Mindfulness

Mindfulness Training Moves Participants toward Self-Transcendence

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Mindfulness Training Moves Participants toward Self-Transcendence

 

By John M. de Castro, Ph.D.

 

“The sense of time changes, the sense of space around one changes, and the sense of self changes. I think we can learn a lot about the presence of these aspects of consciousness by studying instances in which they’re altered or absent, like during experiences of self-transcendence.” – David Yaden

 

The common, central feature of transcendent experiences is a sense of oneness, that all things are contained in a single thing, a sense of union with the universe and/or God and everything in existence. This includes a loss of the personal self. What they used to refer to as the self is experienced as just a part of an integrated whole. People who have had these experiences report feeling interconnected with everything else in a sense of oneness with all things. Although transcendent experiences can vary widely, they all contain this experience of oneness. Contemplative practices are thought to lead to mindfulness and to eventual self-transcendent experiences. Unfortunately, there is very little systematic research on self-transcendence and its relationship to mindfulness.

 

In today’s Research News article “Effects of Mindfulness Meditation on Self-Transcendent States: Perceived Body Boundaries and Spatial Frames of Reference.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7968136/ )  Handley and colleagues recruited adults from a large American University who were meditation naïve and randomly assigned them to receive 5 sessions of either mindfulness or active listening training. They were measured before and after each training session for perceived body boundaries, where participants assess how strong is the boundary between themselves and the world, and spatial frame of reference, where participants assess how far their field of awareness extends beyond their body.

 

They found that after each mindfulness training session but not active listening there was a significant decrease in perceived body boundaries and significant increases in spatial frame of reference. Further they found that the greater the decrease in perceived body boundaries the greater the increase in spatial frames of reference. They also found that the increase in spatial frames of reference produced by mindfulness training were mediated by decreases in perceived body boundaries.

 

These results suggest that mindfulness training relaxes the boundaries between self and the world and extends the size of the field of awareness beyond the body. This suggests that the experience of self is highly malleable and expanded by mindfulness training. Since, transcendent experiences involve a dissolution of the boundaries between of the self, producing the experience of everything as one, mindfulness training appears to lead in that direction. Hence, the results suggest that mindfulness training can lead in the direction of self-transcendence.

 

So, mindfulness training moves participants toward self-transcendence.

 

“mindfulness training can cultivate self-transcendent experiences through the process of decentering from internal phenomena.” – Adam Handley

 

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

 

Hanley, A. W., Dambrun, M., & Garland, E. L. (2020). Effects of Mindfulness Meditation on Self-Transcendent States: Perceived Body Boundaries and Spatial Frames of Reference. Mindfulness, 11(5), 1194–1203. https://doi.org/10.1007/s12671-020-01330-9

 

Abstract

Objectives:

Mindfulness training is believed to encourage self-transcendent states, but little research has examined this hypothesis. This study examined the effects of mindfulness training on two phenomenological features of self-transcendence: 1) perceived body boundary dissolution, and 2) more allocentric spatial frames of reference.

Methods:

A sample of healthy, young adults (n=45) were randomized to five sessions of mindfulness training or an active listening control condition.

Results:

Results indicated mindfulness training decreased perceived body boundaries (F4,172=6.010, p<.001, η2=.12) and encouraged more allocentric frames of reference (F4,168=2.586, p=.039, η2=.06). The expected inverse relationship was observed between perceived body boundaries and allocentric frames of reference ((β=−.58, p=.001)), and path analysis revealed the effect of mindfulness training on allocentric frames of reference was mediated by decreased perceived body boundaries (β=.24, se=.17, CI: 0.11 to 0.78).

Conclusions:

Taken together, study results suggest that mindfulness training alters practitioners’ experience of self, relaxing the boundaries of the self and extending the spatial frame of reference further beyond the physical body. Future studies are needed to explore the psychophysiological changes that co-occur with phenomenological reports of self-transcendence and the behavioral consequences following self-transcendent experiences.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7968136/

 

Reduce Stress and Anxiety about Covid-19 with Mindfulness

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Reduce Stress and Anxiety about Covid-19 with Mindfulness

 

By John M. de Castro, Ph.D.

 

“Even as states move forward with re-opening, the psychological consequences of coronavirus will be long-lasting. Mindfulness can be cultivated by anyone as one way to improve mental health amidst the uncertainty.” – Julie Dunn

 

Mindfulness training has been shown to improve health and well-being in healthy individuals. It has also been found to be effective for a large array of medical and psychiatric conditions, either stand-alone or in combination with more traditional therapies. The COVID-19 pandemic has challenged the mental and physical health of the population. It has created intense stress both for frontline workers but also for people simply isolating at home. Mindfulness is known to decrease the psychological and physical responses to stress. So, mindfulness training may be helpful in coping with the mental and physical challenges resulting from the stress produced by the COVID-19 pandemic.

 

In today’s Research News article “Trait mindfulness is negatively associated with distress related to COVID-19.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8062409/ ) Dillard and colleagues in their first study conducted during the Covid-19 pandemic, recruited healthy college students who had never been diagnosed with Covid-19 and had them complete measures of mindfulness, perceived stress, anxiety, worry about coronavirus, and their anticipated negative reactions to Covid-19 infection.

 

They found that the higher the levels of students’ mindfulness the lower the levels of perceived stress, anxiety, worry about coronavirus, and anticipated negative reactions to Covid-19 infection. These relationships were still significant even after accounting for the general health of the students.

 

In their second study conducted during the Covid-19 pandemic, they recruited healthy community adults aged between 25 and 73 years. They had them complete the same measures as in study 1, along with additional measures of depression and coping strategies. Similar to study 1, they found that the higher the levels of mindfulness the lower the levels of perceived stress, anxiety, worry about coronavirus, and anticipated negative reactions to Covid-19 infection and additionally, depression levels. These relationships were still significant even after accounting for the general health of the adults. They also found that the higher the levels of mindfulness the greater the use of positive coping strategies and the lower the use of negative coping strategies. Such as substance abuse and denial.

 

In many ways the present results replicate previous findings that mindfulness is associated with lower the levels of perceived stress, anxiety, depression, and worry and greater use of positive coping strategies, and better mental health during Covid-19. The present study finds these relationships between mindfulness and mental health specifically linked to Covid-19. They also suggest that mindfulness may produce better coping and this may be responsible for the better mental health.

 

The studies, however, were correlational and as such causation cannot be determined. Nevertheless, these findings suggest that mindfulness training may be helpful in producing better coping mechanisms to the stress of the pandemic, reducing the resultant mental health problems of both college students and older adults.

 

So, reduce stress and anxiety about Covid-19 with mindfulness.

 

“With COVID-19 front and center of nearly every aspect of life . . . under the surface, many people are grieving the loss of their former lives. “It’s not just the kind of grief you feel when a loved one dies—it’s grief created by so much uncertainty. We liked the way things were.” – Yale Medicine

 

CMCS – Center for Mindfulness and Contemplative Studies

 

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

 

Study Summary

 

Dillard, A. J., & Meier, B. P. (2021). Trait mindfulness is negatively associated with distress related to COVID-19. Personality and individual differences, 179, 110955. https://doi.org/10.1016/j.paid.2021.110955

 

Abstract

Research suggests that mindfulness is associated with psychological health including a healthier response to stressors.

Objective

This research tested associations between trait mindfulness and mental health factors related to the novel coronavirus (COVID-19).

Methods

Two studies (Study 1 N = 248 college students; Study 2 N = 300 U.S adults) assessed trait mindfulness, perceived stress and anxiety, worry about the coronavirus, and anticipated negative affect of a coronavirus diagnosis. Additionally, Study 2 assessed depressive symptoms and coping with the coronavirus.

Results

In both studies, findings indicated that individuals higher in trait mindfulness reported less stress and anxiety. Higher mindfulness in both studies was also associated with less worry about the virus and anticipating less negative affect if one gets the virus. In Study 2, trait mindfulness was negatively related to depression, and numerous associations between mindfulness and coping emerged, showing higher trait mindfulness was associated with healthier strategies in coping with coronavirus.

Conclusions

These data are consistent with research that has revealed that those who think and act more mindfully are less stressed and anxious. By revealing these associations with mindfulness in the context of a real-world, novel stressor, this research makes an important contribution to the literature.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8062409/

 

Improve Women’s Perception of Childbirth with Mindfulness

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Improve Women’s Perception of Childbirth with Mindfulness

 

By John M. de Castro, Ph.D.

 

“It is inspiring to witness a mother with extreme fear of childbirth cancel an elective caesarian because she now feels confident enough in her own strength to go through the birthing process,” – Kira Newman

 

The period of pregnancy is a time of intense physiological and psychological change. Anxiety, depression, and fear are quite common during pregnancy. More than 20 percent of pregnant women have an anxiety disorder, depressive symptoms, or both during pregnancy. A debilitating childbirth fear has been estimated to affect about 6% or pregnant women and 13% are sufficiently afraid to postpone pregnancy. It is difficult to deal with these emotions under the best of conditions but in combinations with the stresses of pregnancy can turn what could be a joyous experience of creating a human life into a horrible worrisome, torment.

 

The psychological health of pregnant women has consequences for fetal development, birthing, and consequently, child outcomes. Women’s perception of the childbirth experience can influence their later psychological health. Mindfulness training has been shown to improve anxiety and depression normally and to relieve maternal anxiety and depression during pregnancy. It is reasonable, then, to hypothesize that women’s mindfulness will be related to their perception of the childbirth experience.

 

In today’s Research News article “Trait mindfulness during pregnancy and perception of childbirth.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7979659/ ) Hulsbosch and colleagues recruited pregnant women. In their 22nd week of pregnancy and measured them for mindfulness. At 7 to 21 days postpartum they completed measures of their perception of the childbirth experience and depression.

 

They found that the higher the levels of the mindfulness facets of acting with awareness and non-reactivity during pregnancy the greater the perception of childbirth experience after delivery. This remained the case even after accounting for demographic variables, depression, and physical events during delivery. Non-spontaneous delivery, includes induced labor, instrumental vaginal delivery, and unplanned Caesarean section and reflects a negative childbirth experience. Non-spontaneous delivery was associated with negative perceptions of the childbirth experience except for mothers who were high in the mindfulness facets of acting with awareness and non-judging during pregnancy.

 

These results are correlational and as such causation cannot be determined. But they suggest that mindfulness enhances the perception of the childbirth experience for the mothers. This is true even in the case where the birth was not a natural spontaneous event. Since negative perceptions of childbirth are associate with later depression and post-traumatic stress disorder symptoms, being mindful during pregnancy is important for the psychological health of the mother. This suggests that mindfulness training during pregnancy my help to improve the mother’s perception of childbirth and improve subsequent psychological health.

 

So, improve women’s perception of childbirth with mindfulness

 

“Taking part in a mindfulness course during pregnancy has been shown in a recent study to reduce the fear of labour, decrease the use of pain relief and lower the risk of postnatal depression.” – Tommy’s

 

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

 

Hulsbosch, L. P., Boekhorst, M., Potharst, E. S., Pop, V., & Nyklíček, I. (2021). Trait mindfulness during pregnancy and perception of childbirth. Archives of women’s mental health, 24(2), 281–292. https://doi.org/10.1007/s00737-020-01062-8

 

Abstract

Women’s subjective childbirth experience is a risk factor for postpartum depression and childbirth-related posttraumatic stress symptoms. Subjective childbirth experience is influenced not only by characteristics of the childbirth itself but also by maternal characteristics. A maternal characteristic that may be associated with a more positive childbirth experience is trait mindfulness. The current study aimed to assess this association and to assess whether trait mindfulness during pregnancy had a moderating role in the possible association between non-spontaneous delivery and perception of childbirth. A subsample of 486 women, participating in a longitudinal prospective cohort study (Holistic Approach to Pregnancy and the first Postpartum Year study), completed the Three Facet Mindfulness Questionnaire-Short Form at 22 weeks of pregnancy. Women completed the Childbirth Perception Scale and the Edinburgh Postnatal Depression Scale between 7 and 21 days postpartum. The mindfulness facets acting with awareness and non-reacting were significantly associated with a more positive perception of childbirth, after adjusting for covariates. Moderation analyses showed a significant interaction between acting with awareness and non-spontaneous delivery and non-judging and non-spontaneous delivery. Non-spontaneous delivery was associated with a more negative perception of childbirth for low/medium scores of acting with awareness and non-judging, but not for high scores on these mindfulness facets. Trait mindfulness during pregnancy may enhance a positive perception of childbirth. Because this is among the first studies examining the association between maternal dispositional mindfulness and perception of childbirth, future research is needed to confirm the results of the current study.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7979659/

 

Reduce Insomnia and Rumination in Pregnant Women with Mindfulness

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Reduce Insomnia and Rumination in Pregnant Women with Mindfulness

 

By John M. de Castro, Ph.D.

 

“practicing mindfulness during the day, ideally for 20 minutes, . . The idea is to create a reflex to more easily bring forth a sense of relaxation. That way, it’s easier to evoke the relaxation response at night when you can’t sleep.” – Herbert Benson

 

Pregnancy is a time of intense physiological and psychological change. Anxiety, depression, and insomnia are quite common during pregnancy. More than 20 percent of pregnant women have an anxiety disorder, depressive symptoms, or both during pregnancy. Sleep disturbance including insomnia is also common affecting around 75% of pregnant women. The psychological health of pregnant women has consequences for fetal development, birthing, and consequently, child outcomes. Depression during pregnancy is associated with premature delivery and low birth weight. Insomnia has been linked to an increased risk of giving birth to a baby that’s too large or too small for its age, longer labor, and higher likelihood of a cesarean section.

 

Hence, it is clear that there is a need for methods to treat depression, anxiety, and insomnia during pregnancy. Since the fetus can be negatively impacted by drugs, it would be preferable to find a treatment that did not require drugs. Mindfulness training has been shown to improve anxiety, depression, and sleep normally and to relieve maternal anxiety and depression during pregnancy. In addition, mindfulness is known to reduce worry and rumination which can also lead to restlessness and sleep disturbance. So, it would make sense to study the relationship of mindfulness during the pregnancy to depression, rumination, and insomnia.

 

In today’s Research News article “Mindfulness and nocturnal rumination are independently associated with symptoms of insomnia and depression during pregnancy.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7190270/ )  Kalmbach and colleagues recruited pregnant women in their third trimester and had them complete measures of mindfulness, rumination, insomnia, and depression. These data were subjected to multivariate linear regression analysis.

 

They found that women who were high in mindfulness had significantly lower levels of rumination, insomnia, and depression. Women who were high in rumination had significantly lower levels of mindfulness and higher levels of insomnia, and depression. Employing multivariate modelling they found that mindfulness and rumination separately and independently were related to insomnia and that mindfulness and rumination separately and independently were related to depression.

 

These results were correlational and as such causation cannot be determined. But previous research has demonstrated that mindfulness training reduces rumination, insomnia, and depression. So, the relationships observed here are likely due to causal relationships among the variables. It appears that mindfulness and rumination work in opposite directions. Mindfulness helps pregnant women sleep better and helps relieve depression while rumination does the opposite of interfering with sleep and increasing depression.

 

Interestingly, mindfulness and rumination affect sleep and depression independently but are negatively related such that mindfulness decreases rumination while rumination lowers mindfulness. Mindfulness is an asset to pregnant women while worry produces problems. This suggests that pregnant women should be trained in mindfulness and also trained to reduce worry. Both of these goals can be accomplished with Mindfulness-Based Cognitive Therapy (MBCT). Future research should investigate this possibility.

 

So, reduce insomnia and rumination in pregnant women with mindfulness.

 

“It seems important to develop mindfulness to improve sleep in pregnancy or reduce the impact of insomnia symptoms (common at pregnancy).” – M. Marques

 

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

 

Kalmbach, D. A., Roth, T., Cheng, P., Ong, J. C., Rosenbaum, E., & Drake, C. L. (2020). Mindfulness and nocturnal rumination are independently associated with symptoms of insomnia and depression during pregnancy. Sleep health, 6(2), 185–191. https://doi.org/10.1016/j.sleh.2019.11.011

 

Abstract

Background:

Insomnia and depression are highly prevalent perinatal complications. Ruminating on stress is etiologically implicated in both disorders, and ruminating while trying to fall asleep has been linked to insomnia and depression during pregnancy. Incompatible with rumination is everyday mindfulness, i.e., living with intentional and nonjudgmental awareness of internal and external experiences in the present moment. Responding to stress mindfully may protect against stress-related perinatal complications such as insomnia and depression. The present study described the association between everyday mindfulness and nocturnal rumination, and examined whether these trait characteristics were independently related to perinatal insomnia and depression.

Methods:

Cross-sectional and secondary analysis of existing data from 65 pregnant women recruited from a multisite hospital in Metro Detroit, MI, USA. Subjects completed online surveys including the Insomnia Severity Index, Edinburgh Postnatal Depression Scale, Presleep Arousal Scale, and the revised Cognitive and Affective Mindfulness Scale.

Results:

Over half (53.8%) of women screened positive for clinical insomnia and 12.3% screened positive for major depression. Women high in mindfulness, relative to those low in mindfulness, reported less nocturnal rumination (Cohen’s d=1.16), insomnia symptoms (Cohen’s d=1.24), and depressive symptoms (Cohen’s d=1.35). Multivariate linear regression revealed that both mindfulness (β=−.24, p=.03) and rumination (β=.38, p<.01) were independently associated with insomnia. Similarly, a multivariate model showed that mindfulness (β=−.41, p<.001) and rumination (β=.35, p<.01) were independently associated with depression.

Conclusions:

Ruminating in bed at night is strongly associated with insomnia and depression during pregnancy, whereas mindfulness may potentially protect against these stress-related perinatal complications.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7190270/

 

Improve Elementary School Children Behavior with Mindfulness

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Improve Elementary School Children Behavior with Mindfulness

 

By John M. de Castro, Ph.D.

 

“Research shows that mindfulness skills improve memory, organizational skills, reading and math scores, all while giving kids the tools they need to handle toxic stress.” – Michelle Kinder

 

Elementary school environments have a huge effect on development. They are also excellent times to teach children the skills to adaptively negotiate its environment. Mindfulness training in school, at all levels has been shown to have very positive effects. These include academic, cognitive, psychological, and social domains. Importantly, mindfulness training in school appears to improve the student’s self-concept. It also improves attentional ability and reduces stress, which are keys to successful learning in school. Since, what occurs in the early years of school can have such a profound, long-term effect on the child it is important to further study the impact of mindfulness training on elementary school children.

 

In today’s Research News article “Effects of a School-Based Mindfulness Program for Young Children.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8046640/ )  Sciutto and colleagues recruited kindergarten through 3rd grade children aged 5 to 9 years. They were assigned to either receive an 8-week 16 session mindfulness program or to a 4-week delay before the mindfulness program. The teachers rated the children’s behavior for emotional symptoms, conduct problems, hyperactivity, peer problems, prosocial behavior, and student engagement. Teacher engagement was also measured.

 

During the 4-week delay period there were no significant changes in the children’s behavior. But over the 8-week mindfulness training period there was a significant increase in prosocial behaviors and decrease in externalizing behaviors. This was true for all classes except kindergarten. They also found that the higher the levels of teacher engagement and student engagement, the higher the levels of prosocial behaviors and the lower the levels of externalizing behaviors.

 

These are interesting results that suggest that mindfulness training in elementary school children improves their behaviors. Prosocial behaviors including sharing, helping, and cooperating were improved. In fact, the mindfulness program specifically included training in mindful prosocial behavior. So, it was not surprising that these behaviors were improved. Externalizing behaviors including hyperactivity and conduct problems were also improved. Since, these behaviors interfere with instruction and student learning, it would be expected that their reduction would contribute to overall learning, although this was not measured.

 

In addition, the engagement in the program of teachers and students appears to be very important for the benefits to accrue. Hence, strides should be taken to insure engagement. Overall, the results indicate that the mindfulness program is beneficial for the children and the learning environment. It would be interesting to explore whether these effects are transitory or improve student behavior as they progress through the years.

 

So, improve elementary school children behavior with mindfulness.

 

“For children, mindfulness can offer relief from whatever difficulties they might be encountering in life. It also gives them the beauty of being in the present moment.” – Annika Harris

 

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

 

Sciutto, M. J., Veres, D. A., Marinstein, T. L., Bailey, B. F., & Cehelyk, S. K. (2021). Effects of a School-Based Mindfulness Program for Young Children. Journal of Child and Family Studies, 1–12. Advance online publication. https://doi.org/10.1007/s10826-021-01955-x

 

Abstract

Schools are an attractive setting for implementation of mindfulness-based programs because mindfulness practices, by their very nature, align with a wide range of core educational goals. The present study investigated the effects of an 8-week (16 session) school-based mindfulness program for young children across 8 classrooms (K through 2) using a quasi-experimental delayed-intervention control group design. Results indicated that the mindfulness program was associated with significant improvements in teacher ratings of externalizing and prosocial behaviors. Program outcomes were not associated with child sex or race/ethnicity, but did vary by grade. Descriptive analyses suggest that outcomes tended to be more positive in classrooms with higher levels of teacher and student engagement. Results of the present study add to the growing knowledge base on the positive effects of school-based mindfulness programs and point to a need for more rigorous inquiry into the extent to which students and teachers are engaged with mindfulness programs both during the program itself and in their day to day functioning.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8046640/

 

Improve Prisoner’s Physical and Psychological Well-Being with Mindfulness

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Improve Prisoner’s Physical and Psychological Well-Being with Mindfulness

 

By John M. de Castro, Ph.D.

 

“inmates participating in a 20-24 week meditation program showed a reduction in trouble sleeping, improved anger management capabilities, and lower levels of stress and anxiety.” – Mindfulness Strategies

 

Around 2 ¼ million people are incarcerated in the United States. Even though prisons are euphemistically labelled correctional facilities very little correction actually occurs. This is supported by the rates of recidivism. About three quarters of prisoners who are released commit crimes and are sent back to prison within 5-years. The lack of actual treatment for the prisoners leaves them ill equipped to engage positively in society either inside or outside of prison. Hence, there is a need for effective treatment programs that help the prisoners while in prison and prepares them for life outside the prison.

 

Contemplative practices are well suited to the prison environment. Mindfulness training teaches skills that may be very important for prisoners. In particular, it puts the practitioner in touch with their own bodies and feelings. It improves present moment awareness and helps to overcome rumination about the past and negative thinking about the future. It also relieves stress and improves overall health and well-being. Finally, mindfulness training has been shown to be effective in treating depression, anxiety, and anger and to help overcome trauma in male prisoners.

 

In today’s Research News article “A Pragmatic Study of the Impact of a Brief Mindfulness Intervention on Prisoners and Staff in a Category B Prison and Men Subject to Community-Based Probation Supervision.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7780272/ )  Davies and colleagues in the first of 2 studies recruited prisoners and staff and provided them with 8 2-hours sessions of mindfulness training. They were measured before and after training for mindfulness, perceived stress, provocation of anger, burnout, anxiety, depression, impulse control, and heart rate variability. They also measured prisoners and staff who refused participation in the mindfulness training.

 

They found that staff had significantly lower stress levels and heart rate variability than prisoners. In comparison to baseline both the prisoners and the staff had significant increases in mindfulness and heart rate variability and decreases in perceived stress. In the second study they recruited individuals on probation and allocated them to receive either mindfulness training or no intervention. They were measured before and after training for mindfulness. They did not find any significant changes in mindfulness after the intervention.

 

The studies were designed based upon pragmatic conditions in the prison and with probation and as a result were not randomized. In addition, there were high attrition rates; 48% of the prison participants and 57% of the community participants did not complete the study. This raises the possibility that the observed effects of mindfulness training were due to the experimental contaminant of experimental mortality, where participants who did not respond to the treatment dropped out leaving only those who thought they were improving in the study.

 

But prior better controlled research has demonstrated that mindfulness training improves the well-being of prisoners. So, the improvements in mindfulness and stress levels observed in the present study were probably due to the training. The increase in heart rate variability observed after training is an indicator of physiological relaxation. So, the mindfulness training in the prison reduced subjective stress and a physiological indicator of stress.

 

So, improve prisoner’s physical and psychological well-being with mindfulness.

 

“I’ve known inmates who have, as a result of their meditation practice, move from being violent streetfighters to gentle protectors of weaker prisoners. I’ve seen inmates develop an extraordinary amount of patience with exceedingly trying circumstances. I’ve seen seemingly macho men show a tender concern for others. In short, I’ve seen people who have committed some of the most serious crimes possible — people that some might describe as “animals” or “beyond hope” — becoming better people.” – Bodhipaksa

 

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

 

Davies, J., Ugwudike, P., Young, H., Hurrell, C., & Raynor, P. (2021). A Pragmatic Study of the Impact of a Brief Mindfulness Intervention on Prisoners and Staff in a Category B Prison and Men Subject to Community-Based Probation Supervision. International journal of offender therapy and comparative criminology, 65(1), 136–156. https://doi.org/10.1177/0306624X20944664

 

Abstract

Objectives:

This article presents two studies assessing the impact of mindfulness in prison (prisoners and staff) and non-custodial settings.

Method:

Study 1—prisoners (n = 17) and staff (n = 15) in a UK prison completed a mindfulness program; 16 individuals acted as a single time point comparison. Data were collected using self-report, computer based and physiological measurement. Study 2—men under community probation supervision were allocated to mindfulness (completed, n = 28) or TAU (n = 27). Data were collected using self-report mindfulness measures.

Results:

Study 1—statistically significant (increases in mindfulness skills (η2p = .234 to η2p = .388), cognitive control (η2p = .28), and heart rate variability (SDNN; η2p = .41) along with significant decreases in stress (η2p = .398) were found. In study 2, the mindfulness group showed non-significant improvements in mindfulness skills.

Conclusion:

The findings suggest brief mindfulness interventions could make an important contribution to offender rehabilitation and custodial staff wellbeing.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7780272/

 

Mindfulness Promotes Life Satisfaction by Increasing Gratitude and Savoring of Positive Experiences

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Mindfulness Promotes Life Satisfaction by Increasing Gratitude and Savoring of Positive Experiences

 

By John M. de Castro, Ph.D.

 

“savoring . . . is pretty powerful: it can lead to better mental health and relationships, among many other benefits.” – Magdalena Puniewska

 

Mindfulness training has been shown to be effective in improving physical and psychological health. This has led to an increasing adoption of mindfulness techniques for the health and well-being of both healthy and ill individuals. Mindfulness, however, is a complex concept that contains attentional processes, non-judgmental awareness, non-reactivity to the environment, gratitude, and a savoring of the present moment. It is not known if mindfulness’ promotion of savoring and gratitude may be responsible for some of its beneficial effects.

 

In today’s Research News article “Is Mindfulness Linked to Life Satisfaction? Testing Savoring Positive Experiences and Gratitude as Mediators.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7965977/ )  Cheung and Lau recruited adult Chinese mindfulness practitioners and had them complete measures of mindfulness, savoring positive experiences, gratitude, and life satisfaction. Their responses were subjected to regression analysis and linear structural modelling.

 

The regression analysis revealed that the higher the levels of mindfulness the higher the levels of gratitude, and life satisfaction, and savoring, including savoring anticipation, savoring the moment, savoring reminiscing, and the higher the levels of savoring the higher the levels of gratitude, and life satisfaction. Modelling revealed that mindfulness was only indirectly related to life satisfaction as a result of its associations with savoring of positive experiences and gratitude which in turn were associated with increases in life satisfaction.

 

These results are correlational and as such causation cannot be determined. But mindfulness training has been shown in prior research to increase savoring, gratitude, and life satisfaction. So, the relationships observed in the present study likely result from causal relationships. The present study contributes to knowledge by finding that mindfulness improves savoring and gratitude and these in turn increase satisfaction with life.

 

In other words, mindfulness increases the savoring of positive experiences and this leads to more positive feelings about life. Mindfulness also increases being thankful for what one has and this too leads to greater positive feelings about life. These increases in savoring and gratitude may be how mindfulness produces many of its benefits for the psychological well-being of the individual.

 

So, mindfulness promotes life satisfaction by increasing gratitude and savoring of positive experiences.

 

“Like mindfulness, savoring is another way to exercise being present, but it takes things a step further. Mindfulness asks you to observe the present moment without judging it and then let go of it. Whereas with savoring, you observe a specific type of moment, a positive one, and then you try to cling onto it and not let it go.” – Fred Bryant

 

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

 

Cheung, R., & Lau, E. N. (2021). Is Mindfulness Linked to Life Satisfaction? Testing Savoring Positive Experiences and Gratitude as Mediators. Frontiers in psychology, 12, 591103. https://doi.org/10.3389/fpsyg.2021.591103

 

Abstract

Grounded in Mindfulness-to-Meaning Theory, this study examined the relation between dispositional mindfulness and life satisfaction through mediating mechanisms including savoring positive experiences and gratitude. A total of 133 Chinese mindfulness practitioners at 20–72 years old were recruited from a 3-day transnational meditation event in Hong Kong. Findings based on structural equation modeling indicated that controlling for sex, age, education, family income, number of hours of mindfulness practice per week, and type of administration, dispositional mindfulness was associated with satisfaction with life through savoring positive experiences and gratitude as mediators. The findings provided initial evidence for these processes between mindfulness and life satisfaction in the Chinese context. To promote life satisfaction, researchers and mental health practitioners should recognize the chain of mechanisms related to mindfulness.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7965977/

 

Mindfulness Improves the Attention. Memory, and Stress Resistance of Junior High School Students.

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Mindfulness Improves the Attention. Memory, and Stress Resistance of Junior High School Students.

 

By John M. de Castro, Ph.D.

 

“youth benefit from learning mindfulness in terms of improved cognitive outcomes, social-emotional skills, and well being. In turn, such benefits may lead to long-term improvements in life.’ – Mindful Schools

 

Childhood and adolescence are miraculous periods during which the youth is dynamically learning and absorbing information from every aspect of its environment. Mindfulness training in school has been shown to have very positive effects. These include improvements in the academic, cognitive, psychological, and social domains. Importantly, mindfulness training in school appears to improve attentional ability which is fundamental to success in all aspects of academic performance. It is unclear the degree to which the students’ levels of mindfulness (trait mindfulness) without training are related to students’ attention, memory, and stress.

 

In today’s Research News article “The Relationship Among Trait Mindfulness, Attention, and Working Memory in Junior School Students Under Different Stressful Situations.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7960675/ ) Li and colleagues performed 2 studies. For both they recruited youths aged 8 to 15 years and measured them for mindfulness, attention and working memory.

 

In the first study they found that the higher the level of mindfulness the higher the levels of attention and working memory. A mediation analysis revealed that mindfulness was associated with working memory directly and also indirectly by being associated with higher levels of attention which in turn were associated with higher levels of working memory. So, the mindfulness association with better working memory was direct and indirect via attention.

 

In a second study they separated the students into a high mindfulness group (top 27%) and a low mindfulness group (bottom 27%). They then measured attention and working memory under 3 conditions; stress-free, single stress, and multiple stresses. The stress-free condition was like that used in study 1. In the single stress condition, a time constraint was placed on the performance of the attention and memory tests. In the multiple stress condition, the time constraint was maintained and additionally the students were informed that the results would be used to determine the top students for individual separate instruction in school.

 

They found that the high mindfulness group had higher attention and working memory scores than the low mindfulness group regardless of condition. They also found that for the high mindfulness group, stress improved both attention and memory scores relative to the stress-free condition with the single stress condition producing the greatest increase. On the other hand, the low mindfulness group had non-significant decreases in performance when stressed.

 

In the present studies the association between mindfulness and attention and working memory are correlational and as such causation cannot be determined. Previous research, however, has clearly demonstrated that mindfulness causes increases in attention and memory. So, the relationship seen here is likely due to a causal connection. The present study, though, demonstrates that the effects of mindfulness on memory are both direct and indirect via effects on attention.

 

The present study also shows that stress improves the performance of high but not low mindfulness students. Stress is known to interfere with attention and memory performance. But mindfulness has been shown to reduce the physiological and psychological responses to stress. So, it appears that mindfulness reduces the students’ responses to stress and thereby further improves their attention and memory.

 

So, mindfulness improves the attention. memory, and stress resistance of junior high school students.

 

“Students who did about an hour of “mindfulness training” for eight days subsequently did better on the GRE as well as tests of working memory and mind-wandering.” – James Hamblin

 

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

 

Li, Y., Yang, N., Zhang, Y., Xu, W., & Cai, L. (2021). The Relationship Among Trait Mindfulness, Attention, and Working Memory in Junior School Students Under Different Stressful Situations. Frontiers in psychology, 12, 558690. https://doi.org/10.3389/fpsyg.2021.558690

 

Abstract

Attention and working memory are important cognitive functions that affect junior school students’ learning ability and academic performance. This study aimed to explore the relationships among trait mindfulness, attention, and working memory and to explore differences in performance between a high trait mindfulness group and a low one in attention and working memory under different stressful situations. In study 1, 216 junior school students completed the Five Facet Mindfulness Questionnaire (FFMQ), and their attention and working memory were tested in a non-pressure situation. The results showed that attention had a partial mediating effect between mindfulness and working memory. In study 2, the high trait mindfulness group and the low one were tested for attention and working memory under situations with single and multiple pressures. One notable result was that the attention and working memory performances of the high mindfulness group were all significantly higher than those of the low mindfulness group in every stress situation (no stress, single stress, and multiple stresses). Other important results were that trait mindfulness moderates the relationship between stress and attention and between stress and working memory. These results suggest that trait mindfulness has a protective effect in the process by which various stresses affect attention and working memory. These findings indicate that trait mindfulness is an important psychological quality that affects the attention and working memory of junior school students, and it is also an important psychological resource for effectively coping with the impact of stress on attention and working memory. Therefore, it is possible that improving trait mindfulness may help to improve junior school students’ attention and working memory and enable them to cope better with stress, thereby helping to improve academic performance. This research is of great significance for understanding the association between key psychological qualities and cognitive functions in different stressful situations. These findings also provide insight for future studies in educational psychology.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7960675/

 

Improve Anxiety Disorders in Children and Adolescents with Mindfulness

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Improve Anxiety Disorders in Children and Adolescents with Mindfulness

 

By John M. de Castro, Ph.D.

 

“The more present you are in life, the more you realize you make better decisions, manage your emotions, and are fully engaged in life.” – Stephanie Gutzmer

 

A characterizing feature of anxiety disorders is recurring thoughts, such as impending disaster, that they may realize are unreasonable, but are unable to shake. Anxiety often co-occurs with depression or is a precursor to bipolar disorder. Anxiety disorders and depression have generally been treated with drugs. But there are considerable side effects and these drugs are often abused. In addition, drugs can be problematic for the developing brain. So, there is a need to develop alternative treatments particularly for children and adolescents. Mindfulness practices have been shown to be quite effective in relieving anxiety.

 

Mindfulness-Based Cognitive Therapy (MBCT) involves mindfulness training, containing sitting, walking and body scan meditations, and cognitive therapy That is designed to alter how the patient relates to the thought processes that often underlie and exacerbate psychological symptoms. MBCT has been shown to reduce anxiety. It has been proposed that intervening early may tend to mitigate or prevent future disorders So, it makes sense to examine the ability of MBCT to treat anxiety disorders in children and adolescents.

 

In today’s Research News article “Mindfulness-based cognitive therapy for children and adolescents with anxiety disorders at-risk for bipolar disorder: A psychoeducation waitlist controlled pilot trial.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7307795/ ) Cotton and colleagues recruited youths aged 9-18 years diagnosed with anxiety disorder and who had at least one parent diagnosed with bipolar disorder. They were assigned in an age balanced way to either a wait-list control condition or to receive 12 weekly, 75-minute Mindfulness-Based Cognitive Therapy for Children (MBCT-C) group sessions. They were measured before and after training and weekly for anxiety, clinician-rated anxiety and anxiety-related functional impairment, emotion regulation, mindfulness, and clinician-rated illness severity.

 

They found that in comparison to baseline and the wait-list control group after Mindfulness-Based Cognitive Therapy for Children (MBCT-C) there was a significant reduction in clinician-rated illness severity. They also found that during the 12 weeks of treatment, the MBCT-C group had significant reductions in anxiety. In addition, the greater the increase in mindfulness the greater the reduction in anxiety and the greater the increase in emotion regulation.

 

These are interesting results that suggest that Mindfulness-Based Cognitive Therapy (MBCT) may be effective in reducing anxiety and illness severity in children and adolescents with anxiety disorders at-risk for bipolar disorder. In some ways these results are not surprising in that MBCT has been shown to reduce anxiety in adults and mindfulness has been found to be associated with reduced anxiety and improved emotion regulation. But MBCT might be considered as too sophisticated for children and adolescents. So, it is significant that it can be successfully applied to children and adolescents. It can relieve their anxiety and decrease the intensity of their disorder.

 

So, improve anxiety disorders in children and adolescents with mindfulness.

 

“Being mindful means paying attention to the present moment, exactly as it is. It is really hard to be anxious if you are completely focused on the present moment – what you are sensing and doing RIGHT NOW … and NOW … and NOW.” – Anxiety Canada

 

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

 

Cotton, S., Kraemer, K. M., Sears, R. W., Strawn, J. R., Wasson, R. S., McCune, N., Welge, J., Blom, T. J., Durling, M., & Delbello, M. P. (2020). Mindfulness-based cognitive therapy for children and adolescents with anxiety disorders at-risk for bipolar disorder: A psychoeducation waitlist controlled pilot trial. Early intervention in psychiatry, 14(2), 211–219. https://doi.org/10.1111/eip.12848

 

Abstract

Aim.

Previous studies suggest that Mindfulness-Based Cognitive Therapy for Children (MBCT-C) is feasible and may improve anxiety and emotion regulation in youth with anxiety disorders at-risk for bipolar disorder. However, controlled studies are warranted to replicate and extend these findings.

Methods.

In the current study, 24 youth with anxiety disorders who have at least one parent with bipolar disorder participated in a MBCT-C treatment period (n = 24; Mage = 13.6, 75% girls, 79% White) with a subset also participating in a prior psychoeducation waitlist control period (n = 19 Mage = 13.8, 68% girls, 84% White). Participants in both the waitlist and MBCT-C periods completed independently-rated symptom scales at each time point. Participants in the waitlist period received educational materials 12 weeks prior to the beginning of MBCT-C.

Results.

There were significantly greater improvements in overall clinical severity in the MBCT-C period compared to the waitlist period, but not in clinician- and child-rated anxiety, emotion regulation or mindfulness. However, increases in mindfulness were associated with improvements in anxiety and emotion regulation in the MBCT-C period, but not the waitlist period.

Conclusions.

Findings suggest that MBCT-C may be effective for improving overall clinical severity in youth with anxiety disorders who are at-risk for bipolar disorder. However, waitlist controlled designs may inflate effect sizes so interpret with caution. Larger studies utilizing prospective randomized controlled designs are warranted.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7307795/

 

Improve Migraine Headache with Mindfulness

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Improve Migraine Headache with Mindfulness

 

By John M. de Castro, Ph.D.

 

“Stress is a migraine trigger for nearly 70% of people living with migraine and disorders that cause severe head pain. Simple mindfulness exercises and relaxation techniques can help alleviate stress, increase calmness and, in some cases, prevent a migraine attack.” – Shirley Kessel

 

Migraine headaches are a torment far beyond the suffering of a common headache. It is an intense throbbing pain usually unilateral, focused on only one side of the head and lasts from 4 hours to 3 days. They are actually a collection of neurological symptoms. Migraines often include: visual disturbances, nausea, vomiting, dizziness, extreme sensitivity to sound, light, touch and smell, and tingling or numbness in the extremities or face. Migraines are the 8th most disabling illness in the world. While most sufferers experience attacks once or twice a month, about 4% have chronic daily headaches. Migraines are very disruptive to the sufferer’s personal and work lives as most people are unable to work or function normally when experiencing a migraine.

 

There is no known cure for migraine headaches. Treatments are targeted at managing the symptoms. Prescription and over-the-counter pain relievers are frequently used. There are a number of drug and drug combinations that appear to reduce the frequency of migraine attacks. These vary in effectiveness but unfortunately can have troubling side effects and some are addictive. Behaviorally, relaxation and sleep appear to help lower the frequency of migraines. Mindfulness practices have been shown to reduce stress and improve relaxation. So, they may be useful in preventing migraines. Indeed, it has been shown that mindfulness practice can reduce headache pain. The research is accumulating. So, it makes sense to summarize what has been learned.

 

In today’s Research News article “Mindfulness in migraine: A narrative review.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7213534/ ) Wells and colleagues review and summarize the published research on the effectiveness of mindfulness-based interventions for the relief of migraine headaches. They identified 8 published studies.

 

They report that the published studies found that mindfulness-based interventions produced significant improvements in patients with migraine headaches in regards to their overall quality of life and disability, self-efficacy and psychological symptoms over headache frequency. They also found that these mindfulness-based interventions work well in combination with pharmacologic treatments.

 

It is not known exactly how mindfulness produces these benefits for the patients with migraine headaches. The authors suggest that mindfulness may work as a result of decreasing pain perception, better coping mechanisms, greater body awareness, lowering reactivity, decreasing inflammation, improving stress coping, and modulating the autonomic nervous system. Regardless it is clear that mindfulness-based interventions do not cure migraines but rather improve the quality of life and reduce the disability of the patients. In combination with pharmacologic treatments mindfulness-based interventions work even better. Migraine headache is a torment. So, the relief produced by mindfulness-based interventions is very important for relieving the suffering of the patients.

 

So, improve migraine headache with mindfulness.

 

“Many people with migraine have brains that are more sensitive to change, whether it be changes inside us such as hydration or hormone levels or outside changes such as stress or even weather conditions. Daily mindfulness practice may help to settle these fluctuations and calm the mind which could have a beneficial effect on migraine. It can also be useful during a migraine attack to reduce the impact of the pain.” – David Kernick

 

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

 

Wells, R. E., Seng, E. K., Edwards, R. R., Victorson, D. E., Pierce, C. R., Rosenberg, L., Napadow, V., & Schuman-Olivier, Z. (2020). Mindfulness in migraine: A narrative review. Expert review of neurotherapeutics, 20(3), 207–225. https://doi.org/10.1080/14737175.2020.1715212

 

Abstract

Introduction:

Migraine is the second leading cause of disability worldwide, yet many patients are unable to tolerate, benefit from, or afford pharmacological treatment options. Non-pharmacological migraine therapies exist, especially to reduce opioid use, which represents a significant unmet need. Mindfulness-based interventions (MBI) have potential as a non-pharmacological treatment for migraine, primarily through the development of flexible attentional capacity across sensory, cognitive, and emotional experiences.

Areas Covered:

We review efficacy and potential mechanisms of MBIs for migraine, including mindfulness-based stress reduction (MBSR) and mindfulness-based cognitive therapy (MBCT).

Expert Opinion:

While most mindfulness research studies for migraine to date have been pilot trials, which are small and/or lacked rigor, initial evidence suggests there, may be improvements in overall headache-related disability and psychological well-being. Many research questions remain to help target the treatment to patients most likely to benefit, including the ideal dosage, duration, delivery method, responder characteristics, and potential mechanisms and biomarkers. A realistic understanding of these factors is important for patients, providers, and the media. Mindfulness will not “cure” migraine; however, mindfulness may be an important tool as part of a comprehensive treatment approach to help patients “mindfully” engage in valued life activities.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7213534/