Mindfulness

Improve Emotions and Thinking with Mindfulness

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Improve Emotions and Thinking with Mindfulness

 

By John M. de Castro, Ph.D.

 

“Through mindfulness you can learn to turn your negative emotions into your greatest teachers and sources of strength. . . Instead of ‘turning away’ from pain in avoidance we can learn to gently ‘turn towards’ what we’re experiencing. We can bring a caring open attention towards the wounded parts of ourselves and make wise choices about how to respond to ourselves and to life.” – Melli O’Brien

 

Mindfulness is the ability to focus on what is transpiring in the present moment. It involves a greater emphasis on attention to the immediate stimulus environment. Mindful people generally have better attentional abilities and have fewer intrusive thoughts and less mind wandering. As a result, mindfulness has been shown to be associated with improved cognition (thinking). In addition, mindfulness practice has been shown to improve emotions and their regulation. Practitioners demonstrate more positive and less negative emotions and the ability to fully sense and experience emotions, while responding to them in appropriate and adaptive ways. In other words, mindful people are better able to experience yet control their responses to emotions.

 

Most of the research studying the effects of mindfulness on emotions and thinking have been conducted with western participants. It is important to assess the generalizability of these findings to eastern populations. In today’s Research News article “Can Mindfulness-Based Training Improve Positive Emotion and Cognitive Ability in Chinese Non-clinical Population? A Pilot Study.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6619344/), Zhu and colleagues recruited healthy Chinese college students who never participated in mindfulness practices. They were randomly assigned to receive either a 12 week Mindfulness-Based Stress Reduction (MBSR) training or no treatment. The MBSR program met for 2.5 hours once a week along with 30-45 minutes of daily home practice and consisted of discussion, meditation, yoga, and body scan practices. They were measured before, during, and after training for mindfulness, emotions, attention with a Continuous Performance Task, and executive function with a Stroop task.

 

They found that in comparison to the no-treatment control group, after training the Mindfulness-Based Stress Reduction (MBSR) group had significantly higher mindfulness and positive emotions. They had faster responses on the Continuous Performance Task, suggesting better sustained attention.  They further found that the greater the increase in mindfulness, the greater the increases in positive emotions and sustained attention, suggesting that the training effected mindfulness which, in turn, affected emotions and attention.

 

It has been well established that mindfulness trainings, such as Mindfulness-Based Stress Reduction (MBSR) are effective in improving emotions, attention, and mindfulness in western participants. The present study demonstrates that similar effects occur in eastern participants. This expands the generalizability of the findings, suggesting that MBSR training is effective regardless of race and culture.

 

So, improve emotions and thinking with mindfulness.

 

“Flexing your ability to think about your thinking and practicing brief bouts of daily meditation is good for your health and has an endless list of psychological and physical benefits for your well-being.” – Christopher Bergland

 

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

 

Zhu, T., Xue, J., Montuclard, A., Jiang, Y., Weng, W., & Chen, S. (2019). Can Mindfulness-Based Training Improve Positive Emotion and Cognitive Ability in Chinese Non-clinical Population? A Pilot Study. Frontiers in psychology, 10, 1549. doi:10.3389/fpsyg.2019.01549

 

Abstract

Objective

Based on eastern philosophy, mindfulness is becoming popular for human being’s mental health and well-being in western countries. In this study, we proposed to explore the effectiveness and potential pathway of mindfulness-based training (MBT) on Chinese Non-clinical higher education students’ cognition and emotion.

Methods

A paired control design was used. 48 higher education students (24 in MBT group, 24 in control group) were recruited in the study. The MBT group engaged in a 12-week MBT. A package of measurements, including sustained attention tasks (The Continuous Performance Test, CPT), executive function task (Stroop) for cognitive functions, the self-reported mindfulness levels (The Mindful Attention Awareness Scale, MAAS) and emotion (The Profile of Mood States, POMS), were apply for all participants at baseline and every 4 weeks during next 12 weeks.

Results

There were no differences in baseline demographic variables between two groups. Over the 12-week training, participants assigned to MBT group had a significantly greater reduction in CPT reaction time (Cohen’s d 0.72), significantly greater improvement in positive emotion (Vigor-Activity, VA) (Cohen’s d 1.08) and in MAAS (Cohen’s d 0.49) than those assigned to control group. And, MAAS at 4th week could significantly predict the CPT RT and VA at 8th week in the MBT group. VA at 4th week could significantly predict the CPT RT at 8th week (B = 4.88, t = 2.21, p = 0.034, R2= 0.35).

Conclusion

This study shows the efficiency of 12-week MBT on Chinese Non-clinical students’ cognition and emotion. Mindfulness training may impact cognition and emotion through the improvement in mindfulness level, and may impact cognition through the improvement in positive emotion.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6619344/

 

Relieve Depression in Latino Immigrants with Mindfulness Meditation

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Relieve Depression in Latino Immigrants with Mindfulness Meditation

 

By John M. de Castro, Ph.D.

 

“with practice, meditation can help many people control how they react to the stress and anxiety that often leads to depression,” – John Denninger

 

Depression affects over 6% of the population. Depression can be difficult to treat. It is usually treated with antidepressant medication. But, of patients treated initially with drugs only about a third attained remission of the depression. After repeated and varied treatments including drugs, therapy, exercise etc. only about two thirds of patients attained remission. But drugs often have troubling side effects and can lose effectiveness over time. Clearly, there is a need for treatment alternatives that can be effective alone or in combination with drugs.

 

A particularly vulnerable population is Latino immigrants. They experience many forms of stress while attempting to acculturate to the new culture which frequently produces depression. Mindfulness practices including meditation have been found to be effective in relieving depression and preventing its reoccurrence. There is, however, a lack of studies of the effectiveness of meditation practice on depression in stressed Latino immigrant populations.

 

In today’s Research News article “Mindfulness meditation and improvement in depressive symptoms among Spanish- and English speaking adults: A randomized, controlled, comparative efficacy trial.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6611613/), Lopez-Maya and colleagues recruited adult Latino immigrants who reported high levels of psychological distress and stress. They were randomly assigned to receive 6 weeks of once a week for 2 hours group-based sessions in either mindfulness meditation or health education. The mindfulness meditation program consisted of “mindful sitting meditation, mindful eating, appreciation meditation, friendly or loving-kindness meditation, mindful walking, and mindful movement.” They were measured before and after training for depression, mindfulness, and perceived stress.

 

They found that in comparison to baseline and the health education group, after mindfulness meditation training there was a significant reduction in depression with small to moderate effect size, and large significant increases in mindfulness with large effect size. Hence, the mindfulness meditation program was successful in improving mindfulness and relieving depression in a Latino immigrant population.

 

The fact that mindfulness meditation training reduced depression is not surprising as the efficacy of this training for depression has been well established with a large number of studies. What the current study establishes is that mindfulness meditation training is effective in treating depression in Latino immigrants who are stressed and are experiencing psychological distress. Immigration is difficult and challenging. The present results suggest that mindfulness meditation training is a safe and effective method to help alleviate the psychological effects of these stresses and thereby improve the well-being of the immigrants. Future studies should evaluate the long-term effectiveness of this training for depression.

 

So, relieve depression in latino immigrants with mindfulness meditation.

 

“Depression is rooted in fears about the future and regrets about the past. Focusing on the moment, not the past or the future, is the secret behind meditation’s power.” – Eoc Institute

 

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

 

Lopez-Maya, E., Olmstead, R., & Irwin, M. R. (2019). Mindfulness meditation and improvement in depressive symptoms among Spanish- and English speaking adults: A randomized, controlled, comparative efficacy trial. PloS one, 14(7), e0219425. doi:10.1371/journal.pone.0219425

 

Abstract

Objective

Latino immigrants experience acculturative stress and increased depression risk. Mindfulness meditation improves depressive symptoms, yet the vast majority of research has focused on English speaking populations.

Methods

In this randomized clinical trial with 2 parallel treatment groups, adults with moderate levels of perceived stress (n = 76) were recruited from the Los Angeles community from October 2015 to March 2016, stratified into Spanish- (n = 36) and English speaking (n = 40) language groups, and randomized for 6 weeks of treatment with standardized mindful awareness practices (MAPs) or health education (HE). Main outcome measure was depressive symptoms, measured by the Beck Depression Inventory.

Results

Using an intent-to-treat analysis, the primary outcome, depressive symptoms as indexed by the Beck Depression Inventory, showed greater improvement in MAPs vs. HE, with a between-group post-intervention mean difference of -2.2 (95% CI -4.4 – -0.07) and effect size of 0.28; similar effect sizes were found in the the Spanish- (0.29) and English speaking (0.30) groups. MAPs showed significant improvement relative to HE on secondary outcome of mindfulness with between group difference of 10.7 (95% CI4.5–16.9), but not perceived stress.

Conclusion

The comparable efficacy of Spanish and English formats of mindfulness meditation in improving depressive symptoms suggests that this community based intervention may mitigate depression risk in Latino adults who are experiencing social adversity.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6611613/

 

Improve Psychological Need Satisfaction in School Students with Mindfulness

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Improve Psychological Need Satisfaction in School Students with Mindfulness

 

By John M. de Castro, Ph.D.

 

“mindfulness does much more than just create a positive classroom culture. Some of the purported benefits of mindfulness include decreasing stress and anxiety, improving self-esteem and self-regulation, and increasing calm.” – Lily Jones

 

Adolescence is a time of mental, physical, social, and emotional growth. But adolescence can be a difficult time, fraught with challenges. During this time the child transitions to young adulthood; including the development of intellectual, psychological, physical, and social abilities and characteristics. There are so many changes occurring during this time that the child can feel overwhelmed and unable to cope with all that is required. Indeed, up to a quarter of adolescents suffer from depression or anxiety disorders, and an even larger proportion struggle with subclinical symptoms. The stresses can create difficulties in satisfying the adolescent’s needs and create frustration with the lack of need satisfaction.

 

Mindfulness training has been shown in adolescents to improve emotion regulation and to benefit the psychological and emotional health. Autonomy-supportive teaching involves taking students’ perspectives, offering choices to students, and providing rationales to decision making. This type of teaching may help adolescents to make better decisions and be better able to satisfy their needs. So, it would make sense to study the relationships of mindfulness and autonomy-supportive teaching on need satisfaction and frustration in adolescents.

 

In today’s Research News article “Autonomy-Supportive Teaching and Basic Psychological Need Satisfaction among School Students: The Role of Mindfulness. International journal of environmental research and public health.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6679142/), Li and colleagues recruited Chinese secondary school children (grades 7-12) and had them complete a questionnaire. They answered questions as to the autonomy-supportiveness of their Physical Education teacher, their need satisfaction, need frustration, and mindfulness.

 

They found that the higher the levels of autonomy-supportive teaching the higher the levels of mindfulness and need satisfaction and the lower the levels of need frustration. In addition, they found that the higher the levels of mindfulness the higher the levels of need satisfaction and the lower the levels of need frustration. Multiple regression analysis revealed that the relationship of autonomy-supportive teaching with higher need satisfaction and lower need frustration was greater with greater levels of mindfulness. A path analysis revealed the mindfulness was related to higher need satisfaction and lower need frustration both directly and indirectly by being associated with higher levels of autonomy-supportive teaching.

 

It should be kept in mind that the study was correlational and as such causation cannot be determined. Regardless, the study suggests that a teaching strategy of encouraging autonomy and decision making may enhance mindfulness and in turn improve ability to satisfy needs and decrease frustration. That mindfulness may enhance the influence of autonomy-supportive teaching makes sense as the development of mindfulness may provide a more accurate and non-judgmental awareness of the current environment allowing autonomous decision making to be better tailored to the current state of affairs and thereby be more effective.

 

So, improve psychological need satisfaction in school students with mindfulness.

 

“Students who received the mindfulness training reported that their stress levels went down after the training, while the students in the control group did not. Students in the mindfulness training group also reported fewer negative feelings, such as sadness or anger, after the training.” – Science Daily

 

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, C., Kee, Y. H., Kong, L. C., Zou, L., Ng, K. L., & Li, H. (2019). Autonomy-Supportive Teaching and Basic Psychological Need Satisfaction among School Students: The Role of Mindfulness. International journal of environmental research and public health, 16(14), 2599. doi:10.3390/ijerph16142599

 

Abstract

Grounded in self-determination theory, the purpose of this study was to investigate the relationships between autonomy-supportive teaching, mindfulness, and basic psychological need satisfaction/frustration. Secondary school students (n = 390, Mage = 15) responded to a survey form measuring psychological constructs pertaining to the research purpose. A series of multiple regression analysis showed that autonomy-supportive teaching and mindfulness positively predicted need satisfaction and negatively predicted need frustration. In addition, the associations between autonomy-supportive teaching and need satisfaction/frustration were moderated by mindfulness. Students higher in mindfulness were more likely to feel need satisfaction and less likely to experience need frustration, even in a low autonomy-supportive teaching environment. These results speak to the relevance of creating autonomy-supportive teaching environments and highlight mindfulness as a potential pathway to basic psychological need satisfaction in educational settings.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6679142/

 

Treat Cancer with Mindfulness

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By John M. de Castro, Ph.D.

 

“A cancer diagnosis brings an awareness of the preciousness of life,” Fine explains. “And mindfulness can help us to experience that precious life with greater clarity, balance, and gratitude, one moment at a time.” – Micki Fine

 

Receiving a diagnosis of cancer has a huge impact on most people. Feelings of depression, anxiety, and fear are very common and are normal responses to this life-changing and potentially life-ending experience. Coping with the emotions and stress of a cancer diagnosis is a challenge and there are no simple treatments for these psychological sequelae of cancer diagnosis. In addition, cancer patients are often challenged with a wide range of residual issues including chronic pain, sleep disturbance, sexual problems, loss of appetite, and chronic fatigue. Cancer survivors are also at greater risk for developing second cancers and other health conditions.

 

But cancer diagnosis is not necessarily a death sentence. Over half of the people diagnosed with cancer are still alive 10 years later and this number is rapidly increasing. It is estimated that 15 million adults and children with a history of cancer are alive in the United States today. Hence there is a need to identify safe and effective treatments for the physical, emotional, and financial hardships that can persist for years after diagnosis and treatment.

 

Mindfulness training has been shown to help with cancer recovery and help to relieve chronic pain. It can also help treat the residual physical and psychological symptoms, including stress,  sleep disturbance, and anxiety and depression. The evidence is rapidly accumulating, so it makes sense to step back and summarize what has been learned.

 

In today’s Research News article “Evidence for the Role of Mindfulness in Cancer: Benefits and Techniques.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6623989/), Mehta and colleagues review and summarize the published research literature on the effectiveness of mindfulness practice to relieve the physical and psychological suffering of cancer patients. They identified 124 published research studies using a variety of mindfulness training programs, most of which involved either the Mindfulness-Based Stress Reduction (MBSR) program or Mindfulness-Based Cognitive Therapy (MBCT) or versions of MBSR. or MBCT that were modified for the needs of cancer patients.

 

They report that the published research finds that mindfulness training is safe, resulting in few if any negative effects and effective, producing significant improvements in cancer-related stress, depression, pain intensity, fatigue, loss of appetite and weight loss, insomnia, immune responses, and psychological responses to chemotherapy. Mindfulness training also improved the ability of caregivers for cancer patients to deal with the psychological stresses. They also report that studies indicate that mindfulness training is cost effective in treating cancer patients compared to other approaches. Hence, the research to date suggests that mindfulness training is a safe, effective, and cost effective treatment for a variety of cancer-related problems in cancer survivors and their caregivers.

 

So, treat cancer with mindfulness.

 

“results show promise for mindfulness-based interventions to treat common psychological problems such as anxiety, stress, and depression in cancer survivors and to improve overall quality of life.” – Linda Carlson

 

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

 

Mehta, R., Sharma, K., Potters, L., Wernicke, A. G., & Parashar, B. (2019). Evidence for the Role of Mindfulness in Cancer: Benefits and Techniques. Cureus, 11(5), e4629. doi:10.7759/cureus.4629

 

Abstract

Mindfulness is being used increasingly in various aspects of cancer management. Benefits of mindfulness practices are being observed to manage the adverse effects of treatment, symptoms from cancer progression, and the cost-effectiveness compared to conventional contemporary management strategies. In this review article, we present clinical trial data showing the benefits of mindfulness in various aspects of cancer management as well as techniques that have been commonly used in this practice.

Conclusions

Mindfulness-based practices are being increasingly utilized in various aspects of cancer management. It has shown utility in multiple prospective trials and continues to be explored. Most of the evidence of the benefit of mindfulness in cancer is to reduce toxicity and stress. There is a need for more prospective trials exploring its use in reducing cancer incidence or preventing its recurrence.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6623989/

 

Improve Psychological Functioning with Mindfulness

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Improve Psychological Functioning with Mindfulness

 

By John M. de Castro, Ph.D.

 

” the positive potential benefits of mindfulness practice are more attentional control, more effective emotional regulation, enhanced social relationships, reduced risk for physical ailments, enhanced immune system functioning, and better sleep quality.” – Jason Linder

 

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

 

The clustering of these benefits may supply a clue as to how mindfulness training is working to improve mental health. This can be investigated by looking at the interrelationships between the effects of mindfulness training. In today’s Research News article “Does mindfulness change the mind? A novel psychonectome perspective based on Network Analysis.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6638953/), Roca and colleagues apply network analysis to investigate the interrelationships between a large number of effects of Mindfulness-Based Stress Reduction (MBSR) training.

 

They recruited healthy adult participants in a Mindfulness-Based Stress Reduction (MBSR) program. The MBSR program consisted of 32 hours of training separated into 8 weekly group sessions involving meditation, yoga, body scan, and discussion. The patients were also encouraged to perform daily practice. They were measured before and after MBSR training for meditation experience, and psychological and physical health problems, and 5 categories of mindfulness effects; 1) Mindfulness, including five facets, decentering, non-attachment, and bodily awareness, 2) Compassion, including compassion towards oneself and others and empathy, 3) Psychological well-being, including satisfaction with life, optimism, and overall well-being, 4) Psychological distress, including anxiety, stress, and depression, and 5) Emotional and cognitive control, including emotional regulation, rumination, thought suppression and attentional control.

 

They found that after MBSR training there were significant improvements in effectively all of the five categories. This is not new as much research has demonstrated that mindfulness training produces improvements in mindfulness, compassion, psychological well-being, psychological distress, and emotional and cognitive control.

 

These data were then subjected to network analysis. Prior to MBSR training the network analysis revealed clustering in three paths “mindfulness and self-compassion; clinical symptoms and rumination; and most of FFMQ mindfulness components with attentional control measure.” After MBSR training, however, there was a network reorganization such that the three paths disappeared and were replaced by two paths, psychopathological and adaptive.

 

Centrality measures in the network analysis indicated that both prior to and after MBSR training the most central, fundamental, and interrelated components were all facets of mindfulness and all well-being measures. In addition, Community Analysis revealed that mindfulness, compassion, and emotional regulation were the most highly associated components.

 

The results are complex but suggest that Mindfulness-Based Stress Reduction (MBSR) training reorganizes the associations of psychological variables, simplifying them into two categories representing distress and adaptation. The training may help the individual see the interrelationships of the problems they have and the solutions employed. The results further suggest, not surprisingly, that mindfulness, compassion, and emotion regulation are central to the benefits of mindfulness training. Many other benefits flow from these.

 

So, improve psychological functioning with mindfulness.

 

“Mindfulness-Based Stress Reduction . . . Participants experienced significant decreases in perceived stress, depression, anxiety, emotional dysregulation, and post-traumatic stress symptoms.” – Carolyn McManus

 

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

 

Roca, P., Diez, G. G., Castellanos, N., & Vazquez, C. (2019). Does mindfulness change the mind? A novel psychonectome perspective based on Network Analysis. PloS one, 14(7), e0219793. doi:10.1371/journal.pone.0219793

 

Abstract

If the brain is a complex network of functionally specialized areas, it might be expected that mental representations could also behave in a similar way. We propose the concept of ‘psychonectome’ to formalize the idea of psychological constructs forming a dynamic network of mutually dependent elements. As a proof-of-concept of the psychonectome, networks analysis (NA) was used to explore structural changes in the network of constructs resulting from a psychological intervention. NA was applied to explore the effects of an 8-week Mindfulness-Based Stress Reduction (MBSR) program in healthy participants (N = 182). Psychological functioning was measured by questionnaires assessing five key domains related to MBSR: mindfulness, compassion, psychological well-being, psychological distress and emotional-cognitive control. A total of 25 variables, covering the five constructs, were considered as nodes in the NA. Participants significantly improved in most of the psychological questionnaires. More interesting from a network perspective, there were also significant changes in the topological relationships among the elements. Expected influence and strength centrality indexes revealed that mindfulness and well-being measures were the most central nodes in the networks. The nodes with highest topological change after the MBSR were attentional control, compassion measures, depression and thought suppression. Also, cognitive appraisal, an adaptive emotion regulation strategy, was associated to rumination before the MBSR program but became related to mindfulness and well-being measures after the program. Community analysis revealed a strong topological association between mindfulness, compassion, and emotional regulation, which supports the key role of compassion in mindfulness training. These results highlight the importance of exploring psychological changes from a network perspective and support the conceptual advantage of considering the interconnectedness of psychological constructs in terms of a ‘psychonectome’ as it may reveal ways of functioning that cannot be analyzed through conventional analytic methods.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6638953/

 

Increase Social Contact and Reduce Loneliness with A Mindfulness Smartphone App

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Increase Social Contact and Reduce Loneliness with A Mindfulness Smartphone App

 

By John M. de Castro, Ph.D.

 

“Loneliness and social isolation are among the most robust known risk factors for poor health and early death. . . Our research shows that a 14-day smartphone-based mindfulness program can target both, and that practice in welcoming and opening to all of our inner experiences—good or bad—is the key ingredient for these effects,” – Emily Lindsay

 

Humans are social animals. We are generally happiest when we’re with family and friends. Conversely, being without close social contact makes us miserable. It’s the close relationship that is so important as we can be around people all day at work and still feel deep loneliness. These contacts are frequently superficial and do not satisfy our deepest need. It is sometimes said that we live in “the age of loneliness.” It is estimated that 20% of Americans suffer from persistent loneliness. This even when we are more connected than ever with the internet, text messaging, social media, etc. But these create the kinds of superficial contacts that we think should be satisfying, but are generally not. This has led to the counterintuitive findings that young adults, 18-34, have greater concerns with loneliness than the elderly.

 

The consequences of loneliness are dire. It has been estimated that being socially isolated increases mortality by 14%. This is twice the elevation produced by obesity. Even worse, for people over 60, loneliness increases their risk of death by 45%. When a spouse loses a marital partner there’s a 30% increase in mortality in the 6-months following the death. Hence, loneliness is not only an uncomfortable and unhappy state, but it is also a threat to health and longevity. It is clear that this epidemic of loneliness needs to be addressed.

 

In today’s Research News article “Mindfulness training reduces loneliness and increases social contact in a randomized controlled trial.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6397548/), Lindsay and colleagues recruited stressed but otherwise healthy adults and randomly assigned them to a 14 lesson smartphone app with one of three conditions; monitoring present moment experience, monitoring present moment experience plus accepting the experience, or reappraisal and coping strategies). They reported daily on their smartphones their level of loneliness, social contacts, and social support for three days before and 3 days after training with the App.

 

They found that after the intervention the monitoring present moment experience plus accepting the experience group had significantly lower levels of loneliness than prior to training and significantly greater number of social contacts, while neither the monitoring present moment experience or reappraisal and coping strategies groups had significant improvements.

 

These are interesting and potentially important results. Training to monitor present moment experience is not enough by itself to improve loneliness or increase social contact. It requires additional training in acceptance of experience. Many mindfulness training programs, such as Mindfulness-Based Stress Reduction (MBSR), Mindfulness-Based Cognitive Therapy (MBCT),  Mindfulness-Based Relapse Prevention (MBRP), Mindfulness-Oriented Recovery Enhancement (MORE), and Acceptance and Commitment Therapy (ACT) already include both present moment and acceptance training. In fact, most meditation trainings emphasize both present moment and acceptance. So, it would be un usual for a training program not to have both components. But the present results suggest that is important to have both components to produce benefits.

 

The study did not have an acceptance alone condition. So, it cannot be determined if acceptance training also requires present moment training to produce benefits or if acceptance training alone can. Nevertheless, it is clear that the combination is a safe and effective means to reduce loneliness and enhance social contact. It is not clear whether the enhanced social contact was responsible for the reduced loneliness or that reducing loneliness encourages more social contact or that these two effects are produced separately by training.

 

Regardless, reducing loneliness is very important for the physical and psychological health and well-being of adults and mindfulness plus acceptance training is capable of doing just that. The fact that the training can occur without therapist contact with a smartphone App is important as this means that the treatment is scalable and can be implemented conveniently and at low cost.

 

So, increase social contact and reduce loneliness with a mindfulness smartphone App.

 

“In Unified Mindfulness terms, it appears that equanimity (acceptance) combines with concentration and sensory clarity to reduce loneliness and social isolation.” – Unmindfulness.com

 

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

 

Lindsay, E. K., Young, S., Brown, K. W., Smyth, J. M., & Creswell, J. D. (2019). Mindfulness training reduces loneliness and increases social contact in a randomized controlled trial. Proceedings of the National Academy of Sciences of the United States of America, 116(9), 3488–3493. doi:10.1073/pnas.1813588116

 

SIGNIFICANCE

Loneliness (i.e., feeling alone) and social isolation (i.e., being alone) are among the most robust known risk factors for poor health and accelerated mortality. Yet mitigating these social risk factors is challenging, as few interventions have been effective for both reducing loneliness and increasing social contact. Mindfulness interventions, which train skills in monitoring present-moment experiences with an orientation of acceptance, have shown promise for improving social-relationship processes. This study demonstrates the efficacy of a 2-wk smartphone-based mindfulness training for reducing loneliness and increasing social contact in daily life. Importantly, this study shows that developing an orientation of acceptance toward present-moment experiences is a critical mechanism for mitigating these social risk factors.

Loneliness (i.e., feeling alone) and social isolation (i.e., being alone) are among the most robust known risk factors for poor health and accelerated mortality. Yet mitigating these social risk factors is challenging, as few interventions have been effective for both reducing loneliness and increasing social contact. Mindfulness interventions, which train skills in monitoring present-moment experiences with an orientation of acceptance, have shown promise for improving social-relationship processes. This study demonstrates the efficacy of a 2-wk smartphone-based mindfulness training for reducing loneliness and increasing social contact in daily life. Importantly, this study shows that developing an orientation of acceptance toward present-moment experiences is a critical mechanism for mitigating these social risk factors.

Keywords: mindfulness, social relationships, loneliness, acceptance, ambulatory assessment

ABSTRACT

Loneliness and social isolation are a growing public health concern, yet there are few evidence-based interventions for mitigating these social risk factors. Accumulating evidence suggests that mindfulness interventions can improve social-relationship processes. However, the active ingredients of mindfulness training underlying these improvements are unclear. Developing mindfulness-specific skills—namely, (i) monitoring present-moment experiences with (ii) an orientation of acceptance—may change the way people perceive and relate toward others. We predicted that developing openness and acceptance toward present experiences is critical for reducing loneliness and increasing social contact and that removing acceptance-skills training from a mindfulness intervention would eliminate these benefits. In this dismantling trial, 153 community adults were randomly assigned to a 14-lesson smartphone-based intervention: (i) training in both monitoring and acceptance (Monitor+Accept), (ii) training in monitoring only (Monitor Only), or (iii) active control training. For 3 d before and after the intervention, ambulatory assessments were used to measure loneliness and social contact in daily life. Consistent with predictions, Monitor+Accept training reduced daily-life loneliness by 22% (d = 0.44, P = 0.0001) and increased social contact by two more interactions each day (d = 0.47, P = 0.001) and one more person each day (d = 0.39, P= 0.004), compared with both Monitor Only and control trainings. These findings describe a behavioral therapeutic target for improving social-relationship functioning; by fostering equanimity with feelings of loneliness and social disconnect, acceptance-skills training may allow loneliness to dissipate and encourage greater engagement with others in daily life.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6397548/Loneliness and social isolation are a growing public health concern, yet there are few evidence-based interventions for mitigating these social risk factors. Accumulating evidence suggests that mindfulness interventions can improve social-relationship processes. However, the active ingredients of mindfulness training underlying these improvements are unclear. Developing mindfulness-specific skills—namely, (i) monitoring present-moment experiences with (ii) an orientation of acceptance—may change the way people perceive and relate toward others. We predicted that developing openness and acceptance toward present experiences is critical for reducing loneliness and increasing social contact and that removing acceptance-skills training from a mindfulness intervention would eliminate these benefits. In this dismantling trial, 153 community adults were randomly assigned to a 14-lesson smartphone-based intervention: (i) training in both monitoring and acceptance (Monitor+Accept), (ii) training in monitoring only (Monitor Only), or (iii) active control training. For 3 d before and after the intervention, ambulatory assessments were used to measure loneliness and social contact in daily life. Consistent with predictions, Monitor+Accept training reduced daily-life loneliness by 22% (d = 0.44, P = 0.0001) and increased social contact by two more interactions each day (d = 0.47, P = 0.001) and one more person each day (d = 0.39, P= 0.004), compared with both Monitor Only and control trainings. These findings describe a behavioral therapeutic target for improving social-relationship functioning; by fostering equanimity with feelings of loneliness and social disconnect, acceptance-skills training may allow loneliness to dissipate and encourage greater engagement with others in daily life.

 

Mindfulness Training can Produce Harm but Much can be Avoided

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Mindfulness Training can Produce Harm but Much can be Avoided

 

By John M. de Castro, Ph.D.

 

“meditation was designed not to make us happier, but to radically change our sense of self and perception of the world. Given this, it is perhaps not surprising that some will experience negative effects such as dissociation, anxiety and depression.” – Hackspirit

 

People begin meditation with the misconception that meditation will help them escape from their problems. Nothing could be further from the truth. In fact, meditation does the exact opposite, forcing the meditator to confront their issues. In meditation, the practitioner tries to quiet the mind. But, in that relaxed quiet state, powerful, highly emotionally charged thoughts and memories are likely to emerge. The strength here is that meditation is a wonderful occasion to begin to deal with these issues. But often the thoughts or memories are overwhelming. At times, professional therapeutic intervention may be needed.

 

Many practitioners never experience these negative experiences or only experience very mild states. There are, however, few systematic studies of the extent of negative experiences. In general, the research has reported that unwanted (negative) experiences are quite common with meditators, but for the most part, are short-lived and mild. There is, however, a great need for more research into the nature of the experiences that occur during meditation.

 

In today’s Research News article “Doing no harm in mindfulness-based programs: Conceptual issues and empirical findings.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6575147/), Baer and colleagues review what little research there is regarding negative experiences with mindfulness training. They report that negative experiences and harm are relatively common and occur with a variety of physical and psychological therapies, drug treatments, exercise, and also with mindfulness-based practices. Most people practicing meditation have emotional or challenging experiences arise, including troubling thoughts, anxiety, depression, confusion, depersonalization and alienation. These tend to be short-lived and often are thought to be part of the therapeutic process and lead to healthy outcomes. Only a small percentage of participants (1% to 7%) experience severe negative experiences such as psychotic symptoms, disorientation, and depression at a severe enough level to prompt cessation of meditation.

 

The authors identify three categories of potential sources of adverse events, program factors, participant factors, and teacher/clinician factors. In terms of program factors the most significant appears to be the intensity of the practice with a large percentage of adverse events occurring on retreats. In terms of participant factors, prior psychiatric and/or traumatic issues appear to be risk factors for adverse events. In terms of teacher/clinician factors, it appears that teacher ability and competence is important including “empathy, understanding of the client’s problems, communication about the nature of the program, skillful implementation of the program, managing difficulties that arise, and encouraging adherence to recommended practice.” Harm avoidance emphasizes taking these factors into consideration at the outset and monitoring for participant discomfort with appropriate intervention when needed.

 

One of the key judgements to be made is the cost/benefit analysis. Mindfulness training produces major physical, psychological, and spiritual benefits and these must be weighed against potential harm. It is generally true that the benefits are substantial and long lasting while the adverse events are mild and short-lived. But for a fraction of participants the harm is so debilitating to make the practice totally ineffective. It is incumbent on mindfulness teachers and clinicians to carefully assess potential risk factors and screen out particularly vulnerable participants and to rigorously monitor participant distress during the training to intervene or stop training when necessary to prevent harm.

 

“Mindfulness can have negative effects for some people, even if you’re doing it for only 20 minutes a day. It’s difficult to tell how common [negative] experiences are, because mindfulness researchers have failed to measure them, and may even have discouraged participants from reporting them by attributing the blame to them.” – Miguel Farias

 

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

 

Baer, R., Crane, C., Miller, E., & Kuyken, W. (2019). Doing no harm in mindfulness-based programs: Conceptual issues and empirical findings. Clinical psychology review, 71, 101–114. doi:10.1016/j.cpr.2019.01.001

 

Abstract

The benefits of empirically supported mindfulness-based programs (MBPs) are well documented, but the potential for harm has not been comprehensively studied. The available literature, although too small for a systematic review, suggests that the question of harm in MBPs needs careful attention. We argue that greater conceptual clarity will facilitate more systematic research and enable interpretation of existing findings. After summarizing how mindfulness, mindfulness practices, and MBPs are defined in the evidence-based context, we examine how harm is understood and studied in related approaches to physical or psychological health and wellbeing, including psychotherapy, pharmacotherapy, and physical exercise. We also review research on harmful effects of meditation in contemplative traditions. These bodies of literature provide helpful parallels for understanding potential harm in MBPs and suggest three interrelated types of factors that may contribute to harm and require further study: program-related factors, participant-related factors, and clinician- or teacher-related factors. We discuss conceptual issues and empirical findings related to these factors and end with recommendations for future research and for protecting participants in MBPs from harm.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6575147/

 

Improve the Psychological and Physical Health of Myeloproliferative Neoplasm Patients with a Smartphone Mindfulness App

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Improve the Psychological and Physical Health of Myeloproliferative Neoplasm Patients with a Smartphone Mindfulness App

 

By John M. de Castro, Ph.D.

 

“Even with an app, mindfulness takes practice. Like playing an instrument or a sport, the more you practice, the better you get and the more you get out of it. . . Whatever you try, mindfulness training is considered very safe, and has a good chance of increasing your happiness and peacefulness, and reducing your depression, anxiety, and stress.” – James Cartreine

 

“Myeloproliferative Neoplasms (MPNs) are blood cancers that occur when the body makes too many white or red blood cells, or platelets” (Cancer Support Community). It typically occurs in older adults and is fairly rare (1-2 cases/100,000 per year) and has a very high survival rate. It produces a variety of psychological and physical symptoms including fatigue, anxiety, depression, pain, and sleep disturbance, reduced physical, social, and cognitive functioning resulting in a reduced quality of life.

 

Mindfulness training has been shown through extensive research to be effective in improving physical and psychological health including fatigue, anxiety, depression, pain, and sleep disturbance, and improves physical, social, and cognitive functioning as well as quality of life in cancer patients. The vast majority of the mindfulness training techniques, however, require a trained therapist. This results in costs that many patients can’t afford. In addition, the participants must be available to attend multiple sessions at particular scheduled times that may or may not be compatible with their busy schedules and at locations that may not be convenient.

 

As an alternative, Apps for smartphones have been developed. These have tremendous advantages in decreasing costs, making training schedules much more flexible, and eliminating the need to go repeatedly to specific locations. But the question arises as to the effectiveness of these Apps in relieving the psychological and physical symptoms of cancer and improving their quality of life.

 

In today’s Research News article “Smartphone-Based Meditation for c: Feasibility Study to Inform Future Trials.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6658299/), Huberty and colleagues recruited Myeloproliferative Neoplasm Patients and randomly assigned them to either to receive 4 weeks of mindfulness training including 10 minutes of meditation per day via a smartphone app (“Calm”) followed by mindfulness training via another smartphone app (“10% Happier App”), the 2 apps in reverse order, education about Myeloproliferative Neoplasm followed by “10% Happier App”, or education followed by “Calm” app. They were measured before and after training and for Myeloproliferative Neoplasm symptoms, fatigue, anxiety, depression, pain, sleep disturbance, sexual function, health, and quality of life.

 

They found that the participants used the “Calm” App to a significantly greater extent and enjoyed it more than the “10% Happier” App. But following mindfulness training with both apps there were significant improvements. For the “10% Happier” App after training there were significant increases in health, and mental health and decreases in fatigue, anxiety, depression, and sleep disturbance. For the “Calm” App after training there were significant increases in health, and decreases in Myeloproliferative Neoplasm symptoms, fatigue, depression, vaginal discomfort, and sleep disturbance.

 

This was a relatively small pilot study that demonstrated the feasibility and efficacy of mindfulness training smartphone apps for the treatment of Myeloproliferative Neoplasm patients. It would appear that the “Calm” App is the preferred app. But both were effective in producing benefits. The improvements were significant and helpful in relieving the suffering of the patients. This is important as the use of smartphone apps makes it easier, more convenient, and more cost effective to provide mindfulness training to a wide swath of Myeloproliferative Neoplasm patients thus maximizing the utilization of mindfulness training for the improvement of the symptoms of patients with Myeloproliferative Neoplasm.

 

So, improve the psychological and physical health of myeloproliferative neoplasm patients with a smartphone mindfulness app.

 

“So how can this practice of mindfulness help people with cancer? . . . Routinely, we see large and meaningful improvements in mood, stress levels, depression, anger, worry, and rumination. We also see people having an increased sense of meaning and purpose in life, better sleep, and more energy, as well as displaying biological changes like a healthier pattern of stress hormones and less inflammation in the immune system.” – Linda Carlson

 

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

 

Jennifer Huberty, Ryan Eckert, Linda Larkey, Jonathan Kurka, Sue A Rodríguez De Jesús, Wonsuk Yoo, Ruben Mesa. Smartphone-Based Meditation for Myeloproliferative Neoplasm Patients: Feasibility Study to Inform Future Trials. JMIR Form Res. 2019 Apr-Jun; 3(2): e12662. Published online 2019 Apr 29. doi: 10.2196/12662

 

 

Abstract

Background

Myeloproliferative neoplasm (MPN) patients often report high symptom burden that persists despite the best available pharmacologic therapy. Meditation has gained popularity in recent decades as a way to manage cancer patient symptoms.

Objective

The aim of this study was to examine the feasibility of 2 different consumer-based meditation smartphone apps in MPN patients and to examine the limited efficacy of smartphone-based meditation on symptoms compared with an educational control group.

Methods

Patients (n=128) were recruited nationally through organizational partners and social media. Eligible and consented patients were enrolled into 1 of 4 groups, 2 of which received varying orders of 2 consumer-based apps (10% Happier and Calm) and 2 that received one of the apps alone for the second 4 weeks of the 8-week intervention after an educational control condition. Participants were asked to perform 10 min of meditation per day irrespective of the app and the order in which they received the apps. Feasibility outcomes were measured at weeks 5 and 9 with a Web-based survey. Feasibility outcomes were acceptability, demand, and limited efficacy for depression, anxiety, pain intensity, sleep disturbance, sexual function, quality of life, global health, and total symptom burden.

Results

A total of 128 patients were enrolled across all 4 groups, with 73.4% (94/128) patients completing the intervention. Of the participants who completed the 10% Happier app, 61% (46/76) enjoyed it, 66% (50/76) were satisfied with the content, and 77% (59/76) would recommend to others. Of those who completed the Calm app, 83% (56/68) enjoyed it, 84% (57/68) were satisfied with the content, and 97% (66/68) would recommend to others. Of those who completed the educational control, 91% (56/61) read it, 87% (53/61) enjoyed it, and 71% (43/61) learned something. Participants who completed the 10% Happierapp averaged 31 (SD 33) min/week; patients completing the Calm app averaged 71 (SD 74) min/week. 10% Happier app participants saw small effects on anxiety (P<.001 d=−0.43), depression (P=.02; d=−0.38), sleep disturbance (P=.01; d=−0.40), total symptom burden (P=.13; d=−0.27), and fatigue (P=.06; d=−0.30), and moderate effects on physical health (P<.001; d=0.52). Calm app participants saw small effects on anxiety (P=.29; d=−0.22), depression (P=.09; d=−0.29), sleep disturbance (P=.002; d=−0.47), physical health (P=.005; d=0.44), total symptom burden (P=.13; d=−0.27), and fatigue (P=.13; d=−0.27). Educational control participants (n=61) did not have effects on any patient-reported outcome except for a moderate effect on physical health (P<.001; d=0.77).

Conclusions

Delivering meditation via the Calm app is feasible and scored higher in terms of feasibility when compared with the 10% Happier app. The Calm app will be used to implement a randomized controlled trial, testing the effects of meditation on symptom burden in MPNs.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6658299/

Structural and Functional Changes in the Brain Produced by Meditation Training

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Structural and Functional Changes in the Brain Produced by Meditation Training

 

By John M. de Castro, Ph.D.

 

“Measurable changes in brain regions associated with memory, sense of self, empathy, and stress start to appear in subjects who practice mindfulness meditation for only eight weeks.” – Deepak Chopra

 

There has accumulated a large amount of research demonstrating that mindfulness has significant benefits for psychological, physical, and spiritual wellbeing. One way that mindfulness practices may produce these benefits is by altering the brain. The nervous system is a dynamic entity, constantly changing and adapting to the environment. It will change size, activity, and connectivity in response to experience. These changes in the brain are called neuroplasticity. Over the last decade neuroscience has been studying the effects of contemplative practices on the brain and has identified neuroplastic changes in widespread areas. In other words, mindfulness practice appears to mold and change the brain, producing psychological, physical, and spiritual benefits.

 

Although, these changes have been documented, there is scant evidence regarding the temporal course of the neural changes with increasing experience with meditation. In today’s Research News article “Alterations in Brain Structure and Amplitude of Low-frequency after 8 weeks of Mindfulness Meditation Training in Meditation-Naïve Subjects.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6662752/), Yang and colleagues recruited meditation naïve college students and provided them with a 8 week meditation training program. They met for 1.5 hours once a week and were requested to meditate at home for 45 minutes daily. They were measured before and after the meditation program for mindfulness, anxiety, depression, and mood, including anger, fatigue, tension, depression, vigour and friendliness. In addition, their brains were measured with functional Magnetic Resonance Imaging (fMRI) before and after training.

 

They found that after meditation training there were significant decreases in anxiety and depression and significant increases in the non-reactivity facet of mindfulness. Cortical thickness significantly increased over training in the precuneus and superior parietal lobule while local brain activity fluctuations decreased in the precuneus and inferior parietal lobule. The parietal cortex is associated with bodily sensation and self-referential thinking while the precuneus is associated with the default mode network involved in mind wandering and self-referential thought.

 

The study did not contain a control condition. So, conclusion must be reached carefully. But the results suggest that mindfulness meditation training decreases anxiety and depression, which has been previously well documented. The neural findings that meditation training resulted in decreased brain activity fluctuations in the precuneus and inferior parietal lobule suggests that the training reduces activity in brain regions associated with mind wandering and self-referential thinking, which have also been well documented previously. Focusing on the present moment as is trained in mindfulness meditation cannot coexist with mind wandering and self-referential thinking. So, it is not surprising that there’s reduced activity in the brain regions underlying these functions.

 

All of this suggests that mindfulness meditation training changes the brain in ways that reflect greater present moment awareness and less daydreaming and discursive thinking.

 

“as the popularity of mindfulness grows, brain imaging techniques are revealing that this ancient practice can profoundly change the way different regions of the brain communicate with each other – and therefore how we think – permanently.” – Tom Ireland

 

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

 

Chuan-Chih Yang, Alfonso Barrós-Loscertales, Meng Li, Daniel Pinazo, Viola Borchardt, César Ávila, Martin Walter. Alterations in Brain Structure and Amplitude of Low-frequency after 8 weeks of Mindfulness Meditation Training in Meditation-Naïve Subjects. Sci Rep. 2019; 9: 10977. Published online 2019 Jul 29. doi: 10.1038/s41598-019-47470-4

 

Abstract

Increasing neuroimaging evidence suggests that mindfulness meditation expertise is related to different functional and structural configurations of the default mode network (DMN), the salience network (SN) and the executive network at rest. However, longitudinal studies observing resting network plasticity effects in brains of novices who started to practice meditation are scarce and generally related to one dimension, such as structural or functional effects. The purpose of this study was to investigate structural and functional brain network changes (e.g. DMN) after 40 days of mindfulness meditation training in novices and set these in the context of potentially altered depression symptomatology and anxiety. We found overlapping structural and functional effects in precuneus, a posterior DMN region, where cortical thickness increased and low-frequency amplitudes (ALFF) decreased, while decreased ALFF in left precuneus/posterior cingulate cortex correlates with the reduction of (CES-D) depression scores. In conclusion, regional overlapping of structural and functional changes in precuneus may capture different components of the complex changes of mindfulness meditation training.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6662752/

 

Reduce Stress and Improve the Psychological Health of Teachers with Mindfulness

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Reduce Stress and Improve the Psychological Health of Teachers with Mindfulness

 

By John M. de Castro, Ph.D.

 

“mindfulness training for teachers can help them cope better with stress on the job while also making the classroom environment more productive for learning.” – Jill Suttie

 

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

 

Burnout frequently results from emotional exhaustion. This exhaustion not only affects the teachers personally, but also the students, as it produces a loss of enthusiasm, empathy, and compassion. Regardless of the reasons for burnout or its immediate presenting consequences, it is a threat to schools and their students. In fact, it is a threat to the entire educational systems as it contributes to the shortage of teachers. Hence, methods of reducing stress and improving teacher psychological health needs to be studied.

 

In today’s Research News article “Mixed-methods evaluation comparing the impact of two different mindfulness approaches on stress, anxiety and depression in school teachers.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6615820/), Todd and colleagues recruited primary and secondary school teachers who were attending mindfulness courses of Mindfulness-Based Stress Reduction (MBSR) or .b Foundations. The MBSR program consists of 8 weekly 2-hour group sessions involving meditation, yoga, body scan, and discussion. The teachers are also encouraged to perform daily practice. The .b Foundations program consists of 8 weekly 1.5-hour group sessions involving mindfulness training in a classroom setting. The teachers are similarly encouraged to perform daily practice. They were measured before and after training for anxiety, depression, perceived stress, and completed semi-structured interviews.

 

They found that teachers who participated in the Mindfulness-Based Stress Reduction (MBSR) program had significant reductions in anxiety, depression, and perceived stress, while the teachers who participated in the .b Foundations program had significant reductions in anxiety and perceived stress, but not depression. The qualitative interviews revealed that both programs were found to be acceptable and a good experience and having profound impacts with no significant differences between the programs.

 

The weaknesses of this study were that there wasn’t a no-treatment or active control group and participants were not randomly assigned to conditions. As such the benefits of the training could have been due to subject expectancy effects, Hawthorne effects, experimenter bias, or just the effects of attending a social group for 8 weeks. But a large number of previous better controlled studies have shown that mindfulness training improves anxiety, depression, and perceived stress. So, it is likely that the reductions seen in the present study were due to the mindfulness training.

 

So, reduce stress and improve the psychological health of teachers with mindfulness.

 

“When administrators call you, you never know what they want. It could be a parent is upset with you, or you forgot something. I used to rush to meetings, grab a seat, and jump in. Now, I practice mindful walking. I think about where I’m going. When I arrive, I’m not revved up. I’m able to receive criticism or conversation without being triggered.” – Nicole Willheimer

 

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

 

Todd, C., Cooksey, R., Davies, H., McRobbie, C., & Brophy, S. (2019). Mixed-methods evaluation comparing the impact of two different mindfulness approaches on stress, anxiety and depression in school teachers. BMJ open, 9(7), e025686. doi:10.1136/bmjopen-2018-025686

 

Strengths and limitations of this study

  • This study is unique as there are currently no published studies comparing the two mindfulness courses in terms of acceptability, experience and effects on stress, anxiety and depression, despite current roll-out.
  • Strengths lie in the mixed-methods approach used to explore differences between .b and Mindfulness-Based Stress Reduction.
  • Limitations lie in the numbers lost to follow-up, with future research needed to explore this further.

Abstract

Objectives

This study compared the impact of two different 8-week mindfulness based courses (.b Foundations and Mindfulness-Based Stress Reduction (MBSR)), delivered to school teachers, on quantitative (stress, anxiety and depression) and qualitative (experience, acceptability and implementation) outcomes.

Design

A mixed-methods design was employed. Matched-paired t-tests were used to examine change from baseline, with imputation conducted to account for those lost to follow-up. Qualitative methods involved 1:1 semistructured interviews (n=10). Thematic analysis was used to explore differences in experience between courses.

Setting

Courses took place in UK primary schools or nearby leisure centres, 1:1 interviews took place via telephone.

Participants

44/69 teachers from schools in the UK were recruited from their attendance at mindfulness courses (.b and MBSR).

Interventions

Participants attended either an MBSR (experiential style learning, 2 hours per week) or .b Foundations (more classroom focused learning, 1.5 hours per week) 8-week mindfulness course.

Outcome measures

Stress (Perceived Stress Scale), anxiety and depression (Hospital Anxiety and Depression Scale) were evaluated in both groups at baseline (n=44), end of intervention (n=32) and 3-month follow-up (n=19).

Results

Both courses were associated with significant reductions in stress (.b 6.38; 95% CI 1.74 to 11.02; MBSR 9.69; 95% CI 4.9 to 14.5) and anxiety (.b 3.36; 95% CI 1.69 to 5.0; MBSR 4.06; 95% CI 2.6 to 5.5). MBSR was associated with improved depression outcomes (4.3; 95% CI 2.5 to 6.11). No differences were found in terms of experience and acceptability. Four main themes were identified including preconceptions, factors influencing delivery, perceived impact and training desires/practical application.

Conclusion

.b Foundations appears as beneficial as MBSR in anxiety and stress reduction but MBSR may be more appropriate for depression. Consideration over implementation factors may largely improve the acceptability of mindfulness courses for teachers. Further research with larger samples is needed.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6615820/