Emotions

Mindfulness is Associated with Reduced Psychological Distress in Kindergarten Teachers

psyjdc Leave a comment

Mindfulness is Associated with Reduced Psychological Distress in Kindergarten Teachers

 

By John M. de Castro, Ph.D.

 

“mindfulness—the ability to stay focused on one’s present experience with nonjudgmental awareness—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 and administrators 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 in a number of work environments. But the effects of mindfulness on kindergarten teachers has not been explored.

 

In today’s Research News article “Mindfulness and Psychological Distress in Kindergarten Teachers: The Mediating Role of Emotional Intelligence.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7664406/ ) Cheng and colleagues recruited kindergarten teachers in China and had them complete measures of mindfulness in teaching, emotional intelligence, perceived stress, anxiety, and depression. These data were then subjected to regression and mediation analyses.

 

They found that the higher the levels of mindfulness in the teachers the higher the levels of emotional intelligence including self-emotional appraisal, others-emotional appraisal, use of emotion, and regulation of emotion. They also found that the higher the levels of mindfulness, the lower the levels of anxiety, depression, psychological distress, and perceived stress. In addition, the higher the levels of emotional intelligence, the lower the levels of anxiety, depression, psychological distress, and perceived stress.

 

They performed a mediation analysis on the data and found that the association of mindfulness with psychological distress was both direct and indirect via emotional intelligence. That is mindfulness was not only associated directly with lower levels of psychological distress but also indirectly by being associated with higher levels of emotional intelligence which, in turn, was associated with lower levels of psychological distress. Further mediation analyses revealed that regulation of emotion was the aspect of emotional intelligence that was responsible for the mediation.

 

It should be kept in mind that these results are correlational and causation cannot be definitively concluded. But, it has been established in previous research the mindfulness training produces increased emotional intelligence and decreased levels of anxiety, depression, psychological distress, and perceived stress. So, the present results likely represent causal effects. Hence, it appears that mindfulness in teaching improves the psychological and emotional well-being of kindergartner teachers. This should not only make the teachers more effective in the classroom but also reduce the likelihood of teacher burnout.

 

So, mindfulness is associated with reduced psychological distress in kindergarten teachers.

 

“Practicing mindfulness in your own life can organically lead to integrating it into your classes in a variety of ways, whether by inviting students to take two feet one breath or by beginning class with a moment of mindful breathing.” – Alison Cohen

 

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

 

Cheng, X., Ma, Y., Li, J., Cai, Y., Li, L., & Zhang, J. (2020). Mindfulness and Psychological Distress in Kindergarten Teachers: The Mediating Role of Emotional Intelligence. International journal of environmental research and public health, 17(21), 8212. https://doi.org/10.3390/ijerph17218212

 

Abstract

Kindergarten teachers are often exposed to great stress. Considering that, mindfulness has been demonstrated to act as a critical role in the psychological well-being of kindergarten teachers. The present study assessed mindfulness in teaching (MT), psychological distress and emotional intelligence (EI) among 511 kindergarten teachers in mainland China and investigated the mediating role of EI to explore the association mechanism between kindergarten teachers’ MT and psychological distress. The major results suggested that kindergarten teachers’ MT was negatively related to their psychological distress (depression, anxiety, and stress). Results of path analyses indicated that the total score of EI and dimension of regulation of emotion (ROE) could serve as significant mediators. The findings suggest that mindfulness might be beneficial to relieve kindergarten teachers’ psychological distress through the mediating role of EI.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7664406/

 

Improve Mindfulness and Emotion Regulation with Meditation

psyjdc Leave a comment

Improve Mindfulness and Emotion Regulation with Meditation

 

By John M. de Castro, Ph.D.

 

“By way of mindfulness meditation, individuals can learn how to regulate their emotions in a way that aversive stimuli will be viewed objectively; thus, the person can be free of attachment from said negative feelings.” – Thomas M Jones

 

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.

 

In today’s Research News article “Short-Term Meditation Training Fosters Mindfulness and Emotion Regulation: A Pilot Study.” (See summary below or view the full text of the study at: https://www.frontiersin.org/articles/10.3389/fpsyg.2020.558803/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1473550_69_Psycho_20201103_arts_A ) Fazia and colleagues conducted a pilot study in which they recruited healthy college students and provided them with meditation training in 5 1-hour weekly sessions. They were measured before and after training for well-being, problems/symptoms, life functioning, mindfulness, emotion regulation, and spirituality.

 

They found that in comparison to baseline, after meditation training there were significant increases in mindfulness, especially the acting with awareness and non-judging facets, and the cognitive reappraisal facet of emotion regulation. Hence, in this pilot study, meditation training appeared to improve mindfulness and the ability to regulate emotions.

 

This study lacks a comparison, control, condition and as a result is open to a wide variety of confounding influences. So, no definitive conclusions can be reached. But prior research in highly controlled studies have shown repeatedly that meditation training improves mindfulness and emotion regulation. So, the present results likely represent causal effects of meditation on the psychological functioning of the participants.

 

So, improve mindfulness and emotion regulation with meditation.

 

“mindfulness can help patients view their emotions from a more detached perspective. . .This means that patients may be able to think more clearly and generate new strategies to resolve their issues without emotional interference.” – NICABM

 

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

 

Fazia T, Bubbico F, Iliakis I, Salvato G, Berzuini G, Bruno S and Bernardinelli L (2020) Short-Term Meditation Training Fosters Mindfulness and Emotion Regulation: A Pilot Study. Front. Psychol. 11:558803. doi: 10.3389/fpsyg.2020.558803

 

ABSTRACT

The practice of meditation has been historically linked to beneficial effects, not only in terms of spirituality but also in terms of well-being, general improvement of psychophysiological conditions and quality of life. The present study aims to assess the beneficial effects of a short-term intervention (a combination of 12 practical 1-h sessions of meditation, called Integral Meditation, and lectures on neuroscience of meditation) on psychological indicators of well-being in subjects from the general population. We used a one-group pretest-posttest quasi-experimental design, in which all participants (n = 41, 17 men and 24 women, with a mean age of 41.1 years) underwent the same intervention. Out of these, 24 had already experienced meditation practice, but only 12 in a continuative way. Effects were assessed by the standardized Italian version of three self-report questionnaires: Core Outcome in Routine Evaluation-Outcome Measure (CORE-OM), Five-Facet Mindfulness Questionnaire (FFMQ), and Emotion Regulation Questionnaire (ERQ). The questionnaires were filled in at baseline and immediately after the last meditation session. Linear mixed effect models were used to evaluate pre-post treatment changes on each outcome. Participants showed a general, close to a statistically significant threshold, improvement in the total score of CORE-OM and its different domains. The total score of FFMQ (β = 0.154, p = 0.012) indicates a statistically significant increase in the level of mindfulness as well as in the domains acting with awareness (β = 0.212, p = 0.024), and non-judging of inner experiences (β = 0.384, p < 0.0001). Lastly, we observed a statistically significant improvement in the cognitive reappraisal ERQ domain (β = 0.541, p = 0.0003). Despite some limitations (i.e., small sample size, lack of a randomised control group and sole use of “soft” measurements, such as self-report questionnaires), this study offers promising results regarding the within-subject effectiveness of our intervention that includes a meditation practice on psychological indicators, thus providing interesting preliminary results.

https://www.frontiersin.org/articles/10.3389/fpsyg.2020.558803/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1473550_69_Psycho_20201103_arts_A

 

Improve Well-Being with Mandala Drawing

psyjdc 1 Comment

Improve Well-Being with Mandala Drawing

 

By John M. de Castro, Ph.D.

 

“Mandala means “sacred circle” in Sanskrit, which is a traditional concept employed in meditation and a ritual symbol that represents the universe in Hinduism and Buddism. Today, Mandala has evolved into a powerful art therapy exercise that allows the creator to enjoy some peace and quiet by simply crafting colourful geometric patterns within a circular shape. “ – Helen Yu

 

Mindfulness practices have been shown to have a large number of beneficial effects on the psychological, emotional, and physical health of the individual and is helpful in the treatment of mental and physical illness. They have also been shown to effect a large number of physiological and psychological processes, including emotion regulation, attention, sensory awareness, decentering, and reappraisal. Mindfulness practices have been shown to be particularly effective in reducing anxiety.

 

Recently, adult coloring books have become popular as a mindfulness practice. It is thought that immersion in the creative yet structured and safe process of coloring will increase mindfulness and in turn produce the benefits of mindfulness. Mandala drawing is an ancient mindfulness practice. But the effects of mandala drawing on the well-being of participants has not been adequately tested scientifically.

 

In today’s Research News article “Cooperative and Individual Mandala Drawing Have Different Effects on Mindfulness, Spirituality, and Subjective Well-Being.” (See summary below or view the full text of the study at: https://www.frontiersin.org/articles/10.3389/fpsyg.2020.564430/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1456740_69_Psycho_20201013_arts_A ) Liu and colleagues recruited healthy college students and randomly assigned them to mandala drawing either alone (individual) or in groups of 4 (cooperative). They met for 5 weekly, 90-minute sessions in which they received training and drew mandalas in provided blank circles. They were measured before and after practice for mindfulness, spirituality, subjective well-being, satisfaction with life, and positive and negative emotions.

 

They found that neither group had significant increases in mindfulness while both groups had significant increases in spirituality with the cooperative group showing significantly larger increases. They also found that the cooperative condition produced a significant increase in positive emotions and subjective well-being while the individual condition did not. Both groups had significant decreases in negative emotions. They also found that the higher the levels of positive emotions, the higher the levels of mindfulness, spirituality, satisfaction with life, and subjective well-being.

 

These results are interesting and demonstrate that mandala drawing is beneficial for the psychological health and spirituality of participants. It does not appear that mindfulness mediates these effects as there was no increase in mindfulness produced by either individual or cooperative mandala drawing.

 

The results show that mandala drawing in a cooperative, group, format produces superior benefits to those produced by individual mandala drawing, including more positive emotions and greater subjective well-being. Since participating in a group can be more fun it would be expected that positive emotions would increase further and the group socialization would reduce loneliness and produce greater subjective well-being. So, it would appear that mandala drawing is beneficial by itself but adding a social component increases the benefits.

 

So, improve well-being with mandala drawing.

 

“Each person’s life is like a mandala – a vast limitless circle. We stand in the centre of our own circle, and everything we see, hear and think forms the mandala of our life… everything that shows up in your mandala is a vehicle for your awakening.” ―Pema Chödrön

 

CMCS – Center for Mindfulness and Contemplative Studies

 

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

 

Study Summary

 

Liu C, Chen H, Liu C-Y, Lin R-T and Chiou W-K (2020) Cooperative and Individual Mandala Drawing Have Different Effects on Mindfulness, Spirituality, and Subjective Well-Being. Front. Psychol. 11:564430. doi: 10.3389/fpsyg.2020.564430

 

Mandala drawing was first practiced by Tibetan buddhists and then developed by Carl Gustav Jung, who felt certain that mandala drawing has the function of integrating psychological division, enhancing psychological harmony, and preserving personality integrity. Previous studies on mandala drawing have mainly focused on alleviating people’s negative emotions, such as anxiety and depression. Therefore, this study explored the effect and mechanism of mandala drawing on the improvement of subjective well-being (SWB), mindfulness, and spirituality from positive psychology’s viewpoint and compared the different effects of cooperative mandala drawing (CMD) and individual mandala drawing (IMD) on mindfulness, spirituality, and SWB. A total of 76 students were recruited from Chang Gung University, and the aforementioned three main variables were measured before and after the coloring experiment. The results indicated that both CMD and IMD significantly enhanced the subjects’ spirituality. Compared with IMD, CMD has a more significant improvement and promotion effect on SWB of subjects by affecting PA, while IMD had no significant effect on PA, and the enhancement effect of SWB was weaker than that of CMD. Mindfulness, spirituality, and SWB all positively correlated with each other. This study highlights the mechanism of mandala drawing and the theoretical understanding of the relationship between mindfulness and SWB. Mandala drawing especially CMD has a positive effect on spirituality and SWB, which may provide individuals with a simple and easy method to improve their happiness.

https://www.frontiersin.org/articles/10.3389/fpsyg.2020.564430/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1456740_69_Psycho_20201013_arts_A

 

Mindfulness Improves the Psychological Health of Arab Teachers

psyjdc Leave a comment

Mindfulness Improves the Psychological Health of Arab Teachers

 

By John M. de Castro, Ph.D.

 

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

 

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

 

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

 

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

 

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

 

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

 

So, mindfulness improves the psychological health of Arab teachers.

 

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

 

 

CMCS – Center for Mindfulness and Contemplative Studies

 

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

 

Study Summary

 

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

 

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

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

 

Mindfulness is Associated with Higher Levels of Empathy

psyjdc Leave a comment

Mindfulness is Associated with Higher Levels of Empathy

 

By John M. de Castro, Ph.D.

 

“mindfulness is a practice of self–empathy. This kind of self-awareness allows us to develop empathic connections to others. As we experience the landscape of our inner life with more detail and richness, our ability to understand the inner lives of others expands.” – Matthew Brensilver

 

Humans are social animals. This is a great asset for the species as the effort of the individual is amplified by cooperation. In primitive times, this cooperation was essential for survival. But in modern times it is also essential, not for survival but rather for making a living and for the happiness of the individual. This ability to cooperate is so essential to human flourishing that it is built deep into our DNA and is reflected in the structure of the human nervous system. Empathy and compassion are essential for appropriate social engagement and cooperation. In order for these abilities to emerge and strengthen, individuals must be able to see that other people are very much like themselves.

 

Mindfulness has been found to increase prosocial emotions such as compassion, and empathy and prosocial behaviors such as altruism.  It is not clear, however, exactly how meditation training improves empathy. Is it due to increased mindfulness or perhaps to a better ability to recognize the emotions being experienced by others. In today’s Research News article “Higher trait mindfulness is associated with empathy but not with emotion recognition abilities.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7481693/ ) Vilaverde and colleagues explored the relationships between mindfulness, empathy, and emotion recognition. They recruited healthy adults with no meditation experience and had them complete measures of mindfulness, empathy, attentional ability, and emotion recognition. Emotion recognition both from pictures of faces expression and voice recordings were measured.

 

They found that the higher the levels of mindfulness the higher the overall levels of empathy and the cognitive empathy subscale. Interestingly, mindfulness was not associated with emotion recognition. These results are a bit confusing as cognitive empathy involves the ability to recognize the emotions of others, yet there was no significant relationship between this ability and the ability to recognize emotions from facial expressions of vocal cues. Since, the measures were self-reports it is possible that the mindful participants believed that they were able to recognize others’ emotions, while they were, in fact, not able to. It is also possible that the ability to recognize emotions in pictures of faces and in voice recordings is not the same as recognizing them in an individual physically present, where multiple cues are available. Regardless, the results replicate previous findings that being mindful is associated with greater empathy.

 

So, mindfulness is associated with higher levels of empathy.

 

“Through compassion we can develop empathy, and mindfulness is the key to unlocking both.” – Mindfulness Works

 

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

 

Vilaverde, R. F., Correia, A. I., & Lima, C. F. (2020). Higher trait mindfulness is associated with empathy but not with emotion recognition abilities. Royal Society open science, 7(8), 192077. https://doi.org/10.1098/rsos.192077

 

Abstract

Mindfulness involves an intentional and non-judgemental attention or awareness of present-moment experiences. It can be cultivated by meditation practice or present as an inherent disposition or trait. Higher trait mindfulness has been associated with improved emotional skills, but evidence comes primarily from studies on emotion regulation. It remains unclear whether improvements extend to other aspects of emotional processing, namely the ability to recognize emotions in others. In the current study, 107 participants (Mage = 25.48 years) completed a measure of trait mindfulness, the Five Facet Mindfulness Questionnaire, and two emotion recognition tasks. These tasks required participants to categorize emotions in facial expressions and in speech prosody (modulations of the tone of voice). They also completed an empathy questionnaire and attention tasks. We found that higher trait mindfulness was associated positively with cognitive empathy, but not with the ability to recognize emotions. In fact, Bayesian analyses provided substantial evidence for the null hypothesis, both for emotion recognition in faces and in speech. Moreover, no associations were observed between mindfulness and attention performance. These findings suggest that the positive effects of trait mindfulness on emotional processing do not extend to emotion recognition abilities.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7481693/

 

Yoga Improves Spirituality and Psychological Health Regardless of Instruction

psyjdc Leave a comment

Yoga Improves Spirituality and Psychological Health Regardless of Instruction

 

By John M. de Castro, Ph.D.

 

“While in the Western world most people recognize the more physical practices of yoga – particularly the poses, or asana – it is a practice that’s about much more than just our physical bodies. In Sanskrit language, the word “yoga” literally means “union.” – Katie M.

 

Yoga developed in India millennia ago as a deep spiritual practice. It developed as a contemplative practice that unified body and mind. Yoga was known to have physical benefits, but the most important benefit was seen to be spiritual development. But as yoga emerged and was practiced in the west it was secularized. This was for good reason, as western society was not ready to accept an ancient eastern spiritual practice. As a result, to the vast majority of westerners, yoga is an exercise for physical fitness. It is a means to mold the body to look good, as a health promoting practice, and as a strategy to help lose weight.

 

One important factor for the development of spirituality might be the way that practitioners are instructed. If the yoga instruction is focused on spiritual development then it is possible that the spiritual focus elicited would tend to facilitate spiritual growth. On the other hand, if the instruction is focused on physical development, then spiritual development may be lessened.

Placebo and participant expectancy effects are well known to produce profound effects on the individual. So, instruction may be essential to whether physical or spiritual growth develops from yoga practice. This idea has not been well explored.

 

In today’s Research News article “Verbal Cuing Is Not the Path to Enlightenment. Psychological Effects of a 10-Session Hatha Yoga Practice.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7351526/) Csala and colleagues recruited female yoga naïve undergraduate students and randomly assigned them to receive either 10 weekly 1.5 hour yoga sessions with instructions focusing either on the spiritual aspects of yoga or on the physical benefits of yoga or to a no-treatment control condition. They were measured before and after training for mindfulness, body awareness, positive and negative emotions, and spiritual connections.

 

They found that there were no significant differences between the two yoga groups so they were merged for comparison to the control condition. The yoga groups in comparison to baseline and the control condition had significant increases in spiritual connections and decreases in negative emotions. Hence, practicing yoga by novice college females increased their spirituality and improved their emotional state.

 

 

These results are surprising in that the same increase in spirituality occurred in the yoga groups regardless of whether the spiritual aspects or the physical aspects of yoga were emphasized in the instructions provided. This suggests that yoga has spiritual benefits regardless of the instructions given. Not surprisingly, as observed in previous studies, yoga practice improves the practitioners emotional state. College is a difficult and stressful time and very negative emotions can be elicited interfering with the students’ adjustments to college and performance. The results suggest that yoga practice may be helpful.

 

So, yoga improves spirituality and psychological health regardless of instruction.

 

“many people think of yoga as just physical exercises — the asanas or postures that have gained widespread popularity in recent decades — but these are actually only the most superficial aspects of this profound science of unfolding the infinite potential of the human mind and soul.” – Yogananda

 

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

 

Csala, B., Ferentzi, E., Tihanyi, B. T., Drew, R., & Köteles, F. (2020). Verbal Cuing Is Not the Path to Enlightenment. Psychological Effects of a 10-Session Hatha Yoga Practice. Frontiers in psychology, 11, 1375. https://doi.org/10.3389/fpsyg.2020.01375

 

Abstract

Verbal instructions provided during yoga classes can differ substantially. Yoga instructors might choose to focus on the physical aspects of yoga (e.g., by emphasizing the characteristics of the poses), or they might take a more spiritual approach (e.g., by mentioning energy flow and chakras). The present study investigated the effects of verbal cues during yoga practice on various psychological measures. Eighty-four female students (22.0 ± 3.80 years) participated in the study. Two groups attended a beginner level hatha yoga course in which physically identical exercise was accompanied by different verbal cues. The so-called “Sport group” (N = 27) received instructions referring primarily to the physical aspects of yoga practice, while the “Spiritual group” (N = 23) was additionally provided with philosophical and spiritual information. A control group (N = 34) did not receive any intervention. Mindfulness, body awareness, spirituality, and affect were assessed 1 week before and after the training. 2 × 3 mixed (time × intervention) ANOVAs did not show an interaction effect for any of the variables. However, when the two yoga groups were merged and compared to the control group, we found that spirituality increased, and negative affect decreased among yoga participants. In conclusion, yoga practice might influence psychological functioning through its physical components, independent of the style of verbal instructions provided.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7351526/

 

Improve Learning and Well-Being in College Students with Mindfulness and Coaching

psyjdc Leave a comment

Improve Learning and Well-Being in College Students with Mindfulness and Coaching

 

By John M. de Castro, Ph.D.

 

“academic benefits of mindfulness include improved memory and focus, as well as relief from stress and anxiety. (Better test scores, anyone?) Mindfulness can also be a remedy for procrastination, which, as it turns out, is an “emotion management problem.” – Priya Thomas

 

In the modern world education is a key for success. Where a high school education was sufficient in previous generations, a college degree is now required to succeed in the new knowledge-based economies. There is a lot of pressure on students to excel so that they can get the best jobs after graduation. This stress might in fact be counterproductive as the increased pressure can actually lead to stress and anxiety which can impede the student’s physical and mental health, well-being, and school performance. It is, for the most part, beyond the ability of the individual to change the environment to reduce stress, so it is important that methods be found to reduce the college students’ responses to stress; to make them more resilient when high levels of stress occur.

 

Mindfulness training has been shown through extensive research to be effective in improving physical and psychological health and particularly with the physical and psychological reactions to stress and resilience in the face of stress. It has also been found to promote the well-being of college students. Academically, it has been shown to improve memory, focused attention, and school performance. Academic coaching has long been known to also assist college students in their studies. The combination of mindfulness and academic coaching, however, has not been well explored.

 

In today’s Research News article “Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7142624/) Corti and Gelati compared meditation naïve college students who signed up for and completed a short 10-module intervention called Mindful Effective Learning to students who did not sign up. Each module lasted for 3.5 hours. Modules trained students for mindfulness meditation, effective self-awareness and attention regulation, self-regulated study, study planning and time management, study techniques and mnemonics. The participants were measured before and after training for study organization, elaboration, self-evaluation, use of strategies, and metacognition, self-regulation, emotion regulation, anxiety, resilience, and mindfulness. They also completed a survey 6 months later about their experiences and one year later reported their grades.

 

They found that in comparison to baseline and to the no-treatment control group, the group that received Mindful Effective Learning training had significantly greater improvements in all measured variables. In other words, they had better study skills, mindfulness, self-regulation, motivation, and well-being. In addition, a year later, the trained students had improved grades.

 

This study is interesting but must be interpreted cautiously as the control group was not active and did not receive and training of any kind. This opens the study up to alternative interpretations including attention effects, participant expectancy effects, experimenter bias etc. In addition, the students self-selected whether to participate in Mindful Effective Learning training or not. This suggests that there may have been systematic differences between the students in the two groups.

 

It would have been better if the control group was active, receiving some form of training such as coping with college training. It would have been more interesting if a control group was included that received all of the study skills training without mindfulness meditation. This would help to determine if mindfulness or study skills training was the important component. Regardless, the pilot study was successful and provides rationale for performing a more extensive better controlled study.

 

So, improve learning and well-being in college students with mindfulness and coaching.

 

“Mindfulness and meditation are both great ways for students to improve their health. And the benefits of these practices can also trickle into their academic lives.” – Kenya McCullum

 

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

 

Corti, L., & Gelati, C. (2020). Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study. International journal of environmental research and public health, 17(6), 1935. https://doi.org/10.3390/ijerph17061935

 

Abstract

This pilot study investigated the effects of a short 10-module intervention called MEL (Mindful Effective Learning), which integrates mindfulness, coaching, and training on study strategies, to improve learning abilities among university students. Inspired by ample research on the learning topics that points out how effective learning and good academic results depend simultaneously on self-regulation while studying combined with emotional and motivational factors, the intervention aimed to train students simultaneously in these three aspects. The intervention group participants (N = 21) and the control group participants (N = 24) were surveyed pre- and post-intervention with the Italian questionnaire AMOS (Abilities and Motivation to Study) and the Italian version of the Mindful Attention Awareness Scale (MAAS). The results showed that, regarding self-regulation in study, trained students improved their self-awareness, self-evaluation ability, metacognition skills, and organizational and elaborative ability to manage study materials; regarding emotional aspects, they improved their anxiety control; regarding motivation they developed an incremental theory of Self and improved their confidence in their own intelligence. Moreover, two follow-up self-report surveys were conducted, and trained students reported positive assessments of the MEL intervention. Findings suggest that a short intervention based on mindfulness and coaching and training on study strategies may improve students’ effective learning.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7142624/

 

Improve Well-Being and Emotion Regulation Strategies in Primary School Children with Mindfulness

psyjdc Leave a comment

Improve Well-Being and Emotion Regulation Strategies in Primary School Children with Mindfulness

 

By John M. de Castro, Ph.D.

 

“In today’s rush we all think too much, seek too much, want too much and forget about the joy of just Being.” -Eckhart Tolle-

 

Childhood is a miraculous period during which the child is dynamically absorbing information from every aspect of its environment. It is here that behaviors, knowledge, skills, and attitudes are developed that shape the individual. But what is absorbed depends on the environment. If it is replete with speech, the child will learn speech, if it is replete with trauma, the child will learn fear, if it is replete with academic skills the child will learn these, and if it is replete with interactions with others, the child will learn social skills. If it is replete with mindfulness, the child will learn to value the present moment.

 

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

 

In today’s Research News article “Mindfulness in primary school children as a route to enhanced life satisfaction, positive outlook and effective emotion regulation.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7341670/) Amundsen and colleagues recruited 5th grade students aged 9 to 10 years and assigned different classrooms to either a wait-list control condition or to receive 6 weekly 1 hour sessions of either living mindfully training or well-being training. The children were measured before and after treatment and 3 months later for mindfulness, positive and negative emotions, positive outlook, positive emotional states, student life satisfaction, and emotion regulation.

 

They found that in comparison to baseline and the wait-list and well-being training groups the children who received living mindfully training had significant increases in mindfulness, positive outlook, and student life satisfaction at the end of training and 3 months later. They also report that the greater the changes in mindfulness produced by the program the larger the increases in positive emotional states, positive outlook, satisfaction with life, and reappraisal emotion regulation and the larger the decreases in negative emotions

 

A strength of the study was the use of an active control condition, well-being training. This helps eliminate a number of potential confounding effects of participant expectations, attention effects etc. This then strengthens the case that living mindfully training has positive effects on the psychological well-being of 5th grade children and may improve their ability to reappraise and thereby better regulate their emotions. It was not examined whether these benefits resulted in better academic performance.

 

So, improve well-being and emotion regulation strategies in primary school children with mindfulness.

 

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

 

CMCS – Center for Mindfulness and Contemplative Studies

 

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

 

Study Summary

 

Amundsen, R., Riby, L. M., Hamilton, C., Hope, M., & McGann, D. (2020). Mindfulness in primary school children as a route to enhanced life satisfaction, positive outlook and effective emotion regulation. BMC psychology, 8(1), 71. https://doi.org/10.1186/s40359-020-00428-y

 

Abstract

Background

Mindfulness programmes as a potential avenue of enhancing pupil wellbeing are beginning to show great promise. However, research concerning the effectiveness of mindfulness training for primary aged school children (7–11 years of age) has been neglected.

Methods

Building on methodological limitations of prior research, this study employed an active controlled design to assess the longer term wellbeing and emotion regulation outcomes after a 6 week mindfulness programme (Living Mindfully Programme, UK), for a group of school children aged between 9 and 10. The programme was delivered by class teachers as part of their normal curriculum entitlement. One hundred and eight children took part from across three schools in North East of England. Participants formed a treatment group (n = 64), active control (n = 19) and wait list control (n = 25). Self-report measures of wellbeing, mindfulness and emotion regulation were collected at pre and post training as well as at 3 months follow up.

Results

Reliable findings, judged by medium to large effect sizes across both post intervention, follow-up and between both controls, demonstrated enhancement in a number of domains. Immediately after training and follow up, when compared with the wait list control, children who received mindfulness training showed significant improvements in mindfulness (d = .76 and .77), Positive Outlook (d = .55 and .64) and Life Satisfaction (d = .65 and 0.72). Even when compared to an active control, the effects remained although diminished reflecting the positive impact of the active control condition. Furthermore, a significant positive relationship was found between changes in mindfulness and changes in cognitive reappraisal.

Conclusions

Taken together, this study provides preliminary evidence that the Living Mindfully Primary Programme is feasibly delivered by school staff, enjoyed by the children and may significantly improve particular components of wellbeing. Importantly, higher levels of mindfulness as a result of training may be related to effective emotional regulatory and cognitive reappraisal strategies.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7341670/

 

Yoga Practice Improves Mood and Spirituality Regardless of Physical or Spiritual Instruction

psyjdc Leave a comment

Yoga Practice Improves Mood and Spirituality Regardless of Physical or Spiritual Instruction

 

By John M. de Castro, Ph.D.

 

“The word yoga means to join or unite, and yogis view this unison in different ways – the unison of body, mind and spirit, uniting all the aspects of yourself, or uniting with a higher power or spiritual force.” – DoYou

 

Yoga developed in India millennia ago as a deep spiritual practice. It developed as a contemplative practice that unified body and mind. Yoga was known to have physical benefits, but the most important benefit was seen to be spiritual development. But as yoga emerged and was practiced in the west it was secularized. This was for good reason, as western society was not ready to accept an ancient eastern spiritual practice.

 

There are many forms of yoga and many practitioners who are focused on the spiritual aspects of yoga. But, to the vast majority of westerner’s yoga is an exercise for physical fitness. It is a means to mold the body to look good, as a health promoting practice, and as a strategy to help lose weight. These are good and reasonable goals. But they have replaced the spiritual development originally promoted by yoga. As Jon Kabat-Zinn has remarked, ‘there is the potential for something priceless to be lost.’

 

It may be speculated that the instructions provided with yoga training may produce different effects on the physical and spiritual benefits. In today’s Research News article “Verbal Cuing Is Not the Path to Enlightenment. Psychological Effects of a 10-Session Hatha Yoga Practice.” (See summary below or view the full text of the study at: https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01375/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1373328_69_Psycho_20200709_arts_A) Csala and colleagues recruited female college students with no previous experience with yoga and randomly assigned them to receive 10 weekly 1.5 hour training sessions in Hatha yoga designated either as “Sport” yoga or “Spiritual” yoga or to a no treatment control condition. The “Sport” yoga and “Spiritual” yoga  only differed in instructions. The “Sport” yoga group was instructed with an emphasis on the physical aspects of yoga (e.g., correct position, muscles involved). The “Spiritual” yoga group was instructed with an emphasis on the spiritual aspects of yoga (e.g. energetic body and blockages, chakras, meditations etc.). They were measured before and after training for body awareness, mindfulness, positive and negative emotions, and spiritual connections.

 

They found that in comparison to baseline and the no-treatment control condition the practice of either “Sport” or “Spiritual” yoga produced significant increases in spiritual connections and significant decreases in negative emotions. Hence, regardless of whether the instructions emphasized the physical or spiritual aspects of yoga practice, the same effects occurred of increased spirituality and mood.

 

Yoga practice has been repeatedly shown in prior research studies to improve mood. So, the observed mood enhancement effects were no surprise. But, the ability of yoga practice to increase spirituality even when the spiritual aspects of yoga were not talked about is surprising. Regardless of instruction Hatha yoga practice produced increased spirituality. This suggests that the western emphasis on the secular aspects of yoga may not interfere with the enhancement of spirituality produced by yoga practice.

 

Perhaps yoga practice makes the individual more aware of the physical limitations of the body and that by itself may put human existence into perspective, amplifying the importance of the non-physical, spiritual, aspects. Yoga practice has for centuries been practiced in the east enhancing spirituality. It is interesting to find that it has the same effects in the west even when there is no instruction on the spiritual side of yoga practice.

 

So, yoga practice improves mood and spirituality regardless of physical or spiritual instruction.

 

“yoga offers much more than just a way to exercise the body. The deeper meaning and gift of yoga is the path it offers into the timeless world of spirit.” – Chopra.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

 

Csala B, Ferentzi E, Tihanyi BT, Drew R and Köteles F (2020) Verbal Cuing Is Not the Path to Enlightenment. Psychological Effects of a 10-Session Hatha Yoga Practice. Front. Psychol. 11:1375. doi: 10.3389/fpsyg.2020.01375

 

Verbal instructions provided during yoga classes can differ substantially. Yoga instructors might choose to focus on the physical aspects of yoga (e.g., by emphasizing the characteristics of the poses), or they might take a more spiritual approach (e.g., by mentioning energy flow and chakras). The present study investigated the effects of verbal cues during yoga practice on various psychological measures. Eighty-four female students (22.0 ± 3.80 years) participated in the study. Two groups attended a beginner level hatha yoga course in which physically identical exercise was accompanied by different verbal cues. The so-called “Sport group” (N = 27) received instructions referring primarily to the physical aspects of yoga practice, while the “Spiritual group” (N = 23) was additionally provided with philosophical and spiritual information. A control group (N = 34) did not receive any intervention. Mindfulness, body awareness, spirituality, and affect were assessed 1 week before and after the training. 2 × 3 mixed (time × intervention) ANOVAs did not show an interaction effect for any of the variables. However, when the two yoga groups were merged and compared to the control group, we found that spirituality increased, and negative affect decreased among yoga participants. In conclusion, yoga practice might influence psychological functioning through its physical components, independent of the style of verbal instructions provided.

https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01375/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1373328_69_Psycho_20200709_arts_A

 

Decrease Teacher Stress and Improve Mental Health with a 4-Day Intensive Mindfulness Program

psyjdc Leave a comment

Decrease Teacher Stress and Improve Mental Health with a 4-Day Intensive Mindfulness Program

 

By John M. de Castro, Ph.D.

 

“when teachers practice mindfulness, students’ misbehavior and other stressors become like water off a duck’s back, allowing them to stay focused on what teachers really want to do: teach.” – Vickie Zakrzewski

 

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.

 

Mindfulness techniques are gaining increasing attention for the treatment of the symptoms of stress and burnout. They have been demonstrated to be helpful in reducing the psychological and physiological responses to stress and for treating and preventing burnout in a number of work environments including schools. Teachers, though, have very busy schedules and it is often difficult to find the time for mindfulness training. So, abbreviated programs may be very useful but their efficacy needs to be established.

 

In today’s Research News article “Effects of a Four-Day Mindfulness Intervention on Teachers’ Stress and Affect: A Pilot Study in Eastern China.” (See summary below or view the full text of the study at: https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01298/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1373328_69_Psycho_20200709_arts_A) Song and colleagues recruited school teachers online and randomly assigned them to a wait-list or to receive a 4-day mindfulness training. The mindfulness training was based upon the Mindfulness-Based Stress Reduction program (MBSR) that consists of discussion, meditation, yoga and body scan practices. They met for 8 hours per day for 4 days. They were measured before and after training for mindfulness, perceived stress, and positive and negative emotions.

 

They found that in comparison to baseline and the wait-list group, the teachers who received the mindfulness training had significantly higher levels of mindfulness and lower levels of perceived stress and negative emotions. Hence, a short-term, 4-day, mindfulness training is effective in reducing stress and negative emotions in school teachers.

 

The results demonstrate that a short-term intensive training can significantly increase mindfulness. Such a program is valuable in that it can be implemented before the start of a school year when the teachers have the available time to participate. In addition, it produces results that are similar to those observed in previous studies using trainings occurring over longer periods where mindfulness training decreases perceived stress and negative emotions. It will be important in future work to determine the long-term effectiveness of the training and whether it reduces burnout in teachers.

 

So, decrease teacher stress and improve mental health with a 4-day intensive mindfulness program.

 

“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

 

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

 

Song X, Zheng M, Zhao H, Yang T, Ge X, Li H and Lou T (2020) Effects of a Four-Day Mindfulness Intervention on Teachers’ Stress and Affect: A Pilot Study in Eastern China. Front. Psychol. 11:1298. doi: 10.3389/fpsyg.2020.01298

 

Stress is becoming increasingly prevalent among teacher groups, and this is problematic for education. Mindfulness training (MT) is a well-supported way to help various populations cope with and reduce stress. In this study, a 4-day intensive MT program that aimed to increase teachers’ emotional health was developed and implemented into the existing post-service education for teachers in eastern China. A total of 161 teachers voluntarily enrolled in the course and were assigned to either the mindfulness group or the waitlist group. Participants completed measures of mindfulness, positive affect, negative affect, and perceived stress before and after the program. The results showed that MT had statistically significant positive effects on mindfulness, negative affect, and stress. The present findings indicate that a 4-day intensive MT program is a promising way to decrease teachers’ stress and improve their emotional health. The practical meaning of the short-term intensive MT program for teachers is discussed. It is easier for teachers to enroll such a short-term training program, as it may have higher acceptance and feasibility than an 8-week training program in some areas.

https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01298/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_1373328_69_Psycho_20200709_arts_A