Reduce Burnout in Caregivers for the Elderly with Meditation and Yoga

By John M. de Castro, Ph.D.

“Self-care is very important for preventing caregiver burnout and senior stress, and two of the most effective self-care habits you can start are meditation and yoga.” – Harry Cline

There is a tremendous demand for caregiving. It is estimated that over 65 million (29% of the adult population) in the US provides care to someone who is ill, disabled or aged, averaging 20 hours per week spent caring for their loved ones. This caregiving comes at a cost exacting a tremendous toll on caregivers’ health and well-being. Caregiving has been associated with increased levels of depression and anxiety as well as higher use of psychoactive medications, poorer self-reported physical health, compromised immune function, and increased mortality. Mindfulness practice for caregivers has been shown to help them cope with the physical and psychological demands of caregiving.

In today’s Research News article “The effects of yoga and mindful meditation on elderly care worker’s burnout: a CONSORT-compliant randomized controlled trial.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8753257/ ) Kukihara and colleagues recruited adult caregivers for the elderly and randomly assigned them to receive either no-treatment, or 6 weekly 60-minute programs of either yoga or mindful meditation. They were measured before and after treatment for burnout and provided saliva samples for assay for the stress marker α-amylase.

They found that in comparison to baseline and the no-treatment control group both the yoga and meditation groups had significant reductions in burnout, particularly emotional exhaustion, and the salivary stress marker α-amylase. There were no significant differences in the benefits of the yoga or the mindful meditation programs.

So, practice yoga or meditation to reduce burnout and stress in caregivers for the elderly.

“Caregiving for a senior is a wonderful thing to do, but it comes with its difficulties and stresses. Yoga and meditation are two practices that can help seniors and their caregivers lead happier and healthier lives.” – Beverly Nelson

CMCS – Center for Mindfulness and Contemplative Studies

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

Study Summary

Kukihara, H., Ando, M., & Yamawaki, N. (2022). The effects of yoga and mindful meditation on elderly care worker’s burnout: a CONSORT-compliant randomized controlled trial. Journal of rural medicine : JRM, 17(1), 14–20. https://doi.org/10.2185/jrm.2021-021

Abstract

Objectives: This study aims to investigate the effects of mindful meditation and yoga on reducing burnout and stress in care workers who assist elderly individuals. Knowing how to reduce burnout is important because that of care workers is associated with the quality of client care, worker productivity, and job turnover.

Patients and Methods: The participants included 44 care workers who worked for elderly care facilities in rural Fukuoka. They were randomly assigned to one of three intervention groups: control, yoga, or mindfulness. In the yoga intervention group, a certified yoga instructor taught a 60-minute yoga session each week for six weeks. In the mindfulness group, an experienced medical doctor instructed a mindful meditation program for the same length. Participants were asked to complete the Japanese Burnout Scale (JBS), and the research team collected the level of α-amylase in saliva using NIPRO: T-110-N pre- and post-interventions.

Results: MANOVA was performed with each intervention (control, yoga, mindfulness) as the independent variable on the three subscales of the JBS (emotional exhaustion, depersonalization, and personal achievement) and a biomarker of stress level (α-amylase). The results indicated a significant main effect of interventions, and a follow-up ANOVA showed a significant effect of interventions on emotional exhaustion and personal achievement.

Conclusion: The results indicate that practicing mindful meditation or yoga for 60 minutes once a week for six weeks can reduce care workers’ burnout. This study was notable because the biomarker of stress also improved. It is strongly recommended and encouraged that institutions caring for the elderly population provide mindful meditation or yoga intervention to reduce burnout, which benefits not only care workers but also their clients.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8753257/

Improve Positive Psychological States with Mindfulness

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Improve Positive Psychological States with Mindfulness

By John M. de Castro, Ph.D.

“So how does meditation lead to greater happiness? “Loving-kindness is designed to elicit positive emotions. We are stretching the way we pay attention by looking for the good in ourselves or wishing ourselves well through loving-kindness.” – Caren Osten

“Meditation leads to concentration, concentration leads to understanding, and understanding leads to happiness” – This wonderful quote from the modern-day sage Thich Nhat Hahn is a beautiful pithy description of the benefits of mindfulness practice. Mindfulness allows us to view our experience and not judge it, not put labels on it, not make assumptions about it, not relate it to past experiences, and not project it into the future. Rather mindfulness lets us experience everything around and within us exactly as it is arising and falling away from moment to moment. Mindfulness meditation has been shown to increase positive emotions and happiness. But there is a need to further investigate the effects of mindfulness on positive emotional states.

In today’s Research News article “A New Second-Generation Mindfulness-Based Intervention Focusing on Well-Being: A Randomized Control Trial of Mindfulness-Based Positive Psychology.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8976107/ ) Zheng and colleagues recruited healthy adults and randomly assigned them to either a wait-list control condition or to receive mindfulness meditation instruction for 2.5 hours per week for 6 weeks followed by 20 minutes of meditation practice along with home practice. They were measured before, during (every 2 weeks), after, and 3 months after the treatment for satisfaction with life, positive and negative emotions, psychological well-being, mindfulness, attitudes toward self and others, and self-compassion.

They found that the mindfulness meditation program produced a significant reduction in negative emotions and significant increases in self-compassion and environmental mastery. They also found that the greater the amount of meditation practice the higher the levels of positive emotions, positive relations, and awareness.

So, mindfulness meditation increased positive psychological states in healthy adults.

“In order to have the resiliency to face difficulties . . . we need to find and nurture the positive parts of ourselves, and make a point of paying attention to experiences that give us pleasure.” – Sharon Salzberg

CMCS – Center for Mindfulness and Contemplative Studies

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

Study Summary

Zheng, Y., Zhou, J., Zeng, X., Jiang, M., & Oei, T. (2022). A New Second-Generation Mindfulness-Based Intervention Focusing on Well-Being: A Randomized Control Trial of Mindfulness-Based Positive Psychology. Journal of happiness studies, 1–22. Advance online publication. https://doi.org/10.1007/s10902-022-00525-2

Abstract

Second-generation mindfulness-based interventions (SG-MBIs) align well with positive psychology philosophy and practices, but trials of SG-MBIs have largely focused on ill-being. This study developed a mindfulness-based positive psychology (MBPP) intervention integrating positive psychology with an SG-MBI to enhance well-being. A randomized control trial was performed to compare MBPP with a waitlist condition among 138 Chinese participants. The results showed that MBPP significantly reduced negative emotions for subjective well-being and significantly improved environmental mastery for psychological well-being. Improvements in self-compassion and negative attitudes but not avoidance, mediated changes in well-being. Changes in positive emotions, positive relations, and awareness were associated with the amount of meditation practice. These findings showed that MBPP is promising for improving well-being and that the positive psychology components play important roles. Broadly, the study illustrated that positive psychology and SG-MBIs can be effectively integrated, and it supported the further application of SG-MBIs from the positive psychology perspective.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8976107/

Improve Teacher Well-Being and Immune Function with Mindfulness

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Improve Teacher Well-Being and Immune Function with Mindfulness

By John M. de Castro, Ph.D.

“learning and cultivating skills of mindfulness . . .can help us to promote the calm, relaxed, but enlivened classroom environment that children need to learn. Mindfulness can also help us to be more effective at reducing conflict and developing more positive ways of relating in the classroom, which can help us feel more job satisfaction.” – Patricia Jennings

Stress is epidemic in the 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. In a school setting, this burnout and exhaustion not only affects teachers personally, but also the students and schools, as it produces a loss of enthusiasm, empathy, and compassion. Hence, there is a need to identify methods of reducing stress and improving teachers’ psychological health. Mindfulness has been demonstrated to be helpful in reducing the psychological and physiological responses to stress and for treating and preventing burnout. This suggests that mindfulness would improve the psychological and physiological well-being of teachers,

In today’s Research News article “Fostering emotional self-regulation in female teachers at the public teaching network: A mindfulness-based intervention improving psychological measures and inflammatory biomarkers.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8881415/ ) Wilson and colleagues recruited public school teachers and provided them with either 8 weeks of mindfulness training or neuroscience education. Measurements were taken before and after training of reactivity, emotions, stress, resilience, and psychological well-being as well as blood inflammatory markers.

Compared to controls, the teachers who received mindfulness training had significant decreases in stress levels and negative emotions and significant increases in resilience, positive emotions and psychological well-being. Blood inflammatory markers also showed significant improvements. These results suggest that mindfulness training improves immune function, reduces stress, and increases psychological well-being in teachers.

This suggests that teachers should receive mindfulness training to make them better able to withstand the stresses of the job.

“In the last decade, many professional development programs have sprung up that use mindfulness as a key tool to alleviate teacher stress.” – Catherine Gewertz

CMCS – Center for Mindfulness and Contemplative Studies

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

Study Summary

Wilson, D., Rodrigues de Oliveira, D., Palace-Berl, F., de Mello Ponteciano, B., Fungaro Rissatti, L., Piassa Pollizi, V., Sardela de Miranda, F., D’Almeida, V., & Demarzo, M. (2022). Fostering emotional self-regulation in female teachers at the public teaching network: A mindfulness-based intervention improving psychological measures and inflammatory biomarkers. Brain, behavior, & immunity – health, 21, 100427. https://doi.org/10.1016/j.bbih.2022.100427

Abstract

Objective

To examine the effect of a mindfulness-based program specifically designed for teachers in reducing perceived stress and improving the quality of experienced emotion in female active working teachers. A second outcome evaluated is the associated change in cellular inflammatory activity, measured by peripheral blood levels of cytokines.

Method

Eighty-eight female active teachers from public schools from São Paulo Municipality were recruited, and randomly allocated to an eight-week Mindfulness-Based Health Program for Educators (MBHP-Educa) or to Neuroscience for Education Program (Neuro-Educa: active control group). The venue of both programs were several public school facilities, where many of the teachers actually worked. Both groups received activities during eight weeks in a 2 h/week regimen, totalizing 16 h. Sixty-five participants completed the program and pre- and post-interventions measures were taken from the following scales: Interpersonal Multidimensional Reactivity Scale (IRI), Positive-and-Negative Affects Scale (PANAS), Perceived Stress Scale (PSS), Connor-Davidson Resilience Scale (CD-RISC), and a primary outcome in Ryff’s Psychological Well-Being Scale (PBWS). At pre-and post-intervention, blood samples were collected for the measurement of several important inflammatory biomarkers, Tumor Necrosis Factor – α (TNF-α), Interleukin 1β (IL-1β), Interleukin 6 (IL-6), Interleukin 8 (IL-8), Interleukin 10 (IL-10) and Interleukin 12p70 (IL-12P70) through flow cytometry assay. Intervention effects were analyzed via Generalized mixed models (GLMM).

Results

According to the GLMM, MBHP-Educa significantly reduced the scores of perceived stress (p < 0.0001), and negative affect (p < 0.0001) compared to active control group (Neuro-Educa). Conversely, an increase was observed on Psychological Well Being Scale in dimensions of Self-acceptance (p < 0.0001), and Autonomy (p = 0.001), as well as improvements in Resilience (p < 0.0001), and Positive Affect (p < 0.0001). MBHP-Educa also promoted a reduction in the levels of IL-6 (p = 0.003), IL-8 (p = 0.036), and increase in the levels of IL-10 (p < 0.0001) and IL-12p70 (p < 0.044). TNF-α, IL-1β, and IL-10p70 showed results below theoretical limit of detection accepted for CBA kit.

Conclusions

Our data suggest that mindfulness-based interventions introduced as a strategy for reducing stress, promoting well-being and improve immune function can be a useful asset in promoting psychological health among teachers in Basic Education.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8881415/

Improve Psychological Well-Being of Elementary School Children with Mindfulness

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Improve Psychological Well-Being of Elementary School Children with Mindfulness

By John M. de Castro, Ph.D.

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

Childhood is a miraculous period during which the child is dynamically absorbing information from every aspect of its environment. This is particularly evident during the elementary school years. Mindfulness training in school has been shown to have very positive effects. These include improvements in the cognitive, psychological, emotional and social domains. It is important to teach skills that improve well-being early in life. This can affect individuals throughout their lives. So, there is a need to further study the ability of mindfulness training to improve the well-being of elementary school students.

In today’s Research News article “Randomized Trial on the Effects of a Mindfulness Intervention on Temperament, Anxiety, and Depression: A Multi-Arm Psychometric Study.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8945710/ ) Poli and colleagues recruited 5^th grade students. They were measured before and after either 8 weeks of mindfulness training or no treatment for anxiety depression, and temperament.

They found that mindfulness training reduced anxiety levels and inhibition to novelty and increased attention, social orientation, positive emotionality. These results suggest that mindfulness training improves the psychological well-being of elementary school children.

Mindfulness improves the well-being of kids.

“mental wellbeing does not mean being happy all the time and it does not mean you won’t experience negative or painful emotions, such as grief, loss, or failure, which are a part of normal life. However, whatever your age, mindfulness can help you lead a mentally healthier life and improve your wellbeing.” – Mental Health Foundation

CMCS – Center for Mindfulness and Contemplative Studies

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

Study Summary

Poli, A., Maremmani, A., Gemignani, A., & Miccoli, M. (2022). Randomized Trial on the Effects of a Mindfulness Intervention on Temperament, Anxiety, and Depression: A Multi-Arm Psychometric Study. Behavioral sciences (Basel, Switzerland), 12(3), 74. https://doi.org/10.3390/bs12030074

Abstract

Mindfulness is a mental state that can be achieved through meditation. So far, studies have shown that practicing mindfulness on a consistent and regular basis can improve attentional functions and emotional well-being. Mindfulness has recently begun to be used in the field of child development. The goal of this study is to assess if a mindfulness program may help primary school students in reducing anxiety and depression while also improving their temperamental characteristics. This multi-arm pre-post study included 41 subjects recruited in the fifth year of two primary school classes. Participants were randomly assigned to the experimental and control groups. The experimental group, but not the control group, underwent an eight-week mindfulness training. Every week, the program included 60-min group sessions. QUIT (Italian Questionnaires of Temperament) and TAD (Test for Anxiety and Depression in Childhood and Adolescence) were used to assess temperament, and anxiety and depression, respectively. Both groups were administered both instruments before and after mindfulness intervention. The mindfulness program lowered anxiety levels and was effective in changing temperament dimensions: there was an increase in social orientation (SO), positive emotionality (PE), and attention (AT), as well as a decrease in inhibition to novelty (IN) and negative emotionality. Path analysis revealed that AT may promote the improvement of both SO and IN. Similarly, PE may be promoted by the decrease of IN. Clinical implications are discussed.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8945710/

Improve the Regulation of Emotions with Yoga

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Improve the Regulation of Emotions with Yoga

By John M. de Castro, Ph.D.

“yoga has an important role in regulating the feelings of the adolescents and the students who practice yoga are more happy, energetic, focused, and healthy.” – Yasmin Janjhua

Emotions are important to our well-being. They provide the spice of life, the joy, the love, the happiness. But they can be troubling producing sadness, hurt and fear. They can also be harmful such as the consequences of out-of-control anger or suicidal depression. We need emotions, but we must find ways to keep them under control. Emotion regulation is the term used to describe the ability to control emotions. It is not eliminating or suppressing them. Far from it, emotion regulation allows for the emotion to be fully felt and experienced. But it maintains the intensity of the emotion at a manageable level and also produces the ability to respond to the emotion appropriately and constructively. Clearly, emotion regulation is a key to a happier life.

Mindfulness practices have been shown to improve emption regulation. Exercise has also been shown to improve mental health. Yoga is both a mindfulness practice and an exercise. It has been shown to have a myriad of benefits for psychological and physical health, social, and spiritual well-being. So, there is reason to believe that yoga practice may improve emotion regulation. How this might work in young adults has not been well explored.

In today’s Research News article “”I Just Find It Easier to Let Go of Anger”: Reflections on the Ways in Which Yoga Influences How Young People Manage Their Emotions.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8645589/ ) Hagen and colleagues examine the changes in emotions that occur in teenagers during participation in an 8-week yoga class. The teens received semi-structured interviews and filled out logs of their experiences.

The youths reported that yoga reduced negative emotions and improved their ability to regulate these emotions. This is very important for everyone but especially during the highly volatile teenage years. By making the teens more aware of their emotions and improving their ability to understand their origins, they become better at working with them as opposed to suppressing or ignoring them. Hence, yoga practice may be an important means to help teens navigate this difficult period.

“Yoga is beneficial for everyone, from 3 years to 103! It might be said though, that the 13-18 year old age group needs it the most.” – Lyn Russell

CMCS – Center for Mindfulness and Contemplative Studies

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

Study Summary

Hagen, I., Skjelstad, S., & Nayar, U. S. (2021). “I Just Find It Easier to Let Go of Anger”: Reflections on the Ways in Which Yoga Influences How Young People Manage Their Emotions. Frontiers in psychology, 12, 729588. https://doi.org/10.3389/fpsyg.2021.729588

Abstract

In this article we discuss how young people experienced a school-based yoga intervention. We pay particular attention to how yoga provides a space for young people to deal with their emotions. We base our discussion on qualitative data from young people in Norway who participated in the European research project “Hippocampus: Promoting Mental Health and Wellbeing among Young People through Yoga.” The qualitative results are based on experiences described by these young people in individual semi-structured interviews and in diaries or logs. Our data include nine interviews performed in the spring of 2019 with young people of Norwegian and refugee background in their late teens and early twenties. There were also 133 logs noted by the students exposed to the yoga intervention. In the qualitative interviews, young people talk about yoga and emotional management, improved sleep habits, and regulation. They also report improved ability to regulate and cope with stress. Yoga seemed especially beneficial for refugee trauma. In this article, we have chosen to focus on the utterances of young people about emotions, as those were quite dominant in our data, especially in the interview material. We have identified instances of emotional regulation, but also of emotional processes and changes of emotions, all of which were related to these young students practicing yoga. The impact of yoga on emotions illustrates the potential of yoga to improve the well-being and mental health of young people.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8645589/

Socio-Cognitive Mindfulness is Associated with Better Emotions and Their Regulation in Nursing Students

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Socio-Cognitive Mindfulness is Associated with Better Emotions and Their Regulation in Nursing Students

By John M. de Castro, Ph.D.

“Mindfulness enables you to become a more cognizant observer of your experience, allowing you to become more “tuned in” to what you are feeling inside.” – Laura K. Schenck

Mindfulness practice has been shown to improve emotion regulation. Practitioners demonstrate the ability to fully sense and experience emotions but respond to them in more appropriate and adaptive ways. In other words, mindful people are better able to experience yet control their responses to emotions. This is a very important consequence of mindfulness. Humans are very emotional creatures, and these emotions can be very pleasant, providing the spice of life. But when they get extreme, they can produce misery and even mental illness. The ability of mindfulness training to improve emotion regulation is thought to be the basis for a wide variety of benefits that mindfulness provides to mental health and the treatment of mental illness especially depression and anxiety disorders.

Mindfulness can be divided into two different aspects. Meditation mindfulness emphasizes focusing on what is occurring right now without judgement. On the other hand, socio-cognitive mindfulness emphasizes openness to external stimuli allowing for flexible interactions with the environment. It would be expected that socio-cognitive mindfulness with its flexibility in interpreting external events in particular would underlie improvements in emotion regulation.

In today’s Research News article “Mediating Effects of Emotion Regulation between Socio-Cognitive Mindfulness and Achievement Emotions in Nursing Students.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8464977/ ) Lee and Jang recruited healthy college nursing students and had them complete questionnaires measuring reappraisal and suppression emotion regulation, positive and negative achievement emotions, and socio-cognitive mindfulness, including novelty seeking, novelty producing, flexibility, and engagement.

They found that the higher the levels of all components of socio-cognitive mindfulness the higher the levels of emotion reappraisal and positive achievement emotions and the lower the levels of negative achievement emotions. Linear structural modelling revealed that all components of socio-cognitive mindfulness were significantly positively related to positive achievement emotions directly and also indirectly by having a positive relationship with emotion reappraisal that in turn was associated with higher levels of positive achievement emotions. In addition, all components of socio-cognitive mindfulness were significantly negatively related to negative achievement emotions directly while only the engagement component also was associated indirectly by having a negative relationship with emotion suppression that in turn was associated with lower levels of negative achievement emotions.

These results are correlational and as such causation cannot be concluded. But previous controlled research has demonstrated that mindfulness training improves emotions and their regulation. So, the present findings likely resulted from mindfulness producing improved achievement emotions.

An interesting facet of the current study is that it focused on socio-cognitive mindfulness which promotes a flexible approach to the environment. This flexibility is seen in the reappraisal of emotions to better reflect reality and in turn making emotions less extreme both positively and negatively. This would predict that the students would be better able to cope with the stresses of their education and future nursing careers. This suggests that mindfulness training should be included in nursing education.

So, socio-cognitive mindfulness is associated with better emotions and their regulation in nursing students.

“With [mindfulness meditation] training or practice . . . we become more able to allow disturbing emotions and thoughts to pass through awareness. We develop the ability to NOT act or react to every emotion or thought we have.” – Timothy A Pychy

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

Lee, M., & Jang, K. S. (2021). Mediating Effects of Emotion Regulation between Socio-Cognitive Mindfulness and Achievement Emotions in Nursing Students. Healthcare (Basel, Switzerland), 9(9), 1238. https://doi.org/10.3390/healthcare9091238

Abstract

Background: Mindfulness is known as an effective emotion regulation strategy and is beneficial for improving emotions. While meditative mindfulness has been widely studied, socio-cognitive mindfulness has received little attention in nursing literature, despite its potential benefits to the field. This study investigated relationships between nursing students’ socio-cognitive mindfulness, emotion regulation (reappraisal and suppression), and achievement emotions, and explored the mediating effects of emotion regulation. Methods: A total of 459 nursing students from three universities in Korea completed the questionnaire measuring the study variables. Structural equation modeling and path analysis were conducted to test the hypotheses. Results: Socio-cognitive mindfulness was found to positively influence reappraisal while negatively influencing suppression. Additionally, socio-cognitive mindfulness positively predicted positive achievement emotions but negatively predicted negative emotions. Reappraisal positively influenced positive emotions, whereas suppression positively influenced negative emotions. Furthermore, reappraisal mediated the link between mindfulness and positive emotions, and suppression mediated the link between mindfulness and negative emotions. Conclusions: Socio-cognitive mindfulness may be effective in regulating emotions among nursing students by enhancing reappraisal and reducing suppression. Mediating effects highlight the relevance of students’ emotion regulation in nursing education, suggesting the need to develop emotion regulation education programs.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8464977/

Improve Preschool Teacher Job Satisfaction with Mindfulness

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Improve Preschool Teacher Job Satisfaction with Mindfulness

By John M. de Castro, Ph.D.

“Teachers who engage in mindfulness-based practices have been shown to have lower cortisol levels and to be more responsive and compassionate towards their students, less emotionally reactive, and more intentional in their teaching practices.” – Meghan Robles

Stress is epidemic in the 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. In a school setting, this burnout and exhaustion not only affects teachers and administrators personally, but also the students and schools, as it produces a loss of enthusiasm, empathy, and compassion. If stress doesn’t produce burnout, it at least can produce lowered psychological well-being and job satisfaction and impair teaching performance.

Hence, there is a need to identify methods of reducing stress and improve teachers’ psychological health. Mindfulness has been demonstrated to be helpful in reducing the psychological and physiological responses to stress and for treating and preventing burnout in a number of work environments. But the relationship of mindfulness on preschool teacher’s job satisfaction has not been explored.

In today’s Research News article “Can Trait Mindfulness Improve Job Satisfaction? The Relationship Between Trait Mindfulness and Job Satisfaction of Preschool Teachers: The Sequential Mediating Effect of Basic Psychological Needs and Positive Emotions.” (See summary below or view the full text of the study at: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.788035/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1796285_a0P58000000G0YfEAK_Psycho_20211223_arts_A ) Song and colleagues recruited kindergarten teachers and had them complete an online survey measuring mindfulness, positive emotions, job satisfaction, and basic psychological needs, including capacity needs, relationship needs, and autonomy needs.

They found that the higher the teacher’s level of mindfulness the higher the levels of basic psychological needs, positive emotions, and job satisfaction and the higher the level of positive emotions the higher the levels of basic psychological needs and job satisfaction. Modelling analysis revealed that mindfulness was associated with higher levels of job satisfaction directly and also indirectly by being associated with higher levels of basic psychological needs and positive emotions that were in turn associated with higher levels of job satisfaction.

These findings are correlational and as such causation cannot be determined. But previous controlled studies have demonstrated that mindfulness training increases positive emotions, job satisfaction, and basic psychological needs. So, the present findings are probably due to causative effects of mindfulness. This suggests that mindfulness is an important determinant of the psychological well-being of kindergarten teachers leading to satisfaction with their work. This should decrease the likelihood of burnout and improve teaching performance. This further suggests that mindfulness training would be of great benefit for preschool teachers.

So, improve preschool teacher job satisfaction with mindfulness.

“Mindfulness can also help us to be more effective at reducing conflict and developing more positive ways of relating in the classroom, which can help us feel more job satisfaction.” – Patricia Jennings

CMCS – Center for Mindfulness and Contemplative Studies

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

Study Summary

Song Z, Pan B and Wang Y (2021) Can Trait Mindfulness Improve Job Satisfaction? The Relationship Between Trait Mindfulness and Job Satisfaction of Preschool Teachers: The Sequential Mediating Effect of Basic Psychological Needs and Positive Emotions. Front. Psychol. 12:788035. doi: 10.3389/fpsyg.2021.788035

Objective: This study aims to explore the relationship between basic psychological needs and positive emotions of preschool teachers between trait mindfulness and job satisfaction.

Methods: Three hundred and ninety-eight preschool teachers were tested with mindfulness attention awareness scale, basic psychological needs scale, positive emotion scale, and job satisfaction scale.

Results: Preschool teachers trait mindfulness can predict job satisfaction (β = 0.265, p < 0. 001). Preschool teachers trait mindfulness has an indirect impact on job satisfaction through basic psychological needs (β = 0.059, p = 0.002), and preschool teachers trait mindfulness has an indirect impact on job satisfaction through positive emotions (β = 0.123, p < 0. 001). In addition, basic psychological needs and positive emotions play a sequential intermediary role between preschool teachers trait mindfulness and job satisfaction (β = 0.017, p < 0. 001).

Conclusion: Basic psychological needs and positive emotions play a sequential mediating role between preschool teachers trait mindfulness and job satisfaction, and this sequential mediating effect accounts for a high proportion of the total effect.

https://www.frontiersin.org/articles/10.3389/fpsyg.2021.788035/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1796285_a0P58000000G0YfEAK_Psycho_20211223_arts_A

Increase Body Awareness and Emotional Regulation in College Women with Yoga

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Increase Body Awareness and Emotional Regulation in College Women with Yoga

By John M. de Castro, Ph.D.

“Among the suite of tools and strategies that so many of us lean on when it comes to living peacefully (or not) with our emotions, yoga is probably one of the most affecting and effective.” – Monisha Rudhran

Yoga training has been shown to improve health and well-being. It has also been found to be effective for a large array of medical and psychiatric conditions, either stand-alone or in combination with more traditional therapies. There are a wide variety of different yoga training techniques. Many varieties employ breath-focused and meditative-focused practices. Although the benefits of yoga practices in general are well studied there is little scientific research comparing breathing and meditative-focused yoga versus only yoga postures.

In today’s Research News article “Can Yoga Boost Access to the Bodily and Emotional Self? Changes in Heart Rate Variability and in Affective Evaluation Before, During and After a Single Session of Yoga Exercise With and Without Instructions of Controlled Breathing and Mindful Body Awareness in Young Healthy Women.” (See summary below or view the full text of the study at: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.731645/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1790561_a0P58000000G0YfEAK_Psycho_20211214_arts_A ) Herbert recruited female college students and had them perform 30 minutes of yoga exercises. One randomly assigned group was instructed to “exercise any movement with heightened body awareness and breathing control” while the other received no further instruction. They were measured before and after the 30 minutes of yoga for cardiac activity including heart rate variability with an electrocardiogram, positive and negative emotions, interoceptive awareness, self-referential processing, empathy, affective judgement, and heartbeat counting.

They found that cardiac activity was, not surprisingly, increased by yoga, but the two groups did not differ. Also, compared to pre-yoga, after yoga the heart rate was significantly lower during the affective task. In addition, after practicing yoga the participants were significantly faster and more accurate in their affective judgements to emotional stimuli and higher levels of body awareness (heartbeat counting). Hence, there were significant effects of yoga on cardiac activity, emotion regulation, and body awareness, but there was no significant effect of the instruction to be aware of the body and breathing during yoga.

The results suggest that a single 30-minute yoga session, like any other exercise, affects cardiac activity and it improves emotional processing and body awareness regardless of body awareness instruction. These findings are not new as it has been established in previous research by other researchers studying different groups that yoga practice improves body awareness and emotion regulation. That this happens after a single 30-minute practice is new and interesting.

The lack of a control group participating in another form of exercise, however, limits the conclusions regarding the effects of yoga per se. It is possible that any form of exercise would produce similar effects. In addition, a single 30-minute session may not be sufficient to observe effect of an intention to be aware of the body and breathing. More practice may be necessary. Alternatively, participating in yoga may heighten body and breathing awareness regardless of whether there was an explicit instruction. Nevertheless, short-term exercise appears to be healthful for the heart, body awareness, and the emotions.

So, increase body awareness and emotional regulation in college women with yoga.

“Change your posture and you change the way you breathe. Change your breathing and you change your nervous system. This is one of the great lessons of yoga: Everything is connected.” – Timothy McCall

CMCS – Center for Mindfulness and Contemplative Studies

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

Study Summary

Herbert C (2021) Can Yoga Boost Access to the Bodily and Emotional Self? Changes in Heart Rate Variability and in Affective Evaluation Before, During and After a Single Session of Yoga Exercise With and Without Instructions of Controlled Breathing and Mindful Body Awareness in Young Healthy Women. Front. Psychol. 12:731645. doi: 10.3389/fpsyg.2021.731645

Exercise is indispensable for a healthy lifestyle. Yoga exercise can have positive effects on well-being and on cardiac autonomic activity making it an ideal intervention for improving mind-body interactions and resilience to physical and mental stressors. Emotions trigger especially strong bodily and affective-cognitive responses because of their social relevance for the self and their biological relevance of mobilizing the organism for action. This study investigates whether changes in emotion processing related to self-other referential processing and changes in cardiac autonomic activity, reflected by heart rate variability (HRV), occur immediately after already a single session of yoga exercise when yoga postures are practiced with or without breathing- and mindful body awareness instructions. Women, all university students (N = 34, final sample: n = 30, n = 25 naïve to yoga practice) were randomly assigned to two experimental groups who performed the same yoga exercises with or without controlled breathing and mindfulness instructions. Emotional, self-other referential processing, awareness of bodily signals and HRV indicators were investigated before and after the exercise using standardized experimental tasks, standardized questionnaires, and mobile recording devices. Exercising for 30 minutes changed cardiac activity significantly. HRV measures showed adaptability of cardiac activity during the exercise as well as during the affective task post- to pre-exercise. Exercising with breathing instructions and mindful body awareness had no superior effects on cardiac, particularly parasympathetic activity, compared to practicing the same movements without such explicit instructions. Self-referential processing did not change; however, participants were faster and more accurate in their affective judgments of emotional stimuli [regardless of their reference (self/other)], and showed better awareness of bodily signals after compared to before the exercise session. The results support immediate, adaptive effects of yoga exercise on cardiac and affective-cognitive processing in an all-female healthy sample. Therefore, yoga exercise could be recommended as a physical activity for boosting cardiac and emotional resilience in this target group.

https://www.frontiersin.org/articles/10.3389/fpsyg.2021.731645/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1790561_a0P58000000G0YfEAK_Psycho_20211214_arts_A

Reduce Stress and Increase Well-Being in People with Schizophrenia with Mindfulness

3 years ago psyjdc Leave a comment

Reduce Stress and Increase Well-Being in People with Schizophrenia with Mindfulness

By John M. de Castro, Ph.D.

“In schizophrenic patients, mindfulness intervention leads to better psychosocial functioning, improved positive emotions, and reduced negative symptoms.” – Jia‐Ling Sheng

Schizophrenia is the most common form of psychosis. Its effects about 1% of the population worldwide. It appears to be highly heritable and involves changes in the brain. It is characterized by both positive and negative symptoms. Positive symptoms include hallucinations; seeing and, in some cases, feeling, smelling or tasting things that aren’t there, or delusions; unshakable beliefs that, when examined rationally, are obviously untrue. Negative symptoms include a reduced ability to function normally, neglect of personal hygiene, lack of emotion, blank facial expressions, speaking in a monotone, loss of interest in everyday activities, social withdrawal, an inability to experience pleasure, and a lack of insight into their symptoms. The symptoms of schizophrenia usually do not appear until late adolescence or early adulthood.

Schizophrenia is very difficult to treat with psychotherapy and is usually treated with antipsychotic drugs. These drugs, however, are not always effective, sometimes lose effectiveness, and can have some difficult side effects. Mindfulness training has been shown to be beneficial for a variety of mental health problems, including psychosis. Mindfulness has also been shown to associated with lower symptom severity of schizophrenia.

In today’s Research News article “Effects of Mindfulness-Based Stress Reduction (MBSR) on Stress, Heart Rate Variability, Affect, and Wellbeing among People with Schizophrenia.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8617870/ ) Kim and colleagues recruited patients who had been diagnosed with schizophrenia at two centers. The participants from one center constituted the no-treatment control condition while those from the other received 8-weekly 60 minute sessions of the Mindfulness-Based Stress Reduction (MBSR) program. The participants were measured before and after the treatment and 6 weeks later for perceived stress, positive and negative emotions, well-being, and heart rate variability.

They found that in comparison to baseline and the control group, the group that received Mindfulness-Based Stress Reduction (MBSR) had significantly lower perceived stress and negative emotions and significantly higher heart rate variability. Increases in heart rate variability indicates a reduction in physiological activation, an increase in parasympathetic relaxation, providing a physiological indicator of reduced stress. These changes remained significant at the 6 week follow up.

These findings demonstrate that mindfulness training with Mindfulness-Based Stress Reduction (MBSR) is effective in reducing stress and negative emotions in patients diagnosed with schizophrenia. Mindfulness training has been shown, in the past with a variety of groups to reduce stress, negative emotions, and heart rate variability. The present findings demonstrate that mindfulness training also improves the psychological well-being in patients with a major mental illness. This suggests that MBSR should be incorporated into the treatment program for patients who had been diagnosed with schizophrenia.

So, reduce stress and increase well-being in people with schizophrenia with mindfulness.

“meditation is the best and successful treatment for Schizophrenia without any side-effects, caused by the very strong medications.” – Ruchi Singhal

CMCS – Center for Mindfulness and Contemplative Studies

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

Study Summary

Kim, A. S., Jang, M. H., & Sun, M. J. (2021). Effects of Mindfulness-Based Stress Reduction (MBSR) on Stress, Heart Rate Variability, Affect, and Wellbeing among People with Schizophrenia. International journal of environmental research and public health, 18(22), 11871. https://doi.org/10.3390/ijerph182211871

Abstract

Mindfulness-based stress reduction programs have been found to be effective in reducing the stress response and improving the psychological wellbeing of various populations. We aimed to confirm the effects of a mindfulness-based stress reduction program on perceived stress, heart rate variability, positive and negative affect, and subjective wellbeing of community-dwelling people with schizophrenia. The participants in this study were 26 people with schizophrenia (experimental group: 14, control group: 12) enrolled in two community mental health centers located in Gyeonggi Province in South Korea. In the experimental group, the mindfulness-based stress reduction program was applied once a week for 60 min over 8 weeks. The experimental group showed a significantly greater decrease in perceived stress and negative affect, as well as significantly greater improvement in heart rate variability than the control group. The mindfulness-based stress reduction program was an effective nursing intervention to reduce stress and negative affect in people with schizophrenia.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8617870/

Reduce Stress and Improve Well-Being in Nursing Students with Mindfulness

3 years ago psyjdc Leave a comment

Reduce Stress and Improve Well-Being in Nursing Students with Mindfulness

By John M. de Castro, Ph.D.

“mindfulness meditation has a positive impact on nurses’ and nursing students’ stress, anxiety, depression, burnout, sense of well-being and empathy.” – Pamela van der Riet

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. It is estimated that over 45% of healthcare workers experience burnout. Burnout not only affects the healthcare providers personally, but also the patients, as it produces a loss of empathy and compassion. So, preventing burnout has to be a priority.

It is important that methods be found to reduce the individual’s responses to stress and to improve their resilience. Contemplative practices have been shown to reduce the psychological and physiological responses to stress. Indeed, mindfulness has been shown to be helpful in treating and preventing burnout, increasing resilience, and improving sleep. Developing mindfulness early in healthcare careers could work to prevent later burnout. There has been considerable research on this topic. So, it makes sense to summarize what has been learned regarding the effects of mindfulness training for nursing students.

In today’s Research News article “Mindfulness-Based Interventions for Undergraduate Nursing Students in a University Setting: A Narrative Review.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8621067/ ) McVeigh and colleagues review and summarize the published research on the effectiveness of mindfulness training on the psychological well-being of nursing students. They identified 15 published research studies.

They report that the published research found that mindfulness training for nursing students resulted in significant decreases in anxiety, depression, perceived stress, and negative coping strategies, and significant increases in mindfulness, self-efficacy, emotion regulation, and self-awareness. These benefits accrued regardless of the type and form of mindfulness training from meditation, to Mindfulness-Based Stress Reduction (MBSR), to mindful movement practice.

These results are very promising. Mindfulness training of nursing students appears to markedly improve their psychological well-being. There was no long-term follow-up reported. So, it is not known whether the training has lasting effects and potentially improve resilience to later career stresses and reduce burnout. Future research needs to follow-up to identify whether the effects of this early intervention might assist the nurses in their later careers.

So, reduce stress and improve well-being in nursing students with mindfulness.

“Mindfulness practices have been found beneficial for nurses. The program has been found to increase self-compassion, serenity, and empathetic concern as well as decrease burnout and self-reported distress “ – Sandra Bernstein

CMCS – Center for Mindfulness and Contemplative Studies

This and other Contemplative Studies posts are available at the Contemplative Studies Blog http://contemplative-studies.org/wp/ andon Twitter @MindfulResearch

Study Summary

McVeigh, C., Ace, L., Ski, C. F., Carswell, C., Burton, S., Rej, S., & Noble, H. (2021). Mindfulness-Based Interventions for Undergraduate Nursing Students in a University Setting: A Narrative Review. Healthcare, 9(11), 1493. https://doi.org/10.3390/healthcare9111493

Abstract

(1) Introduction: Undergraduate (UG) nursing students are vulnerable to stress throughout their education, known to result in burnout, with high attrition rates of up to 33%. There is a growing body of evidence to suggest that mindfulness-based interventions are effective for the management of anxiety, depression and wellbeing, thereby reducing stress in healthcare provider populations. The aim of this narrative review was to synthesize and provide a critical overview of the current evidence in relation to mindfulness-based interventions for UG nursing students in a university setting. (2) Methods: A review of the literature was conducted in March 2020 and updated in May 2021, utilising the databases CINAHL, Medline and PsycINFO. (3) Results: Fifteen studies were included in the review, with three common themes identified: (i) the positive impact of mindfulness on holistic wellbeing, (ii) mindfulness-based techniques as a positive coping mechanism within academic and clinical practice, and (iii) approaches to the delivery of mindfulness-based interventions. (4) Conclusions: Mindfulness-based interventions are effective strategies for the management of stress, development of self-awareness and enhanced academic and clinical performance in undergraduate nursing students. No ideal approach to delivery or duration of these interventions was evident from the literature. Best practice in relation to delivery of mindfulness-based interventions for nursing students is recommended for future studies.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8621067/