seemingly unsolvable problems, to win
7 out over tough opponents, or to overcome difficult obstacles.
8 8. Lifestyle integration: what you would not give up is a situation
9 that permits you to balance your personal needs, your family
2011 needs, and the requirements of your career. You need a career
1 situation that provides enough flexibility to achieve such inte-
2 gration. [Schein, 1990, pp. 5860]
3
What would you say is your main career anchor? To what extent
4
does it fit with the different contexts in which you work? For
5
example, if your career anchor is security/stability but the organi-
6 zation in which you work emphasises entrepreneurial creativity,
7 you might feel like a square peg in a round hole. Write your
9 Your career anchor may be different at various points in your
30 life, but for the purposes of your self-coaching what matters most
1 is where you are now. If you know your type and career anchor,
2 you are in a stronger position to make wise and satisfying choices
311 in relation to your career. Put your insights to the test by complet-
4 ing Exercise 31.
5
6
711 Exercise 31. What satisfies you?
8 Think of a time when you were most satisfied in your working life.
911 Remember as many aspects of the situation as you can. What kind
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111 of work were you doing, and in what context? Think about the peo-
2 ple, the setting, the skills and talents you were exercising, how suc-
3 cess was rewarded, etc., and write these down in your learning log.
4 Now think of a time when you were least satisfied with your
5 working life. Remember as many aspects of the situation as you
6 can. What kind of work were you doing, and in what context?
7 What made it feel so negative for you? Think about the people, the
8 setting, the skills and talents you were exercising and not able to
9 exercise, how success was rewarded and so on, and write these in
1011 your learning log.
1 Review your answers carefully they provide an important clue
2 about the kinds of work that will prove most satisfying. Are you
3 someone, for example, who values a high level of autonomy? Or
4 who values a steady, consistent workload? Do you thrive on using
5 your technical expertise in a specialised setting, or need the chal-
6 lenge of variety? Do you enjoy managing others or prefer working
7 alone? What do your answers tell you about your type, your career
8 anchors, and your career orientation? How might you need to take
9 account of your type and career anchor in the future (for example,
2011 through choice of work, combination of jobs and roles, continu-
1 ing professional development and non-work roles and hobbies)?
2
3
4 Design your Process
5
6 By now you should have an emerging sense of what type of career
7 context is likely to prove most rewarding for you. For example,
8 your Mission (Principles 14) may lead you to suspect that an
9 enterprising career will be the most rewarding career trajectory,
30 offering high prestige roles in ways that enable you to develop your
1 natural leadership and strong interpersonal skills. Alternatively,
2 your career anchor may highlight a desire for autonomy and inde-
311 pendence. The sense of reward that comes from selecting projects
4 that stimulate your interest and the freedom to establish your own
5 working patterns will perhaps point you towards seeking out
6 networks of likeminded colleagues, rather than living your work-
711 ing life within a single organization.
8 Of course, knowing all this is not sufficient to create a working
9 life that remains rewarding in the longer term. In order to turn
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111 your vision into a reality you have to design a Process that will get
2 you from where you are now to where you want to be. You have
3 to identify specific goals that will take you in the right direction,
4 harness your creativity, and keep your motivation on track (partic-
5 ularly if your vision involves some big career changes that need to
6 take place over months rather than weeks). You will also need to
7 understand the social, political, economic, and global context in
8 which you are immersed in order to make your particular skills
9 attractive to potential employers or clients.
1011
1
2 Turning preferences into choices: how will I get there?
3
4 To help you identify suitable goals, I want to invite you to
5 complete two very detailed exercises with me (helpful hint: this can
6 be quite a rich and detailed piece of work, so if you need some
7 guidance contact a qualified occupational psychologist or coach.
8 You will find a list of organizations at the end of this book).
9 The first exercise is called Constructing Your CV. When we
2011 think about constructing a CV (a curriculum vitae in the tradi-
1 tional sense of the term), most of us think about the type of docu-
2 ment we would send to a prospective employer, where we tailor
3 what we reveal to meet what we imagine are the requirements.
4 However, for the purpose of this exercise, it helps to take a fresh
5 approach. Imagine that CV stands for Creative Victory and the
6 record you compile reflects your skills, accomplishments, victories,
7 talents, and character qualities in other words, your own unique
8 brand.
9
30
1 Juliannes story
2
311 At the start of our work together, I often invite my clients to obtain
4 a notebook into which they can record summaries of our work
5 together as well as any thoughts or insights they have. Most people
6 buy one. However, Julianne decided to create a more personalized
711 version. She obtained a plain scrapbook and then proceeded to
8 decorate the cover with pictures and images cut out of magazines,
911 each of which reflected some aspect of the journey she had
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111 embarked upon. As her journey continued, her scrapbook devel-

2 oped into a blaze of colour, photos, diagrams, and codes. It was a
3 joy to see not only because it was an example of her highly devel-
4 oped creativity, but also because it was a hallmark of her authentic
5 self.
6 So, when constructing your CV, feel free to adopt a method that
7 honours your authentic style (or a style with which you would like
8 to experiment). Type words into a PC by all means, if this is how
9 you express yourself best. But also feel free to draw it, colour code
1011 it, write poems or stories about it, use photos, include quotations,
1 insert copies of certificates, thank you cards, appraisals, or business
2 plans in fact anything that seems relevant to your Creative
3 Victories over the years. Put your evidence in a diary or scrapbook,
4 use electronic media, or put together a collage: whatever feels as
5 though it is honouring the essence of you.
6 When you think about what to include in your CV, however, I
7 do want to offer you some guidelines. In particular, make sure you
8 give some space to the following.
9
2011 Your authentic self, the things that you are passionate about,
1
your values, your signature strengths, and your capacity for
2
courage (so you arent tempted to censor your responses).
3
Any beliefs, attitudes, and outlooks that have contributed to
4
your successes so far.
5
Your skills, accomplishments, and talents (whatever form
6
these take).
7
The different jobs and/or careers that have made up your
8
working life so far.
9
30 Your life journey so far, including the myriad experiences
1 from which you have learnt.
2 What you most want to contribute through your efforts.
311 How you most want your work to impact on others.
4
5 This task may take you days, weeks or months, depending on
6 what you want to gain from it. But as the project unfolds, see
711 what you can learn. Although your CV will have a much more
8 detailed summary of all of this, write any key themes in your learn-
9 ing log.
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111 Identify your areas of learning1

2
3 When you have your CV, I want you to examine it thematically.
4 What recurring themes do you notice that you can group into core
5 areas? For example, you may discover that a recurring theme is you
6 have learned how to resolve difficult situations. You may have
7 found yourself being the person to whom members of your family
8 turn to resolve conflicts; you may have found yourself arbitrating
9 neighbours disputes, or effectively settling arguments between your
1011 children. You may have held a position as a mediator, advocate, or
1 magistrate. On closer inspection, you discover that there is a theme
2 in your life that you keep a cool head in a crisis and are able to
resolve conflicts and difficulties in a way that others cannot. This
3
is an area of learning that you have accomplished.
4
Spend time sifting through your CV and identifying any core
5
areas of learning. Write two column headings, Core area of learn-
6
ing, and Description of experiences relevant to this area of learn-
7
ing in your learning log, and write in each column the relevant
8
information from your background.
9
You will no doubt discover that you have developed a great deal
2011
of skill and knowledge over the years, and so have probably iden-
1
tified a number of critical themes. But, given that your areas of
2
learning represent your personal brand of expertise, you need to
3
pay particular attention to those that are relevant to where you
4
want to go in the future, based on an understanding of your
5 Mission and Attitude towards career. Consider, for example:
6
7 what core areas of learning might form the basis of your work-
8 ing life?
9 what forms of work paid and unpaid might allow you to
30 use these areas to the full?
1 how could you introduce them into different aspects of your
2 working life? Can they be accommodated into your existing
311 career or are more radical changes to your job or career path
4 needed?
5 what would you need to do to take these forward?
6
711 Keep pondering these questions and notice the answers that begin
8 to emerge. They may come at once or take several months to crys-
911 tallize.
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111 Once you are clear about what these are, you can begin to
2 design a way to get there. The final exercise in this chapter offers
3 you a series of questions to guide you in your planning.
4
5
Exercise 32. Designing a way forward
6
7 Based on your Mission, Attitude and core areas of learning, what
8 kind of Process do you want to design?
9
What type of work would be most meaningful for you, given
1011
your current life stage? How would this fit with your own
1
career type and career anchor?
2
What specific steps do you now need to take to turn your
3
preferences into a reality (think SMART)?
4
What skills, knowledge, and abilities do you have already that
5
you could draw upon to help you get there?
6
What skills, knowledge, and abilities do you now need to
7
acquire?
8
What organizations, groups, or networks would support you?
9
Who are the most significant people that can offer you guid-
2011 ance and advice (e.g., managers, mentors, partners, or social
1 and professional contacts)?
2 How might you find out about new job/work opportunities
3 within your chosen field?
4 What practical challenges do you anticipate pursuing your
5 chosen direction will involve (e.g., potential loss of income if
6 you change career direction)? How will you manage them?
7 What motivational challenges do you anticipate pursuing this
8 will involve (e.g., receiving rejection letters; losing out to the
9 competition)? How will you manage them?
30
1
2
The take home message
311
4 In our rapidly changing professional, social, and economic world,
5 where the notion of a job for life now seems like a quaint idea from
6 the distant past, having a career will mean different things at dif-
711 ferent stages in our lives. It will also vary according to our fields of
8 expertise, family responsibilities, and extra-curricular commit-
9 ments.
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111 However, if you take ownership of your working life, you can
2 create the inner freedom to approach your career from different
3 perspectives. This might lead you to re-evaluate the settings in
4 which you work, appraising what is on offer rather than assuming
5 you have no choice but to settle. You might find yourself contem-
6 plating how your learning and creativity are enabled and
7 constrained by the different contexts in which you work. You
8 might also widen your knowledge of potential career opportunities
9 in similar or unrelated fields by talking to family, friends, and
1011 social contacts about the nature of their work.
1 As you contemplate your career options, you might also find it
2 helpful to use the ideas in the Coaching Tool Box.
3
4 Coaching Tool Box. Reflective Career Planning: Suggestions to
5 Guide your Thinking
6
1. Have a long-term vision of how you want your career to
7
look (it doesnt matter if it changes; having a long-term vision
8 helps you make the right decisions for now).
9 2. Define your career Mission and Attitude clearly before
2011 deciding on a plan of action (Process) to implement them.
1 3. Challenge any outdated beliefs about what your career can
2 help you accomplish (e.g., dont confuse career success with
3 personal worth). Make decisions based on the values and prior-
4 ities of the authentic self.
4. Conduct a regular audit of your strengths, limits, and core
5
areas of learning. Consider how to promote your learning (e.g.,
6 through acquiring new knowledge, new technology, joining
7 new networks of colleagues, attending a course/conference).
8 5. Be aware of how the different strands of your working life
9 impact on you at all levels. In what ways do they facilitate and
30 constrain your choices? How could you capitalize on the
1 opportunities and manage any constraints?
2 6. Build relationships with like-minded others who have
made the kinds of career choices you find most appealing. Link
311 up with them for ideas, feedback, and support.
4
5
6
711 As Professor Steven Rose, one of Britains best known scientists,
8 reminds us, we each have the ability to create our own futures,
911 even if this is not always in circumstances of our own choosing. I
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111 hope that, by using the ideas and exercises in this chapter, you
2 might be empowered to develop a personalized career plan that
3 reflects a broader vision of yourself, your potential, and your
4 contribution to the world in which you live.
5
6
7 Creating The Inspired Career
1011 One thing I will do differently to add value to my career is . . .
2
3
4 Note
5
6 1. This exercise is based on original work by the Professional
7 Development Foundation. It is adapted here with permission.
8
9
2011 Bibliography
1
2 *Ferguson, A. (1999). Lifeshift: Doing the Dream. Moray: Breakthrough.
3 Holland, J. L. (1996). Exploring careers with a typology: what we have
learned and some new directions. American Psychologist, 51(4):
4
397406.
5
PDF Net and Professional Development Foundation (2005). Further
6 information and contact details online. Available at www.pdf.net.
7 Schein, E. H. (1990). Career Anchors. Discovering your Real Values. San
8 Francisco, CA: Jossey-Bass Pfeiffer.
9 *Williams, N. (2004). The Work We Were Born to Do. Find the Work You
30 Love, Love the Work You Do. London: Element.
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111 CHAPTER TWENTY-TWO

2
3
4
5 Achieving an Optimum
6
7
WorkLife Balance
8
9
1011
1
2
3 A man who dares to waste one hour of life
4 has not discovered the value of life
5
(Charles Darwin)
6
7
8 In this chapter, we will examine one of modern lifes biggest challenges:
9 how to achieve a healthy worklife balance. In helping you decide
2011 what this means for you, we will explore:
1
2 four golden rules of a great work-life balance;
3 tools for enhancing your time management skills.
4
5 Preparatory reading. To get the most out of this chapter, you will
6 need to have a clear idea of your Mission, so make sure you have
7 read Principle Nos. 14 of MAP. You will also need to know how
8 to set goals, so recap this now in Principle No. 9.
9
30 Do you often feel as though there simply arent enough hours in
1 the day? Or that you are constantly running just to keep up? Does
2 free time seem like a far-distant memory or a luxury that you cant
311 afford? If so, then this chapter is for you.
4 In the fast-paced, pressure-generating gridlock of the twenty-
5 first century, we often think of material wealth as being the one
6 thing that everyone craves. But I think this is a myth. In my expe-
711 rience, the one thing of which most of us feel deprived is time.
8 Were preoccupied with it, crave more of it, buy time-saving
9 gadgets to help us acquire it, and plan our days around trying to
40
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111 capitalize on it. And yet for all our efforts, our schedules often
2 seem more tightly packed than ever.
3 Think about your typical week and notice how many timetables
4 rule your life, whether its catching the train to work, attending
5 meetings, collecting the children from school or achieving project
6 deadlines. Also notice how many time-saving devices you use e-
7 mails, mobile phones, and microwave ovens all designed to
8 enable you to do more and more in less and less time.
9 When I meet a client for the first time, I ask them about what
1011 their day looks like and where and how their time is spent. Given
1 that time is so central to our lives, it is interesting that very few
2 people can actually account for their precious hours, although
3 most of them would acknowledge that achieving a healthy and
4 rewarding worklife balance is very important.
5 The quality of our lives is closely related to how we manage our
6 time. So before reading on, take a few moments to think about
7 your own worklife balance using the exercise below:
8
9 Exercise 33. Your worklife balance
2011
1 How would you describe your current worklife balance?
2 To what extent are you satisfied with the time you can devote
3 to the different, core areas of your life?
4 How do you try to manage your time to best advantage?
5 What methods do you use?
6 In what ways are these methods effective?
In what ways are they ineffective?
7
How often do you make time to relax and unwind?
8
What would an optimum work-life balance look like for you,
9
at this point in your life?
30
1 Write your responses to these questions in your learning log.
2
311
4 What is a good worklife balance?
5
6 Life today is a balancing act. Multiple demands are made upon us
711 at home as well as work and we all have to manage diverse roles
8 that often appear to conflict to give more time to one means to
911 detract time from another. Look at the grid in Figure 3 and see if
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ACHIEVING AN OPTIMUM WORKLIFE BALANCE
111 Relationships Work

2 1. Partner/spouse 1. Career
3 2. Children 2. Professional development and
4 3. Family promotion
5 4. Friends 3. Working hours (official and
6 5. Community unofficial)
7 6. Contribution to the world 4. Household chores
8 around you (local or global) 5. Managing personal affairs
9 6. Finances
1011
Health and well-being Personal space
1
1. Exercise 1. Personal development
2
2. Sleep 2. Free time
3
3. Diet 3. Leisure interests
4
4. Use of alcohol and caffeine 4. Entertainment and fun
5
5. Physical relaxation 5. Going out
6
6. Personal grooming 6. Quiet moments to reflect,
7
pray, or simply be in the
8
moment
9
2011
1 Figure 3. The grid of life.
2
3 the different quadrants are equally proportioned in your life or
4 if one area tends to dominate the others.
5 If you have a healthy balance, there will be time for each of these
6 different areas. Of course, some areas within each quadrant may be
7 more central to your life than others. Or a particularly busy period
8 in one area of your life (such as having to pull out all the stops to
9 meet a project deadline) may cause you to neglect certain areas of
30 your life for a limited period. A healthy worklife balance doesnt
1 mean dogmatically assigning equal priority to all things all of the
2 time, but rather ensuring that there is room for each broad domain
311 in a way that is satisfying and sustaining.
4 There are many reasons why achieving a good worklife balance
5 is so important. One is that it enables you to honour your Mission
6 more completely. If you are wasting your precious time pursuing
711 goals and activities that are not a reflection of what really matters
8 to you, then your life will feel hollow. A good worklife balance
9 also enables you to:
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111 enjoy and appreciate life more fully;

2 have more time for the people who matter;
3 have time for hobbies and leisure interests;
4 respect your health by creating time for rest, exercise, healthy
5 eating and good habits;
6 have quiet time to yourself;
7 pursue realistic and achievable goals in different areas of your
8 life;
9 enjoy each day, rather than putting your life on hold for some
1011 future date;
1 remember that every day is precious and life is too short to
2 squander.
3
4
5 The golden rules of balancing your work and your life
6
7 To an extent, living in the fast lane is the reality of living in the
8 modern world. But we do have some choices. There are four
9 golden rules that you need to know in order to achieve a worklife
2011 balance that works for you. These are as follows.
1
2 1. Knowing how you actually spend your time (rather than how
3 you think you spend your time).
4 2. Being clear about your priorities.
5 3. Doing the most important things first.
6 4. Treating your time as your most precious resource.
7
8
9 1. Know how you actually spend your time
30
1 How do you spend your time? Do you know? Very often we get
2 locked into patterns of thinking and behaving that we never stop
311 to question. It is as though somewhere along the line we slipped
4 into automatic pilot and have been following the same route ever
5 since, without stopping to question whether or not we actually
6 want to go there.
711 If your worklife balance needs improvement, then the first step
8 is working out where exactly your time is going. Fortunately, you
911 can do this quite easily with a tool called the Weekly Activity Diary.
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111 The Weekly Activity Diary gives you a birds-eye view of exactly
2 what you pack into each and every day. It tells you at a glance how
3 much time is being devoted to work, extra-curricular activities,
4 managing the practicalities of your life and mind-wasting activities
5 (such as channel hopping when watching the television).
6 Have a look at the Weekly Activity Diary at the end of this
7 chapter. Youll see that the day is split into hourly segments. All
8 you need to do is write your main activity for that particular hour.
9 For example, if you get up, shower, and dress between 78 a.m.,
1011 write getting up in that box. If you spend two hours commuting
1 from 68 p.m., write travelling home from work. Each box only
2 needs the main activity for that particular hour. Remember to
3 include everything you do watching TV, shopping, travelling,
4 organizing your paperwork, using the internet, eating and sleeping
5 are all activities that make demands on your time.
6 Once you know exactly how your time is being spent, you can
7 sift through your daily routine and decide which areas are being
8 used productively and which are not. How much of your time is
9 spent on meaningful activities? How much time is being wasted on
2011 empty activities (that is, activities that arent contributing some-
1 thing worthwhile or entertaining to your day)? To what extent does
2 your use of time honour your Mission? What adjustments do you
3 need to make?
4
5
6 Graces story
7 Graces story illustrates how you do not necessarily need to make
8 huge changes to reap significant benefit.
9 When she first came to see me, Grace was exhausted. She
30 worked full time for an insurance company in addition to running
1 a home and raising two teenage children. She was also the main
2 carer for her elderly parents, whom she would visit twice weekly
311 after work and at the weekend. Time for her? Forget it! It was, she
4 told me, a luxury she couldnt afford. When I can clone myself,
5 she laughed, then we can talk about relaxation!
6 And yet, Grace knew she could not continue at her current
711 pace. With no time to refuel, she was burning out fast. Her health
8 was suffering, and if she became unwell she would no longer be
9 able to care for her parents.
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111 Graces story is a familiar one in that she had multiple respon-
2 sibilities that seemed to pull her in conflicting directions. She
3 needed to work, and indeed valued her career, but she also saw rais-
4 ing her children and caring for her parents as part of her Mission.
5 The situation felt hopeless because she thought she knew exactly
6 how she was spending her time. The most time-consuming aspect
7 of her week was, she told me, visiting her parents, cooking for
8 them, taking care of their paperwork, and chauffeuring them to
9 various appointments.
1011 However, after a week of keeping the Activity Diary, Grace
1 discovered something surprising. Outside of work, the bulk of her
2 time was not being spent caring for her parents, but running her
3 own home and in particular, cooking for and cleaning up after
4 her two teenage children. The time that was spent juggling her
5 work life and visiting her parents was less than she had assumed.
6 So Grace called a family meeting where she announced that
7 some changes were needed. At first her children were resistant to
8 the idea of having to contribute to the running of the household.
9 But, armed with the results of her Activity Diary, Grace explained
2011 why things couldnt continue as they were. Her children admitted
1 that they had been worried about her and this led to some positive
2 discussions about how family life could be organized differently.
3 Both children accepted responsibility for tidying their rooms,
4 Graces daughter agreed to prepare dinner once a week and her son
5 said he would visit his grandparents once a week instead of Grace.
6 These changes may seem small, but they had a huge impact on
7 Graces quality of life. They also helped her children understand
8 more about the responsibilities of adulthood.
9 However busy we are, our time is not necessarily used in the
30 way we imagine. The results of her Weekly Activity Diary showed
1 Grace that although her life was very busy, change was possible.
2 True, her teenage children werent initially delighted at the pros-
311 pect of having to clear up after themselves, but they didnt want a
4 mother who was under so much stress that she became ill.
5
6
2. Be clear about your priorities
711
8 If you have worked through Principles 14, then you should have
911 no trouble being clear about your priorities. But do you honour
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111 them? This is the crunch. You need to sift through each new
2 demand to work out exactly how it will contribute towards the
3 vision you have for your life. If it does have something to offer,
4 then its a priority. If it doesnt, then it isnt, and you need to let it
5 go. This will sometimes involve saying no to things that might
6 have been fun or interesting because, if you are like most people,
7 you do not have unlimited time. You need to select those tasks,
8 projects, and opportunities that fit with the bigger picture. If they
9 dont fit, then you need to move on. When you have a choice,
1011 choose to devote your time and energy only to those things that
1 really matter.
2
3
4 Richards story
5
6 Richard had recently started his own business. After years of work-
7 ing for someone else, he decided that he wanted the autonomy that
8 came from being his own boss. He was an experienced manage-
9 ment consultant who knew his field well and had a loyal client
2011 base.
1 But after three months, things werent going to plan. He was not
2 achieving the weekly goals he set himself and was slow at respond-
3 ing to business enquiries. Although he was working hard things
4 were not getting done in a timely and productive fashion.
5 When Richard kept a Weekly Activity Diary, his suspicions were
6 confirmed: he was indeed working hard, but he was getting side-
7 tracked by other projects. For example, a former colleague had
8 asked him to review a business plan, knowing Richard had exper-
9 tise in the area, and he had devoted several hours to this project.
30 He had also agreed to take on some extra work for his former
1 employer to help out during a staffing crisis and he had spent a
2 whole day helping a friend think about how to start her own
311 company all of which distracted Richard from his own business.
4 There was, of course, more to it than this. Because Richard felt
5 anxious about setting up his own business, it was easy to spend
6 time on projects that felt safe. Working on someone elses ideas for
711 a business made Richard feel secure and validated because his
8 friend was grateful for all his good ideas. And as long as he was
9 focusing on someone elses needs he did not have to confront the
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111 discomfort that came from testing out his talents in a new arena.
2 But the Weekly Activity Diary helped Richard see how this strat-
3 egy had backfired. Once he understood this, he was free to devise
4 a new strategy which meant saying no to what didnt really
5 matter.
6
7
8
3. Do the most important things first
9
1011 Typically we stop doing the most important things first when we
1 anticipate that those things will stir up some uncomfortable feel-
2 ings or force us to examine some part of our lives that we dont
3 want to face. Procrastinating or avoiding those things that really
4
need doing might feel like a way of escaping certain uncomfort-
5
able feelings but it is a trap. Sooner or later you have to face what
6
it is you have been avoiding.
7
When I was studying for my exams as a psychology student, I
8
had a friend who had this strategy down to a fine art. Whenever it
9
came to revising, she would experience an uncontrollable urge to
2011
do the housework. Every piece of clothing would be washed and
1
ironed, the whole house would be dusted and vacuumed until
2
whoops! Another day had passed and she still hadnt opened her
3
4 books.
5 My friend persuaded herself that once she had all the cleaning,
6 dusting, vacuuming, and ironing out of the way, she would then
7 get down to her revision. Her family had never known the place
8 so clean! But deep down she knew that it was a way of trying to
9 avoid the discomfort of exam preparation. It was an attempt to
30 avoid the inevitable.
1 I learnt a lot from my friends story. Now, if there is something
2 I find myself resisting, something that really gets my stomach in
311 knots, I commit myself to doing it first. If this is not humanly
4 possible, then I work out exactly when I am going to tackle it and
5 make a note of the date and time in my diary. If the task is tough,
6 I know I only make myself feel worse by putting it off and getting
711 it done gives my confidence a boost at least its one less thing to
8 do. You can save a great deal of time and energy just by tackling
911 the important things first.
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111
2 Exercise 34. Tackle the big things first
3 Have you ever been in a situation where you knew you had to do
4 something really important but just couldnt bring yourself to do
5 it? Is this a problem for you right now? If it is, write a brief descrip-
6 tion in your learning log of what it is you are avoiding.
7 What if you committed yourself to doing whatever it is you are
8 avoiding regardless of how you feel? What if, just on this occa-
9 sion, you chose to overrule procrastination and just do it? Why not
1011 treat this as an experiment to find out what really happens (rather
1 than living life based on what you think will happen)?
2 Identify what it is that you need to tackle and then rate your
3 level of anxiety or discomfort, where 0 = no discomfort and 10 =
4 maximum discomfort. Then re-rate your level of anxiety or
5 discomfort after you have done it. Are there any changes? Was the
6 task any more enjoyable for putting it off? Or did you feel more
7 energized and empowered simply by having tackled it?
8
9
4. Treat your time as your most precious resource
2011
1 Lets do the maths. There are only 24 hours in a day and 168 hours
2 in a week. A year consists of 8,760 hours. If you live to the age of
3 70, you will have 613,200 hours available to you. If you are 40
4 now, that leaves you with only 262,800 hours to live. Thats all.
5 The clock is ticking, so please use these precious hours wisely. They
6 are all you have.
7 Signs that you are not respecting your time include the following.
8
Over-committing. You take on too many things, and know
9
you are taking on too many things but tell yourself youll find
30
the time somehow.
1
Finding it hard to say no to requests (even though every cell
2
in your body is screaming at you to give yourself a break).
311
Feeling guilty about taking a day off.
4 Neglecting your needs for rest and relaxation.
5 Failing to make quality time for family and friends.
6
711 Being busy is a contemporary addiction and behind this addic-
8 tion lies an equally sinister and pervasive theme. Best-selling
9 author Stephen Covey reminds us of a pervasive and dangerous
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111 myth operating in our culture: that being busy means we are
2 important. As a result, filling our time from morning to night gives
3 us a sense of security. It can also be a great way of avoiding other
4 areas of our life that need some attention (such as health matters
5 or a relationship issue).
6 If you find it difficult to respect your time, see if there is some-
7 thing deeper going on. It may be that you find it hard to say no
8 for fear of upsetting people (notice the link with some of the ideas
9 we talked about in the authenticity chapter). Or you may have
1011 nagging doubts about your sense of self-worth without the trap-
1 pings of your accomplishments (if so, youll benefit from Chapter
2 Twenty-three on building self-esteem); your over-striving is an
3 attempt to compensate for doubts about your competency or
4 worth.
5 So, if this is true of you, try to work out what is missing. What
6 dont you trust within yourself that leads you to believe you can
7 never take your foot off the accelerator? Whose formula of success
8 are you attempting to follow by throwing yourself into something
9 that will undermine your emotional well-being and your physical
2011 health? Whatever the reason, remember that you cannot be all
1 things to all people, nor should you attempt to be.
2
3
4 Improve your productivity some additional pointers
5
6 Being busy is not the same thing as being productive. Great
7 productivity is the result of knowing the right thing to do, at the
8 right time and with just the right amount of effort. If you are clear
9 about your priorities, attend to the most pressing tasks first, respect
30 your time and honour your emotional and physical needs, you
1 have a healthy formula for achieving a great worklife balance
2 not to mention a greatly enhanced productivity.
311 A good weekly routine will include space for:
4
5 eating well (including making time to prepare healthy and
6 nourishing meals);
711 sleeping well (including having a wind down routine at the
8 end of the day);
911 regular exercise;
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1 234
111 breaks during the working day;

2 time for fun;
3 time for being with the people who matter;
4 quiet time for prayer (if this is important to you) and/or time
5 to be alone.
6
7
Exercise 35. Your worklife health check
8
9 Look over the results from your Weekly Activity Diary.
1011
1 Which areas need more time?
2 Which areas need less?
3 Are there any areas of your life that feel like time wasted?
4 (This doesnt mean you have to be busy all the time but refers
5 to those areas that dont feel rewarding, relaxing, or meaning-
6 ful for you.) How could you reduce these to create space for
7 more meaningful pursuits?
8 Which obligations no longer bring joy to your life, or bring
9 you unnecessary stress?
2011 How could you incorporate more of the things that really
1 matter to you?
2
3 Remember, the aim is not to make your life more hectic but to
4 identify those spaces that are not being used wisely and self-
5 respectfully.
6
7
8 Dont compartmentalize synthesize!
9
30 Achieving an effective worklife balance relies on your ability to
1 streamline your life. The most effective way to do this is to ensure
2 that your tasks, projects, and responsibilities are synthesized.
311 Everything should be singing to the same tune, working towards
4 the same purpose, and honouring your signature strengths.
5 Rachel, a minister of a local Christian church who also works in
6 secular employment, once told me that she had complained to her
711 spiritual director how difficult she found juggling so many differ-
8 ent elements of life. No, he said to her. Not juggling, but weav-
9 ing together.
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111 Personal development author Steve Pavlina agrees. As he

2 explains,
3
When you view your life as a series of different compartments, each
4
with different rules, then life gets pretty complicated. Trying to
5
achieve balance is very difficult because you constantly feel the need
6
to task switch. My relationship needs attention. Oh no, Ive been
7
neglecting my health. I need to work harder. Ive got to stop think-
8
ing so much and take more action. The different bins of your life
9
are all fighting for your time. And the longer you neglect one of
1011
those bins, the louder it gets and the harder it will fight for atten-
1
tion.
2
3 He poses the all-important question, What if your life had only
4 one bin, one ball to juggle, one plate to spin? If the different areas
5 of our lives are consistent, then there is co-operation between
6 them. Everything becomes interdependent and then our values,
7 choices, and actions can become aligned. This, he suggests, is how
8 different parts of our lives can be synthesized so that we can start
9 to achieve congruence. We no longer need to balance work and life
2011 because they are not independent of each other but contribute to
1 a whole.
2 How does each of your goals contribute to the overall fabric of
3 your life? Is there alignment or are you spinning too many plates?
4 Write your thoughts in your learning log including any thoughts
5 on what might need to change.
6
7
8 To do lists
9
30 Assuming you now know where you need to make changes, lets
1 look at one very useful way of handling the practicalities.
2 One practice I recommend is to end each day by identifying and
311 writing down your priorities for the next day. Five minutes is all
4 you need to identify your priorities. (Remember that your list
5 needs to include what matters most not what feels most pleasant
6 to do!) Include everything chores as well as actions relating to
711 your Mission but whatever you put down, make sure it is realis-
8 tic and manageable. Its no good including fifteen things if each
911 one takes half an hour or more. See if you can do any preparation
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111 the night before, as well: for example, putting files out on your
2 desk, locating relevant telephone numbers, or tidying up can all be
3 time-savers for the following day.
4 If you are unfamiliar with list-making as a way of managing
5 your time, set yourself only one or two goals per day to begin with.
6 You can always increase the number later on. Work out how you
7 are going to organize this. Will a note in your diary be sufficient
8 or will you need a separate notebook? How about a sticky label on
9 your fridge door? Find a system that works for you. Alternatively,
1011 you could use the form below.
1
2 Date
3
Priority task Task Achieved? (tick)
4
5 1.
6
7 2.
8
3.
9
2011 4.
1
2 5.
3
4
5
6 At the end of each day, review your list and check what has been
7 accomplished. Cross things off as you go to give you a sense of
8 achievement. If there are any items you havent completed, see
9 what you can learn from this. Did you have too many tasks on
30 your list? Get side-tracked by non-essential tasks? Was it really that
1 important to begin with? (If it is, put it on tomorrows list.)
2 Finally, set limits around your time. Work on something for a
311 set period and then take a break. You do not need to do anything
4 perfectly good enough will be fine. And if there are things that
5 need particularly high quality of attention, tackle it when you are
6 at your most alert and creative, saving more routine jobs for when
711 you are getting tired.
8 If you need some additional points to ponder, try the tips in the
9 Coaching Tool Box below.
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111 Coaching Tool Box: Top Tips for Achieving a Great WorkLife
2 Balance
3
1. Keep your Mission at the forefront of your mind. Select only
4
those opportunities that contribute to your sense of purpose.
5 2. Prioritize. Devote time and energy to what needs doing that
6 day tomorrow can take care of itself.
7 3. Do the most important things first (especially when you feel
8 some resistance!).
9 4. Beware worrying about how much you have to do, as this
1011 drains your energy and prevents productive action. Deal with the
negative thoughts first as you learnt to do in Principle No. 10.
1
5. Take short, regular breaks to prevent burnout.
2 6. Take regular holidays. Use up your holiday allowance if you
3 are employed. Plan your annual breaks if self-employed. Regular
4 breaks improve both productivity and sense of well-being.
5
6
7 Take home message
8
The solution to having a great worklife balance is knowing what
9
really matters to you and prioritizing your efforts accordingly. This
2011 will be easier to accomplish if you recognize that your time on this
1 earth is limited and the hours in the day are all you have. In the
2 same way that you plan your finances, your holiday, or your career,
3 plan how you want to use your time using tools such as the Weekly
4 Activity Diary, attending to what matters first and using to do
5 lists. You owe it to yourself to use your precious hours wisely.
6 As the author Thomas Merton points out, to give in to too
7 many demands and commit ourselves to too many tasks is to
8 surrender to one of the main pressures of the modern world. Ulti-
9 mately, it comes down to knowing who you are and what you
30 stand for and gently challenging any sense of needing to be busy
1 for unhealthy reasons. If you can give yourself permission to be
2 true to yourself, your life will always be in balance.
311
4
Enjoying an Optimum WorkLife Balance
5
One thing I will try differently as a result of this chapter is . . .
911
40
1
111 The Weekly Activity Diary

2
3 Time Mon Tues Wed Thurs Fri Sat Sun
4
5 67 a.m.
6 78 a.m.
7
8 89 a.m.
9 910 a.m.
1011
1 1011 a.m.
2 11 a.m.12 noon
3
121 p.m.
4
5 12 p.m.
6
23 p.m.
7
8 34 p.m.
9 45 p.m.
2011
1 56 p.m.
2 67 p.m.
3
4 78 p.m.
5 89 p.m.
6
7 910 p.m.
8 1011 p.m.
9
1112 p.m.
30
1 121 a.m.
2
12 a.m.
311
4 23 a.m.
5 34 a.m.
6
711 45 a.m.
8 56 a.m.
9
40
1 239
111 Bibliography
2
3 *Covey, S. R. (1989). The Seven Habits of Highly Effective People. New
York: Simon and Shuster.
4
5
6
7
8
9
1011
1
2
3
4
5
6
7
8
9
2011
1
2
3
4
5
6
7
8
9
30
1
2
311
4
5
6
711
8
911
40
1
111 CHAPTER TWENTY-THREE

2
3
4
5 Building Healthy Self-Esteem
6
7
8
9
1011
1
2
Let your own nature be proclaimed
3
4 (Native American proverb)
5
6 In this chapter, we look at one of the essential components of inspired
7 living: healthy self-esteem. Together we will explore:
8
9 the true nature of healthy self-esteem;
2011 how to manage the internal critic that prevents you from fulfill-
1 ing your potential;
2 ways of developing robust and enduring self-esteem.
3 Preparatory reading. To get the most out of this chapter, you will need
4 to have worked through the exercises in Authenticity (Principle No. 1),
5 Signature Strengths (Principle No. 3), Compassion (Principle No. 8),
6 and Thinking Skills (Principle No. 10).
7
8
9 Helpful hint. If self-esteem is a personal stumbling block, you
30 may feel resistant to some of the ideas in this chapter. But dont
1 be put off; objections may well indicate that the ideas are
2 highly relevant to you.
311
4
5 Are you your strongest supporter or silent saboteur? Do you
6 encourage yourself to think big or play at being small? When life
711 is at its toughest, do you give yourself the encouragement and
8 strength to continue or undermine your efforts with self-criticism
9 and personal condemnation? When all is said and done, do you
40
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111 like the person that you are?

2 Theres a famous Woody Allen joke about how his only regret
3 in life is that he wasnt somebody else. In my work I often meet
4 people who seem to have signed up to the Woody Allen philoso-
5 phy of life. Stephan was one.
6
7
8 Stephans story
9
1011 Stephan wanted a partner more than anything else. But when he
1 first came to see me, he had no doubt that he would remain single
2 forever. The reason for this, he told me, was that anyone who got
3 close to him would eventually find out the truth: that he was bad.
4 Stephan had not actually committed any acts that he judged as
5 bad. Rather, his badness related to a feeling deep inside of him,
6 something he knew to be true at the core of his being.
7 It was not difficult to understand how Stephan had reached
8 such a devastating conclusion about himself. Raised in an envi-
9 ronment where love was scarce, violence was frequent, and punish-
2011 ments were inflicted at random, he concluded early on in life that
1 his parents reacted this way because they didnt love him. Because
2 he knew that parents are supposed to love their children, the fact
3 that his didnt could mean only one thing: he was essentially bad.
4 Stephans badness felt very real to him. However, I saw a coura-
5 geous, caring and gifted man someone who was prepared to put
6 himself through the pain of telling me his story and who, against
7 all odds had been very successful. But Stephan struggled to see any
8 of this. Unfortunately, because he had such a negative view of
9 himself, he had always avoided meeting new people. However, he
30 had now reached a stage where his desire for a relationship was so
1 strong that hiding was no longer an option.
2
311
4 Justins story
5
6 On the surface, Justin couldnt have been more different. He oozed
711 confidence and self-assurance and announced proudly that his sales
8 record at work was yet to be beaten. He had read extensive amounts
911 of personal development books and from his research had
40
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BUILDING HEALTHY SELF-ESTEEM
111 concluded that he could be, do, and have anything he wanted, as
2 long as he believed in himself enough. For Justin, being, having,
3 and doing anything he wanted meant having an outstanding career,
4 the perfect relationship, and a life of financial freedom and luxury.
5 Justin did indeed, have a thriving career, a relationship with a
6 woman who loved him, and a good salary that enabled him to
7 enjoy a very comfortable lifestyle. But there was a problem. His
8 belief that he could be, have, and do anything he wanted led him
9 to bulldoze his way to success. He didnt see any problem with his
1011 strategy, but his wife and colleagues did. His workaholic tenden-
1 cies were undermining his marriage and his wife was threatening
2 to leave him. Moreover, Justins straight talking approach was
3 experienced by others as intimidating and he was now facing a
4 disciplinary action at work because of his conduct. For the first
5 time, Justin was forced to confront facts: his wife found him
6 emotionally unavailable and his colleagues saw him as a bully.
7 Stephan and Justin may seem very different, but they were both
8 struggling with fragile self-esteem. Stephans sense of his own
9 badness limited his life choices and prevented him from seeking
2011 out a partner with whom he could share his life. Justins sense of
1 inadequacy led him to over-compensate; the veneer of confidence
2 papered over the cracks of a very shaky sense of self-worth.
3
4
5 The true nature of healthy self-esteem: taking a closer look
6
7 Healthy self-esteem enables us to live with purpose and confidence,
8 but its qualities can be difficult to pin down. What would you see
9 as the key ingredients? Use the next exercise to guide you.
30
1
Exercise 36. The ingredients of healthy self-esteem
2
311 Think of someone you know personally, whom you would regard
4 as having high self-esteem, then answer the following questions in
5 your learning log.
6
711 What leads you to believe they have high self-esteem?
8 How do they behave towards themselves and others?
9 How do they conduct themselves in their daily lives?
40
1 243
111 How do you feel when you spend time with them?
2 Based on your assessment of that person, what would you see
3 as being the key ingredients of robust self-esteem?
4
5 Now think of someone you know personally, whom you would
6 judge as having low self-esteem, and answer the following ques-
7 tions.
8
9 What leads you to believe they have low self-esteem?
1011 How do they behave towards themselves and others?
1 How do they conduct themselves in their daily lives?
2 How do you feel when you spend time with them?
3 Based on your assessment of that person, what would you see
4 as being the warning signs of low self-esteem?
5
6 There is a growing interest in self-esteem and a flourishing liter-
7 ature on how to build it. Much of this literature is very helpful,
8 but it can sometimes be easy to come away with the idea that the
9 higher your self-esteem, the happier and more successful you will
2011 be. Or even that if you believe in yourself enough you can conquer
1 the world . . .
2 While positive self-belief is a wonderful, empowering quality,
3 there is a serious problem with buying into a belief that our limi-
4 tations exist solely inside our own heads and that with enough self-
5 belief we can achieve anything, as Justin found out to his cost.
6 Healthy self-esteem is not about acquiring unshakable self-belief
7 that will lead us to giddy heights of success. Nor is it about becom-
8 ing so self-absorbed that we become self-satisfied and smug (weve
9 all met people who are so convinced of their own self-importance
30 that they are unbearable to be around remember the mythical
1 god Narcissus, who fell in love with his own reflection).
2 As psychologists Roy Baumeister and Kathleen Vohs suggest,
311 healthy self-esteem consists of two key elements: (1) a sense of self-
4 efficacy that is, a faith in our abilities, competencies, and skills;
5 trusting ourselves to handle lifes challenges and a belief that our
6 efforts can make a difference to the world and (2) a sense of self-
711 worth a positive, yet flexible and realistic self-evaluation, a deep-
8 felt sense that we are essentially decent and appreciating our worth
911 while acknowledging our limitations.
40
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111 In a world where we are constantly confronted with new oppor-

2 tunities and challenges, it is helpful to see healthy self-esteem not
3 so much as a static entity, but as a dynamic and ever-changing part
4 of ourselves. In essence, self-esteem reflects the ongoing relation-
5 ship we have with ourselves. In the same way that we learn to like
6 or dislike other people through talking and listening to them, and
7 by observing how they act, so we observe our own thoughts, feel-
8 ings, and actions and decide whether or not we fundamentally
9 respect and value the person that we are.
1011 Our relationship with ourselves is a uniquely intimate one. It is,
1 after all, only we who have access to the whole picture the image
2 we present to the world as well as the most private selves we darent
3 reveal to anyone. But, as with all relationships, it pays to review it
4 objectively every now and then. Does your relationship with your
5 own self nurture and support you, or has it become a stale or even
6 destructive force in your life? Record your reactions in your learn-
7 ing log.
8
9
2011 Healthy (and unhealthy) self-esteem:
1 know the critical signs
2
3 Self-esteem affects how we feel, think, act, and experience the world.
4 It influences our choice of partner and friends, whether or not we
5 feel secure in our relationships and whether or not we choose to
6 develop our potential. In this sense, our self-esteem whether robust
7 or fragile triggers a chain reaction of physiological, emotional, and
8 behavioural changes that reinforce our beliefs about who we are and
9 what we can do. See if you can identify any potential chain reactions
30 in the signs of healthy self-esteem listed below.
1
2 You are generally positive and optimistic.
311 You feel at peace with yourself most of the time.
4 You have confidence in yourself, your competencies and skills.
5 You are self-reliant.
6 You feel energized and excited by lifes opportunities.
711 You take care of your physical and emotional needs.
8 You appreciate others strengths and talents without feeling
9 threatened by them.
40
1 245
111 You are appropriately open and honest with others.

2 You are considerate towards others in your dealings with them.
3 You tend to put others at their ease and bring out the best in
4 them.
5
6 Now see if you can identify any potential chain reactions in the
7 signs of fragile self-esteem.
8
You rarely feel at peace with yourself or, alternatively, dislike
9
the person that you are.
1011
You worry constantly about whether you are good enough in
1
key areas of your life.
2 You struggle to be self-reliant.
3 You neglect your physical and emotional needs.
4 You rarely give yourself time for relaxation and fun.
5 You tend to burn yourself out with overwork.
6 You feel tense and wound up most of the time.
7 You feel threatened by others successes and accomplishments.
8 You try to be what you think others want you to be.
9 You are so focused on yourself and your weaknesses that you
2011 tend to neglect your relationships and/or the needs of those
1 around you.
2
3
Health check. If any of these warning signs are so true for you
4
that, on occasion, you feel the need to punish or harm your-
5 self, please seek the support of someone who is professionally
6 qualified to work with low self-esteem, such as a psychologist,
7 psychotherapist or counsellor.
8
9 If you review the signs of healthy and unhealthy self-esteem,
30 which ones feel relevant for you? Write your thoughts in your
1 learning log.
2
311
4
Get to know whos running the show:
5
competing voices, multiple selves
6
711 In the same way that unshakable self-belief can be problematic, so
8 too can self-aversion. Both are extreme ways of viewing oneself that
911 represent a shaky foundation for inspired living.
40
1 246
111 A teacher once told me that self-aversion is one of the biggest

2 problems in our society today. This may sound extreme, but in a
3 world that seems to demand so much and that is often so unfor-
4 giving of mistakes, it is all too easy to feel as though we are falling
5 short.
6 But a lot of our self-aversion comes from within ourselves,
7 rather than without. Author Jack Kornfield highlights how we
8 typically relate to ourselves through our self-image rather than
9 through an objective appraisal of our strengths and needs. This
1011 leads to highly distorted images of ourselves that, if our self-esteem
1 is fragile, become toxic in their own right.
2 This was true for Stephan. As part of his early judgement about
3 himself as bad, he recalled a belief that no one had liked him. But
4 when we looked back at his early history through the eyes of the
5 compassionate adult, he began to appreciate that some people had
6 cared for and appreciated him. He had had a few friends at school;
7 there was a teacher who seemed to show particular interest in his
8 artistic abilities and the mother of a friend always seemed pleased
9 to see him when Stephan came round to play. Moreover, he began
2011 to see how his parents actions were in fact those of desperate
1 people whose own difficulties prevented them from understanding
2 and responding appropriately to the needs of a small child. Until
3 this time, Stephans choices had been determined by an image of
4 himself that existed inside his head. But his badness was not the
5 truth of who he was.
6 A curious thing about self-esteem, as a function of the relation-
7 ship we have with ourselves, is that we seem to have many differ-
8 ent selves, each one with its own agenda. Who, for example, is not
9 familiar with that part of ourselves that seems bent on self-sabo-
30 tage the one that has dark and uncharitable thoughts, who holds
1 the invitation to be destructive. Similarly, I have not yet encoun-
2 tered anyone who isnt intimately acquainted with the inner critic
311 that small self who does such a good job of pointing out our
4 short-comings, limitations, and failings. And who doesnt know
5 the small, insecure, and frightened self, who feels vulnerable and
6 bullied by the inner critic and fearful of what lurks in the deep
711 recesses of our mind?
8 These parts of our selves are in constant dialogue and jostle for
9 supremacy in the context of any decision we need to make or goal
40
1 247
111 we try to achieve. The outcome of all this jostling has a powerful
2 affect on how we decide to act. Which small self wins? And what
3 is the price we pay?
4 In his research on self-to-self relating, Professor Paul Gilbert
5 identifies two types of self-relating that are critical to understand-
6 ing the true nature of self-esteem: (1) a hostile dominant self lead-
7 ing to the fearful, subordinated self, and (2) a caring empathic self
8 leading to a sense of being respected and cared for. The relation-
9 ship between these different parts of ourselves gets played out
1011 in our inner dialogue and the impact of this dialogue on our
1 emotions, choices and actions.
2 The style of self-relating is critical to understand because, as
3 Paul Gilbert explains, it actually triggers physiological changes in
4 the brain. When your inner critic bullies you, the effect on the
5 brain is the same as if someone was literally bullying you: it stim-
6 ulates neural pathways that create bodily tension (remember the
7 fight-or-flight response?), fear, and self-doubt. But for all its draw-
8 backs, self-criticism isnt necessarily what it seems. In order to build
9 healthy self-esteem, we first need to understand what our internal
2011 critic is trying to tell us.
1
2
3 What is your self-criticism trying to tell you?
4
5 Many self-esteem programmes recommend trying to ignore the
6 internal critic, or even conquering it into submission. But if we do
7 this, we are in danger of overlooking something important. First,
8 having negative beliefs about ourselves or our competencies is not
9 necessarily a bad thing. It can, if we know how to use it, lead us
30 to self-correct, make us work harder, or try alternative (and more
1 beneficial) strategies. Second, even when it is clearly unhelpful,
2 your inner critic is actually working hard on your behalf. True, its
311 efforts may be counterproductive but its intention is none the less
4 a noble one.
5 Very often, when we take a closer look at the inner critic, we
6 find that it is fighting a battle that was over a long time ago. This
711 may be a battle from childhood, adolescence, or even sometime
8 during your adulthood. Like the Japanese soldiers who were dis-
911 covered marooned on an island and could not accept that the
40
1 248
111 Second World War had ended, so, too, the inner critic is deter-
2 mined to continue fighting a battle that is over.
3 Recognizing this was the key to helping Justin make changes to
4 how he lived his life. When we looked beneath the veneer of his
5 false confidence we discovered that his inner critic believed that
6 Justin simply wasnt good enough. His internal critic was issuing a
7 dire warning: Bully or be bullied. Pull the wool over everyones
8 eyes or be exposed as a fraud.
9 Justin had been badly bullied at school, and when he had
1011 attempted to confide in his parents, his father had accused him
1 of being weak for not fighting back. It seemed to Justin that he had
2 lost both the respect of his peers and his parents, and that to show
3 vulnerability was a sign of intolerable weakness. He vowed that
4 from then on, however much he was hurting, he would never let
5 on. The world would see him as strong and capable. The inter-
6 nal critic that led him to bully others was in fact trying to pro-
7 tect him from the most terrible catastrophe: the shame that
8 would come from failing and having others ridicule him for his
9 inadequacy.
2011 Recognizing this battle helped Justin make sense of how he
1 behaved towards his wife and his colleagues, as well as his worka-
2 holism. He kept himself emotionally distant from his wife for fear
3 that if she got too close she would encounter his more vulnerable
4 side and reject him. Similarly, bullying others at work was an
5 attempt to prove his strength. And in terms of his work patterns,
6 he explained that, If I work fewer hours, I just wont get the sales,
7 and then I wont be any different from anyone else. It was as
8 though he needed to work twice as hard and achieve twice as much
9 to be recognized as just as good as everyone else.
30 If you have a very active inner critic, see if you can identify the
1 life experiences that taught you to feel this way. What is its
2 crusade? Table 8 shows some examples that I commonly encounter
311 in my work with clients. See if any of them apply to you.
4 As you get to know your inner critic, youll discover that it is
5 actually rather anxious and over-burdened, trying to offer protec-
6 tion from the catastrophes it believes will befall you if you stretch
711 yourself beyond your capabilities or ask for too much. Like all
8 anxious and over-burdened aspects of ourselves, the best way to
9 respond is by working with it rather than against it, understanding
40
1 249
111 Table 8. The functions of self-criticism.

2 Category of self-criticism Translation
3
4 Youll never succeed so why You were so badly hurt last time
bother trying. things didnt work out I dont want
5
you to get hurt again.
6
7 Youre pathetic; why dont Im scared people will walk all over
you stand up for yourself? you.
8
9 Its selfish and wrong to ask Be good or else others will get angry
1011 for what you want. and reject you and then youll be
alone and humiliated.
1
2 You never give anything all Because youre not clever, talented or
3 of your effort. accomplished, you have to work
harder than everyone else just to keep
4
up. You dont want everyone to see
5 how inadequate you are.
6
Dont get carried away by No one will like you if you become a
7
your successes. bighead!
8
9 Youre so lazy. Without me nagging you constantly,
youd never do anything.
2011
1 You cant do that. Dont set yourself up for
2 disappointment and failure.
3 Despite what they say, If you let people get too close they
4 people dont really like or will discover the truth about you and
5 care about you. reject you.
6 You must be a terrible person Ill punish you so you dont have to
7 to have acted in that way (or carry the burden of feeling guilty.
8 let someone else behave
towards you in that way).
9
30 You dont deserve to be If you ask for more than you deserve,
1 successful. youll be punished one way or
another.
2
311
4 its perspective, acknowledging its efforts, and then gently working
5 to correct its misconceptions.
6 Your inner critic may not be as well-developed as Justins or
711 Stephans, but you are probably familiar with your own personal
8 variety. So ask your inner critic whats on its mind. Use Exercise 37
911 to guide you.
40
1 250
111
2 Exercise 37. Get to know your inner critic
3 What does your inner critic tell you about the kind of person
4 that you are?
5 What is the battle that your internal critic is still fighting?
6 When and how did the battle begin?
7 From what is your internal critic trying to protect you now?
8 What does your inner critic fear would happen if you had
9 faith in yourself and trusted your competencies?
1011
1 Spend some time studying your answers. What do they tell you?
2 Is your internal critic helping you get the most out of life? If not,
3 what would be a more compassionate and balanced perspective
4 that might create new possibilities for a more self-respectful
5 attitude?
6 Your inner critic may be trying to help you, but, as weve seen,
7 it has problems discriminating between current challenges and past
8 battles. And lets face it, if its dire warnings were accurate, youd
9 probably have life sorted by now! The problem with self-criticism
2011 is, as self-esteem expert Dr Melanie Fennell explains, that it does-
1 nt give you any clues on what you need to do differently. However,
2 it is possible to get the benefits the internal critic promises you
3 without getting caught up in all its negativity.
4
5
6 Towards robust self-esteem: getting to know yourself anew
7
8 Healthy self-esteem is an ongoing project, not something that you
9 achieve once and for all. Building self-esteem involves having a
30 realistic, flexible, respectful relationship with yourself that recog-
1 nizes your human frailties and your shadow sides as well as your
2 talents, strengths, and resourcefulness. Note that the aim is not to
311 endorse yourself regardless of how you behave, but to nurture a
4 mature self-awareness in which you honour your feelings and
5 behave with respect towards yourself and others. Healthy self-
6 esteem also requires us to take full responsibility for all the differ-
711 ent parts of ourselves, including those parts we find less appealing
8 or from which we might otherwise seek to flee. Any parts of
9 ourselves we do not trust or that hurt us (including the inner critic)
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111 need to be invited back into our lives with kindly concern and
2 gentle, but firm, handling.
3
4 Exercise 38. Imagine the future
5
6 How would your life be different if you had optimally healthy self-
7 esteem? (Remember we are talking here about healthy self-accep-
8 tance, not believing youre invincible.)
9 How would you live differently?
1011 How would you implement your Mission?
1 What Attitudes would you have?
2 What goals would you set yourself?
3 How would your relationships change?
4 What sort of worklife balance would you have?
5 How you would you take care of your health?
6
7 Pay careful attention to the impact of your answers. Do you feel
8 excited and energized, or anxious and doubtful? Is your internal
9 critic threatened by the prospect of you developing a new rela-
2011 tionship with yourself, or does this feel like an intriguing possibil-
1 ity? Observe any of the internal critics objections gently but
2 objectively. Do they contain any exaggerations or distortions in
3 thinking? Is it possible that these objections are themselves built
4 upon a house of cards? Reframe them as you learnt to do in
5 Principle No. 10, while being sure to thank your inner critic for its
6 valiant (if misguided) efforts on your behalf.
7 One of the keys to healthy self-esteem is to learn to be true to
8 our sense of who we are, rather than trying to live up to someone
9 elses version of you. Trainer and author Nick Williams points out
30 that so much of our struggle in life is based on trying to secure the
1 approval of others and to measure up to some idealized view of
2 how we should be imposed on us by others or ourselves. Jack
311 Kornfield agrees. In order to build truly respectful and self-respect-
4 ful self-esteem, he advocates the value of the Buddhist practice of
5 inquiring into who we think we are. The purpose, he reminds us,
6 is not to get us locked into self-interrogation but rather to help us
711 let go of old beliefs that no longer serve us. Once released from the
8 burdens of these old stories, we can allow ourselves to become
911 eccentric that is, to revel in our uniqueness.
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111 If you rewrote your criteria at this point in your life, on what
2 would you base your self-esteem?
3
4 Whose formula of being a worthwhile person have you
5 followed so far?
6 What have been the results good and bad?
7 What drives you to conform to it now?
8 What would happen if you replaced it with a formula of your
9 own choosing? What if you tried to stop being the perfect
1011 employee, spouse, parent, friend, professional and made a
1 commitment to being your own, unique, eccentric self?
2
3 Another key to robust self-esteem is to avoid the trap of basing
4 your self-esteem on something outside of your control. This might
5 include achieving a particular position or job title at work (you
6 could be made redundant or someone may be promoted over you);
7 the amount of money you have (you could become unemployed,
8 get sick, or the stock market could crash); your physical appear-
9 ance (bodies age, health status varies, and appearances change) or
2011 being in a relationship (relationships break down and separations
1 are inevitable). Of course, there is nothing wrong with taking pride
2 in these things, and when they go well they can enrich our lives
3 immeasurably. But when you base your sense of worth upon
4 having them, you are vulnerable. Try instead basing your self-
5 esteem on your authenticity and uniqueness, your signature
6 strengths, your sense of meaning or your courage, a cause you
7 believe in or your faith in a higher power in other words some-
8 thing that puts you on a much surer footing.
9
30
1 Behaving your way to healthy self-esteem
2
311 Imagine you had a coach mentoring you on your self-esteem from
4 the moment you got up in the morning until the moment you
5 went to bed. What would your coach say? What specific advice
6 would they give you for managing events throughout the day?
711 A good coach combines total commitment to your goals with
8 an appreciation of your strengths and talents, suggestions for
9 action and honest feedback. Becoming this type of self-coach is a
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111 great formula for enhancing self-esteem, as it combines a type of

2 self-to-self relating that is honest (which means facing yourself and
3 your life squarely in the face; eliminating thinking errors, and sepa-
4 rating your accomplishments from your worth); commitment to
5 your goals (setting appropriate targets; pursuing them with moti-
6 vation while being compassionate towards setbacks and learning
7 from the experience); and behaviour changes (putting your plans
8 into action and learning new skills where necessary). How could
9 you put this formula into practice to enhance your self-esteem, as
1011 of today?
1 Melanie Fennell suggests keeping a record of information, expe-
2 riences, and events that directly contradict your worst fears about
3 yourself. This can be any event, experience, or outcome, but you
4 may want to focus this particularly around the way in which your
5 self-esteem manifests. For example, Stephans fragile self-esteem
6 manifested in beliefs about his badness, and so his record of
7 strengths focused mainly on any experiences or events that directly
8 contradicted this idea: kind acts towards others, thoughtful ges-
9 tures, and occasions when others gave him positive feedback about
2011 how much they valued his contribution to their lives.
1 For Justin, however, the Record of Strengths adopted a slightly
2 different focus. As his fear was about being exposed as a failure or
3 fraud, his self-esteem fears centred on beliefs of incompetence, so
4 he kept a record of accomplishments and successes throughout his
5 life that could act as reminders that his inner critic was not an
6 accurate assessor of his strengths. What would be the focus of your
7 Record of Strengths? Start one now and add to it day by day the
8 evidence is there, so use it.
9 At the beginning of this book, I also suggested you create a
30 system for recording your gains. This is vital to any form of coach-
1 ing (otherwise how can you keep track of how your life is chang-
2 ing?), but can be particularly beneficial for working with low
311 self-esteem. In psychology, learning theory highlights how we are
4 more likely to achieve our goals and accomplish more when we
5 notice our successes. The problem with low self-esteem is that the
6 gains are typically overlooked. So, if you havent done so already,
711 create a system now.
8 Remember, though, that nothing influences self-esteem quite
911 like how we behave towards ourselves. A robust sense of self-worth
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111 needs a maintenance programme in which you attend to your

2 emotional and physical needs, make sufficient time for fun and
3 free time, allow space for the relationships that empower you
4 and avoid the trap of overwork (or under-work for that matter!).
5 How you behave towards yourself gives you important mes-
6 sages. In the same way that if you treated someone else badly, if
7 you ignored their needs, overworked them and constantly criti-
8 cized them, they would start to feel unhappy and abused, so the
9 same is true in relation to how you treat yourself. Behave towards
1011 yourself as though you genuinely respected and valued yourself and,
1 even if it feels strange to begin with, you will soon start to notice
2 the difference. Your efforts will be more effective if you work from
3 the outside in, as well as the inside out.
4
5
Exercise 39. Seeing yourself through the eyes of
6
the valuing other
7
8 To get the most out of this exercise, you need to have had some
9 practice at keeping a Record of Strengths diary, to be familiar with
2011 your own version of the inner critic and be able to disarm it using
1 the methods you learnt in Principle No. 10.
2 Think of someone who loves, values or appreciates you. The
3 more intimately this person knows you the better, but you could
4 also identify a friend, colleague, or acquaintance in fact, anyone
5 who has a good opinion of you. This person is not so infatuated
6 with you that they see you through rose-tinted glasses; they
7 genuinely appreciate you while knowing that you have strengths
8 and weaknesses, good points and bad. See yourself through their
9 eyes for a moment. What do they see? Write your answers in your
30 learning log.
1 Keep looking at yourself through the eyes of the valuing other
2 and see if you can identify specific aspects of you that they value.
311 What exactly does this other person value? How do they view your
4 strengths of character? Your accomplishments? Your ability to
5 relate to others? The way you contribute to the world?
6 Now think about how this image differs from any existing,
711 unhelpful images you have had of yourself the ones that have
8 contributed to fragile self-esteem. What would it be like to live as
9 though this other, more balanced and empowering image of
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111 you were in fact, true? How would you behave differently? Dress
2 differently? Organize your time differently? Respond to others
3 requests differently? Write your responses in your learning log.
4 Now, here comes the challenge! Just as an experiment, take one
5 day in the next week and treat yourself in the way that you would
6 if you truly saw yourself in the way that this other person sees you.
7 This may feel like a real stretch but dont be tempted to avoid this
8 part of the exercise. After all, you are not committing yourself to a
9 life of change; you are just undertaking an experiment to notice
1011 the impact of seeing yourself through a different lens. And, ulti-
1 mately, thats what improving self-esteem is all about . . .
2
3
4 The take home message
5
6 Healthy self-esteem is not about having unshakable confidence in
7 yourself or your abilities. It is about developing a mature self-
8 awareness that allows you to better co-ordinate the many mini-
9 selves that make up your relationship with yourself.
2011 However you see yourself today will be the outcome of all the
1 experiences, knowledge, assumptions, and ideas you have built up
2 over a lifetime. As we have seen, self-esteem is not a static state; it
3 can never be a definitive judgement about your worth, but repre-
4 sents a platform for viewing yourself and your potential that allows
5 for the creation of new possibilities in your life.
6 If your self-esteem rests on shaky foundations, like Stephan or
7 Justin, it will need to be a special focus of your coaching journey
8 and it may take months of steady, committed work before you
9 notice a difference. But be persistent: your efforts will pay off and
30 the rewards are well worthwhile.
1 Ultimately, there is nothing and no one that can make you feel
2 complete. That task has been assigned to you and you alone. But,
311 by reclaiming this quest, you may discover that you no longer need
4 to be constrained by the person whom you think you are. If,
5 however, you need some additional support while you embark
6 upon your quest of discovery, try the suggestions in the coaching
711 tool box.
8 A life well lived involves encountering many disappointments as
911 well as many successes. If you become ensnared in the trap of fear,
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111 Coaching Tool Box: Top Tips for Boosting Self-Esteem

2
3 1. Learn to view global evaluations about yourself with suspi-
4 cion. A human being can never be summed up by a single label.
2. Forgive yourself for your limitations. You were never
5 meant to be perfect.
6 3. Differentiate your actions from your worth. If you behave
7 in a way you are not happy with, accept responsibility and
8 change it. But dont confuse this with your value as a human
9 being.
1011 4. Remind yourself of why you are valuable and worthy.
1 5. Reassure the inner critic: its intentions are good, but its
perception is flawed.
2
6. Write yourself a reminder of why you deserve self-belief
3 and read it every day.
4 7. Draw on your council for advice on how to view yourself
5 through more impartial eyes (remember the exercise at the end
6 of the Attitude section of MAP?).
7
8 shame, pride, or grandiosity, you limit your options. Having a
9 positive, yet realistic view of yourself isnt just a palliative, its a
2011 responsibility. You do not honour anyone by ignoring your
1 Mission, or keeping your talents and strengths hidden. Nor do you
2 honour anyone by having an inflated sense of your potential. As
3 author and teacher Jack Kornfield warns us, sometimes the strug-
4 gle to be someone different actually prevents us from finding our
5 own true nature. Healthy self-esteem is about straddling that
6 tension between working out what is ours to nurture and what is
7 ours to accept with grace, humility, and gratitude.
8
9
Building Healthy Self-Esteem
30
311 One thing I shall do differently/more gratefully is . . . (write
your answer in your learning log).
4
5
6
711 Bibliography
8 *Fennell, M. J. V. (1999). Overcoming Low Self-Esteem. London:
9 Constable Robinson.
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111 *Gilbert, P. (1997). Overcoming Depression. A Self-Help Guide using

2 Cognitive-Behavioural Techniques. London: Robinson. (Also contains
3 some excellent ideas and exercises that relate to self-esteem.)
4 *McKay, M., & Fanning, P. (1992). Self-Esteem: A Proven Program of
5 Cognitive Techniques for Assessing, Improving and Maintaining Your
Self-esteem. Oakland, CA: New Harbinger.
6
7
8
9
1011
1
2
3
4
5
6
7
8
9
2011
1
2
3
4
5
6
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8
9
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111 CHAPTER TWENTY-FOUR

2
3
4
5 How to Have a Happy and
6 Healthy Relationship with Your
7
8 Body
9
1011
1
2
3
4 There is more wisdom in your body than
5 in your deepest philosophy
6
(Friedrich Nietzsche)
7
8
9 To keep the body in good health is a duty. Otherwise we
2011 shall not be able to keep our mind strong and clear
1 (Buddha)
2
3 In this chapter, we look at ways of developing and sustaining a positive
4 relationship with your body. Together we will explore:
5
6 how to improve your relationship with your physical appear-
7 ance;
8 a model of well-being that can help you identify any areas that
9 need improving;
30 ways of discovering your true image.
1
2 Preparatory reading. To get the most out of this chapter, you will need
311 to be familiar with the ideas we explored in the Principles on Grati-
4 tude (No. 7); Compassion (No. 8); Thinking Skills (No. 10); and
5 Motivation (Principle No. 12).
6
711 So far in this book we have focused on ways of living, being, and
8 doing that can sustain you emotionally and psychologically. But
9 you are also a physical being, born into a body that carries you
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111 through life and enables you to act on the world. This chapter is
2 dedicated to that part of you that can easily get overlooked: your
3 physical self and the needs of the body.
4 Good health is often something we take for granted until it is
5 taken from us, or someone we love falls sick. How often, for exam-
6 ple, do you stop what you are doing and check in with your body
7 to see how it feels? How often do you ask it what it needs? And
8 how often do you take the trouble to say thank you for everything
9 it enables you to accomplish? If youre like most people, probably
1011 not too often.
1 We live in the age of the mind. In the Western world, the intel-
2 lect rules the heart, rationality is favoured over romance, and we
3 no longer see the body as a source of wisdom in its own right.
4 These priorities make it easy to view the body as little more than
5 an instrument that carries out our instructions, or as an undisci-
6 plined part of ourselves that needs to be dieted, exercised, or other-
7 wise controlled into submission. Both perspectives create
8 difficulties: the first leads us to neglect our physical well-being; the
9 second causes us to be at war with our bodies.
2011 Many people with whom I work have developed a distorted
1 relationship with their physical selves such that their bodies have
2 become a battleground. They may live in a state of constant fear
3 that they are about to develop a serious illness; their bodies may
4 finally be rebelling against years of neglect, or they may simply
5 dislike what they see when they look in the mirror.
6
7
8 Brionys story
9 Briony was typical of too many young women I see. A beautiful,
30 vivacious, and highly intelligent young woman, Briony could not
1 bear to look at herself in the mirror because what she saw appalled
2 her. I tried to imagine what she must be seeing, struggling to unite
311 her self-perception with the striking woman who sat opposite me.
4 Im just so fat and ugly, she told me. She was neither of these
5 things, but I knew that my pointing this out wouldnt help her right
6 then.
711 Is there anything about yourself you do like? I asked, looking
8 for exceptions to her global self-condemnation. No, she said,
911 without a moments hesitation.
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HOW TO HAVE A HAPPY AND HEALTHY RELATIONSHIP WITH YOUR BODY
111 Tell me more about what you see when you look at yourself in
2 the mirror, I asked her. And so we began, with Briony going to
3 some lengths to convince me of all the imperfections with which
4 her reflection confronted her . . .
5
6
7 Waynes story
8
9 Wayne had no problem with how he looked. But he was terrified
1011 of what is going on inside his body. His worries about his health
1 had come and gone for years, but just recently he had begun expe-
2 riencing unexplained physical sensations that he feared were signs
3 of cancer. All the doctors (and he had seen many) have told him
4 that there was nothing wrong with him and the multiple test
5 results appeared to confirm this. But Wayne was still worried.
6 I asked him why he has come to see a psychologist. He paused.
7 Deep down I know Ive become obsessed with my health, he told
8 me. Its the first thing I think about every morning and the last
9 thing I think about at night. Im not sure I believe the doctors
2011 when they tell me nothing is wrong, but I do know that every new
1 symptom shoots my anxiety into orbit. I cant go on like this.
2 Wayne saw his body as a walking time-bomb and each day felt
3 compelled to check himself for signs of disease, whether it was
4 looking for lumps, checking the colour of his tongue, or taking his
5 pulse. The problem was, the more carefully he looked for bodily
6 changes, the more he tended to find . . .
7
8
9 How do you feel about your body?
30
1 Many of us have a difficult relationship with our bodies at some
2 point in our lives. We would like to be taller or shorter, slimmer
311 or more curvy, leaner or more muscular. Or, if we are dealing with
4 illness, we would like a healthier body or perhaps a different body
5 altogether. Our lists of dissatisfactions are endless. Indeed, entire
6 industries have been built around the conflicted relationships we
711 have with our physical selves: from beauty salons to Botox injec-
8 tions, slimming clubs to plastic surgery, we are prepared to sacri-
9 fice time, money even our health to iron out our physical flaws.
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111 But we all know that this preoccupation can go too far. High
2 profile cases reported in the media remind us how people can
3 become caricatures of their former selves through undergoing too
4 many self-improvement procedures. And this is no longer solely
5 the prerogative of the celebrities who adorn our magazines.
6 Recently, I read an article in a local newspaper that reported an
7 alarming increase in people doing DIY plastic surgery. When we
8 get to the stage where we think it is acceptable to carve into our
9 own bodies, something has gone terribly wrong.
1011 I do not know what your health status is. Nor do I know what
1 you see when you look in the mirror. But, whatever your circum-
2 stances, if you are unhappy with your physical self your journey in
3 life will always be hampered by this extra burden. In this chapter,
4 I want to help you make peace with your physical self and appre-
5 ciate your body for the extraordinary phenomenon that it is.
6
7
Exercise 40. How do you feel about your body?
8
9 Begin by reflecting on how you feel about your body right now.
2011 Do you like it or loathe it? See it as friend or foe? Respect it or
1 misuse it? Write your reactions in your learning log.
2 Now copy the statements listed on the facing page into your
3 learning log, and tick the appropriate column for each statement.
4 If you ticked Mostly true of me for the majority of the ques-
5 tions in Exercise 40, then you have a happy, healthy relationship
6 with your body that is based on self-respect. If, however, you found
7 yourself drawn to the Rarely or Never true of me responses, your
8 relationship with your body needs some fine-tuning.
9
30
1 Reconnecting with the physical self
2
311 In our society, we have a very strange relationship to the body. By
4 turns, we worship it, make a fetish out of it, attempt to control it
5 and condemn it. But rarely do we listen to it, attend to it, experi-
6 ence it, and honour it.
711 When it comes to having a happy, healthy relationship with
8 your physical self, you need to be able to inhabit and experience
911 what is, rather than relating to the body through the filter of your
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111 Exercise 40. Your relationship with your physical self.

2
3 Mostly Rarely Never
4 true of true of true of
5 me me me
6 You are comfortable in your own skin. ! ! !
7 You feel a genuine appreciation for
8 your body and everything it does
9 for you. ! ! !
1011
When you look in the mirror you
1 feel OK about the person looking
2 back at you. ! ! !
3
Overall, you feel comfortable with
4
5
your physical appearance. ! ! !
6 You are not embarrassed by your
7 bodys shape or weight. ! ! !
8 You do not experience self-loathing
9 towards your physical self. ! ! !
2011 You take good care of your physical
1 health and appearance. ! ! !
2
You are not interested in comparing
3
your physical appearance to that
4 of others. ! ! !
5
6 Despite the imperfections that
come with being human, you
7
8
have a positive self-image. ! ! !
9
30 perceptions and judgements. Most of the time, however, we relate
1 to our bodies through an image we hold of them, rather than being
2 truly conscious of our embodied experience.
311 In Principle No. 10, we identified a number of common think-
4 ing traps, or filters, that prevent you from thinking clearly, impar-
5 tially and constructively about your life (if you cant remember
6 them, recap now). These were very relevant to Briony and Wayne.
711 Briony, for example, related to her body through a filter of I am
8 ugly. She would over-generalize imperfections, discount positive
9 information and exaggerate the negatives. It was the operation of
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1 263
111 her filters that enabled she and I to arrive at totally different
2 conclusions about her attractiveness.
3 Wayne, in contrast, saw his body through the filter of a story
4 about his vulnerability to disease. He would catastrophise physical
5 sensations in the absence of supporting evidence, fortune-tell him-
6 self into a future that had him dying and had an inability to discon-
7 firm his worst fears (hence the fact he took no comfort in the medical
8 tests that repeatedly concluded he was a fit and healthy man).
9 Take a moment to reflect on your own filters as reflected in your
1011 fundamental assumptions and beliefs about physical well-being.
1 Use the questions in Exercise 41 to guide you, and write the
2 answers in your learning log.
3
4
Exercise 41. Identify your assumptions about health
5
and well-being
6
7 What assumptions and beliefs do you have about your body,
8 health, and illness?
9 To what extent do you see your health as being under
2011 your own control or due to factors over which you can
1 exert little or no control?
2 How do you imagine the inside of your body looks?
3 What image do you have of your external appearance?
4 Where do your assumptions and beliefs come from? What
5 experiences, people, and events have helped shape these ideas?
6 How do these assumptions and beliefs empower you? In what
7 ways do they nurture your relationship with your body?
8 How do these assumptions and beliefs disempower you? In
9 what ways do they undermine your relationship with your
30 body?
1
2 The purpose of identifying your assumptions and beliefs is not
311 to determine whether or not they are correct. It is to help you
4 understand that your beliefs shape your reality through creating
5 the filters by which you come to experience your body. Looking at
6 your answers to the questions in Exercise 41, can you see any
711 assumptions or beliefs that it would now be helpful to discard? Any
8 beliefs that involve global judgements that are examples of toxic
911 thinking? Write any thoughts in your learning log.
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111 It is probably impossible to see ourselves without any filters at

2 all; the power of thought is too advanced in our culture for us to
3 be entirely free of our perceptions. But if you are willing to look
4 beyond the filters that cause you to judge the different parts of
5 your body, you will start to appreciate how extraordinary your
6 physical being really is. It comprises a highly sophisticated network
7 of systems, transports messages from one part of the body to
8 another with remarkable efficiency, alerts us when something needs
9 attending to, and has a capacity to regenerate and heal. Being open
1011 to these extraordinary qualities you will find yourself better able to
1 make peace with what is even when it falls short of some ideal-
2 ized version inside your own head.
3
4
5 The wheel of well-being: the dimensions of a healthy you
6
7 Achieving a positive relationship with our bodies is not just a
8 matter of keeping ourselves healthy. Certainly, this can help but a
9 truly harmonious relationship involves a holistic approach in
2011 which we attend to our perceptions, feelings, sensations, and
1 beliefs about our bodies just as well as our habits, lifestyle, and
2 behaviour.
3 When I am working with clients who have come to see their
4 bodies as a battleground, I have found it helpful to explore what I
5 call the Wheel of Well-Being. The Wheel of Well-Being comprises
6 two dimensions: (1) The dimension of AcceptanceChange and (2)
7 The dimension of Internal ExperienceExternal Appearance. Have
8 a look at Figure 4 to see how these dimensions relate to one another.
9 At the centre of the diagram lies what you are aiming for: a
30 peaceful and harmonious relationship with your body. Each spoke
1 of the wheel leads back to this central axis. Notice, though, that
2 the central axis is not describing optimum health or beauty. This
311 is because there will always be elements of our physical selves that
4 are beyond our direct control. Health status varies, as does physi-
5 cal attractiveness, and to assume that we should somehow gain
6 control of what our bodies do and how they look creates the very
711 same traps that cause our distress in the first place.
8 Youll see that the two dimensions are placed on intersecting
9 axes: one axis relates to a dimension I call AcceptanceChange; the
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111
2 1.
3 Acceptance
4
5
6
7
8
9 3. Sustaining a 4.
1011 Internal healthy External
experience relationship appearance
1 with your
body
2
3
4
5
6
7
2.
8 Change
9
2011
1
2 Figure 4. The wheel of well-being.
3
4 other relates to the dimension of Internal ExperienceExternal
5 Appearance. Each one, when attended to and held in balance with
6 the others, provides a route back to a healthy relationship with
7 your body.
8
9
30 The dimension of acceptancechange
1
2 This dimension is concerned with managing the tension between
311 accepting what is not amenable to change, and changing those
4 areas that you can. For example, if you have a large bone structure,
5 assuming that you can slim yourself into a size zero is confusing
6 what is and isnt in your sphere of control. Alternatively, if you are
711 managing chronic pain, to keep searching for a cure merely accen-
8 tuates the discrepancy between where you are and where you want
911 to be and creates more distress in the process.
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111 Learning to accept what is

2
Acceptance a willingness to embrace what is offers a route to
3
greater peace and contentment with our physical selves. It allows
4
us to enjoy sensory experience and relish the opportunities (and
5
limitations) that come from embodying physical form, without
6
distorting the body by attaching undue significance to its functions
7
or appearance.
8
When it comes to our physical selves, so much distress comes
9
1011 from having a fixed view of how our bodies should look. These
1 shoulds may come from trying to live up to idealized images we
2 encounter through the media; ideas we may have been taught
3 about how male and female bodies need to look in order to be
4 acceptable, or having had an experience of being bullied for our
5 physical appearance at some point in our lives.
6 Shoulds create distress because they highlight the discrepancy
7 between how we actually are and how we would like to be. They
8 are also a form of cognitive distortion because in the real world,
9 there are no shoulds about the body. True, there may be states of
2011 feeling and functioning that are more desirable than others, but to
1 collapse these subtle distinctions into a single judgement is faulty
2 reasoning.
3 But what if you were to change the game plan? What if, instead
4 of continuing to relate to your body through the image you hold
5 of it, you began to relate to it based on your experience of it? Your
6 body has its own style, rhythm, language, and seasons. It tells you
7 when you are tired, overly stressed, or need to eat. In this sense, it
8 has its own form of expression that reflects a wisdom of its own.
9 As the great American poet, Walt Whitman, said . . . your very
30 flesh shall be a great poem. The body is the crucible for our hopes
1 and dreams: we can achieve nothing without its participation. But
2 it is more than this; it is a source of imagination and invention in
311 its own right.
4
5
Exercise 42. Getting to know the body on its own terms
6
711 Identify a part of the body that feels fairly neutral to you. It may
8 be a forearm, foot, or lower leg any part of you that generally
9 does not stir up uncomfortable feelings or judgements.
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111 Spend a moment studying this part of your body, as though you
2 are seeing it for the first time. As best you can, suspend any judge-
3 ments in favour of what is actually there. Examine it from all
4 angles until you feel you really know this part of your body its
5 colour and tone, its texture, shape, and size. Now gently begin to
6 move that part of your body so you can observe it in action. How
7 does it move? What can it do? What sensations accompany its
8 movements? As best you can, connect with the bodys experience
9 of movement, without piling on the judgement.
1011 When you have had some experience of this exercise, move on
1 to a more emotive part of your body a part of you that stirs up
2 some degree of uneasiness or criticism. Can you observe this part
3 of you with the same impartiality? Notice its colour, texture and
4 movement as though encountering it for the first time. Can you
5 really get to know this part of your body without resorting to
6 judgements about good and bad?
7 Gradually build your skills in impartial observation until you
8 can look at all of you in a full-length mirror. See if you can observe
9 the whole of your body now with the same impartiality. Can you
2011 welcome all of you, just as you are? See if you can visually scan the
1 body noticing the different shades and textures, curves and straight
2 areas that make up your body. Notice any judgements that get in
3 the way and see if you can gently put them to one side so you can
4 observe what is really present not what your mind tells you is
5 present.
6
7
Helpful hint. This can be quite an emotive exercise to begin
8
with, but with practice it will get easier and help you grow
9 towards a more peaceful and harmonious relationship with
30 your physical self.
1
2
311
Changing what no longer works
4
5 At the opposite end of the dimension from acceptance, is change.
6 If you can free yourself from the tyranny of critical judgement, you
711 can see the body through fresh eyes. Instead of good and bad or
8 right or wrong, you are free to tune into your bodys wisdom to
911 discover any areas that might need some attention. If you listen
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111 closely, your body will tell you the ways in which it is thriving,
2 ways in which it is struggling, and the role you have played in
3 bringing about these outcomes. Without judgement and condem-
4 nation, you are able to start working with your body and able to
5 think about its needs sensitively and creatively.
6
7
Exercise 43. Dialoguing with the body
8
9 Close your eyes and take a few gentle, slow breaths. When you are
1011 ready, think about all the demands you place upon your body every
1 day.
2 If your body could talk, what would it say? Thank you for
3 taking care of me? I need a break? Im breaking down? Are there
4 any messages that your body is trying to give you at the moment,
5 through experiences of pressure, pain, fatigue, or a general feeling
6 of uneasiness? Would your body alert you to anything it needs
7 more or less of? Would it recommend a change of lifestyle? An
8 alteration to your diet? Would any particular part of your body
9 want to draw your attention to misuse or neglect? (It may feel
2011 strange to think about entering into a dialogue with your physical
1 self, but do your best to override any intellectual objections). Write
2 any advice in your learning log.
3 If you were able to engage with the process, Exercise 43 proba-
4 bly alerted you to some areas that require your attention. Changes
5 may include letting go of old habits around use of alcohol and
6 caffeine, overworking, or even biting your nails. They might
7 involve shedding stories about your body that you have now
8 outgrown, or revising your self-care routines. They may even mean
9 re-committing yourself to following medical advice for a particu-
30 lar condition.
1 What changes would it be most helpful to implement right
2 now? Are they big changes or small ones? Would they require
311 major upheavals to your life or minor adjustments? Letting go of
4 bad habits or acquiring new ones? Can you imagine what it would
5 be like having achieved these? (When it comes to making changes
6 and identifying suitable goals, watch out for any toxic thinking
711 that tells you change is impossible, or idealized assumptions that
8 changing this one area will transform your life). Write your
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111 Helpful hint. For great tips on enhancing your motivation, try
2 re-reading Principle No. 12, particularly if you have found it
3 difficult to make changes in the past.
4
5
6 Internal experienceexternal appearance
7
8 It is one thing to know that something needs to change, but quite
9 another to know where to pitch your efforts: is it the inside that
1011 needs attending to, or the outside?
1 The dimension of Internal ExperienceExternal Appearance is
2 concerned with achieving a balance between taking care of the
3 inside and creating a positive image on the outside. For example,
4 it is no good attempting to manipulate your external appearance if
5 something on the inside is screaming for attention. Similarly,
6 neglecting the image you present to the world is to miss out on an
7 important opportunity for expressing your uniqueness and your
8 imaginative potential.
9 In the Wheel of Well-Being, Internal Experience refers to
2011 anything that has an impact on the inside of the body, including
1 what you choose to eat and drink, how you protect yourself from
2 pollution, taking medication, and seeking medical advice when
3 you know something is wrong. Attending to Internal Experience is
4 about listening to your body and, in this sense, involves the two of
5 you working in genuine partnership. External Appearance, in
6 contrast, is concerned with elements of our behaviour that support
7 or undermine the bodys expression as well as how we present our
8 body to the world through the way we dress.
9
30
Tuning into internal experience
1
2 In Chapter Twenty-two, I introduced you to a tool called the
311 Weekly Activity Diary. To recap, the Weekly Activity Diary gives
4 you a birds-/eye view of exactly what you are doing and when.
5 This tool will help you identify exactly what you are putting into
6 your body so that you can decide whether any changes are needed.
711 Have a look at the diary sheet at the end of this chapter. To work
8 out if you need to make any changes to your Internal Experience,
911 Id like you to keep a record of everything that goes in to your body
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111 over the next week. Youll see that the day is split into hourly
2 segments. When you eat or drink something, when you exercise, go
3 for a massage, take medication or supplements, or do anything else
4 designed to have an internal impact, write it down in the allotted
5 space. For example, if you had two slices of toast between 7 and 8
6 a.m., write them in the relevant box. If you had a coffee at 9 a.m.
7 and again at 11 a.m., write these in also. A cigarette break at 2 p.m.
8 should go in the relevant box, and so on. Anything you do that has
9 an impact on the inside of your body needs to be included.
1011 Once you know exactly what is going into the body, youre in a
1 stronger position to revise those areas that need to be changed.
2
3 Exercise 44. Your weekly inputs health check
4
5 Keep your diary for a week and see what you notice. How many
6 inputs to your body preserve or enhance your physical well-being?
7 How many do not enhance your well-being? Notice what is
8 present and absent in your record: episodes of over-eating or meals
9 skipped and replaced with coffee, cigarettes, or alcohol? Too little
2011 sleep or too much? Lack of exercise or a forceful physical regime?
Once you have a clear picture, answer the following questions.
1
2 What does your body need more of?
3 What does your body need less of?
4 Are there any habits you want to introduce into your life?
5 Are there any habits its time to let go of?
6
7 Remember, the purpose of this exercise is not necessarily to
8 instruct you in the principles of good dietary habits or to advise
9 you to reduce your alcohol. The aim is to look across your inputs
30 as a whole and decide how you can develop a happier, more
1 respectful relationship with your physical self. If there are any areas
2 relating to your Internal Experience that you would like to change,
311 see if you can identify some SMART goals, as you learned in
4 Principle No. 9.
5
6
Taking care of the outside
711
8 As people change how they relate to and care for their bodies, its
9 not uncommon to find that changes in image or self-presentation
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111 follow. Today, the whole of idea of external appearance has become
2 fraught with complications. When we think about changing our
3 external appearance, we often think about ideal images of the body
4 conveyed through the media, which highlight the discrepancy
5 between how we actually look and how we would like to look. In
6 this way, our desire to look good can easily become distorted and
7 disconnected from our authentic selves. We assume that managing
8 the outward impression can replace the work we need to do on the
9 inside and, like Briony, worry constantly about our appearance. Or
1011 we simply never pay enough attention to how we look because its
1 too far down our list of priorities.
2 But, used wisely, self-image including fashion, accessories, and
3 cosmetics can engage our imagination, our creativity, and our
4 sense of possibility in new and exciting ways. Our external appear-
5 ance provides a means of cultivating a personal style that is every
6 inch an expression of the authentic self and that enhances our rela-
7 tionship with our bodies.
8 I have a friend who feels beautiful whenever she wears baby blue.
9 It is not that she has an intellectual sense of this colour suiting her
2011 complexion. She actually experiences her body differently. She feels
1 more energized and more beautiful not in a superficial sense but
2 at a deep and authentic level. Wearing baby blue resonates with
3 some part of her that needs and enjoys expression. In the same way,
4 your body is a canvas on which you can express aspects of your
5 Mission, through which you convey your Attitude and around
6 which you can design a Process for optimum effectiveness.
7 I came across a wonderful example of this a couple of years
8 ago, when I visited a Museum called the World of WearableArt
9 in New Zealand. The museum houses the most extraordinary exhi-
30 bitions that pushed my understanding of fashion to the limit. The
1 designers innovative combinations of colours, textures, and mate-
2 rials (including surprising artefacts such as common household
311 items) were so obviously a celebration of the human body. But
4 their designs were also a challenge to see the body in a new way.
5 Through defying conventional ideas about style, the exhibits
6 engaged the imagination of its visitors, encouraging us to see the
711 body as a canvas upon which to represent, experiment and invent.
8 There was something about the spirit of the collection that cap-
911 tures the essence of what you are aiming for. Creating personalized
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111 images are far from becoming a slave to fashion they are about
2 honouring what is on the inside by giving it expression on the
3 outside.
4 You, too, have a personal style that, if given space for expres-
5 sion, can allow you to deepen your relationship with your body. It
6 may be something as simple as wearing baby blue, like my friend.
7 Or it may be choosing particular textures over others. If you are a
8 woman, it may be through wearing make-up or no make-up. If
9 you are a man, it might involve reviewing and revising the colours
1011 or style of clothing youve always worn in the past.
1 Of course, there may be times when you want to create a
2 specific image for strategic purposes: for example, dressing a certain
3 way for a job interview, power dressing in order to boost your
4 confidence during a presentation or meeting, or looking your best
5 in order to impress someone you are dating. There is nothing
6 wrong with cultivating a particular image, or subtly changing that
7 image for a particular purpose. Indeed, adjusting ones style of
8 dress is often interpreted by others as a sign of respect, such as
9 when we follow a dress code for a formal dinner, or wear black at
2011 a funeral. However, what matters is keeping your choices consis-
1 tent with who you are and what you want to express.
2
3 Exercise 45. Designing your new image
4
5 Think about the Mission, Attitude, and Process that have emerged
6 from all the work you have done in the previous chapters. If you
7 were to express these through your external appearance, how
would you look? What sort of style would you want to cultivate,
8
as an expression of your authenticity? Specifically:
9
30 how would you dress?
1 would your approach to personal grooming change?
2 how would your new style allow your body more expression
311 in your life?
4 if you were living your Mission, what would optimum physi-
5 cal attractiveness look like for you (e.g., casual or cultured?
6 Slim or well-built)?
711
8 Spend some time thinking this through and then see what images
9 emerge. Elaborate your image in detail in your learning log.
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111 Helpful hint. if this feels like a real challenge, spend some time
2 gathering images from magazines and observing the images
3 that other people have created for themselves. Identify any
4 people who have a sense of style that you admire. The aim is
5 not to copy someone elses image, of course, but to open up a
6 channel for your own creative thinking.
7
8
Once you have created an image, spend a few weeks reflecting
9
on and refining it before implementing any changes. You want to
1011
avoid any sudden dramatic changes and aim for something that
1
will help you to feel more comfortable in your own skin. Think
2
about how it will actually feel to present yourself to the world in
3
this way. Are there any concerns or objections? If so, see if you can
4
identify what these are before proceeding. And remember, this is
5
all about experimentation your image will evolve over the years
6
as a function of your changing self.
7
8
9
Take home message
2011
1 You only have one body so it makes sense to make peace with it.
2 But achieving a balance between acceptance and change, internal
3 experience and external appearance is often harder than it seems.
4 Our bodies are in a constant state of flux, and so creating an opti-
5 mum relationship with our physical selves is an ongoing project
6 rather than a finite goal.
7 Changing aspects of your physical appearance or body-related
8 behaviour is great, but only if it comes from a place of self-respect.
9 Attempting to make changes on a blame and shame basis rarely
30 pays dividends in the long-term (as many dieters will tell you).
1 Change is most accessible to us when we can recognize and shed
2 the influence of concepts we hold about the body and learn what
311 it feels like when it is hungry and when it is full, when it is tense
4 and when it is relaxed, when it is tired and when it is alert. Keeping
5 a clear perception of what is and isnt possible frees you to make
6 any necessary changes without the added burden of judgement and
711 condemnation.
8 If your physical appearance is a personal stumbling block, I
911 hope there are quite a few ideas in this chapter that can get you
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111 thinking creatively about making changes. But please remember

2 that this is not a substitute for professional advice. If you have a
3 health issue that concerns you or a self-image that is proving
4 emotionally damaging, please seek the support of someone quali-
5 fied to help, such as your doctor or a psychologist.
6 That said, if you use the Wheel of Well-Being to guide you, my
7 hope is that youll be better able to navigate the tides of acceptance
8 and change, internal experience and external appearance, because
9 one thing is certain: in the years to come, your body will change
1011 and your health status will vary. Bodies age and alter; it is just what
1 they do. What matters is how you respond to change, how you
2 attend to and nurture the body in all its different stages and ulti-
3 mately how you stay with the experience of the physical self with-
4 out retreating into a world where you only know your body
5 through the perceptions you have of it.
6
7 Coaching Tool Box. Top Tips for Honouring the Body
8
1. Practise being in your body as it is not as you would like
9
it to be.
2011 2. If you have any persistent, unhelpful images of your body,
1 use the work sheet from Principle No. 10 to help you reframe
2 your toxic thoughts.
3 3. Make an appointment to see a personal shopper. Many
4 operate on a no-obligation, no-charge basis and its a great way
5 to start experimenting with a new image.
4. Every night before you go to sleep, think of all the things
6
your body has helped you accomplish that day. Thank it for the
7 miraculous things it does for you.
8 5. Check any self-esteem (inner critic) issues that get in the
9 way by whispering unhelpful comments (see Chapter 23).
30 6. As with every other principle we have examined in this
1 book, aim for a balanced perspective. Extreme thinking and
2 behaviour rarely come from a wise place within us.
311
4 Honouring the body
711 One thing I shall do differently is . . . (write your answer in your
8 learning log).
9
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111 Your Weekly Inputs Diary

2
3 Time Mon Tues Wed Thurs Fri Sat Sun
4
5 67 a.m.
6 78 a.m.
7
8 89 a.m.
9 910 a.m.
1011
1 1011 a.m.
2 11 a.m.12 noon
3
4 121 p.m.
5 12 p.m.
6
23 p.m.
7
8 34 p.m.
9
45 p.m.
2011
1 56 p.m.
2
67 p.m.
3
4 78 p.m.
5 89 p.m.
6
7 910 p.m.
8 1011 p.m.
9
30 1112 p.m.
1 121 a.m.
2
311 12 a.m.
4 23 a.m.
5
34 a.m.
6
711 45 a.m.
8
56 a.m.
911
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1
111 CHAPTER TWENTY-FIVE

2
3
4
5 Building Positive Relationships
6
7
8
9
1011
1
2
Of all the things which wisdom provides to make life entirely
3
happy, much the greatest is the possession of friendship
4
5 (Epicurus)
6
7
8 In this final chapter in Part III, we will look at one of the most
9 rewarding yet complex aspects of our lives: our relationships. In this
2011 chapter you will:
1
2 discover what drives your relationship choices;
3 learn how to form wise relationships;
4 identify the secret to having successful relationships.
5
Preparatory reading. To get the most out of this chapter, you will need
6
to be familiar with the MAP coaching model; Principle No. 7:
7
Gratitude; Principle No. 10: Essential Thinking Skills; and Chapter
8
Twenty-three on Self-esteem.
9
30
1 Our happiness does not occur in a vacuum. It is intimately bound
2 up with those around us our family, friends, colleagues, and
311 acquaintances.
4 As a species, we are primed to form relationships. It is through
5 our relationships that we give and receive the emotional nurturing
6 that fosters our development and increases our chances of survival.
711 There is good evidence that the capacity to form relationships is
8 hard-wired into our brains and from an evolutionary perspective,
9 many of our emotions such as love, shame, and guilt have a strong
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111 social component, keeping us bonded to our social groups and

2 enabling us to achieve more through cooperative effort.
3 In addition, much of what brings meaning and direction to our
4 lives can only be made sense of in the context of relationships. If
5 you think about your Mission, Attitude, and Process, you will
6 probably notice how it is almost impossible to carry them through
7 without the participation of others, at some level. Indeed, psychol-
8 ogist Susan Harter goes as far as suggesting that discovering our
9 true selves is inseparable from our growth within relationships.
1011
1
2 Intimate connections
3
4 In his book, The Dark Nights of the Soul, author Thomas Moore
5 reminds us how, in the era of individualism, we may not think
6 deeply enough about the network of relationships that help define
7 who we are. However much we work on our individual selves, our
8 individual potential, and pursue our individual goals, we are each
9 part of an intricate web of relationships through which we both
2011 influence and are influenced.
1 Some cultures are very comfortable with the idea of our inter-
2 connectedness. Aboriginal people, for example, see themselves as
3 part of others, and every other person as part of them. Their world
4 is conceptualized in terms of patterns; everything has its place
5 within the pattern and belongs within it. Nothing truly exists apart
6 from anything else.
7 Even some of the great Western minds would seem to agree with
8 this principle. Albert Einstein, for example, believed that attempt-
9 ing to see ourselves as separate becomes a conceptual prison that
30 prevents us from achieving a full connection not just with others,
1 but also with the world around us.
2 Think about the web of relationships in which you are
311 immersed. It is easy to remember those who affect your life directly
4 and intimately your family, your partner, your children, your
5 close friends. But what of your colleagues, acquaintances, and
6 others who touch your life briefly and then are gone forever? Then
711 there are those who know you, but whom you have never met
8 the faceless people employed by banks, insurance companies, and
911 pension schemes who have access to your personal details. And
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BUILDING POSITIVE RELATIONSHIPS
111 what about those who produce the food you eat and who train the
2 doctors that know how to treat you when you are ill? The web gets
3 larger and larger the more you look until you come to the
4 inevitable conclusion that everyone is connected with everyone
5 else. And this is before you even begin to think about how you
6 touch the lives of others . . .
7 Yet, for all that they can add to our well-being, our relationships
8 are one of the most complex parts of our lives. They demand time,
9 attention, and emotional energy, but offer no guarantee of a
1011 return. We have all been in situations where someone we saw as a
1 good friend behaves in a way that leaves us wondering whether we
2 ever knew them at all. Or someone we saw as a distant acquain-
3 tance proves themselves to be a true friend at a time of adversity.
4 Even when our relationships seem to be going smoothly, there is
5 an in-built element of unpredictability. At times we feel totally at
6 one with those we love; there is passion in our connection and a
7 closeness that feels strong enough to move mountains. At other
8 times, the relationship can feel mundane or even stale.
9 Relationships are organic. They cannot (and should not) remain
2011 static but are highly sensitive to the tides of life and the individual
1 as well as shared journeys we undertake. Shortly before I got
2 married, I remember asking a colleague for any last minute advice.
3 He thought long and hard before replying. Marriage is a bit like
4 the owl and pussycat, he said. You get into your little boat and
5 sail away. Sometimes its all plain sailing and things are just great.
6 But at other times it can get pretty choppy and then you find your-
7 selves gripping on to the sides of the boat for dear life. But you stay
8 in the boat and keeping sailing, none the less, because thats what
9 its all about.
30 Over the years, his words have stayed with me, because he
1 summed up something important about the essence of good rela-
2 tionships. They are not about plain sailing. They are about stick-
311 ing together through thick and thin at least until you know for
4 certain that its time to abandon ship. It can be all too easy to want
5 to stay with those feelings that are comfortable and easy. But that
6 is not where the substance really lies. The true substance of rela-
711 tionships comprises much tougher stuff and is to be found within
8 the deep and uncomfortable process of discovering one anothers
9 vulnerabilities.
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111 The three stages of building positive relationships

2
3 There are three stages involved in developing and maintaining
4 healthy relationships. These are listed below.
5
1. Know your implicit model of relationships that is, the
6
beliefs and assumptions that guide your interactions with
7
others.
8 2. Make wise relationship choices.
9 3. Develop skills for achieving and enhancing intimacy.
1011
1
2
1. What is your implicit model of relationships?
3
4 Just as you have learned to examine your beliefs in other areas of
5 your life, so you have a series of beliefs about relationships and how
6 they work. We all carry an implicit model of relationships, which
7 is the product of previous experiences and cultural ideals. It is
8 important to know what your personal model is, because this will
9 greatly influence the expectations, hopes, and fears you bring to all
2011 new relationships. Use the following exercise to help you.
1
2 Exercise 46. What is your implicit model of relationships?
3
4 For this exercise, you will need to dig deeper than the sensible,
5 rational part of yourself that comes up with well-reasoned
6 responses. Our implicit ideas about other people can be accessed
7 only through connecting with a deeper gut feeling. Take a
8 moment to connect with that gut feeling about other people and
9 then copy the continua below into your learning log. Place an X
30 on the line according to your views. The central mark denotes a
1 neutral response (try to avoid this where possible).
2 Others are trustworthy Others are untrustworthy
311
People are generally reliable People generally let you down
4
5 Others are accepting Others are judgemental
6 People are safe People are dangerous
711
People basically like to help each People are basically self-serving
8
other
911
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111 People are essentially good People are essentially bad

2 Others are stronger than me Others are weaker than me
3
4 I can rely on others to meet The only one I can rely on is
5 my needs myself
6 I am superior to others I am inferior to others
7 Others think I am better than Others look down on me
8 they are
9
1011 Close relationships are forever Close relationships are for as
1 long as they work
2 Look over your answers. What clues do they give you concern-
3 ing your fundamental beliefs about other people? How might they
4 inform your choice of, and behaviour in, relationships intimate,
5 social, and professional? Can you think of ways in which your
6 implicit model of relationships might help or hinder you in your
7 own coaching journey, or quality of life more generally? Write your
9 The more you are aware of your implicit assumptions about
2011 relationships, the better placed you are to develop relationships
1 that will nurture you. For example, you might like to think about
2 where these ideas came from and whether they are still relevant for
3 your life today. Or you might want to think about how these
4 assumptions support or negate wise choice, such as might be the
5 case if you have an implicit belief that others cannot be relied upon
6 and then find yourself sabotaging your relationships.
7
8
9 2. Making wise relationship choices
30
1 Making wise judgements about whom you want in your life is no
2 small matter. Good relationships enhance our quality of life beyond
311 measure; bad ones erode our confidence and well-being. You need
4 to be able to identify the signs good and bad from the outset.
5 Here are some questions I suggest you hold in mind when decid-
6 ing whether someone new in your life is someone with whom you
711 might want to form a deeper relationship. Remember, these ques-
8 tions apply regardless of whether the relationship is a potential
9 intimate relationship, a new friendship, or a business partnership.
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111 Do you know what draws you to this person?

2 Are you clear about your agenda for this relationship?
3 Does your wish to get to know them better come from a
4 healthy or unhealthy part of you (for example, a genuine
5 desire to know them, or a sense that they can fix some
6 part of you that youve never truly been happy with)?
7 What do you need to know about this person to feel safe and
8 comfortable about taking it to the next level?
9 How much information do you need to make an
1011 informed decision?
1 What areas do you need to know about?
2 Do you have some sense of this persons MAP (do you know
3 what they stand for, their sense of meaning and authenticity?
4 Do you know the attitudes and beliefs that drive what they
5 do? Do you know the methods they tend to use to achieve
6 their goals)? Is their MAP sufficiently similar to yours to
7 allow you to proceed in this relationship or are there signs that
8 your values and approaches might be incompatible?
9
2011
Marks story
1
2 Mark had set up a successful business that he had been running
3 single-handedly for the past three years. He wanted to expand the
4 company as he saw abundant opportunities to expand his range of
5 services and increase his income. But to do so, Mark would need
6 to hire extra help someone who knew the business as well as he
7 did, and whom he could trust to share his vision for the future of
8 his company.
9 When he was approached by Sam, it seemed as if fate were
30 intervening. Sharing a mutual acquaintance, Sam seemed to tick
1 all the right boxes. His CV was the best Mark had ever seen and
2 boasted extensive experience in the areas in which Mark wanted to
311 specialise. He also had impressive credentials not to mention a
4 long list of business contacts. True, he had had rather a lot of jobs
5 in the last five years, but he was an entrepreneur and Mark
6 respected that. Sams charm, confidence, and strong personality left
711 Mark feeling a little daunted but, being eager to get things under
8 way and not having hired anyone before, Mark swallowed his
911 doubts and offered Sam a contract.
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111 After the first two months, Mark began to get an uneasy feeling
2 about the partnership. Sams list of business contacts had evapo-
3 rated and he seemed to lack knowledge of areas that Mark saw as
4 fundamental to the business. Mark began to wonder how much of
5 Sams CV was actually true and berated himself for not looking
6 into Sams employment history and credentials more carefully . . .
7
8
Tinas story
9
1011 When she first came to see me, Tinas self-esteem was shaky, to say
1 the least. Several months of hard work had improved her relation-
2 ship with herself beyond all recognition. However, there was a
3 stumbling block: her closest friend, Alison. Tina spent a lot of time
4 with Alison and would consult her before making any major deci-
5 sion. Alison was equally forthcoming with her views on how Tina
6 should improve her life and would often criticize Tina for falling
7 short.
8 Alison professed to only be concerned for Tinas well-being.
9 But her concern came with a high price tag. In order to remain
2011 close to her, Tina had to subject herself her to constant put-downs.
1 As Tinas self-belief became more robust, the relationship was start-
2 ing to look less attractive.
3 I asked Tina to focus on how she felt when she was with Alison.
4 Small inside, like I am shrinking, she said. I asked her where she
5 felt it in her body. She replied, I get a sinking feeling in my stom-
6 ach. My mind feels all fuzzy, as though my brain has seized up.
7 Tina had assumed that these signs were proof that she was inade-
8 quate in some way. But when I encouraged her to listen to them
9 more carefully, she began to appreciate that her feelings were
30 telling her something important.
1 These two stories are very different, but they highlight a key
2 point: very often, when things arent right, deep down we know it.
311 The same may be true for you, too. If you stop trying to rationalise
4 away your doubts and fears, do you experience any uncomfortable
5 feelings in the body in the presence of certain people that may be
6 a warning sign?
711 When you meet someone for the first time, and get to know
8 them in the weeks to come, check out how you feel when you
9 are with them. Be particularly alert to any extreme emotions,
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111 sensations, or beliefs about them. Look out for any tell-tale signs
2 of uneasiness, anxiety, or sense of inadequacy in yourself or a
3 tendency to view the other person as wonderful, superior, or as
4 someone whom you should try to impress.
5 For some good indicators of whether a relationship is good or
6 bad for you, use Exercise 47 below.
7
8 Exercise 47. Key signs of a good relationship
9
1011 Think about a current relationship: intimate, social, or profes-
1 sional. It can be one you are thinking about developing or one you
2 have already. Copy the following questions into your learning log
3 and answer them by ticking the response that feels most true of
4 this relationship for you.
5
6 Yes, definitely Not sure No
7 1. Do I feel respected by this person?
8 (Or are there subtle put-downs in
9 the form of supposed advice or
2011 concern?) ! ! !
1 2. Does this person value me for
2 who I am? (Or are they constantly
3 trying to change me?) ! ! !
3. Can I be myself with this person?
4 (Or am I constantly trying to be
5 someone I am not, in order to
6 impress them?) ! ! !
7 4. Can I express my wishes and
8 opinions openly? (Or do I
9 constantly sacrifice my own
30 views and preferences to please
1 them, when this is not true of
2 me generally?) ! ! !
5. Is our relationship reciprocal? (Or
311
is one of us working much harder
4
than the other?) ! ! !
5 6. Do I feel as if I have something
6 to offer this relationship? (Or does
711 the other person give the impression
8 that they are doing me a big favour
911 by spending time with me?) ! ! !
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111 Yes, definitely Not sure No

2
3 7. Do I feel emotionally safe with
4 this person? (Or does something
inside of me feel uncomfortable
5
when I am with them?) ! ! !
6 8. Do I have a strong sense of
7 myself in this relationship? (Or
8 do I feel swept along with, or
9 so highly impressed by, this
1011 person that I often lose a sense
1 of myself?) ! ! !
2 9. Do I feel good with this
3 person: happy, contented, and
4 generally relaxed? (Or do I tend
5
to feel tense and anxious?) ! ! !
10. Is this person open and
6 honest about themselves and
7 their life? (Or are certain key
8 areas concealed?) ! ! !
9 11. Based on my experience, is
2011 this person capable of sharing
1 themselves in a way appropriate
2 to our relationship? (Or is
3 there something inaccessible
4 or overly intrusive about them?) ! ! !
12. In my experience, does
5
this person keep their promises?
6 (Or are there often excuses,
7 broken agreements, or even lies?) ! ! !
8
9 What you are aiming for is a sense that it is safe to be yourself
30 with this person. You feel free to express your thoughts, views and
1 feelings (albeit gradually, if you are just getting to know one
2 another) without feeling criticized, inferior, or over-awed.
311 In addition to strong negative feelings, it also helps to be wary
4 of very strong, positive feelings early on in a relationship. Extreme
5 attraction is so intoxicating that it causes us to accelerate the devel-
6 opment of intimacy and makes it easier to override objections that
711 may be coming from a wise part of ourselves. Of course, your
8 instant attraction may prove to have some substance in the longer
9 term, but dont place too much faith in it to begin with.
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111 Another useful exercise, which can also help you navigate the
2 ebb and flow of relationships, is what I call The Golden Rules
3 exercise.
4
5
6 What are your golden rules?
7
8 When I am working with someone who suspects they are caught
9 up in a negative relationship pattern, I always ask about their
1011 golden rules.
1 Golden rules are about expressing, in very clear terms, the
2 circumstances in which the relationship between you and the other
3 person would have to end. This decision might be based on a
4 single, major incident, or an accumulation of small incidents over
5 a much longer period of time. For example, I have one friend who
6 cannot bear lies. Once she becomes aware that she has been lied
7 to, the relationship ends. This may sound harsh, but honesty is so
8 central to her sense of integrity that she knows from experience she
9 cannot sustain a meaningful relationship without it. Someone else
2011 I know has golden rules around criticisms and put-downs: if, in the
1 first three months of a new relationship, intimate, social, or profes-
2 sional, the other person makes critical comments about her on a
3 particular number of occasions, she knows its time to move on.
4 This may sound excessive, but I would argue that having golden
5 rules is something that all people in happy, healthy, mutually satis-
6 fying relationships know to be true. Golden rules are not about
7 demanding perfection of a partner. Nor are they meant to be a
8 decision-making straitjacket. They are about equipping yourself
9 with a compass to navigate more effectively the changing landscape
30 that is the world of other people.
1 The major benefits of having golden rules are:
2
311 they enable you to establish self-protective boundaries around
4 relationships;
5 they help you decide what is nurturing for you, so you dont
6 waste valuable emotional energy on relationships that are
711 doomed to fail;
8 they save heartache by preventing you from entering harmful
911 relationships;
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111 they help you identify (and end) bad relationships more
2 quickly;
3 because they are based on a persons behaviour, rather than
4 their character (well talk about this more below), they help
5 you depersonalize what the person is doing and take appro-
6 priate action without condemning yourself or them.
7
8 And, in case you are wondering, it is always better to have golden
9 rules based on criteria for ending the relationship, rather than
1011 criteria for keep it going. This is because devising a list of positive
1 criteria can easily turn into a wish list that no one can ever match
2 (for example, the person must always be loving and caring). Far
3 from being negative, knowing the terms and conditions in which
4 you would end a relationship gives you greater flexibility around
5 relationship decision-making, while also giving others permission
6 to be human.
7 Please remember that when it comes to golden rules, there are
8 no definitive rights and wrongs (although I would argue that any
9 form of physical, sexual, or emotional cruelty would constitute
2011 grounds for ending a relationship). But there will be rights and
1
wrongs that work for you.
2
3
4 Exercise 48. Defining your Golden Rules
5
6 What are your Golden Rules for relationships? What would be the
7 standards which, if broken, would mean that the relationship was
8 beyond repair? Spend some time thinking about these very care-
9 fully they are, after all, an investment in your future. Once you
30 think you know your relationship rules, write them in your learn-
1 ing log.
2
311
4
Helpful hint. Remember to make your Golden Rules very
5 specific (e.g., not Being treated disrespectfully, but Having
6 critical comments made about my physical appearance in front
711 of other people, on five occasions, after I have asked them
8 explicitly not to do this).
9
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111 3. Specific skills for achieving and enhancing intimacy

2
3 As we have already seen, a relationship is created and recreated over
4 its entire lifespan, not something that is achieved for all time. As a
5 result, there can be no universal definition of a good relationship
6 what works for one person, couple, or group will be different for
7 another. However, many good relationships seem to have certain
8 characteristics. Think about your own relationships as you look at
9 the list below. How many of your relationships meet these criteria?
1011
Mutual respect.
1
Equal rights and responsibilities.
2
Acceptance of one anothers limitations (note: this does not
3 mean subjecting yourself to others unacceptable or abusive
4 behaviour).
5 More frequent positive interactions than negative inter-
6 actions.
7 Solving relationship ruptures swiftly and effectively.
8 The ability to compromise around the practicalities of living.
9 Never having to compromise your core values.
2011 Achieving a satisfying balance between time together and time
1 apart.
2
3 Attaining these criteria requires a working knowledge of the 12
4 Principles we have covered in this book. For example, you need to
5 know and respect the other persons Mission (their authenticity,
6 meaning, signature strengths) and to harness your Courage to per-
7 severe with the relationship through tricky times. You need to
8 appreciate the Attitude they bring to their relationship with you
9 (while bringing to the partnership your own optimism, curiosity,
30 gratitude for they are and what they do, and compassion for them
1 and the dilemmas they face). You also need to understand some-
2 thing of the Process through which the other person engages with
311 life (their goals, thinking habits, brand of creativity, and motiva-
4 tion).
5 In addition, there are a number of essential relationship skills
6 which, if mastered, can enhance the survival changes of all your
711 relationships. As you read these skills, you may find it helpful to
8 hold in mind a specific relationship, or think about themes within
911 your relationships more broadly.
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111 Skill No. 1: Be responsible

2
3 Being responsible means knowing the kind of person you want to
4 be in your relationships. Your signature strengths (Principle No. 3)
5 might give you a clue here. Be clear what it is you have to give and
6 what you expect in return, and make sure the other person knows
7 this, too. It is your responsibility to know and let others know what
8 matters most.
9 Being responsible also means taking ownership of your part in
1011 the relationship including any difficulties you are having. If you
1 have made a mistake or caused the other person pain, hold your
2 hands up and ask for feedback on what you can do differently next
3 time (far from being weak, you convey the courage to be honest,
4 which has a reparative quality in its own right). If youre behaving
5 in a way youre not entirely happy with, identify what you need
6 to do differently and do it. Prove yourself reliable and trustworthy
7 through your actions this always deepens the bond between
8 people. Of course, this is easier to achieve if you are honest with
9 yourself from the start about what you want to give and receive in
2011 the relationship. But the more open you can be with each other,
1 the easier it will be to negotiate areas of difference and work
2 towards a shared vision for your future.
3
4
5 Skill No. 2: Get your thinking straight
6
7 In Principle No. 10 we looked at the damage that can be inflicted
8 by toxic thinking and the need to develop a thinking style that
9 allows for balanced and reasonable decision-making. In no area is
30 this more important than the arena of relationships.
1 It is so easy to be wrong about other peoples feelings, inten-
2 tions, and actions to assume we know when in fact we do not.
311 A great deal of pain in our relationships is caused simply by misin-
4 terpreting others intentions.
5 When I was training to be a psychologist, I was taught a simple
6 exercise that I still use. After meeting with someone, I was encour-
711 aged to write down three different lists: one list for what I had
8 observed, one list for what I had heard, and one list for what I had
9 inferred. If the first two lists were very short and the third list was
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111 very long, I knew that my attentiveness to the person had proba-
2 bly gone astray: I had got caught in the trap of seeing the other
3 person through my own filters and had to learn to look and listen
4 afresh next time. I would certainly recommend you use this same
5 approach particularly when you are dealing with a challenging
6 situation.
7
8
9 Skill No. 3: Listen to each other
1011
1 Listening is not as easy as it sounds. Particularly in longer-term
2 relationships, it is very easy to listen to each other on automatic
3 pilot, allowing the person to chat away while our minds wander
4 elsewhere. Effective listening is an extremely powerful tool and one
5 that you can learn, even though it takes time and practice to
6 perfect. To help you develop your listening skills, try the following
7 exercise.
8 Choose someone with whom you would like to deepen your
9 relationship (they also have to agree to this for the exercise to
2011 proceed). One of you needs to talk about something for three
1 minutes. It can be about your day, a particular concern, or some-
2 thing good that has happened. Generally though, its best to start
3 with a fairly neutral topic rather than anything that might cause
4 conflict between you. After three minutes, the person who did the
5 talking stops and the other person feeds back what they have
6 heard. Be sure to steer clear of offering advice or coming up with
7 a counter-argument: the task is simply to feed back what has
8 been heard. After giving feedback, the other person says how accu-
9 rate they felt this was and corrects any listening errors, without
30 criticism or judgement. You then change roles and repeat the
1 exercise.
2 This may sound like a strange idea, but youll be surprised how
311 you can start to get to know each other at a much deeper level just
4 by learning to listen. And because we all love to feel heard, it can
5 make each of you feel truly valued. Of course, this exercise also
6 requires you to talk! As you build up your listening skills, begin to
711 extend your communication time into new areas, such as telling
8 your partner or friend what it is that you need from them and why
911 this matters to you. This way it becomes easier to make changes
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111 without getting stuck in the Yes, but . . . dialogues that are typi-
2 cal of most conflicts.
3
4
5 Skill No. 4: Express your appreciation
6
7 In Principle No. 7 we looked at the power of gratitude. Learning
8 to express gratitude in your relationships has the capacity to trans-
9 form them. Tell your partner, friends, and colleagues when they do
1011 something you appreciate, or something that makes a positive
1 difference to your life especially the small things (it is often small
2 gestures that have the greatest impact). Positive feedback shapes
3 behaviour far more effectively than negative feedback and also has
4 the effect of allowing the other person to feel valued, validated in
5 their efforts, and supported.
6 Giving positive feedback does not mean coming up with senti-
7 mental expressions of undying admiration or love. If youre not
8 sure where to start, think of one thing the other person does for
9 you every day, every week or every month (depending on how
2011 often you have contact). And then another . . . Find a way to say
1 thank you, whether its over the dinner table or via an e-mail, text
2 message, or card. Occasionally, it might involve splashing out on a
3 special treat, such as a present or dinner date, but most of the time
4 it is what you say that will make all the difference. Not only does
5 this bring you closer together, but if you are used to giving and
6 receiving positive feedback it also makes it easier to raise sensitive
7 and challenging topics when the need arises.
8
9
30 Skill No. 5: Deal with difficulties
1
2 The ability to manage dissatisfactions in a relationship is vital to
311 its continued success. The most rewarding relationships are not
4 those that are conflict-free, but those where both partners are able
5 to resolve differences swiftly and effectively.
6 In Skill No. 2, we looked at how easy it can be to misconstrue
711 the others intention by engaging in toxic thinking. In situations of
8 conflict where emotions run high this is even more likely and tends
9 to result in accusatory statements such as You always do (something
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111 negative) or You never do (what I want you to). These are ineffec-
2 tive ways of resolving conflict because they are based on a criticism
3 of the person rather than explaining what you would like them to
4 do differently. They are also examples of over-generalization.
5 Psychologist John Gottman tells us that when we are faced with
6 difficulties in relationships it is vital to differentiate criticism and
7 complaints. Complaints involve a description of the behaviour that
8 you dont like, whereas criticism is an attack on the others charac-
9 ter. Generally, personalities dont change but behaviour can, so
1011 avoid criticizing the person for who they are and focus on what
1 they can do differently. Make it specific so the other person has a
2 clear idea of what is required of them as this also helps deperson-
3 alize difficulties.
4 Tina used this strategy to challenge Alisons behaviour. Initially
5 very angry with Alison, Tina wanted to tell her how she always
6 criticized her in front of others and that she wasnt going to stand
7 for her cruel behaviour any longer. But, through role-play, she
8 realized that Alison was probably trying to be a decent friend (even
9 if the strategy misfired) and talking to her in this way would simply
2011 hurt Alisons feelings and jeopardize the relationship. Instead, Tina
1 chose another strategy, in which she explained to Alison the effect
2 of her criticisms and why this needed to change. She also fed this
3 back using a lot of positive feedback, which included telling Alison
4 how much she valued their friendship and wanted it to continue.
5 In fact, their relationship was strong enough to survive the needed
6 changes and Tina learned something important in the process: that
7 voicing a complaint paves the way for solution-finding, whereas
8 criticism does not.
9
30
1 Skill No. 6: Make quality time for the relationship
2
311 The fastest route to relationship failure I know of is complacency.
4 Complacency erodes everything that is special in a partnership and
5 eventually leads to disillusionment, disappointment and even
6 contempt. Whatever other priorities you have in life, make your
711 relationships one of them by ensuring that there is some quality
8 time for the two of you whether this is an intimate relationship
911 or an important social one.
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111 Quality time will mean different things in different relation-

2 ships. For example, the quality time you devote to a new business
3 relationship will differ from the kind of quality time needed to
4 allow an intimate relationship to blossom. Think about the range
5 of relationships in your life and the kind of attention that each
6 significant one might need. It may mean meeting up once a week
7 or once a month. It may be going out together or staying at home
8 together. It may involve an additional activity or a lack of addi-
9 tional activities. Work out what would make the difference and
1011 then stick to it. And it often helps to diarize your time together,
1 giving it the same level of importance that you would a business
2 appointment.
3 Quality time reminds you not to take the other person for
4 granted and also provides an opportunity for listening to each
5 other, learning about each other, and sharing fun experiences that
6 help cement your bond.
7
8
9 Take home message
2011
1 We spend our entire lives in relationships with other people. Yet
2 most of us are never given the opportunity to learn the rules of
3 good relating.
4 Relationships are always a work in progress and will require
5 commitment, perseverance, and constant renewal. The best rela-
6 tionships are not those that avoid conflict, but those that give each
7 other room for growth and change. This involves mutual respect,
8 attentiveness to the needs of the other, and a willingness to take
9 full responsibility for the inevitable ups and downs that will occur
30 as a function of your continuing development.
1 There are many actions you can take to enrich your relation-
2 ships, but skills are not enough. We each bring to our relationships
311 implicit ideas about ourselves and others and need to understand
4 the impact of these implicit ideas (and the implicit ideas of others)
5 if our relationships are to yield the rich harvest that their potential
6 promises.
711 Relationships add a unique dimension to our growth because
8 through them we both lose and find ourselves. They invite us to
9 be both more of who we are, and yet to transcend who we are by
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111 merging with something bigger than our individual selves. By

2 engaging in relationships, we encounter possibilities of an alto-
3 gether different kind. It is through our relationship with others,
4 through our willingness to know and be known, that the best of
5 us can ultimately find a home for its self-expression.
6
7 Coaching Tool Box. Top Tips for Creating and Sustaining
8 Enriching Relationships
9
1011 1. Be clear about what you want from, and what you have to
offer, a relationship. Check that your hopes and expectations fit
1 with the other persons agenda.
2 2. Be wary of the well-intentioned friend for whom you
3 somehow never quite fit the bill. These people are not your real
4 friends.
5 3. Never compromise your authenticity to be with another
6 person. If you are, something is wrong.
7 4. Know your Golden Rules for relationships. If appropriate,
share them with the other person.
8
5. Practise the six relationship skills described in this chapter.
9 Personalize them according to your relationships and lifestyle
2011 and you will soon notice the difference.
1
2
3
Honouring your Relationships
4
7 One thing I shall do differently is . . . (write the answer in your
learning log).
8
9
30
1 In Need of Further Guidance?
2 If you have relationship difficulties that you are struggling to
311 sort out by yourself, or if you are putting yourself or someone
4 else at risk by your behaviour, please seek professional advice
5 that can help you work things out. A list of organizations can
6 be found at the end of this book.
711
8
911
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111 Bibliography
2
3 *Alberti, R., & Emmons, M. (1981). Your Perfect Right. A Guide to
Assertive Living. San Luis Obispo, CA: Impact.
4
*De Angelis, B. (1992). Are You the One for Me? London: Element.
5 *Gottman, J., & Silver, N. (1999). The Seven Principles for Making
6 Marriage Work. New York: Three Rivers Press.
7 *Moore, T. (1992). Care of the Soul: A Guide for Cultivating Depth and
8 Sacredness in Everyday Life. New York: Harper Perennial.
9 *Moore, T. (2004). Dark Nights of the Soul: A Guide to Finding Your Way
1011 through Lifes Ordeals. London: Piatkus.
1 *Quilliam, S. (1995). Staying Together. From Crisis to Deeper Commit-
2 ment. London: Vermilion.
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8 PART IV
9
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111 CHAPTER TWENTY-SIX

2
3
4
5 The Art of Inspired Living: Building
6
7
Inspiration to Last a Lifetime
8
9
1011
1
2
3 Not I not anyone else, can travel that road for you; you must
4 travel it for yourself
5
(Walt Whitman)
6
7
8 Life is the greatest bargain we get it for nothing
9
(Yiddish Proverb)
2011
1
2 Congratulations on completing this book. Undertaking a journey
3 of this kind is no small achievement; if you genuinely engage with
4 the opportunities and challenges it presents, personal development
5 is guaranteed to bring you face to face with yourself who you are,
6 what you have to offer and what lies within you as latent poten-
7 tial. This can lead to revelations that are both liberating and chal-
8 lenging. Self-coaching involves having the courage to look and
9 keep looking even when you have some doubts about how to use
30 what you are discovering.
1 By now, having worked through the different chapters and
2 applied the ideas thoughtfully to your own life, you should have a
311 rich collection of insights, ideas, personal knowledge, frameworks,
4 and tools to help you capitalize on your talents, enhance your
5 motivation, and fulfil your potential. But you will probably have
6 questions, doubts, and areas of uncertainty, too. If you do, then let
711 me assure you that this is perfectly normal.
8 As you complete this book, you are facing both an ending and
9 a beginning. Your journey is ending in the sense that we have
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111 almost finished our work together. But it is also beginning in that
2 you must now decide how you want to apply what you have learnt
3 to the next stage of your life. Where are you headed? What will
4 this next stage of your journey look like? Author Thomas Moore
5 describes the sense of uncertainty that comes with this stage of the
6 process when he reminds us that there can be no single end point,
7 definitive conclusion, or clear set of instructions on what to do
8 next. This is down to you.
9 Before you can turn your attention to what you might want to
1011 do next, it is important to mark the end of this phase of your jour-
1 ney. You have achieved a great deal, and acknowledging your
2 successes is an important part of honouring who you are as well as
3 a major motivator for the future.
4 Review the entries recorded in your gains diary and the notes
5 you have been keeping in your Learning Log. You might also want
6 to repeat the Inspiration Inventory in Part I, to give you a more
7 objective indication of what has and hasnt changed (it is repeated
8 at the end of this book so that you can take a clean copy). Once you
9 have a clear picture of all that you have achieved, consider how you
2011 want to acknowledge yourself for your efforts. How do you want to
1 celebrate your gains? With whom do you want to share them? Copy
2 the next exercise into your learning log and use it to help you.
3
4 Exercise 49. The celebration exercise
5
6 1. What are three of the most important things you have learned
7 from The Art of Inspired Living?
8 2. What are your three most important gains from working
9 through this book?
30 3. What do you most want to celebrate about yourself and your
1 life?
2 4. How would you most like to celebrate your successes and
gains?
311
5. How will your learning and gains shape the way you view
4
yourself and your life from now on?
5
6. How will your learning and gains shape the way you live your
6
life from now on?
711
8 Take a moment to reflect on your responses. You may be tempted
911 to overlook this aspect of inspired living, but please dont! Your
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THE ART OF INSPIRED LIVING: BUILDING INSPIRATION TO LAST A LIFETIME
111 efforts deserve acknowledgement because they reflect the coming

2 together of your talents and resourcefulness in a way that says
3 something important about the kind of person you are. And this
4 holds a vital clue to your future . . .
5
6
7 Coaching, MAP, and the principles of inspired living
8
9 As we have seen, good coaching is about a lot more than good
1011 outcomes. It is about creating possibilities for your life and facili-
1 tating transitions that might lead to new destinations. Outcomes,
2 once achieved, give us no basis for further growth. But the learn-
3 ing required to get there offers an unlimited supply of opportuni-
4 ties for the expression of our values, our creativity, our courage,
5 and our potential.
6 Psychologist and author Jack Kornfield describes our growth as
7 richly organic and this, I think, speaks to the very best of what
8 coaching has to offer. You comprise a complex terrain of experi-
9 ences, circumstances, stories, strengths, habits, hopes, and plans.
2011 Coaching can help you navigate this terrain more effectively in
1 order to enrich your life and the lives of others.
2 Of course, life will continue to do what it always does present
3 challenges and opportunities, serve up demands and expectations.
4 And it will, at times, force you to revise your sense of who you are
5 and what you can do. However much you try to influence the
6 route you take, your journey will ultimately be determined by
7 many factors, some of which are beyond your control. The best
8 you can do is set your compass in the desired direction and
9 immerse yourself fully in the prevailing conditions while wear-
30 ing the psychological armour with which your self-coaching work
1 has equipped you. I do hope, however, that this book has helped
2 you set your compass more accurately. It is not enough to change
311 your behaviour and acquire new skills. To make the most of who
4 you are and who you might become, you also need to attend to
5 those broader frameworks that underpin your choices: your
6 authenticity, your values, and the essence of what brings meaning
711 to your life.
8 In this book, I have introduced you to a simple yet powerful
9 coaching model called MAP. Now that you know what MAP is
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111 all about, you can use it whenever you want to design a method of
2 change: big or small. We have looked at five areas in which MAP
3 can be applied: career choices, work-life balance, self-esteem, phys-
4 ical well-being, and relationships, but this is only a starting point.
5 There are as many potential destinations and goals as there are
6 individual people, so feel free to be creative with MAP and use it
7 in ways that make sense to you and your life.
8 I have also introduced you to 12 Principles that I believe have
9 the power to inspire you and help you appreciate your life for the
1011 gift that it is. Remember, there is always a balance to be struck
1 between accepting ourselves as we are, and opening ourselves up to
2 change. Our cultures preoccupation with results and outcomes can
3 sometimes lead us astray, helping us become addicted to the
4 pursuit of change when, in fact, nothing may need changing.
5 Moreover, if your journey does involve deciding to change
6 certain areas, dont assume that this must involve the pursuit of big
7 results that will require major upheavals to your lifestyle, work, or
8 relationships. Small changes are often more desirable than big
9 ones, because they are more likely to be sustained in the longer
2011 term and lead slowly but surely in directions you may not have
1 anticipated. So, dont stifle yourself with burdensome expectations
2 that detract from getting to know the unique rhythm and subtle
3 nuances of you. Your life is your ongoing creative project, and if
4 you tune in to what is going on around you it will be the best
5 source of feedback you could ever hope for. As author Thomas
6 Moore advises, aim for a full life, not a perfect one!
7
8
9 Taking the next steps
30
1 It is my belief that personal development work, sincerely and
2 thoughtfully undertaken, contributes to the well-being of others as
311 well as ourselves, and pays dividends for the world around us.
4 There are many ways in which the work you have done can shape
5 your world and many doors that it might open, if you are prepared
6 to look.
711 So give some thought to where you now wish to be headed.
8 What does the next stage look like for you? What priority,
911 medium-term, and long-term goals make sense for you, having
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THE ART OF INSPIRED LIVING: BUILDING INSPIRATION TO LAST A LIFETIME
111 come this far? Plan the next stage of your journey now, with the
2 help of the following exercise. Copy it into your learning log, and
3 answer the questions as fully as possible.
4
5
Exercise 50. Planning your journey
6
7
1(a) What are your goals for the immediate future (the next six
8
months)?
9
1011 1(b) How can you enhance your chances of achieving these goals?
1 (What do you need to know or learn to do to bring this
2 about? What resources and opportunities are required?)
3 1(c) How will your life change as a result of achieving these
4 goals? Will you be happy with these changes?
5
6 1(d) What could get in the way of achieving these goals? How
7 will you manage these obstacles?
8
9 2(a) What are your medium-term goals (the next six to twelve
2011 months)?
1 2(b) How can you enhance your chances of achieving these goals?
2 (What do you need to know or learn to do to bring this
4
goals? Will you be happy with these changes?
6
7 2(d) What could get in the way of achieving your medium-term
8 goals? How will you manage these obstacles?
9
30 3(a) What are your long-term goals (the next five years)?
1
3(b) How can you enhance your chances of achieving these goals?
2
(What do you need to know or learn to do to bring this
4
6 goals? Will you be happy with these changes?
711 3(d) What could get in the way of achieving your long-term
8 goals? How will you manage these obstacles?
9
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111 If you have goals with which you feel you need some help, or
2 your answers to any of the questions in Exercise 50 left you feel-
3 ing doubtful about how to proceed, you might like to consider
4 contacting a professional coach. This can be a very valuable invest-
5 ment in your future as well as helping you capitalize on the self-
6 coaching work you have done already. If this is something you are
7 interested in, please refer to the list of organizations I have
8 provided at the end of this book.
9
1011
1 A parting wish from me to you
2
3 When I start working with a client, I recognize it for the privilege
4 that it is. Very often, I have no idea where the work will lead us.
5 It doesnt matter how carefully we develop a suitable plan of action
6 or how much thought I give to methods that might be of benefit,
7 what emerges will be unique to that person. Their individual style,
8 character strengths, creativity, and brand of courage as well as the
9 relationship that forms between us will be indelibly stamped on
2011 the journey we undertake.
1 My experience of writing this book, and the sense of privilege
2 that has come with it, has been no different. My initial ideas have
3 come and gone, been developed or discarded as new insights and
4 inspirations have emerged. As is always the case with any journey,
5 the end result is not what I had originally anticipated, but it has
6 remained true to the vision of what I most wanted to offer you.
7 I do not know what life has in store for you. But I do hope that
8 by reading this book, you are clearer about what inspires you and
9 what makes your life worth living. To quote Seneca, As long as you
30 live, keep learning how to live. I hope you will consider doing just
1 this learn how to live over and over again, through setting out
2 on a course of action that will help you appreciate more fully who
311 you are and what you might achieve. As the famous author George
4 Eliot once said, it is never too late to be the person you might have
5 become. I wish you a life that is full of meaning wherever your
6 journey leads you.
711
8
911
40
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111
2
Appendix 1: Gains Diary
3
4
5
6
7
8 Brief description of the gain Date of gain
9
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111
2
Appendix 2: The Inspiration
3 Inventory
4
5
6
7
8
9
1011 The Inspiration Inventory
1
2 1 Overall happiness and emotional well-being:
3 0 1 2 3 4 5 6 7 8 9 10
4 Prompt questions: Do you enjoy your life? Are you glad just to be
5 alive? Does your life inspire you or are you often anxious, disillusioned,
6 or unhappy?
7 2 Relationship to self:
8 0 1 2 3 4 5 6 7 8 9 10
9 Prompt questions: Do you respect the person that you are? Are you at
2011 peace with yourself, confident in your abilities or do you worry about
1 coming up to scratch?
2 3 Intimate relationships:
3 0 1 2 3 4 5 6 7 8 9 10
4 Prompt questions: Do you feel loved, appreciated and supported by
5 those that matter to you? Can you express emotional and physical
6 intimacy easily? Can you give and receive love freely?
7 4 Friendships and social life:
8 0 1 2 3 4 5 6 7 8 9 10
9 Prompt questions: Do you have good friendships based on mutual
30 respect and trust? Can you be yourself in your friendships or do you
1 feel pressured to be someone you are not?
2 5 Health:
311 0 1 2 3 4 5 6 7 8 9 10
4 Prompt questions: Do you have abundant energy? Do you respect
5 and nurture your body? Do you nourish yourself with healthy foods,
6 sufficient sleep, and time to relax and unwind?
711 6 Lifestyle and worklife balance:
8 0 1 2 3 4 5 6 7 8 9 10
9
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APPENDIX 2
111 Prompt questions: Does your lifestyle reflect and honour your priorities? Do
2 you have a good worklife balance or often feel exhausted or burnt out?
3 7 Career and work:
4 0 1 2 3 4 5 6 7 8 9 10
5 Prompt questions: Do you enjoy your work? Does it inspire you and
6 enrich your life? Does it allow you to express your talents and abilities?
7 Does your work sustain or undermine you?
8 8 Money and finances:
9 0 1 2 3 4 5 6 7 8 9 10
1011 Prompt questions: Do you have sufficient money to meet your needs?
1 Are you satisfied with your income? Do you have a system for organiz-
2 ing your finances, including outgoings, savings, and pension?
3 9 Hobbies and leisure interests:
4 0 1 2 3 4 5 6 7 8 9 10
5 Prompt questions: Do you have fulfilling hobbies and interests separate
6 from your work? Do you have sufficient time for this part of your life
7 or is it often eroded by work or other pressures?
8 10 Values and principles:
9 0 1 2 3 4 5 6 7 8 9 10
2011 Prompt questions: Are you clear about what you stand for? Are you
1 living life according to your core values? Are there any areas of your
2 life in which you compromise your values?
3 11 Community and contribution:
4 0 1 2 3 4 5 6 7 8 9 10
5 Do you feel you make a difference to the world, even in a small way?
6 Do others benefit from your talents and gifts?
7 12 Spiritual life:
8 0 1 2 3 4 5 6 7 8 9 10
9 Prompt questions: Is there space in your life to develop your potential,
30 your expanded self, and your spiritual self? Do you feel the need to
1 belong to a religious or spiritual community? If so, is this need being
2 met?
311 13 Any other areas important to you (name them in the space
4 below).
5
6 0 1 2 3 4 5 6 7 8 9 10
711 Prompt questions: What other areas of your life really matter to you
8 that are not included in the above?
911
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111
2
Appendix 3: Organizations
3
4
5
6
7
8
9
1011 If you feel you need any additional help to achieve your goals, the
1 following organizations will be of interest to you.
2
British Association for Behavioural & Cognitive Psychotherapies:
3
for a list of accredited cognitivebehaviour therapists and infor-
4
mation about how CBT can help. Information available online at
5
www.babcp.com, or telephone +44 (0)161 797 4484.
6
7
British Association for Counselling and Psychotherapy: for a list of
8
accredited counsellors and psychotherapists. Information available
9
online at www.bacp.co.uk, or telephone +44 (0)870 443 5252.
2011
1 British Psychological Society: for information on how psychology
2 can help, a list of different groups and divisions within the society
3 (including a Special Group in Coaching Psychology) and a list of
4 Chartered Psychologists. Information available online at www.bps.
5 org.uk, or telephone + 44 (0)116 254 9568.
6
7 Gaia House Meditation Retreat Centre: for information on mind-
8 fulness and other meditation retreats. Available online at www.
9 gaiahouse.co.uk, or telephone +44 (0)1626 333613.
30
1 The Professional Development Foundation: a professional devel-
2 opment network providing evidence based consultancy, research,
311 coaching and accreditation services to individuals, professional
4 bodies and organizations. Information available on line at www.
5 pdf.net, or telephone +44 (0) 20 7987 2805.
6
711 Relate: for counselling for relationship difficulties. Information
8 available online at www.relate.org.uk, or telephone +44 (0)300
9 100 1234 (Central Office).
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APPENDIX 3
111 UK Council of Psychotherapy: for a list of registered psychothera-

2 pists. Available online at www.psychotherapy.org.uk, or telephone
3 +44 (0)20 7014 9955.
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Corrie Revs & correx prelims 2/16/09 1:58 PM Page i

111 COACHING SERIES

111 CHAPTER FOUR

111 CHAPTER EIGHTEEN

111 Exercise 15. Experience the gift of compassion 117

111 Exercise 41. Identify your assumptions about health 264

ACKNOWLEDGEMENTS AND PERMISSIONS

111 to a scientistpractitioner model in which evidence informs prac-

INTRODUCTION: A LETTER TO THE READER

INTRODUCTION: A LETTER TO THE READER

111 One cold, rainy afternoon, on my way to meet a friend for

INTRODUCTION: A LETTER TO THE READER

111 Pondering these questions and reflecting on my own experiences

INTRODUCTION: A LETTER TO THE READER

INTRODUCTION: A LETTER TO THE READER

111 advances in theory and research, it does identify distinct pathways

INTRODUCTION: A LETTER TO THE READER

111 Getting the most out of this book

INTRODUCTION: A LETTER TO THE READER

111 CHAPTER ONE

THE ART OF INSPIRED LIVING

GETTING DOWN TO BUSINESS WITH THE INSPIRATION INVENTORY

111 8 Money and finances:

THE ART OF INSPIRED LIVING

111 Interpreting your results

GETTING DOWN TO BUSINESS WITH THE INSPIRATION INVENTORY

THE ART OF INSPIRED LIVING

111 CHAPTER TWO

THE ART OF INSPIRED LIVING

DEVELOPING YOUR COACHING MAP

111 available to you your knowledge, your skills, your relationships

111 CHAPTER THREE

THE ART OF INSPIRED LIVING

111 How knowing your Mission informs

DiSCOVERING YOUR MISSION: KNOWING WHAT YOURE HERE TO DO

111 CHAPTER FOUR

THE ART OF INSPIRED LIVING

PRINCIPLE NO. 1: HONOURING THE AUTHENTIC YOU

111 emotions, increased optimism, and enhanced self-respect and self-

THE ART OF INSPIRED LIVING

PRINCIPLE NO. 1: HONOURING THE AUTHENTIC YOU

THE ART OF INSPIRED LIVING

111 fit in or feel compelled to stick with a particular job, lifestyle, or

PRINCIPLE NO. 1: HONOURING THE AUTHENTIC YOU

111 gradually evolves through the stories we construct about ourselves,

THE ART OF INSPIRED LIVING

111 Exercise 3. My story

1 inspired you or caused you to lose heart?

2 3. How has this story influenced your choices?

4 Which goals has it caused you to avoid or abandon?

5 4. What elements of this story might you now need to discard

PRINCIPLE NO. 1: HONOURING THE AUTHENTIC YOU

THE ART OF INSPIRED LIVING

PRINCIPLE NO. 1: HONOURING THE AUTHENTIC YOU

THE ART OF INSPIRED LIVING

PRINCIPLE NO. 1: HONOURING THE AUTHENTIC YOU

THE ART OF INSPIRED LIVING

111 Foucault, M., & Rabinow, P. (1991). The Foucault Reader. An

111 CHAPTER FIVE

THE ART OF INSPIRED LIVING

PRINCIPLE NO. 2: MEANING MATTERS

111 subject. However, a particularly useful approach is that of Martin

THE ART OF INSPIRED LIVING

111 Know your basic framework