Decentering

Mindfulness Components of Decentering, Acceptance, and Non-Attachment are All Subsumed as a “Delusion of Me”

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Mindfulness Components of Decentering, Acceptance, and Non-Attachment are All Subsumed as a “Delusion of Me”

 

By John M. de Castro, Ph.D.

 

“You’re not really selfless- I am!” – Joseph Goldstein

 

Most people strongly believe that they have a self, an ego. Reflecting this, our language is replete with concepts that contain self; oneself, myself, himself, herself, ourselves, self-concept, self-esteem, self-love, self-regard, selfless, selfish, selfhood, selfie, etc. But particularly note the term self-concept. It directly states that self is a concept. It is not a thing. It is an idea.  This is important, as most of us think that there is a thing that is the self, when, in fact, there is not. A concept is a way to summarize a set of phenomena that appear to have common properties, such as fruit, or more abstractly, attention. But note there is not a single entity that is fruit. It is a set of things that are grouped together by common biological factors. The idea of attention is not a thing. Rather it refers to a set of processes. This is also true of the concept of self.

 

The problem with the idea of a self is that it can lead to not seeing things as they are, a rigidity in approaching the world, and psychological distress. Mindfulness practices are thought to alter or even eliminate the idea of a self. These practices are thought to change different components of the self, producing decentering, acceptance, and non-attachment. But the meanings of these concepts have major overlaps. This suggests that they may be measuring in part a similar component. A statistical method to tease out common factors is called factor analysis. Perhaps it can identify the common component contained in decentering, acceptance, and non-attachment.

 

In today’s Research News article “Decentering, Acceptance, and Non-Attachment: Challenging the Question “Is It Me?”.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8637104/ ) Soler and colleagues recruited adults online who were meditators and meditation naïve participants and had them complete an online survey measuring mindfulness, decentering, non-attachment, resilience, anxiety, depression, and stress. These data were then subjected to an exploratory and confirmatory factor analyses.

 

They identified a general factor that subsumed the three constructs of decentering, acceptance, and non-attachment. When the shared general factor was present the individual differences between the concepts were minimal. They labelled the general factor as “Delusion of Me”. This refers to seeing that the self is a delusion. Decentering reflects just that, acceptance reflects seeing things as they are, and non-attachment reflects an absence of a fixation on ideas like those generated by a self. So, all three concepts contribute to the dissolution of an idea of self and the advancement of an understanding that the self is but a delusion.

 

They found that the higher the levels of this general factor, “Delusion of Me,” the higher the levels of resilience. This suggests that the idea of self reduces latitude of actions making one less resilient. This in turn explains why mindfulness training significantly improves resilience. In addition, the higher the levels of “Delusion of Me” the lower the levels of depression. This suggests that the idea that there is a self leads to a rigidity in processing experiences producing expectations of how things should be, and this contributes to feelings of depression. This also explains why mindfulness training significantly reduces depression.

 

These findings are correlational and as such do not determine causation. It is possible that a lack of resilience and the presence of depression produces a concept of “Me”. But the findings open up a potentially fruitful avenue of research by specifying a specific conceptual variable which may contribute to psychological well-being. This may lead to more focused therapeutic techniques that may better treat mental illness and contribute to human thriving.

 

So, mindfulness components of decentering, acceptance, and non-attachment are all subsumed as a “Delusion of Me”.

 

“delusion is a state of not realizing what it is that we actually know, and what we don’t know — and not asking the right questions. It is a state of failure or resistance to see things as they actually are.” – Sharon Salzberg

 

CMCS – Center for Mindfulness and Contemplative Studies

 

This and other Contemplative Studies posts are available on Twitter @MindfulResearch

 

Study Summary

 

Soler J, Montero-Marin J, Domínguez-Clavé E, González S, Pascual JC, Cebolla A, Demarzo M, Analayo B, García-Campayo J. Decentering, Acceptance, and Non-Attachment: Challenging the Question “Is It Me?”. Front Psychiatry. 2021 Nov 18;12:659835. doi: 10.3389/fpsyt.2021.659835. PMID: 34867498; PMCID: PMC8637104.

 

Abstract

Among mindfulness measures the three constructs acceptance, decentering, and non-attachment are psychometrically closely related, despite their apparent semantic differences. These three facets present robust psychometric features and can be considered core themes in most “third wave” clinical models. The aim of the present study was to explore the apparently different content domains (acceptance, decentering, and non-attachment) by administering various psychometric scales in a large sample of 608 volunteers. Resilience and depression were also assessed. Exploratory and confirmatory factor analyses performed in two randomly selected subsamples showed a bifactor approximation. The explained common variance suggested a unidimensional nature for the general factor, with good psychometric properties, which we named “Delusion of Me” (DoM). This construct is also strongly correlated with resilience and depression, and appears to be a solid latent general construct closely related to the concept of “ego.” DoM emerges as a potentially transdiagnostic construct with influence on well-being and clinical indexes such as resilience and depression. Further studies should analyze the potential utility of this new construct at a therapeutic level.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8637104/

 

Mindfulness May Produce Its Benefits by Improving Self-Related Processes

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Mindfulness May Produce Its Benefits by Improving Self-Related Processes

 

By John M. de Castro, Ph.D.

 

“Mindful people might be happier because they have a better idea of who they are.” – Kira M. Newman

 

“Meditation leads to concentration, concentration leads to understanding, and understanding leads to happiness” – This wonderful quote from the modern-day sage Thich Nhat Hahn is a beautiful pithy description of the benefits of mindfulness practice. Mindfulness allows us to view our experience and not put labels on it, not make assumptions about it, not relate it to past experiences, and not project it into the future. Rather mindfulness lets us experience everything around and within us exactly as it is arising and falling away from moment to moment including the self and psychological processes related to the self.

 

mindfulness training has been shown to increase psychological well-being and happiness and help to relieve mental illness. A number of mechanisms of how mindfulness produces these benefits have been proposed. Many of the proposed mechanisms involve self-relate processes which require “one to evaluate or judge some feature in relation to one’s perceptual image or mental concept of oneself,” such as self-efficacy, decentering, and self-regulation. There has accumulated a large volume of research. So, it is important to examine the findings and what has been learned.

 

In today’s Research News article “From Self-Esteem to Selflessness: An Evidence (Gap) Map of Self-Related Processes as Mechanisms of Mindfulness-Based Interventions.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8645694/ ) Britton and colleagues review and summarize the published research on the role of self-related processes in the beneficial effects of mindfulness-based interventions. They examine 3 categories of self-related processes, self-regulation skills, and embodied self-regulation processes.

 

They report that the published research found that alterations self-related processes in part mediate the beneficial effects of mindfulness-based interventions. These include reductions in negative self-evaluations including rumination and dysfunctional attitudes and increases in positive self-evaluations including self-compassion and self-esteem. Self-regulation skills also appear in part to mediate the beneficial effects of mindfulness-based interventions. These include increases in self-efficacy and decentering. Finally, embodied self-regulation processes appear in co-occur with the beneficial effects of mindfulness-based interventions but have not been conclusively established as mediators. These include increases in interoception, selflessness, and self-transcendence.

 

These findings suggest that mindfulness-based interventions produce beneficial effects by at least in part altering how the individual views and processes ideas of the self. Mindfulness training involves focusing on the present moment and this focus may reduce the influence of the past and projections of the future on the individual’s psychological well-being. Most negative views of the self are past and future based. So, mindfulness training may improve the ideas of self by focusing on the present and seeing the self as processes occurring in the now, a more grounded and realistic view of the self. Obviously more research is needed on this promising area of potential mindfulness mediators.

 

So, mindfulness may produce its benefits by improving self-related processes.

 

“[Mindfulness] encourages people to simply observe the contents of their mind. In this way, I think that mindfulness allows for greater self-insight.” – Rimma Tepper

 

CMCS – Center for Mindfulness and Contemplative Studies

 

This and other Contemplative Studies posts are available on Twitter @MindfulResearch

 

Study Summary

 

Britton, W. B., Desbordes, G., Acabchuk, R., Peters, S., Lindahl, J. R., Canby, N. K., Vago, D. R., Dumais, T., Lipsky, J., Kimmel, H., Sager, L., Rahrig, H., Cheaito, A., Acero, P., Scharf, J., Lazar, S. W., Schuman-Olivier, Z., Ferrer, R., & Moitra, E. (2021). From Self-Esteem to Selflessness: An Evidence (Gap) Map of Self-Related Processes as Mechanisms of Mindfulness-Based Interventions. Frontiers in psychology, 12, 730972. https://doi.org/10.3389/fpsyg.2021.730972

 

Abstract

Self-related processes (SRPs) have been theorized as key mechanisms of mindfulness-based interventions (MBIs), but the evidence supporting these theories is currently unclear. This evidence map introduces a comprehensive framework for different types of SRPs, and how they are theorized to function as mechanisms of MBIs (target identification). The evidence map then assesses SRP target engagement by mindfulness training and the relationship between target engagement and outcomes (target validation). Discussion of the measurement of SRPs is also included. The most common SRPs measured and engaged by standard MBIs represented valenced evaluations of self-concept, including rumination, self-compassion, self-efficacy, and self-esteem. Rumination showed the strongest evidence as a mechanism for depression, with other physical and mental health outcomes also supported. Self-compassion showed consistent target engagement but was inconsistently related to improved outcomes. Decentering and interoception are emerging potential mechanisms, but their construct validity and different subcomponents are still in development. While some embodied self-specifying processes are being measured in cross-sectional and meditation induction studies, very few have been assessed in MBIs. The SRPs with the strongest mechanistic support represent positive and negative evaluations of self-concept. In sum, few SRPs have been measured in MBIs, and additional research using well-validated measures is needed to clarify their role as mechanisms.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8645694/

 

Mindfulness is Associated with Better Cognitive Performance in College Students

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Mindfulness is Associated with Better Cognitive Performance in College Students

 

By John M. de Castro, Ph.D.

 

“Effective learning and sustained attention and memory are important requirements for success and well-being in academic contexts. Incorporating a mindfulness meditation course in the curriculum may be a feasible approach to improve learning effectiveness and cognition performance in university students.” – Ho-Hoi Ching

 

In the modern world education is a key for success. There is a lot of pressure on college students to excel. This stress might in fact be counterproductive as the increased pressure can actually lead to stress and anxiety which can impede the student’s physical and mental health, well-being, and school performance. Mindfulness training has been shown through extensive research to be effective in improving physical and psychological health. Indeed, these practices have been found to improve psychological health in college students. Mindfulness has also been shown to improve cognitive abilities. So, it is possible that mindfulness is associated with better performance in college.

 

In today’s Research News article “Mindfulness, cognitive functioning, and academic achievement in college students: the mediating role of stress.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8516329/ ) McBride and colleagues recruited college students and had them complete a questionnaire measuring mindfulness, decentering, perceived stress, cognitive abilities, cognitive concerns, and academic performance (GPA).

 

They found that the higher the levels of mindfulness and decentering the lower the levels of perceived stress, and the higher the levels of cognitive abilities and cognitive concerns. Also, the higher the levels of perceived stress the lower the levels of cognitive abilities and cognitive concerns. Further they found that mindfulness was associated with greater cognitive abilities and cognitive concerns directly and indirectly by being associated with lower perceived stress which was in turn associated with greater cognitive abilities and cognitive concerns. The one disappointing result was that mindfulness, although associated with better cognition, was not associated with performance in college.

 

These findings are correlative. So, causation cannot be determined. But previous controlled research has demonstrated that mindfulness causes improvements in cognition and reductions in perceived stress. So, the present results are likely also due to causal effects of mindfulness on stress and cognition. The results also show that the ability of mindfulness to affect cognition is not only by directly improving cognition but also by reducing perceived stress which results in improved cognition. This is not surprising as the high levels of stress endured by college students interferes with cognition.

 

So, mindfulness is associated with better cognitive performance in college students.

 

“Among undergraduate students, higher mindfulness was related both to a lower frequency of negative automatic thoughts and to an enhanced ability to let go of those thoughts.” – Praxis

 

CMCS – Center for Mindfulness and Contemplative Studies

 

This and other Contemplative Studies posts are also available on Google+ https://plus.google.com/106784388191201299496/posts and on Twitter @MindfulResearch

 

Study Summary

 

McBride, E. E., & Greeson, J. M. (2021). Mindfulness, cognitive functioning, and academic achievement in college students:the mediating role of stress. Current Psychology (New Brunswick, N.j.), 1–11. Advance online publication. https://doi.org/10.1007/s12144-021-02340-z

 

Abstract

Higher trait mindfulness may be associated with better cognitive functioning and academic achievement in college students. Although mediating mechanisms are unclear, lower stress levels could explain this relationship. Participants: Cross-sectional online survey (n = 534; 33% non-white; Apr 2018 – Sep 2019). Path analysis tested Perceived Stress as a mediator between specific facets of trait mindfulness and three measures of self-reported cognitive functioning and academic achievement: Cognitive Abilities, Cognitive Concerns, and GPA. Perceived Stress fully or partially mediated the relationship between all facets of trait mindfulness and perceived cognitive functioning. Only Decentering, however, was associated with higher GPA as a function of lower stress. Lower stress can explain the link between higher trait mindfulness and better cognitive functioning, but not necessarily academic achievement. Future research is needed to address causality, examine objective measures of cognitive functioning, and extend this explanatory model to mindfulness training.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8516329/

 

Improve Self-Awareness and Self-Regulation with Yoga Practice

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Improve Self-Awareness and Self-Regulation with Yoga Practice

 

By John M. de Castro, Ph.D.

 

“Mindfulness is described through systematic mental training that develops meta-awareness (self-awareness), an ability to effectively modulate one’s behavior (self-regulation), and a positive relationship between self and other that transcends self-focused needs and increases prosocial characteristics (self-transcendence).” – David Vago

 

Mindfulness promotes meta-awareness self-awareness, an ability to effectively modulate one’s behavior, self-regulation, and a positive relationship between self and other that transcends self-focused needs and increases prosocial characteristics, self-transcendence. This is sometimes abbreviated as S-Art. It is not known, however, if yoga practice, which is both a mindfulness practice and an exercise, also promotes S-Art.

 

In today’s Research News article “Applying the S-ART Framework to Yoga: Exploring the Self-Regulatory Action of Yoga Practice in Two Culturally Diverse Samples.” (See summary below or view the full text of the study at: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.585300/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1692584_a0P58000000G0YfEAK_Psycho_20210729_arts_A ) Tolbaños-Roche and colleagues recruited yoga practitioners and non-practitioners from India and also from Spain who were participating in a short-term yoga certificate program lasting 1 to 3 months. They were measured for interoceptive awareness, attention, emotional awareness, decentering, emotion regulation, and self-transcendence.

 

They found in comparison to non-practitioners that the yoga practitioners were significantly higher in decentering, self-awareness, and self-regulation. In addition, the longer the practitioners have practiced yoga the higher the levels of self-awareness (interoceptive awareness), and self-regulation. They found cultural differences in that the Indian sample had a significant relationship between yoga practice and the longer the practitioners have practiced yoga and the levels of self-awareness and decentering. On the other hand, for the Spanish sample the greater the amount of exercise and the frequency of the yoga practice the greater the levels of self-awareness and decentering. These cultural differences may result from differences in the reasons for yoga practice in the two cultures; while in India yoga is often used as a spiritual practice while in Spain yoga is often used as an exercise.

 

This study employed natural groups; yoga practitioners compared to non-practitioners. This leaves open the possibility that the differences in self-awareness and self-regulation seen were due to the different types of people who choose to practice yoga versus those that don’t and not to the practice of yoga itself. Other results are correlative and thereby don’t allow conclusions regarding causation. Hence, conclusion must be tempered and manipulative follow-up studies are needed.

 

Nevertheless, the results suggest that yoga practice is associated with higher levels of self-awareness, particularly the awareness of their internal state, and self-regulation, particularly emotion regulation, but not self-transcendence. These are significant benefits of yoga practice that may relate to yoga’s positive effects on mental and physical health.

 

So, improve self-awareness and self-regulation with yoga practice.

 

“yoga may function through top-down and bottom-up mechanisms for the regulation of cognition, emotions, behaviors, and peripheral physiology, as well as for improving efficiency and integration of the processes that subserve self-regulation.” – Tim Gard

 

CMCS – Center for Mindfulness and Contemplative Studies

 

This and other Contemplative Studies posts are also available on Google+ https://plus.google.com/106784388191201299496/posts and on Twitter @MindfulResearch

 

Study Summary

 

Tolbaños-Roche L and Menon P (2021) Applying the S-ART Framework to Yoga: Exploring the Self-Regulatory Action of Yoga Practice in Two Culturally Diverse Samples. Front. Psychol. 12:585300. doi: 10.3389/fpsyg.2021.585300

 

Mindfulness practices form the core of numerous therapeutic programs and interventions for stress reduction and the treatment of different health conditions related to stress and life habits. Ways and means to regulate oneself effectively also form the foundation of the path of yoga in the accomplishment of holistic health and well-being. The self-awareness, self-regulation, and self-transcendence (S-ART) model can be considered as an overarching neurobiological framework to explain the self-regulatory mechanisms of well-being present in mindfulness-based practices. The current study, by connecting and applying the S-ART framework to the self-regulatory mechanisms in yoga and generating related hypotheses, provides a theory-led explanation of the action of yoga practices, which is sparse in the literature. Testing the S-ART model in yoga in two culturally diverse samples, assessing the model-mapped psychological mechanisms of action, and exploring the influence of perseverance in yoga practice are the original contributions of this study. The study sample comprised 362 yoga practitioners and non-practitioners (197 Indian and 165 Spanish), who completed four tests of psychological variables indicative of the aforementioned three S-ART abilities. These tests were Multidimensional Assessment of Interoceptive Awareness (MAIA), Experiences Questionnaire-Decentering (EQ-D) subscale, Difficulties in Emotion Regulation Scale (DERS), and Relational Compassion Scale (RCS). The results indicated significantly better self-awareness and self-regulatory abilities in yoga practitioners (Indian and Spanish in a combination) than non-practitioners, reflected in higher levels of interoceptive awareness and decentering abilities. Moreover, perseverance in yoga practice acted as a significant predictor of self-awareness and self-regulation in practitioners. An analysis of each cultural sample revealed some differences. Yoga practice and perseverance in it acted as a significant predictor of interoceptive awareness and decentering in Indian practitioners having more than 1 year of sustained yoga practice, but for the Spanish participants, physical exercise and frequency of yoga practice acted as better predictors of interoceptive awareness and decentering in comparison to yoga practice and perseverance in it. The obtained results suggested that the S-ART model provided preliminary but promising evidence for the self-regulatory mechanisms of action in yoga practice within a culturally diverse sample of yoga practitioners. This study also widens the scope of generating further hypotheses using the S-ART theoretical framework for testing the self-regulatory mechanisms of action in yoga practice.

https://www.frontiersin.org/articles/10.3389/fpsyg.2021.585300/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1692584_a0P58000000G0YfEAK_Psycho_20210729_arts_A

 

Mindfulness Improves the Psychological Health of Arab Teachers

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Mindfulness Improves the Psychological Health of Arab Teachers

 

By John M. de Castro, Ph.D.

 

“thousands of schools across the country that is bringing mindfulness into the classroom. Growing numbers of teachers, parents, and children are reaping the benefits that learning mindfulness—can bring, including reduced levels of stress and anxiety, increased focus and self-regulation, and improved academic performance and sleep, among others.” – Caren Osten Gerszberg

 

Stress is epidemic in the western workplace with almost two thirds of workers reporting high levels of stress at work. This often produces burnout; fatigue, cynicism, emotional exhaustion, and professional inefficacy. Teachers experience burnout at high rates. Roughly a half a million teachers out of a workforce of three million, leave the profession each year and the rate is almost double in poor schools compared to affluent schools. Indeed, nearly half of new teachers leave in their first five years. Hence, methods of reducing stress and improving teacher psychological health needs to be studied.

 

Mindfulness techniques are gaining increasing attention for the treatment of the symptoms of stress and burnout. They have been demonstrated to be helpful in reducing the psychological and physiological responses to stress and for treating and preventing burnout in a number of work environments including schools. But there are very few studies of the effects of mindfulness training for teachers cultures other than western and oriental and virtually none in Arab cultures.

 

In today’s Research News article “Effects of a Mindfulness Intervention Among Arab Teachers Are Mediated by Decentering: A Pilot Study.” (See summary below or view the full text of the study at: https://www.frontiersin.org/articles/10.3389/fpsyg.2020.542986/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1456740_69_Psycho_20201013_arts_A ) Berkovich-Ohana and colleagues recruited Arab elementary school teachers from 2 different schools. The teachers in one school underwent a 30-hour 3-month mindfulness training program tailored for teachers while the teacher in the other underwent a 30-hour 6-month training program on teaching for understanding. The teachers were measured before and after the training programs for perceived stress, decentering, rumination, emotion regulation, including cognitive reappraisal and expressive suppression subscales, and mindfulness.

 

They found that the mindfulness group significantly increased in mindfulness and emotion regulation compared to baseline while the control group significantly decreased in mindfulness and emotion regulation. They also found that the mindfulness group had significant increases in decentering and decreases in perceived stress while the control group did not. In addition, while both groups significantly decreased in rumination, the mindfulness group had a significantly greater decrease.

 

Mindfulness training has been well established in western and oriental cultures to produces increased emotion regulation and decentering and decreased rumination and perceived stress. The present results extend these findings to Arab teachers. This leads to the conclusion that mindfulness training is beneficial for the psychological health of teachers regardless of culture. Mindfulness training appears to be helpful in lowering the stress levels of school teachers generally. Although not measured in the present study it would be expected that this would lead to decreased burnout and better classroom performance by the teachers.

 

So, mindfulness improves the psychological health of Arab teachers.

 

“Practicing mindfulness can help teachers to recognize our emotional patterns and proactively regulate how we behave, responding in the way we want to rather than reacting automatically. It can also help us to savor the positive moments in our job—when we feel the joy of true connection with our students or resonate with the joy and excitement our students feel when learning clicks for them.” – Patricia A. Jennings 

 

 

CMCS – Center for Mindfulness and Contemplative Studies

 

This and other Contemplative Studies posts are also available on Google+ https://plus.google.com/106784388191201299496/posts and on Twitter @MindfulResearch

 

Study Summary

 

Berkovich-Ohana A, Lavy S and Shanboor K (2020) Effects of a Mindfulness Intervention Among Arab Teachers Are Mediated by Decentering: A Pilot Study. Front. Psychol. 11:542986. doi: 10.3389/fpsyg.2020.542986

 

Although mindfulness-based interventions (MBIs) in education are widely spreading in the world, examination of mindfulness effects in Arab schools is still scarce. This pilot study aimed to fill this gap by examining the effects of an MBI among Arab teachers in Israel. This examination was conducted within the framework of the mindful self in school relationships (MSSR) model, which suggests that the positive effects of MBI on teachers’ emotion regulation are mediated by decentering. The participants (N = 39) were teachers from two Arab elementary schools in Israel, who underwent an MBI course (the MBI condition, N = 20) and another cognitive intervention (the control condition, N = 19). In a pre–post design, participants completed mindfulness, decentering, emotion regulation, and stress questionnaires. We hypothesized that (1) only in the MBI group, teachers’ mindfulness, decentering, and emotional regulation will increase and stress will decrease, and (2) changes in teachers’ decentering would mediate the associations of changes in teachers’ mindfulness with changes in their emotion regulation. ANOVA analyses show that, only in the MBI condition, teachers showed an increase in three mindfulness subscales (acting with awareness, non-reactivity, and observance), in decentering, and in adaptive emotion regulation (reappraisal) and a decrease in stress. Furthermore, changes from pre-intervention to post-intervention in teachers’ decentering mediated the associations of their pre–post changes in mindfulness with changes in emotion regulation. This study provides initial support to the feasibility and efficacy of MBI among Israeli Arab teachers and suggests decentering as a potential mediator of its effects in initial support of the MSSR model.

https://www.frontiersin.org/articles/10.3389/fpsyg.2020.542986/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1456740_69_Psycho_20201013_arts_A

 

Improve Mental Well-Being with Mindfulness

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Improve Mental Well-Being with Mindfulness

 

By John M. de Castro, Ph.D.

 

“engaging in mindfulness meditation cultivates our ability to both focus and broaden our attention, which is a practical way to elicit psychological well-being.” Jennifer Wolkin

 

Over the last several decades, research and anecdotal experiences have accumulated an impressive evidential case that the development of mindfulness has positive benefits for the individual’s mental, physical, and spiritual life. Mindfulness appears to be beneficial both for healthy people and for people suffering from a myriad of mental and physical illnesses. It appears to be beneficial across ages, from children to the elderly. And it appears to be beneficial across genders, personalities, race, and ethnicity. The breadth and depth of benefits is unprecedented. There is no other treatment or practice that has been shown to come anyway near the range of mindfulness’ positive benefits.

 

There is a vast array of techniques for the development of mindfulness. They include a variety of forms of meditation, yoga, mindful movements, contemplative prayer, and combinations of practices. Some are recommended to be practiced for years while others are employed for only a few weeks. Regardless of the technique, they all appear to develop and increase mindfulness. One particularly effective mindfulness training program is Mindfulness-Based Stress Reduction (MBSR). The MBSR program consists of 8 weekly group sessions involving meditation, yoga, body scan, and discussion. The patients are also encouraged to perform daily practice. It is unclear, however, exactly how the state of mindfulness of the participants at the beginning of training affect the effects of the MBSR program.

 

In today’s Research News article “The many facets of mindfulness and the prediction of change following mindfulness-based stress reduction (MBSR)” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5815955/), Gawrysiak and colleagues recruited participants in an 8-week, one 2.5-hour session per week of Mindfulness-Based Stress Reduction (MBSR) program. They were measured before and after treatments for perceived stress, positive and negative emotions, mindfulness, and decentering.

 

They found that in comparison to baseline, after the MBSR program there were large significant improvements in all measures including increases in mindfulness, positive emotions, and decentering and decreases in negative emotions, and perceived stress. They then examined the relationship of the levels of mindfulness facets at baseline and the changes in emotions and stress produced by the MBSR program. They found that in general, participants with high levels of mindfulness facets of awareness, acceptance, and decentering had significantly greater increases in positive emotions and decreases in negative emotions. On the other hand, participants with low levels of acceptance, and decentering had significantly greater decreases in stress, negative emotions.

 

These results clearly demonstrate that participating in an MBSR program produces improved mindfulness, emotional health, and stress reduction. These are in line with a number of previous findings that mindfulness training improves emotions and perceived stress levels. But, the results regarding baseline mindfulness facets on emotions and stress are complex and a bit counterintuitive. They suggest that participants who are already high in awareness, acceptance, and decentering benefited the most in regards to their emotions from the MBSR program. While, those low in acceptance, and decentering benefited the most in regards to their perceived stress levels. More research is needed to better understand these complex relationships.

 

So, improve mental well-being with mindfulness.

 

“The practice of mindfulness is an effective means of enhancing and maintaining optimal mental health and overall well-being, and can be implemented in every aspect of daily living.” – Rezvan Ameli

 

CMCS – Center for Mindfulness and Contemplative Studies

 

This and other Contemplative Studies posts are also available on Google+ https://plus.google.com/106784388191201299496/posts and on Twitter @MindfulResearch

 

Study Summary

 

Gawrysiak, M. J., Grassetti, S. N., Greeson, J. M., Shorey, R. C., Pohlig, R., & Baime, M. J. (2017). The many facets of mindfulness and the prediction of change following mindfulness-based stress reduction (MBSR). Journal of clinical psychology, 74(4), 523–535. doi:10.1002/jclp.22521

 

Abstract

Objectives

Mindfulness-Based Stress Reduction (MBSR) promotes numerous psychological benefits, but few studies have identified for whom MBSR is most effective. The current study tested the hypothesis that lower baseline mindfulness invites more “room to grow” and, thus, predicts greater improvement during MBSR.

Design

We examined three facets of mindfulness (awareness, acceptance, decentering), among 131 MBSR participants prior to enrollment, to test the hypothesis that lower baseline mindfulness predicts greater improvements in perceived stress, positive affect (PA), and negative affect (NA) following MBSR.

Results

Lower acceptance and decentering predicted greater decreases in perceived stress. Higher awareness, acceptance, and decentering predicted greater increases in PA. Higher awareness predicted greater reductions in NA. Lower decentering predicted greater reductions in NA.

Conclusions

Findings partly supported the hypothesis that lower baseline mindfulness predicts greater improvement following MBSR and emphasize the importance of assessing multiple mindfulness facets given their unique, contrasting relations to outcomes.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5815955/

 

Reduce Stress and Improve Well-Being in a Workplace with Mindfulness

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Reduce Stress and Improve Well-Being in a Workplace with Mindfulness

 

By John M. de Castro, Ph.D.

 

“Becoming aware of what’s going on around you can make a huge difference, because we spend so much time wrapped up in our thoughts that we lose contact with the real world. That’s especially the case if you’re constantly bombarded by email, Facebook posts and Twitter. It’s not really conducive to a calm and productive work environment.“ – Danny Penman

 

Work is very important for our health and well-being. We spend approximately 25% of our adult lives at work. How we spend that time is immensely important for our psychological and physical health. Indeed, the work environment has even become an important part of our social lives, with friendships and leisure time activities often attached to the people we work with. But, more than half of employees in the U.S. and nearly 2/3 worldwide are unhappy at work. This is partially due to work-related stress which is epidemic in the western workplace. Almost two thirds of workers reporting high levels of stress at work. This stress can result in impaired health and can result in burnout; producing fatigue, cynicism, and professional inefficacy.

 

To help overcome unhappiness, stress, and burnout, mindfulness practices have been implemented in the workplace. Indeed, mindfulness practices have been shown to markedly reduce the physiological and psychological responses to stress. As a result, it has become very trendy for business to incorporate meditation into the workday to help improve employee well-being, health, and productivity. These programs attempt to increase the employees’ mindfulness at work and thereby reduce stress and burnout.

 

In today’s Research News article “A mindfulness training program based on brief practices (M-PBI) to reduce stress in the workplace: a randomised controlled pilot study.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6060839/ ), Arredondo and colleagues recruited stressed employees and randomly assigned them to either be in a wait-list control group or to receive an 8-week mindfulness training program. The training occurred once a week for 1.5 hours and included daily practices. The participants were measured before and after training and 20 weeks later for mindfulness, perceived stress, self-compassion, decentering, burnout, and heart rate variability.

 

They found that in comparison to baseline and the wait-list control group the mindfulness trained group had significant decreases in perceived stress and the components of burnout of emotional exhaustion, depersonalization, and reduced personal accomplishment, and significant increases in mindfulness, self-compassion, and decentering. These differences were enduring as they were still significant at the 20-week follow-up. They also found an increase in heart rate variability indicative of reduced stress.

 

These results are very encouraging and suggest that mindfulness training can be very beneficial in reducing workplace stress levels and burnout. It also appears to improve the overall psychological well-being of the employees improving mindfulness, self-compassion, and decentering. The ability of mindfulness training to reduce stress and burnout, and to increase self-compassion and decentering have been previously observed with different participant population. The study would have been stronger had an active control group been included. But, nevertheless the findings are suggestive that mindfulness training can be quite beneficial for stressed employees.

 

So, reduce stress and improve well-being in a workplace with mindfulness.

 

“Toxic emotions disrupt the workplace, and mindfulness increases your awareness of these destructive patterns, helping you recognize them before they run rampant. It’s a way of reprogramming your mind to think in healthier, less stressful, ways.” –  Drew Hansen

 

CMCS – Center for Mindfulness and Contemplative Studies

 

This and other Contemplative Studies posts are also available on Google+ https://plus.google.com/106784388191201299496/posts and on Twitter @MindfulResearch

 

Study Summary

 

Arredondo, M., Sabaté, M., Valveny, N., Langa, M., Dosantos, R., Moreno, J., & Botella, L. (2017). A mindfulness training program based on brief practices (M-PBI) to reduce stress in the workplace: a randomised controlled pilot study. International Journal of Occupational and Environmental Health, 23(1), 40–51. http://doi.org/10.1080/10773525.2017.1386607

 

Abstract

Work stress is a major contributor to absenteeism and reduced work productivity. A randomised and controlled study in employee-volunteers (with Perceived Stress Scale [PSS-14]>22) was performed to assess a mindfulness program based on brief integrated mindfulness practices (M-PBI) with the aim of reducing stress in the workplace. The PSS-14 of the employees before and after 8-weeks M-PBI program, as well as after a 20-week follow-up, was assessed (primary endpoint). The employees also carried the following questionnaires (secondary endpoints): Five Facet Mindfulness Questionnaire (FFMQ), Self-Compassion Scale (SCS), Experiences Questionnaire-Decentering (EQ-D), and Maslach Burnout Inventory-General Survey (MBI-GS). Heart Rate Variability (HRV) was measured during each session in a subgroup of employees (n = 10) of the interventional group randomly selected. A total of 40 employees (77.5% female median [SD] age of 36.6 [5.6] years) took part in this study: 21 and 19 in the intervention and control group, respectively. No differences in baseline characteristics were encountered between the groups. Results show a significant decrease in stress and increase in mindfulness over time in the intervention group (PSS-14 and FFMQ; p < 0.05 both). Additionally, an improvement in decentering (EQ-D), self-compassion (SCS) and burnout (MBI-GS) were also observed compared to the control group (p < 0.05 in all). HRV measurement also showed an improvement. In conclusion, a brief practices, 8-weeks M-BIP program is an effective tool to quickly reduce stress and improve well-being in a workplace.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6060839/

 

Improve Acceptance with Mindfulness Training or a Psychedelic Drug

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Improve Acceptance with Mindfulness Training or a Psychedelic Drug

 

By John M. de Castro, Ph.D.

 

“If someone gives you 100 micrograms of acid something is going to happen. Two hours later the significance of your existence will have just been borne down on you like an avalanche. And again this can be terrifying or it can be absolutely sublime depending on various causes and conditions. But the one thing it cannot be is boring. And that is you can’t say that about yoga or meditation or just going into solitude or anything else that – any other, you know, non-pharmacological means of inquiry.” – Big Think

 

Psychedelic substances such as peyote, mescaline, LSD, ayahuasca and psilocybin  have been used almost since the beginning of recorded history to alter consciousness and produce spiritually meaningful experiences. A substantial number of Brazilian religious groups ingest the natural psychedelic substance ayahuasca on a regular basis for ritual purposes. These groups, like many users of psychedelic substances, employ them to develop spirituality and self-transcendence.

 

Psychedelics produce effects that are similar to those that are reported in spiritual awakenings. They report a loss of the personal self, a decentering. They experience what they used to refer to as the self as just a part of an integrated whole. They report feeling interconnected with everything else in a sense of oneness with all things. They experience a feeling of timelessness where time seems to stop and everything is taking place in a single present moment. They experience ineffability, being unable to express in words what they are experiencing and as a result sometimes producing paradoxical statements. And they experience a positive mood, with renewed energy and enthusiasm.

 

It is easy to see why people find these experiences so pleasant and eye opening. They often report that the experiences changed them forever. Even though the effects of psychedelic substances have been experienced and reported on for centuries, only very recently have these effects come under rigorous scientific scrutiny.  In today’s Research News article “Four Weekly Ayahuasca Sessions Lead to Increases in “Acceptance” Capacities: A Comparison Study With a Standard 8-Week Mindfulness Training Program.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5869920/ ), Soler and colleagues compare the ability of the psychedelic drug ayahuasca and mindfulness training to change the mindfulness of volunteers.

 

They formed two matched groups from the volunteers, based upon levels of decentering. One group were provided a Mindfulness-Based Stress Reduction (MBSR) program. The MBSR program was presented for 2.5 hours, once a week, for 8 weeks with 30-minute daily home practice. It consisted of discussion and meditation, body scan, and yoga practices. The second group of volunteers received 4 weekly 6-8-hour ayahuasca sessions. They were measured before and after treatment for decentering and mindfulness, including the mindfulness facets of observing, describing, non-reacting, non-judging, and acting with awareness.

 

They found that following the MBSR program there were significant increases in decentering and all 5 mindfulness facets. On the other hand, after ayahuasca treatment there was a significant increase only in the non-judging mindfulness facet. Hence, the MBSR program produced the routinely observed improvements in mindfulness and decentering, while ayahuasca treatments only altered “acceptance” (non-judging facet of mindfulness).

 

It is very interesting and perhaps puzzling that ayahuasca treatment did not increase decentering. Decentering changes the nature of experience by having the individual step outside of experiences and observe them from a distanced perspective and be aware of their impermanent nature. This is exactly the type of perspective that is promoted by experiences with psychedelic drugs. The fact that it was not increased with the ayahuasca treatments calls into question the effectiveness of the treatments and dosing used in the current study.

 

Nevertheless the ayahuasca treatments did produce increases in acceptance. This suggests that some of the therapeutic benefits of ayahuasca treatments may be due to changes in mindfulness which, in turn, produce physical and psychological benefits. It will remain for future research to continue to explore the means by which such psychedelic treatments alter the psychological landscape of the individual. It is clear, though, in the current study that Mindfulness-Based Stress Reduction (MBSR) is a potent facilitator of all facets of mindfulness and decentering.

 

So, improve acceptance with mindfulness training or a psychedelic drug.

 

“Meditating can be hard, lonely work, but if recent research is to be believed there may be a quick-and-dirty shortcut to enlightenment: psychedelic drugs. According to an exploratory study, drinking the hallucinogenic brew ayahuasca can bring about improvements in mindfulness that would take years of dedicated meditation to achieve. The research found that ayahuasca raised mindfulness abilities to levels equal to or even greater than those of people who have been practising meditation for around seven years.” – Plastic Brain

 

CMCS – Center for Mindfulness and Contemplative Studies

 

This and other Contemplative Studies posts are also available on Google+ https://plus.google.com/106784388191201299496/posts and on Twitter @MindfulResearch

 

Study Summary

 

Soler, J., Elices, M., Dominguez-Clavé, E., Pascual, J. C., Feilding, A., Navarro-Gil, M., … Riba, J. (2018). Four Weekly Ayahuasca Sessions Lead to Increases in “Acceptance” Capacities: A Comparison Study With a Standard 8-Week Mindfulness Training Program. Frontiers in Pharmacology, 9, 224. http://doi.org/10.3389/fphar.2018.00224

 

Abstract

Background: The therapeutic effects of the Amazonian plant tea ayahuasca may relate to its ability to enhance mindfulness capacities. Ayahuasca induces a modified state of awareness through the combined action of its active principles: the psychedelic N,N-dimethyltryptamine (DMT) and a series of centrally acting β-carbolines, mainly harmine and tetrahydroharmine. To better understand the therapeutic potential of ayahuasca, here we compared the impact on mindfulness capacities induced by two independent interventions: (a) participation in four ayahuasca sessions without any specific purpose related to improving mindfulness capacities; and (b) participation in a standard mindfulness training course: 8 weeks mindfulness-based stress reduction (MBSR), with the specific goal of improving these skills.

Methods: Participants of two independent groups completed two self-report instruments: The Five Facet Mindfulness Questionnaire (FFMQ) and the Experiences Questionnaire (EQ). The MINDSENS Composite Index was also calculated, including those EQ and FFMQ items that have proven to be the most sensitive to meditation practice. Group A (n = 10) was assessed before and after the last of four closely spaced consecutive ayahuasca sessions. Group B (n = 10) was assessed before and after completion of a standard 8-week MBSR course.

Results: MBSR training led to greater increases in overall mindfulness scores after the 8-week period. MBSR but not ayahuasca led to increases in the MINDSENS Composite Index. However, the ayahuasca sessions induced comparable increases in the Non-Judging subscale of the FFMQ, specifically measuring “acceptance.” Improving this capacity allows for a more detached and less judgmental stance toward potentially distressing thoughts and emotions.

Results: The present findings suggest that a small number of ayahuasca sessions can be as effective at improving acceptance as more lengthy and costly interventions. Future studies should address the benefits of combining ayahuasca administration with mindfulness-based interventions. This will allow us to investigate if ayahuasca will improve the outcome of psychotherapeutic interventions.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5869920/

 

Improve the Regulation of Emotions in Social Anxiety Disorder with Mindfulness

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Improve the Regulation of Emotions in Social Anxiety Disorder with Mindfulness

 

By John M. de Castro, Ph.D.

 

“One way to do this . . . is mindfulness meditation, in which you observe your thoughts and feelings with the objectivity of a disinterested, nonjudgmental witness. This form of mental training gives you the wherewithal to pause, observe how easily the mind can exaggerate the severity of a setback, note that it as an interesting mental process, and resist getting drawn into the abyss,” – Ritchie Davidson

 

Mindfulness practices have been shown to have a large number of beneficial effects on the psychological, emotional, and physical health of the individual and is helpful in the treatment of mental and physical illness. They have also been shown to effect a large number of physiological and psychological processes, including emotion regulation, attention, sensory awareness, decentering, and reappraisal. It is not known how mindfulness practices produce the myriad effects on the individual’s health and well-being, whether mindfulness has a direct effect or works through intermediary effects to produce the improved well-being.

 

There has been some research on this question, for instance mindfulness has been found to improve some symptoms of mental illness by increasing reappraisal which then affects the symptoms. In today’s Research News article “Testing the mindfulness-to-meaning theory: Evidence for mindful positive emotion regulation from a reanalysis of longitudinal data.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5718463/ ), Garland and colleagues examine the hypothesis that mindfulness practices influence social anxiety disorder (SAD) through a series of intermediaries. They postulate that mindfulness training increases attention which, in turn increases decentering, which, in turn, broadens sensory awareness, which, in turn increases reappraisal, which increases emotion regulation and reductions in social anxiety disorder (SAD).

 

To examine this idea they reanalyzed the data from a longitudinal study of the effects of Mindfulness-Based Stress Reduction (MBSR) and Cognitive Behavioral Therapy (CBT) on social anxiety disorder (SAD) to determine the temporal sequence of mindfulness effects. Participants with SAD were randomly assigned to receive either 12 weeks of MBSR or CBT group therapy or on a wait-list control condition. MBSR consists of a combination of meditation, body scanning, and yoga practices. The participants were measured pretreatment, post-treatment, and 3, 6, 9, and 12 months later for attentional control, decentering, reappraisal, sensory awareness, dispositional mindfulness, emotion regulation and positive emotions. The data were analyzed with a sophisticated multivariate path analysis.

 

The best fit path revealed by the analysis had excellent model fit. It revealed that both MBSR and CBT produced significant improvements in attentional control at the end of the 12-week treatment. These attentional improvements were significantly associated with increases in decentering 3 months later. Similarly, change in decentering was significantly associated with broadened sensory awareness at the 6-month follow-up measurement. In turn, the broadened sensory awareness was significantly associated with increases in reappraisal at the 9-month follow-up measurement. Finally, increases in reappraisal were significantly associated with increases in positive emotions at the 12-month follow-up measurement. In comparing Mindfulness-Based Stress Reduction (MBSR) with Cognitive Behavioral Therapy (CBT) in this model, it was found that MBSR produced significantly greater decentering and broadened sensory awareness. So, both MBSR and CBT would appear effective for social anxiety disorder (SAD) but MBSR would appear to be the superior treatment.

 

These are interesting and important findings suggest the mechanism by which mindfulness training improves emotion regulation in patients with social anxiety disorder (SAD). They suggest that mindfulness training sets off a chain of events consisting of improved attention followed by increased decentering followed by broadened sensory awareness, followed by increased reappraisal, followed by increased emotion regulation and reduced social anxiety disorder (SAD). It remains for future research to determine if this sequence events accounts for any other of the mental or physical health benefits of mindfulness training.

 

So, improve the regulation of emotions in social anxiety disorder with mindfulness.

 

“Through your mindful acceptance, you can embrace or hold the feeling in your awareness– this alone can calm and soothe you. This is an act of self-compassion and responsiveness to your own distress, and it is so much more effective than punishing yourself for having this feeling.” – Melli O’Brien

 

CMCS – Center for Mindfulness and Contemplative Studies

 

This and other Contemplative Studies posts are also available on Google+ https://plus.google.com/106784388191201299496/posts and on Twitter @MindfulResearch

 

Study Summary

 

Garland, E. L., Hanley, A. W., Goldin, P. R., & Gross, J. J. (2017). Testing the mindfulness-to-meaning theory: Evidence for mindful positive emotion regulation from a reanalysis of longitudinal data. PLoS ONE, 12(12), e0187727. http://doi.org/10.1371/journal.pone.0187727

 

Abstract

Background and objective

The Mindfulness to Meaning Theory (MMT) provides a detailed process model of mindful positive emotion regulation.

Design

We conducted a post-hoc reanalysis of longitudinal data (N = 107) derived from a RCT of mindfulness-based stress reduction (MBSR) versus cognitive-behavioral therapy (CBT) for social anxiety disorder to model the core constructs of the MMT (attentional control, decentering, broadened awareness, reappraisal, and positive affect) in a multivariate path analysis.

Results

Findings indicated that increases in attentional control from baseline to post-training predicted increases in decentering by 3 months post-treatment (p<.01) that in turn predicted increases in broadened awareness of interoceptive and exteroceptive data by 6 months post-treatment (p<.001). In turn, broadened awareness predicted increases in the use of reappraisal by 9 months post-treatment (p<.01), which culminated in greater positive affect at 12 months post-treatment (p<.001). MBSR led to significantly greater increases in decentering (p<.05) and broadened awareness than CBT (p<.05). Significant indirect effects indicated that increases in decentering mediated the effect of mindfulness training on broadening awareness, which in turn mediated enhanced reappraisal efficacy.

Conclusion

Results suggest that the mechanisms of change identified by the MMT form an iterative chain that promotes long-term increases in positive affectivity. Though these mechanisms may reflect common therapeutic factors that cut across mindfulness-based and cognitive-behavioral interventions, MBSR specifically boosts the MMT cycle by producing significantly greater increases in decentering and broadened awareness than CBT, providing support for the foundational assumption in the MMT that mindfulness training may be a key means of stimulating downstream positive psychological processes.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5718463/

Be Better at Resisting Food with Mindfulness

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Be Better at Resisting Food with Mindfulness

 

By John M. de Castro, Ph.D.

 

“Mindfulness is paying attention to your surroundings, being in the present moment. Mindful eating is eating with purpose, eating on purpose, eating with awareness, eating without distraction, when eating only eating, not watching television or playing computer games or having any other distractions, not eating at our desks.” –  Carolyn Dunn

 

Eating is produced by two categories of signals. Homeostatic signals emerge from the body’s need for nutrients and usually work to balance intake with expenditure. Hedonic eating, on the other hand, is not tied to nutrient needs but rather to the pleasurable and rewarding qualities of food, also known as food cues. These cues can be powerful signals to eat even when there is no physical need for food.

 

Mindful eating involves paying attention to eating while it is occurring, including attention to the sight, smell, flavors, and textures of food, to the process of chewing and may help reduce intake. Indeed, high levels of mindfulness are associated with lower levels of obesity and mindfulness training has been shown to reduce binge eating, emotional eating, and external eating. It is suspected that mindful eating counters hedonic eating.

 

Mindfulness has two main components the first is present moment awareness while the second is decentering. This is a less well appreciated component of mindfulness. Decentering changes the nature of experience by having the individual step outside of experiences and observe them from a distanced perspective and be aware of their impermanent nature. The individual learns to observe thoughts and feelings as impermanent objective events in the mind rather than personally identifying with the thoughts or feelings. In other words, they’re not personal but simply things arising and falling away. This way of viewing the world should make the individual less responsive to outside stimuli.

 

In today’s Research News article “Mindfulness Reduces Reactivity to Food Cues: Underlying Mechanisms and Applications in Daily Life.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5435775/ ), Keesman and colleagues review the published research literature on present moment awareness and decentering and reactivity to the stimuli from foods. They examine the ability of present moment awareness and decentering to decrease the individual’s resistance to food cues.

 

They found that the literature reported that when participants were induced to produce a decentering perspective rather than a present moment perspective, there was a large drop in their attraction to food and cravings for foods, and an increase in healthy food choices. Indeed, participants with a decentering perspective produced less saliva when confronted with an energy dense attractive food. There was even a reduction in chocolate consumption over a week when adopting a decentering perspective. Finally, it was reported that meditators who were high in decentering had much fewer food cravings.

 

Hence, decentering reduces reactivity to food cues while simple present moment awareness does not. It is likely that seeing these cues and one’s response to them as impermanent may well make the individual more resistant to them. It is also possible that seeing one’s response to foods cues as mere thoughts that come and go, makes it easier to resist them. Regardless, it is clear that mindfulness, particularly decentering reduces the ability of food cues to affect the individual’s behavior.

 

So, be better at resisting food with mindfulness.

 

“mindfulness can disrupt that automatic reaction by reducing the appeal of unhealthy foods. . . the trick is to think of your food craving, when it pops up, as nothing more than a mere thought. “It’s really like a soap bubble. As soon as you touch it, it’s going to disperse.” – Esther Papies

 

CMCS – Center for Mindfulness and Contemplative Studies

 

This and other Contemplative Studies posts are also available on Google+ https://plus.google.com/106784388191201299496/posts and on Twitter @MindfulResearch

 

Study Summary

 

Keesman, M., Aarts, H., Häfner, M., & Papies, E. K. (2017). Mindfulness Reduces Reactivity to Food Cues: Underlying Mechanisms and Applications in Daily Life. Current Addiction Reports, 4(2), 151–157. http://doi.org/10.1007/s40429-017-0134-2

 

Abstract

Purpose of Review

Mindfulness-based interventions are becoming increasingly popular as a means to facilitate healthy eating. We suggest that the decentering component of mindfulness, which is the metacognitive insight that all experiences are impermanent, plays an especially important role in such interventions. To facilitate the application of decentering, we address its psychological mechanism to reduce reactivity to food cues, proposing that it makes thoughts and simulations in response to food cues less compelling. We discuss supporting evidence, applications, and challenges for future research.

Recent Findings

Experimental and correlational studies consistently find that the adoption of a decentering perspective reduces subjective cravings, physiological reactivity such as salivation, and unhealthy eating.

Summary

We suggest that the decentering perspective can be adopted in any situation to reduce reactivity to food cues. Considering people’s high exposure to food temptations in daily life, this makes it a powerful tool to empower people to eat healthily.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5435775/