Mindfulness

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/

 

Yoga Improves Resident Physician Psychological Health But Doesn’t Appear to be Feasible and Acceptable.

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Yoga Improves Resident Physician Psychological Health But Doesn’t Appear to be Feasible and Acceptable.

 

By John M. de Castro, Ph.D.

 

“Slammed by long and unpredictable hours, heavy clinical workloads, fatigue and limited professional control, many medical residents experience stress and even burnout. And surveys indicate this burnout can seriously impact physician well-being and patient care outcomes.” – Jennifer Huber

 

Stress is epidemic in the western workplace with almost two thirds of workers reporting high levels of stress at work. In high stress occupations, like healthcare, burnout is all too prevalent. Burnout is the fatigue, cynicism, emotional exhaustion, sleep disruption, and professional inefficacy that comes with work-related stress. It is estimated that over 45% of healthcare workers experience burnout. It not only affects the healthcare providers personally, but also the patients, as it produces a loss of empathy and compassion. Burnout, in fact, it is a threat to the entire healthcare system. Currently, over a third of healthcare workers report that they are looking for a new job. Hence, burnout contributes to the shortage of doctors and nurses.

 

Preventing burnout has to be a priority. Unfortunately, it is beyond the ability of the individual to change the environment to reduce stress and prevent burnout. So, it is important that methods be found to reduce the individual’s responses to stress; to make the individual more resilient when high levels of stress occur. Contemplative practices have been shown to reduce the psychological and physiological responses to stress and improve well-being. Indeed, mindfulness has been shown to be helpful in treating and preventing burnout, increasing resilience, and improving sleep. Yoga is a mind-body practice that includes mindfulness and exercise. Yoga practice has been shown to improve the symptoms of burnout. But it is unclear whether it would be feasible and effective for resident physicians.

 

In today’s Research News article “Evaluation of a Yoga-Based Mind-Body Intervention for Resident Physicians: A Randomized Clinical Trial.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7961714/ ) Loewenthal and colleagues recruited resident physicians and randomly assigned them to a wait-list control condition or to receive 1-hour, once a week for 6-weeks yoga training with daily home practice. They completed a questionnaire regarding the feasibility of the program. They were also measured before and after training and 2-months later for psychological health, including mindfulness, resilience, perceived stress, professional fulfillment, depression, anxiety, sleep disturbance, and resident well-being.

 

The participants rated the feasibility and acceptability of the program as low and they averaged attending only 1.93 of the 6 sessions with no one completing all 6 sessions. They found that the yoga group had significant increases in mindfulness, resilience, professional fulfillment, and resident well-being and significant decreases in anxiety, perceived stress, and sleep disturbance. While the wait-list group did not.

 

These efficacy findings are similar to those reported in other studies that yoga training results in increases in mindfulness, resilience, and well-being and significant decreases in anxiety, perceived stress, and sleep disturbance. But the program was very disappointing in feasibility and acceptability. Resident physicians are pressed for time and stressed and may not have the time too attend classes and practice yoga. Other mindfulness programs, particularly those implemented online have been found to be feasible, acceptable, and effective for health care workers. They would appear to be preferable to yoga for resident physicians.

 

So, yoga improves resident physician psychological health but doesn’t appear to be feasible and acceptable.

 

“So often we treat others’ bodies and minds, yet often neglect our own. While we encourage our patients to roll out their mats and settle into their asanas, we can remember to do it ourselves. When we treat our stress and anxiety, we will be better able to treat our patients.” – Julia Michie Bruckner,

 

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

 

Loewenthal, J., Dyer, N. L., Lipsyc-Sharf, M., Borden, S., Mehta, D. H., Dusek, J. A., & Khalsa, S. (2021). Evaluation of a Yoga-Based Mind-Body Intervention for Resident Physicians: A Randomized Clinical Trial. Global advances in health and medicine, 10, 21649561211001038. https://doi.org/10.1177/21649561211001038

 

Abstract

Background and Objective

Mind-body interventions (MBIs) have been shown to be effective individual-level interventions for mitigating physician burnout, but there are no controlled studies of yoga-based MBIs in resident physicians. We assessed the feasibility of a yoga-based MBI called RISE (resilience, integration, self-awareness, engagement) for residents among multiple specialties and academic medical centers.

Methods

We conducted a waitlist controlled randomized clinical trial of the RISE program with residents from multiple specialty departments at three academic medical centers. The RISE program consisted of six weekly sessions with suggested home practice. Feasibility was assessed across six domains: demand, implementation, practicality, acceptability, adaptation, and integration. Self-reported measures of psychological health were collected at baseline, post-program, and two-month follow-up.

Results

Among 2,000 residents contacted, 75 were assessed for eligibility and 56 were enrolled. Forty-four participants completed the study and were included in analysis. On average, participants attended two of six sessions. Feasibility of in-person attendance was rated as 28.9 (SD 25.6) on a 100-point visual analogue scale. Participants rated feasibility as 69.2 (SD 26.0) if the program was offered virtually. Those who received RISE reported improvements in mindfulness, stress, burnout, and physician well-being from baseline to post-program, which were sustained at two-month follow-up.

Conclusion

This is the first controlled study of a yoga-based MBI in residents. While the program was not feasible as delivered in this pilot study, initial analyses showed improvement in multiple measures of psychological health. Residents reported that virtual delivery would increase feasibility.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7961714/

 

Improve Hypertension with Mindfulness Training

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Improve Hypertension with Mindfulness Training

 

By John M. de Castro, Ph.D.

 

“Several practices that help calm the mind can also lower blood pressure. All are types of meditation, which use different methods to reach a state sometimes described as “thoughtful awareness” or “restful alertness.” – Harvard Health

 

High Blood Pressure (Hypertension) is an insidious disease because there are no overt symptoms. The individual feels fine. But it can be deadly as more than 360,000 American deaths, roughly 1,000 deaths each day, had high blood pressure as a primary or contributing cause. In addition, hypertension markedly increases the risk heart attack, stroke, heart failure, and kidney disease.  It is also a very common disorder with about 70 million American adults (29%) having high blood pressure and only about half (52%) of people with high blood pressure have their condition under control. Treatment frequently includes antihypertensive drugs. But these medications often have adverse side effects. So, patients feel lousy when taking the drugs, but fine when they’re not. So, compliance is a major issue with many patients not taking the drugs regularly or stopping entirely.

 

Obviously, there is a need for alternatives to drugs for reducing blood pressure. Mindfulness practices have been shown to aid in controlling hypertension. There has accumulated a body of research on the ability of Mindfulness practices to affect hypertension. So, it makes sense to summarize what has been learned.

 

In today’s Research News article “Is Mindfulness-Based Stress Reduction Effective for People with Hypertension? A Systematic Review and Meta-Analysis of 30 Years of Evidence.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8000213/ ) Conversano and colleagues review, summarize and perform a meta-analysis of the published research studies of the effectiveness of mindfulness training on hypertension. They identified 6 published studies that employed either Mindfulness-Based Stress Reduction (MBSR) (3 studies), Mindfulness-Based Cognitive Therapy (MBCT) (2 studies), and mindfulness meditation (1 study).

 

They report that the published research found that mindfulness training improved hypertension with reductions in both systolic and diastolic blood pressure. They further report that mindfulness training worked best when the number of patients taking antihypertensive drugs were low, with the lower the percentage of participants on antihypertensive drugs, the greater the effect size of mindfulness training on hypertension.

 

These are impressive results that suggest that mindfulness training is a safe and effective treatment for hypertension. The trainings appear to work best in the absence of drugs to control hypertension. It follows that mindfulness training would reduce the physical effects of hypertension and thereby improve the overall health and longevity of the patients.

 

So, improve hypertension with mindfulness training.

 

“The hope is that if we can start mindfulness training early in life, we can promote a trajectory of healthy aging across the rest of people’s lives. That will reduce their chances of getting high blood pressure in the first place.” – Eric Loucks

 

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

 

Conversano C, Orrù G, Pozza A, Miccoli M, Ciacchini R, Marchi L, Gemignani A. Is Mindfulness-Based Stress Reduction Effective for People with Hypertension? A Systematic Review and Meta-Analysis of 30 Years of Evidence. Int J Environ Res Public Health. 2021 Mar 11;18(6):2882. doi: 10.3390/ijerph18062882. PMCID: PMC8000213.

 

Abstract

Background: Hypertension is among the most important risk factors for cardiovascular diseases, which are considered high mortality risk medical conditions. To date, several studies have reported positive effects of mindfulness-based stress reduction (MBSR) interventions on physical and psychological well-being in other medical conditions, but no meta-analysis on MBSR programs for hypertension has been conducted. Objectives: The objective of this study was to determine the effectiveness of MBSR programs for hypertension. Methods: A systematic review and meta-analysis of randomized controlled trials examining the effects of MBSR on systolic and diastolic blood pressure (BP), anxiety, depression, and perceived stress in people with hypertension or pre-hypertension was conducted. The PubMed/MEDLINE and PsycINFO databases were searched in November 2020 to identify relevant studies. Results: Six studies were included. The comparison of MBSR versus control conditions on diastolic BP was associated with a statistically significant mean effect size favoring MBSR over control conditions (MD = −2.029; 95% confidence interval (CI): −3.676 to −0.383, p = 0.016, k = 6; 22 effect sizes overall), without evidence of heterogeneity (I2 = 0.000%). The comparison of MBSR versus control conditions on systolic BP was associated with a mean effect size which was statistically significant only at a marginal level (MD = −3.894; 95% CI: −7.736–0.053, p = 0.047, k = 6; 22 effect sizes overall), without evidence of high heterogeneity (I2 = 20.772%). The higher the proportion of participants on antihypertensive medications was, the larger the effects of MBSR were on systolic BP (B = −0.750, z = −2.73, p = 0.003). Conclusions: MBSR seems to be a promising intervention, particularly effective on the reduction of diastolic BP. More well-conducted trials are required.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8000213/

 

University Leaders and Teachers Mindfulness are Associated with Lower Emotional Exhaustion in Teachers

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University Leaders and Teachers Mindfulness are Associated with Lower Emotional Exhaustion in Teachers

 

By John M. de Castro, Ph.D.

 

“leader mindfulness significantly reduces the emotional exhaustion of university teachers.” – Beini Liu

 

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 not only to productivity in the workplace but also to our psychological and physical health. Mindfulness practices have been implemented in the workplace and they have been shown to markedly reduce the physiological and psychological responses to stress. This, in turn, improves productivity and the well-being of the employees. As a result, many businesses have incorporated mindfulness practices into the workday.

 

Mindfulness may also help to promote leadership in the workplace. It can potentially do so by enhancing emotion regulation, making the individual better able to recognize, experience, and adaptively respond to their emotions, and making the leader better able to listen to and to understand the needs and emotion of the workers they lead. Hence, the mindfulness of the leader may well be associated with University teachers’ well-being.

 

In today’s Research News article “Influence of Leader Mindfulness on the Emotional Exhaustion of University Teachers: Resources Crossover Effect.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7959755/ ) Liu and colleagues recruited public university leaders and teachers and had them complete a questionnaire measuring leader mindfulness and teacher mindfulness, workplace telepressure, emotional exhaustion, self-efficacy, working hours, and years in current position.

 

They found that with gender, age, tenure, and hours worked statistically controlled that the higher the level of the leader’s mindfulness the lower the level of the teacher’s emotional exhaustion and the lower the levels of telepressure. A mediation analysis revealed the leader’s mindfulness was associated with lower teacher emotional exhaustion directly and also indirectly by being associated with lower telepressure and telepressure was associated with higher levels of teacher emotional exhaustion. This association between the leader’s mindfulness and the lower teacher’s emotional exhaustions was significantly stronger when the teachers had high levels of mindfulness. Finally, they found that the higher the levels of the teacher’s self-efficacy the weaker the relationship between telepressure and emotional exhaustion.

 

The study was correlational so no conclusions regarding causation can be reached. Nevertheless, the associations between the variables are interesting. It is clear that mindfulness is important both within the individual teacher and also in the leader for being associated with lower teacher emotional exhaustion. It has previously been shown that mindfulness decreases burnout. So, the relationships observed here probably results from a causal connection.

 

Workplace telepressure “is a psychological state in which employees are constantly concerned about urgently responding to work-related ICTs [Information and Communications Technologies] during non-working hours.” These communications appear to be associated with higher levels of emotional exhaustion and these, in part, appear to mediate the effects of mindfulness on emotional exhaustion. In addition, when the teachers had high self-efficacy, telepressure had less of an impact on emotional exhaustion.

 

Preventing teacher burnout is important not only for the teacher’s well-being but also for the students’ education. It is clear that mindful academic leadership is important, suggesting that mindfulness training for leaders may improve the workplace environment for the teachers. The teacher’s level of mindfulness and self-efficacy appear also to be important, suggesting that mindfulness and self-efficacy training for the teachers would also likely improve their well-being. The results also suggest that communications to the teachers should be limited and less urgent. Being cognizant of the importance of these relationships can help to improve the environment, psychological health, and performance of university teachers.

 

So, university leaders’ and teachers’ mindfulness are associated with lower emotional exhaustion in teachers.

 

“administrators and school leaders can increase retention and efficacy by seeking out ways to support teachers’ self-care and learning of mindfulness techniques.” – Kelsey Milne

 

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

 

Liu, B., Zhang, Z., & Lu, Q. (2021). Influence of Leader Mindfulness on the Emotional Exhaustion of University Teachers: Resources Crossover Effect. Frontiers in psychology, 12, 597208. https://doi.org/10.3389/fpsyg.2021.597208

 

Abstract

This study combined conservation of resources theory with the job demands-resources model to explore the influence of leader mindfulness on the emotional exhaustion of university teachers Using a time-lagged research design, 388 paired data sets were gathered. Multiple regression and bootstrapping were used to test each hypothesis. The results showed that first, leader mindfulness significantly reduces the emotional exhaustion of university teachers. Second, the results showed that workplace telepressure partially mediates the relationship between leader mindfulness and the emotional exhaustion of university teachers. Third, university teacher mindfulness positively moderates the relationship between leader mindfulness and workplace telepressure. Finally, the results of this study indicate that self-efficacy in managing negative emotions negatively moderates the relationship between workplace telepressure and the emotional exhaustion of university teachers. This study empirically examined the interpersonal influence of leader mindfulness and the initial resources effect of university teacher mindfulness and self-efficacy in managing negative emotions from the bilateral perspective of leaders and university teachers.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7959755/