Mindfulness Practice and Well-Being in Adolescents

2011 ◽  
Author(s):  
Matthew H. T. Chu ◽  
Shui-Fong Lam
Keyword(s):  
Well Being ◽  
Mindfulness Practice

scholarly journals Supporting Caregivers of Older Adults Through Education in Mindful Gratitude Practice

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 16-16
Author(s):  
Sungsim Lee
Keyword(s):  
Older Adults ◽  
Negative Impact ◽  
Well Being ◽  
Positive Influence ◽  
Mindfulness Practice ◽  
Practice Research ◽  
Relevant Research ◽  
Won Buddhism ◽  
The Relationship

Abstract This presentation describes a supportive mindfulness practice for caregivers of older adults based on the principles of Won Buddhism (an integrative, a modernized Buddhism). As the aging population grows, there is a significant increase in recognition of the negative impact of caregiver stress on older adults’ quality of life. The ability for caregivers to deal compassionately with stress is essential, as caring for older adults can awaken feelings about one’s own vulnerability and mortality. The ‘Mindful Gratitude Practice’ offers a way to cope with stress, cultivate self-care, and improve the care of others. Relevant research will be summarized, which shows mindfulness and gratitude practice respectively benefit positive influence in both physical and emotional well-being. Mindful Gratitude Practice as a spiritual approach that fosters caregivers' emotional stability, reduces their stress and improves the relationship between older adults and their caregivers. In this presentation, three processes of Mindful Gratitude Practice will be described: 1. Understanding a mindfulness practice by establishing intention, attention, and attitude, 2. Learning the principles of a gratitude practice and implementation, and 3. Incorporating mindfulness into a gratitude practice. Research results have demonstrated that through this learning process, caregivers have acquired the concept of interconnectedness, experience grateful moments, and a deep feeling of appreciation in their caregiving relationships. The presenter will guide participants in a short experience of Mindfulness Gratitude Practice. Further readings and resources will be provided for those who are interested.

scholarly journals Data From a Mindfulness Program for Family Caregivers to Persons With DD, and Application for Older Individuals

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 508-508
Author(s):  
Jeffrey Kahana ◽  
Lawrence Force ◽  
Roger Monthie
Keyword(s):  
Developmental Disabilities ◽  
Family Caregivers ◽  
Well Being ◽  
Mindfulness Practice ◽  
Older Individuals ◽  
Healthy Behaviors ◽  
Care Givers ◽  
Care Giving ◽  
Cognitive Reframing ◽  
Practice Meditation

Abstract Parents who care for their children (young and adult) with developmental disabilities face many stressors and challenges. This paper reports on an intervention using mindfulness and cognitive reframing to improve psychological well-being of care-givers. We report on results based on 92 care-givers who participated in the program. An innovative component was utilizing parent care-givers along with trained peer facilitators. The program was conducted over six weeks, with three in person sessions, and three at home web-based sessions. The content emphasized mindfulness practice (meditation) along with cognitive reframing (aimed at boosting optimism) to address the stress family-caregivers experience in managing worry and the perceived lack of control that accompanies caring for children (young and adult) with developmental disabilities. Post-test data revealed increased awareness of stress coupled with greater competence in stress management. Given the life-long demands for care-giving of parents to the developmentally disabled, normative stressors of aging interact with stressors posed by care-giving demands. Implications for improving well-being of older parental care-givers will be discussed around the topics of (1) optimism and hope; (2) support of healthy behaviors; and (3) development of a mindset of gratitude.

scholarly journals Experiences with a universal mindfulness and well-being programme at a UK medical school

2018 ◽  
Vol 118 (4) ◽  
pp. 304-319 ◽  
Author(s):  
Sarah Stewart-Brown ◽  
Mizaya Cader ◽  
Thomas Walker ◽  
Sabah Janjua ◽  
Emma Hanson ◽  
...  
Keyword(s):  
Medical School ◽  
Repeated Measures ◽  
Evaluation Studies ◽  
Qualitative Interviews ◽  
Well Being ◽  
Mindfulness Practice ◽  
Content Type ◽  
Graduate Entry ◽  
Attitudes And Practices ◽  
Mental Well Being

Purpose The purpose of this paper is to examine the evaluation of a universal, mental well-being and mindfulness programme in a UK graduate entry medical school. Design/methodology/approach Mixed methods used in the paper were the measurement of mental well-being and mindfulness in two cohorts at three time points over 15 months; descriptive, regression and repeated measures analysis with post hoc pairwise comparisons; qualitative interviews with purposive sample of 13 students after one year analysed thematically; and spontaneous anonymous feedback on the course. Findings The course was a surprise to students, and reactions were mixed. Respect for its contents grew over the first year. Most students had actively implemented a well-being strategy by the end of the course, and an estimated quarter was practicing some mindful activity. In the context of an overall decline in well-being and limited engagement with mindfulness practice, increases in mindfulness were protective against this decline in both cohorts (p<001). A small minority of students thought that the course was a waste of time. Their attitudes influenced engagement by their peers. The mindfulness and well-being practices of the facilitators were evident to students and influenced perceived effects. Research limitations/implications The uncontrolled nature of this observational study and low response rates to the survey limit conclusions. Further research in other medical education settings is needed. Practical implications Results are encouraging, suggesting modest benefit in terms of changing attitudes and practices and a modest protective effect on the well-being of students who engaged. Originality/value This is the first study of a universal well-being and mindfulness programme in a UK medical school. Universal programmes are rare and evaluation studies are scarce.

Healthy Mind Healthy You: An Online Study Comparing Standard Mindfulness-Based Cognitive Therapy with a Brief Mindfulness Program to Improve Well-Being (Preprint)

2021 ◽  
Author(s):  
Louisa G Sylvia ◽  
Mitchell R Lunn ◽  
Juno Obedin-Maliver ◽  
Robert N McBurney ◽  
W Benjamin Nowell ◽  
...  
Keyword(s):  
Cognitive Therapy ◽  
Well Being ◽  
Mindfulness Training ◽  
Mindfulness Practice ◽  
World Health ◽  
Present Moment ◽  
Intervention Period ◽  
Model Based ◽  
Health Organization

BACKGROUND Mindfulness can improve overall well-being by training individuals to focus on the present moment without judging their thoughts. However, it is unknown how much mindfulness practice and training are necessary to improve well-being. OBJECTIVE The purpose of this study was to compare standard with brief mindfulness training to improve overall well-being. METHODS Participants were recruited from 17 Patient-Powered Research Networks, online communities of stakeholders interested in a common area of research. Participants were randomized to either a standard 8-session mindfulness based cognitive therapy (MBCT) or a brief 3-session mindfulness training intervention accessed online. Participants were followed for 12 weeks. The primary outcome of the study was well-being as measured by the World Health Organization (WHO)-5 Index. We hypothesized that MBCT would be superior to brief mindfulness training. RESULTS We randomized 4,411 participants, 88% of whom were white and 80% female sex assigned at birth. Baseline WHO-5 score mean was 50.3 (SD = 20.7). Average self-reported well-being in each group increased over the intervention period (baseline to 8 weeks) (model-based slope [95% CI] for MBCT group: 0.78 [0.63, 0.93]; brief mindfulness group: 0.76 [0.60, 0.91]) as well as the full study period (i.e., intervention plus follow-up; baseline to 20 weeks) (model-based slope [95% CI] for MBCT group: 0.41 [0.34, 0.48]; brief mindfulness group: 0.33 [0.26, 0.40]). Change in self-reported well-being was not statistically significantly different between MBCT and brief mindfulness during the intervention period (model-based difference in slopes [95% CI]: -0.02 [-0.24, 0.19], P = .80) or during the intervention period plus 12-week follow-up (-0.08 [-0.18, 0.02], P = .10). During the intervention period, younger participants (P = .05) and participants who completed a higher percentage of intervention sessions (P = .005) experienced greater improvements in well-being across both interventions, effects that were stronger for participants in the MBCT condition. CONCLUSIONS Standard MBCT improved well-being but was not superior to a brief mindfulness intervention. Younger patients and those able to complete more training sessions improved the most. CLINICALTRIAL ClinicalTrials.gov, NCT03844321, https://clinicaltrials.gov/ct2/show/NCT03844321

Positive Psychology

2021 ◽  
pp. 191-221
Author(s):  
Christine A. DeLucia
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Emotional Experience ◽  
Well Being ◽  
Mindfulness Practice ◽  
Online Learners ◽  
Area Of Interest ◽  
Interest In Research ◽  
The Impact

The application of mindfulness practice in education has been a growing area of interest in research. Some of the benefits of mindfulness practice in education include increased focus and concentration, decreased stress and anxiety, and improved overall well-being. While mindfulness in education has been studied in preschool, elementary, secondary, and tertiary settings, little research has been done examining the benefits of mindfulness in an online learning environment. As online learning continues to be an emerging trend in higher education, it is important for educators to consider alternative ways to support the holistic needs of online learners. This chapter explores the impact of mindfulness resources on the academic and emotional experience of the online learner.

Meditating for the Planet: Effects of a Mindfulness-Based Intervention on Sustainable Consumption Behaviors

2019 ◽  
Vol 52 (9) ◽  
pp. 1012-1042 ◽  
Author(s):  
Sonja M. Geiger ◽  
Daniel Fischer ◽  
Ulf Schrader ◽  
Paul Grossman
Keyword(s):  
Sustainable Consumption ◽  
Well Being ◽  
Value Orientations ◽  
Mindfulness Practice ◽  
Subjective Well Being ◽  
Student Sample ◽  
Consumption Behavior ◽  
Long Run ◽  
Attitude Behavior ◽  
Material Values

Recent research suggests that mindfulness may foster sustainable consumption behavior through the reduction of the so-called attitude–behavior gap, or by weakening material values while increasing subjective well-being. The current controlled longitudinal study tested these propositions by employing a sustainability-adapted mindfulness-based intervention (sMBI) to two different samples ( n = 60 university students; n = 71 employees). Although the intervention successfully enhanced mindful experiences in both samples, we found no evidence for neither direct effects on sustainable consumption behavior or related attitudes, nor for the reduction of the attitude–behavior gap. However, the intervention led to greater well-being in the student sample and suggested a decline of materialistic value orientations in both samples. The results blunt previous claims about potential causal effects of mindfulness practice on sustainable consumption behavior. Nevertheless, they indicate that the sMBI affects behavior-distal variables, such as material values and well-being, which in turn could influence consumption behavior in the long run.

A Community-Based Evaluation of Brief Guided Mindfulness in the Management of Stress and Difficult Emotions

2020 ◽  
pp. 1-18
Author(s):  
Shaya MacDonald ◽  
Susan Korol ◽  
Todd Vassallo ◽  
Cathy MacDougall
Keyword(s):  
Well Being ◽  
Mindfulness Practice ◽  
Practical Training ◽  
Structured Interviews ◽  
Depression Anxiety Stress Scale ◽  
Community Based ◽  
Perceived Quality Of Life ◽  
Before And After

The current study evaluated the effectiveness of a novel three-hour Guided Mindfulness Program on participants’ management of depression, anxiety and stress. The intervention included an educational component emphasizing the psychological value of mindfulness practice combined with a practical training component in mindfulness techniques. The Depression Anxiety Stress Scale was administered at three points in time before and after participation in the program. Additionally, semi-structured interviews were conducted to explore perceived quality of life, happiness, and stress 4 to 8 weeks following the program. All participants reported improvements in overall well-being and reported significant decreases in negative affect when comparing pre-program scores (baseline) to follow-up scores. Notably, qualitative interview results indicated that participants attributed most positive post-program results to informal mindfulness practice.

Mental Illness through the Lens of Mindfulness

2020 ◽  
Author(s):  
Patricia Lynn Dobkin ◽  
Kaveh Monshat
Keyword(s):  
Mental Illness ◽  
Mindfulness Meditation ◽  
Well Being ◽  
The Self ◽  
Mindfulness Practice ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Middle Way ◽  
Western Psychology ◽  
Essential Components

The intention of this chapter is to re-envision mental illness within a paradigm that unites the biopsychosocial paradigm with a modern Buddhist spirituality, particularly associated with mindfulness. Emotion regulation, a balanced relationship with one’s self-concept, and social connection are usually regarded as essential components of well-being within both systems of thought. Western psychology and mindfulness practice have, at times, been seen to have fundamentally opposing aims: one to strengthen the self and the other to arrive at “no-self” or “emptiness.” This chapter purports that the two approaches may overlap and can be complementary both in their contribution to understanding the self and the regulation of emotions. Clinical narratives of depression, anxiety, obsessive-compulsive disorder, and psychosis are included to exemplify the application of a whole-person outlook to understand mental illness. While an orientation to well-being through a mindfulness perspective may be generally helpful, mindfulness meditation is not a panacea: for some patients, it may be contraindicated, applied in a modified format, or used alongside medication and/or psychotherapy. This chapter presents a “middle way” between the views of suffering that informs mindfulness practice and that which is drawn from psychology and psychiatry.

scholarly journals Mindfulness in informal caregivers of palliative patients

2013 ◽  
Vol 13 (1) ◽  
pp. 11-18 ◽  
Author(s):  
Monika Kögler ◽  
Monika Brandstätter ◽  
Gian Domenico Borasio ◽  
Veronika Fensterer ◽  
Helmut Küchenhoff ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Meaning In Life ◽  
Mental Distress ◽  
Informal Caregivers ◽  
Well Being ◽  
Brief Symptom Inventory ◽  
Mindfulness Practice ◽  
Satisfaction With Life Scale ◽  
Psychological Well Being

AbstractObjectives:Mindfulness is a concept of growing impact on psychotherapy and has been shown to be effective for stress reduction and to improve psychological well-being. Existential Behavioural Therapy (EBT) was developed to support relatives of palliative care (PC) patients to cope with their situation during caregiving and bereavement. Mindfulness training was a core element of the intervention.We investigated the relationship between mindfulness, mental distress, and psychological well-being in informal caregivers, and evaluated if the effects of the intervention were mediated by mindfulness.Methods:Relatives of PC inpatients took part in a randomized-controlled EBT trial and completed the Cognitive and Affective Mindfulness Scale-Revised, items from the Five Facets of Mindfulness as well as the Brief Symptom Inventory, the Satisfaction with Life Scale, the WHOQOL-BREF, a numerical rating scale on quality of life (range 0–10), and the Schedule for Meaning in Life Evaluation at pre- and post-intervention, and a 3- and 12-months follow-up.Results:One-hundred-and-thirty carers were included, most of them (71.6%) recently being bereaved at the beginning of the intervention. High correlations between mindfulness and mental distress (r = −0.51, p < 0.001) as well as life satisfaction (r = 0.52, p < 0.001) were found. Mindfulness was a significant predictor of improvement in psychological distress, meaning in life and quality of life three months after the intervention. The EBT effects were partly mediated by mindfulness.Significance of results:Mindfulness seems to be a promising concept in supporting informal caregivers of PC patients. Further research is needed to identify the required format and intensity of mindfulness practice necessary for improvement.

scholarly journals A Study of the Effects of Mindfulness in Five Primary Schools in New Zealand

Teachers Work ◽  
2015 ◽  
Vol 11 (2) ◽  
pp. 201-220 ◽  
Author(s):  
Grant Rix ◽  
Ross Bernay
Keyword(s):  
New Zealand ◽  
Primary Schools ◽  
Family Health ◽  
Well Being ◽  
Mindfulness Practice ◽  
Classroom Teachers ◽  
Self Awareness ◽  
Ministry Of Education ◽  
Long Term Effects ◽  
Key Competencies

This study investigated the effects of an eight-week mindfulness in schools programme delivered in five primary schools in New Zealand. The participants included 126 students ranging in age from 6-11 years old and six classroom teachers. The programme was developed by one of our researchers (Rix) to align with The New Zealand Curriculum (Ministry of Education, 2007) and with a bi-cultural focus in mind. A Māori model of hauora (holistic well-being), Te Whare Tapa Wha, was incorporated as a key element of the programme. Te Whare Tapa Wha describes a Māori perspective on health and well-being which suggests that the house (whare) and its parts are viewed as a metaphor for different aspects of one’s health such that if one part of a house (or one’s health) is not in order, then there will be an effect of the other parts of the house (an individual’s health). Thus, physical health, spiritual health, family health and mental health are all interconnected for a person’s well-being, which is also a critical aspect of mindfulness. Classroom teachers were asked to complete fortnightly journal entries as part of a qualitative analysis of the effectiveness of the programme. A follow-up survey was completed three months after the last mindfulness class to assess any potential long term effects. Findings suggest that the programme may be efficacious for increasing calm, reduced stress, and improved focus and attention. In addition, results indicated enhanced self-awareness, and the development of positive relationships. A number of these outcomes were observed in both students and classroom teachers. These findings suggest that mindfulness practice can make a strong contribution to the key competencies outlined in the New Zealand curriculum. The design of the programme, findings of the study, and future recommendations for implementing mindfulness practice in New Zealand schools are discussed.

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