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Improve Adolescent Emotion Regulation and Mental Health with Mindfulness

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Improve Adolescent Emotion Regulation and Mental Health with Mindfulness

 

By John M. de Castro, Ph.D.

 

“But a growing body of evidence suggests that mindfulness practice could be beneficial to teens, helping them cultivate empathy, as well as skills for concentration and impulse control. In short, mindfulness can help adolescents navigate the challenges of adolescence.” – Sarah Rudell Beach

 

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

 

Mindfulness training in adults has been shown to reduce anxiety, depression, and perceived stress levels and improve emotional regulation. In addition, in adolescents it has been shown to improve emotion regulation and to benefit the psychological and emotional health. There is a need to explore the relationship between these effects of mindfulness training in adolescents.

 

In today’s Research News article “Adolescents’ Mindfulness and Psychological Distress: The Mediating Role of Emotion Regulation.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6567674/), Ma and Fang recruited middle school students between the ages of 12-18 years and had them complete scales measuring mindfulness, anxiety, depression, perceived stress, difficulties with emotion regulation, and emotion regulation.

 

They found that the higher the levels of mindfulness, the lower the levels of anxiety, depression, perceived stress, and difficulties with emotion regulation, including all subscales; “lack of emotional clarity (Clarity), difficulty in engaging in goal-directed behavior under negative emotions (Goals), loss of control under negative emotions (Impulse), limited strategies for emotion regulation (Strategies), and non-acceptance of emotional responses (Non-acceptance).” Using a mediation model, they found that high levels of mindfulness were related to lower levels of anxiety, depression, and perceived stress directly and indirectly as a results of mindfulness’ negative relationship with difficulties with emotion regulation. In other words, mindfulness was directly related to lower levels of psychological distress and also indirectly by its relationship with lower levels of difficulties with emotion regulation which were in turn related to less psychological distress.

 

The study is correlational and as such causation cannot be concluded. But prior research has demonstrated that mindfulness causes reductions in anxiety, depression, perceived stress, and difficulties with emotional regulation. Hence, it would be reasonable to conclude that the present findings were also due to the effects of mindfulness on psychological health.

 

Adolescence is a time of strong emotions that the adolescents have not yet learned how to effectively regulate. This makes this period of life very difficult with high levels of emotional distress. The finding though indicate that mindfulness may be a way to mitigate the emotional upheavals of adolescence of improve the psychological health of the teens by improving their ability to deal with their emotions.

 

So, improve adolescent emotion regulation and mental health with mindfulness.

 

“Mindfulness teaches teenagers to recognize the downward spiral of thoughts before it gets out of hand, perhaps learning to label it as simply “worrying.” They can acknowledge the anxiety without getting caught up in it, without it leading to the rumination that ultimately ruins their mood.” – Sarah Rudell Beach

 

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

 

Ma, Y., & Fang, S. (2019). Adolescents’ Mindfulness and Psychological Distress: The Mediating Role of Emotion Regulation. Frontiers in psychology, 10, 1358. doi:10.3389/fpsyg.2019.01358

 

Abstract

Mindfulness has been widely linked with psychological well-being in general population. There are emerging studies supporting the relationship between adolescents’ mindfulness and their mental health. However, the mechanisms through which mindfulness may influence adolescents’ psychological distress have only recently been explored, and more related research is still needed. This study investigated the relationship between adolescents’ dispositional mindfulness and psychological symptoms of depression, anxiety and stress. The mediating variables were also explored in perspective of two common emotion regulation theories, which were measured through Difficulties in Emotion Regulation Scale (DERS) and Emotion Regulation Questionnaire (ERQ). DERS has been used as a comprehensive assessment of emotion regulation difficulties. ERQ is also widely accepted to measure the emotion regulation process including dimensions of cognitive reappraisal and expressive suppression. Measures assessing mindfulness, emotion regulation, and psychological distress were administered to 1067 adolescents in mainland China. The results confirmed that adolescents’ dispositional mindfulness was negatively associated with depression, anxiety, and stress. DERS, especially the sub-dimensions of Acceptance and Strategies, significantly mediated the relationship between mindfulness and symptoms of depression, anxiety and stress. Whereas, ERQ including subscales of cognitive reappraisal and expressive suppression exerted limited mediating effect. These findings provided insights for the potential underlying mechanism between adolescents’ mindfulness and psychological distress, demonstrating that DERS might be more pervasive than ERQ. Further research was suggested to explore other mediating variables underlying mindfulness and psychological distress among adolescents and develop mindfulness-based programs to improve adolescents’ mindfulness and emotion regulation ability.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6567674/

 

Improve Children and Adolescents Mental Health with Mindfulness

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Improve Children and Adolescents Mental Health with Mindfulness

 

By John M. de Castro, Ph.D.

 

“In the last few years mindfulness has emerged as a way of treating children and adolescents with conditions ranging from ADHD to anxiety, autism spectrum disorders, depression and stress. And the benefits are proving to be tremendous.” – Julianne Garey

 

Childhood is a miraculous period during which the child is dynamically absorbing information from every aspect of its environment. This occurs almost without any intervention from the adults as the child appears to be programmed to learn. It is here that behaviors, knowledge, skills, and attitudes are developed that shape the individual.

 

Adolescence is a time of mental, physical, social, and emotional growth. It is during this time that higher levels of thinking, sometimes called executive function, develops. But adolescence can be a difficult time, fraught with challenges. During this time the child transitions to young adulthood; including the development of intellectual, psychological, physical, and social abilities and characteristics. There are so many changes occurring during this time that the child can feel overwhelmed and unable to cope with all that is required.

 

Mindfulness training for children and adolescents has been shown to have very positive effects. These include academic, cognitive, psychological, and social domains. Mindfulness training has been shown to improve emotion regulation and to benefit the psychological and emotional health of adolescents. Importantly, mindfulness training with children and adolescents appears to improve the self-concept, improves attentional ability and reduces stress. The research findings and evidence are accumulating. So, it makes sense to step back and review and summarize what has been learned regarding the effectiveness of mindfulness training for the cognitive growth and mental health and well-being of children and adolescents.

 

In today’s Research News article “Research Review: The effects of mindfulness-based interventions on cognition and mental health in children and adolescents – a meta-analysis of randomized controlled trials.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6546608/), Dunning and colleagues review, summarize and perform a meta-analysis of randomized controlled trials of the effects of mindfulness training on the cognitive ability, psychological health, and well-being of children and adolescents. They identified 33 published randomized controlled trials, 17 of which had active control conditions.

 

They found that over all published studies, mindfulness training resulted in improved cognition and executive function, with larger effects for older children and adolescents. Mindfulness training also produced significantly increased mindfulness and decreased negative behaviors, stress, anxiety and depression. increased mindfulness and decreased stress, anxiety and depression were still significant. But when mindfulness practices were compared to active control conditions cognitive improvements were no longer significant but there were still significant increases in mindfulness and decreases in stress, anxiety and depression.

 

These results are interesting and suggest that mindfulness training produces significant improvements in the mental health of children and adolescents. The results, however, suggest that reported improvements in cognition and behavior may be due to placebo or experimenter bias effects as these same improvements occurred with active control conditions. The improvements in cognitive ability appears to be maximized in adolescents when high level executive functions are developing. The lack of significant effects in studies with active control conditions may have been due to the small number of studies, 7, that had active controls and studied cognition.

 

Regardless, the accumulated research suggests that training children and adolescents in mindfulness may help them navigate the difficult emotional challenges confronting them during development.

 

So, improve children and adolescents’ mental health 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

 

Dunning, D. L., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., & Dalgleish, T. (2019). Research Review: The effects of mindfulness-based interventions on cognition and mental health in children and adolescents – a meta-analysis of randomized controlled trials. Journal of child psychology and psychiatry, and allied disciplines, 60(3), 244–258. doi:10.1111/jcpp.12980

 

Abstract

Background

Mindfulness based interventions (MBIs) are an increasingly popular way of attempting to improve the behavioural, cognitive and mental health outcomes of children and adolescents, though there is a suggestion that enthusiasm has moved ahead of the evidence base. Most evaluations of MBIs are either uncontrolled or nonrandomized trials. This meta-analysis aims to establish the efficacy of MBIs for children and adolescents in studies that have adopted a randomized, controlled trial (RCT) design.

Methods

A systematic literature search of RCTs of MBIs was conducted up to October 2017. Thirty-three independent studies including 3,666 children and adolescents were included in random effects meta-analyses with outcome measures categorized into cognitive, behavioural and emotional factors. Separate random effects meta-analyses were completed for the seventeen studies (n = 1,762) that used an RCT design with an active control condition.

Results

Across all RCTs we found significant positive effects of MBIs, relative to controls, for the outcome categories of Mindfulness, Executive Functioning, Attention, Depression, Anxiety/Stress and Negative Behaviours, with small effect sizes (Cohen’s d), ranging from .16 to .30. However, when considering only those RCTs with active control groups, significant benefits of an MBI were restricted to the outcomes of Mindfulness (d = .42), Depression (d = .47) and Anxiety/Stress (d = .18) only.

Conclusions

This meta-analysis reinforces the efficacy of using MBIs for improving the mental health and wellbeing of youth as assessed using the gold standard RCT methodology. Future RCT evaluations should incorporate scaled-up definitive trial designs to further evaluate the robustness of MBIs in youth, with an embedded focus on mechanisms of action.

Key points

  • Mindfulness based interventions (MBIs) are a popular way of attempting to improve the mental and physical health outcomes of children and adolescents.
  • This is the first meta-analysis of MBIs with youth composed exclusively of randomized controlled trials (RCTs) including RCTs with active control groups – the gold standard in intervention studies.
  • When using the gold standard research design results showed that MBIs are useful in improving Depression and Anxiety outcomes, but not behavioural or cognitive outcomes,
  • The meta-analysis advocates the use of MBIs for improving mental health in young people.
  • Future RCT evaluations should incorporate scaled-up definitive trial designs to further evaluate the robustness of MBIs in youth, with an embedded focus on mechanisms of action.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6546608/

 

Reduce Stress and Improve Emotion Regulation with Mindfulness

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Reduce Stress and Improve Emotion Regulation with Mindfulness

 

By John M. de Castro, Ph.D.

 

“By recognizing and identifying emotions as they arise, you are able to see how your thoughts can spiral you into agitated emotional states. . . Being mindful of your emotions will help you accept them and also stay in control of them. It’s from that place you will be able to refocus, rebalance, and recalibrate.” – Tris Thorpe

 

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. 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 has also 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. It is not known if stress reduction my be part of the mechanism by which mindfulness improves the control of emotions.

 

In today’s Research News article “Perceived stress mediates the relationship between mindfulness and negative affect variability: A randomized controlled trial among middle-aged to older adults.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6534144/), Colgan and colleagues recruited mildly stressed older adults aged 50 – 85 years and randomly assigned them to either receive a 6-week mindfulness meditation program or to a wait-list control condition. Meditation training occurred one-on-one for 1.5 hours weekly for 6 weeks and involved home practice. The participants were measured before and after training for perceived stress, positive and negative emotions, variability of negative emotions, and expectancies about the effects of meditation.

 

They found that in comparison to baseline and the wait-list control group the meditation group had significant decreases in perceived stress and negative emotion variability. In addition, the greater the change in perceived stress the greater the change in negative emotion variability. A mediation analysis revealed that meditation practice was reduced negative emotion variability directly and indirectly by reducing perceived stress which, in turn, reduced negative emotion variability.

 

It should be pointed out that there wasn’t an active control condition which opens up the possibility that placebo (subject expectancy) effects could be responsible for the results. But, the participants reported expectancies regarding the effects of meditation that were no different than the expectancies of control participants. This suggests that placebo effects were not responsible for the results.

 

Negative emotion variability can be viewed as an indicator of emotion regulation. If indeed an individual has better ability to deal with emotions then it would be expected that emotions would not build upon themselves and thereby be less variable. So, the present results are in line with previous research that meditation practice improves emotion regulation. They also suggest that it does so, in part, by its ability to reduce perceived stress.

 

So, reduce stress and improve emotion regulation with mindfulness.

 

“Through mindfulness you can learn to turn your negative emotions into your greatest teachers and sources of strength. Instead of ‘turning away’ from pain in avoidance we can learn to gently ‘turn towards’ what we’re experiencing. We can bring a caring open attention towards the wounded parts of ourselves and make wise choices about how to respond to ourselves and to life. It’s a paradox that we all must understand: It is by turning towards negative emotions that we find relief from them – not by turning away.” – Melli O’Brien

 

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

 

Colgan, D. D., Klee, D., Memmott, T., Proulx, J., & Oken, B. (2019). Perceived stress mediates the relationship between mindfulness and negative affect variability: A randomized controlled trial among middle-aged to older adults. Stress and health : journal of the International Society for the Investigation of Stress, 35(1), 89–97. doi:10.1002/smi.2845

 

Abstract

Despite the interest in mindfulness over the past 20 years, studies have only recently begun to examine mindfulness in older adults. The primary aim of this study was to evaluate pretreatment to post-treatment change in negative affect variability (NAV) following a mindfulness training among 134 mildly stressed, middle-aged to older adults. The secondary aim was to assess if the effects of mindfulness training on NAV would be partially explained by pretreatment to post-treatment reductions in perceived stress, a trend that would be congruent with several stress models. In this randomized control trial, participants were assigned to either a 6-week mindfulness meditation training programme or to a wait list control. Ecological momentary assessment, a data capturing technique that queries about present moment experiences in real time, captured NAV. Mixed-model ANOVAs and a path analysis were conducted. Participants in the mindfulness meditation training significantly reduced NAV when compared with wait list control participants. Further, there was a significant indirect group effect on reductions in NAV through change in perceived stress. Few studies have tested mechanisms of action, which connect changes that occur during mindfulness training with psychological outcomes in older adults. Understanding the mechanisms by which mindfulness enhances well-being may optimize interventions.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6534144/

 

Improve Depression, Anxiety, and Stress Symptoms and Lower Rumination with Mindfulness

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Improve Depression, Anxiety, and Stress Symptoms and Lower Rumination with Mindfulness

 

By John M. de Castro, Ph.D.

 

“mindfulness-based practices have proved to be helpful in promoting mental well-being, especially by reducing the symptoms of depression and anxiety in various populations.” – Han Ding

 

Over the last several decades, research and anecdotal experiences have accumulated an impressive evidential case that the development of mindfulness has positive benefits for the individual’s mental, physical, and spiritual life. Mindfulness appears to be beneficial both for healthy people and for people suffering from a myriad of mental and physical illnesses. It appears to be beneficial across ages, from children to the elderly. And it appears to be beneficial across genders, personalities, race, and ethnicity. There is a vast array of techniques for the development of mindfulness that include a variety of forms of meditation, yoga, mindful movements, contemplative prayer, and combinations of practices.

 

Mindfulness-Based Cognitive Therapy (MBCT)  was specifically developed to treat depression. MBCT involves mindfulness training, containing sitting, walking and body scan meditations, and cognitive therapy That is designed to alter how the patient relates to the thought processes that often underlie and exacerbate psychological symptoms. Another therapeutic technique is Compassion Focused Therapy (CFT). “It seeks to help individuals develop compassion for self and others . . . and includes cultivating mindfulness and body awareness. . . . MBCT puts the primary focus on cultivating mindfulness whereas CFT puts it on cultivating compassion toward self and others.”

 

In today’s Research News article “Effects of Mindfulness Based Cognitive Therapy (MBCT) and Compassion Focused Therapy (CFT) on Symptom Change, Mindfulness, Self-Compassion, and Rumination in Clients With Depression, Anxiety, and Stress.” (See summary below or view the full text of the study at: https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01099/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_999212_69_Psycho_20190528_arts_A), Frostadottir and colleagues recruited patients at a 4-week inpatient rehab clinic who were suffering from mild to moderate depression, anxiety, or stress symptoms. They were assigned to receive twice a week 2 hour sessions for 4 weeks of either Mindfulness-Based Cognitive Therapy (MBCT), Compassion Focused Therapy (CFT), or a wait-list control condition. They were measured before and after treatment and one month later for mindfulness, self-compassion, rumination, anxiety, depression, and stress.

 

They found that in comparison to baseline and the wait-list control group, the groups that received either Mindfulness-Based Cognitive Therapy (MBCT) or Compassion Focused Therapy (CFT) demonstrated significantly lower levels of rumination, anxiety, depression, and stress and significantly higher levels of mindfulness and self-compassion. These improvements were still present and significant at the 1-month follow-up. Those participants who were high in rumination had significantly higher posttreatment mindfulness for the MBCT group while CFT produced higher mindfulness regardless of rumination.

 

Since there wasn’t an active control group placebo effects and experimenter bias are possible alternative explanations for the changes. Other research however has routinely demonstrated that mindfulness training produces lower levels of anxiety, depression, stress symptoms, and rumination and higher levels of self-compassion and mindfulness. Hence, it is likely that the benefits seen in the present study were due to the interventions and not to artifact.

 

The results suggest that both Mindfulness-Based Cognitive Therapy (MBCT) and Compassion Focused Therapy (CFT) are beneficial for the mental health of patients with mild to moderate depression, anxiety, or stress symptoms. Since, both therapies train mindfulness and both successfully increased mindfulness, it would appear that mindfulness training in general is beneficial to patients with mild to moderate mental health issues. So, the present study adds to the large literature demonstrating the benefits of mindfulness for psychological health.

 

So, improve depression, anxiety, and stress symptoms and lower rumination with mindfulness.

 

“If you have unproductive worries. You might think ‘I’m late, I might lose my job if I don’t get there on time, and it will be a disaster!’ Mindfulness teaches you to recognize, ‘Oh, there’s that thought again. I’ve been here before. But it’s just that—a thought, and not a part of my core self,’” – Elizabeth Hoge

 

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

 

Frostadottir AD and Dorjee D (2019) Effects of Mindfulness Based Cognitive Therapy (MBCT) and Compassion Focused Therapy (CFT) on Symptom Change, Mindfulness, Self-Compassion, and Rumination in Clients With Depression, Anxiety, and Stress. Front. Psychol. 10:1099. doi: 10.3389/fpsyg.2019.01099

 

Objectives: Over the past decade there has been an increasing interest in exploring self-compassion as a related and complementary construct to mindfulness. Increases in self-compassion may predict clinical outcomes after MBCT and cultivation of compassion toward self and others is central to CFT. This pilot study compared the impact of MBCT applying implicit self-compassion instructions and CFT employing explicit self-compassion instructions on symptom change, mindfulness, self-compassion, and rumination.

Method: This non-randomized wait-list controlled study (N = 58) with two intervention arms (MBCT N = 20, CFT N = 18, Control N = 20) assessed the outcomes of clients with depression, anxiety, and stress symptoms from before to after the interventions and at one month follow up (MBCT N = 17, CFT N = 13, Control N = 13).

Results: Both treatments resulted in significant increases in mindfulness and self-compassion and decreases in rumination, depression, anxiety, and stress. Furthermore, MBCT enhanced mindfulness for people who were initially high in rumination, whereas CFT enhanced mindfulness across the board.

Conclusion: The findings suggest that both MBCT and CFT, and hence implicit or explicit self-compassion instructions, produce similar clinical outcomes with CFT enhancing mindfulness regardless of client’s rumination level.

https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01099/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_999212_69_Psycho_20190528_arts_A

 

Alter the Brain to Deal with Stress with Meditation and Yoga

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Alter the Brain to Deal with Stress with Meditation and Yoga

 

By John M. de Castro, Ph.D.

 

“Brain researchers have detected improvements in cognition and emotional well-being associated with meditation and yoga, as well as differences in how meditation and prayer affect the brain.” – Michaela Jarvis

 

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

 

In today’s Research News article “Meditation and yoga practice are associated with smaller right amygdala volume: the Rotterdam study.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6302143/), Gotink and colleagues utilized the data on participants in the longitudinal Rotterdam Study who were 45 years of age and older  at the time of recruitment and at the time of measurement had a mean age of 64 years. They were interviewed to determine if the practiced meditation and yoga and whether these practices improved their coping with stress. They were also measured for body size, blood pressure, blood fat, diabetes, smoking, alcohol use, stress, anxiety, and depression. In addition, their brains were scanned with Magnetic Resonance Imaging (MRI).

 

They found that practitioners of meditation and yoga reported higher stress levels than non-practitioners, but reported that the practice helped them cope with the stress. In addition, meditation practitioners had higher depression levels than non-practitioners. It is possible that people who are under high levels of stress or are depressed tend to engage in meditation and yoga practices to help cope with it.

 

They also report that the practitioners had smaller volumes of the brain structures right side amygdala and left hippocampus. In addition, over a five-year period the practitioners had a significant decrease in amygdala volume. The amygdala is associated with negative emotions and its smaller volume may suggest fewer or weaker negative emotions in practitioners.

 

This was a cross-sectional study and causation cannot be determined. It is possible that people with certain types of brains are more likely to practice. It will require a randomized controlled trial to determine what effects yoga and meditation practice may have on the psychological state and nervous system volumes.

 

Alter the brain to deal with stress with meditation and yoga.

 

“Studies show that yoga increases relaxation in the brain, improves areas of the brain that help us manage pain, and protects us against age-related decline. Together, these benefits begin to reveal the scientifically validated effects of yoga practice on brain health.” – Angela Wilson

 

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

 

Gotink, R. A., Vernooij, M. W., Ikram, M. A., Niessen, W. J., Krestin, G. P., Hofman, A., … Hunink, M. (2018). Meditation and yoga practice are associated with smaller right amygdala volume: the Rotterdam study. Brain imaging and behavior, 12(6), 1631–1639. doi:10.1007/s11682-018-9826-z

 

Abstract

To determine the association between meditation and yoga practice, experienced stress, and amygdala and hippocampal volume in a large population-based study. This study was embedded within the population-based Rotterdam Study and included 3742 participants for cross-sectional association. Participants filled out a questionnaire assessing meditation practice, yoga practice, and experienced stress, and underwent a magnetic resonance scan of the brain. 2397 participants underwent multiple brain scans, and were assessed for structural change over time. Amygdala and hippocampal volumes were regions of interest, as these are structures that may be affected by meditation. Multivariable linear regression analysis and mixed linear models were performed adjusted for age, sex, educational level, intracranial volume, cardiovascular risk, anxiety, depression and stress. 15.7% of individuals participated in at least one form of practice. Those who performed meditation and yoga practices reported significantly more stress (mean difference 0.2 on a 1–5 scale, p < .001) and more depressive symptoms (mean difference 1.03 on CESD, p = .015). Partaking in meditation and yoga practices was associated with a significantly lower right amygdala volume (β = − 31.8 mm3, p = .005), and lower left hippocampus volume (β = − 75.3 mm3, p = .025). Repeated measurements using linear mixed models showed a significant effect over time on the right amygdala of practicing meditation and yoga (β = − 24.4 mm3, SE 11.3, p = .031). Partaking in meditation and yoga practice is associated with more experienced stress while it also helps cope with stress, and is associated with smaller right amygdala volume.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6302143/

 

Improve the Mental Health on Intensive Care Nurses with Mindfulness

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Improve the Mental Health on Intensive Care Nurses with Mindfulness

 

By John M. de Castro, Ph.D.

 

“Nurses are particularly vulnerable to stress and burnout, with little time in their schedule to commit to self-care or intensive stress reduction programs” . . . on-the-job mindfulness-based intervention is viable for this nursing population. In addition to reductions in stress and burnout, participants also reported improved job satisfaction and self-compassion.” Mindful USC

 

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. This is particularly acute in intensive care. Burnout is the fatigue, cynicism, emotional exhaustion, sleep disruption, and professional inefficacy that comes with work-related stress. It is estimated that over 45% of healthcare workers experience burnout. It not only affects the healthcare providers personally, but also the patients, as it produces a loss of empathy and compassion. Burnout, in fact, it is a threat to the entire healthcare system. Currently, over a third of healthcare workers report that they are looking for a new job. Hence, burnout contributes to the shortage of doctors and nurses.

 

Preventing burnout has to be a priority. Unfortunately, it is beyond the ability of the individual to change the environment to reduce stress and prevent burnout. So, it is important that methods be found to reduce the individual’s responses to stress; to make the individual more resilient when high levels of stress occur. Contemplative practices have been shown to reduce the psychological and physiological responses to stress. Indeed, mindfulness has been shown to be helpful in treating and preventing burnout, increasing resilience, and improving sleep. Hence, mindfulness may be a means to reduce burnout in medical professionals in high stress areas.

 

In today’s Research News article “Moderating Effect of Mindfulness on the Relationships Between Perceived Stress and Mental Health Outcomes Among Chinese Intensive Care Nurses.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6482227/), Lu and colleagues recruited intensive care nurses and had them complete measures of burnout, mindfulness, anxiety, depression, perceived stress, and subjective well-being. The measure of subjective well-being is a composite that includes a high level of satisfaction with life, more positive emotions, and fewer negative emotions.

 

They found that the higher the nurses’ levels of mindfulness the better the nurses’ mental health including lower levels of anxiety, depression, perceived stress, negative emotions and burnout and higher levels of subjective well-being, life satisfaction and positive emotions. They also found that the greater the levels of perceived stress the worse the nurses’ mental health including greater levels of burnout, negative emotions, anxiety, and depression, and lower levels of mindfulness, satisfaction with life, positive emotions, and life satisfaction. In addition, they found that mindfulness moderated the negative effects of perceived stress such that when mindfulness was high, perceived stress had a smaller relationship with emotional exhaustion, depression, anxiety, and negative affect and a larger relationship with positive affect.

 

In interpreting these results, it needs to be recognized that the study was correlational and as such causation cannot be determined. But previous research has already established that mindfulness produces reductions in burnout, anxiety, depression, perceived stress, and negative emotions and produces increases in life satisfaction, positive emotions, and subjective well-being. So, it is reasonable to conclude that the present findings were due to the causal effects of mindfulness. But the present findings add to this knowledge by showing that mindfulness not only directly improves the psychological state of the nurses but also acts to reduce the negative impact of stress.

 

These effects of mindfulness are important as burnout in high stress occupations like nursing is all too common. The results suggest that mindfulness training should be routinely administered to intensive care nurses to improve their well-being and mental health and reduce the likelihood that they will experience burnout.

 

So, improve the mental health on intensive care nurses with mindfulness.

 

Learning mindfulness also helped the ICU personnel to “become aware of what their individual stress response is” and to “practice flexibility in cultivating alternative ways” of dealing with chronic stress.” – Marianna Klatt

 

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

 

Lu, F., Xu, Y., Yu, Y., Peng, L., Wu, T., Wang, T., … Li, M. (2019). Moderating Effect of Mindfulness on the Relationships Between Perceived Stress and Mental Health Outcomes Among Chinese Intensive Care Nurses. Frontiers in psychiatry, 10, 260. doi:10.3389/fpsyt.2019.00260

 

Abstract

This study aimed to explore the potential moderating effect of mindfulness and its facets on the relationships among perceived stress and mental health outcomes (burnout, depression, anxiety, and subjective well-being) among Chinese intensive care nurses. A total of 500 Chinese intensive care nurses completed self-report measures of mindfulness, burnout syndromes, perceived stress, depression, anxiety, and subjective well-being. Correlation and hierarchical multiple regressions were applied for data analysis. Mindfulness moderated the effects of perceived stress on emotional exhaustion (the core component of burnout syndrome), depression, anxiety, positive affect, and negative affect but not on the other two dimensions of burnout and life satisfaction. Further analyses indicated that the ability to act with awareness was particularly crucial in improving the effects of perceived stress on depression. These results further broaden our understanding of the relationships between perceived stress and burnout, depression, anxiety, and subjective well-being by demonstrating that mindfulness may serve as a protective factor that alleviates or eliminates the negative effects of perceived stress on depression, anxiety, burnout syndrome, and subjective well-being and may instigate further research into targeted mindfulness interventions for Chinese intensive care nurses.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6482227/

 

Improve Weight-Related Eating Behaviors with a Mindfulness App

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Improve Weight-Related Eating Behaviors with a Mindfulness App

 

By John M. de Castro, Ph.D.

 

“a slower, more thoughtful way of eating could help with weight problems and maybe steer some people away from processed food and unhealthy choices.” – Harvard Health

 

Eating is produced by two categories of signals. Homeostatic signals emerge from the body’s need for nutrients, is associated with feelings of hunger, and usually work to balance intake with expenditure. Non-homeostatic eating, on the other hand, is not tied to nutrient needs or hunger but rather to the environment and or to the pleasurable and rewarding qualities of food. These cues can be powerful signals to eat even when there is no physical need for food.

 

Mindful eating involves paying attention to eating while it is occurring, including attention to the sight, smell, flavors, and textures of food, to the process of chewing and may help reduce intake by affecting the individual’s response to non-homeostatic cues for eating. Indeed, high levels of mindfulness are associated with lower levels of obesity. Hence, mindful eating may counter non-homeostatic eating.

 

Mindfulness training programs over the internet and with smartphone apps have been developed. These have tremendous advantages in decreasing costs, making training schedules much more flexible, and eliminating the need to go repeatedly to specific locations. These online and smartphone app trainings have been shown to be effective. It is not known if a mindful eating smartphone app may be effective in reducing body weight and weight-related eating behaviors.

 

In today’s Research News article “The Mindfulness App Trial for Weight, Weight-Related Behaviors, and Stress in University Students: Randomized Controlled Trial.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6479283/), Lyzwinski and colleagues recruited college students and randomly assigned them to receive apps for their smartphones for either mindfulness or a self-monitoring diet and exercise diary for an 11 week period. The mindfulness app consisted of body scan, diaphragmatic breathing, observing the breath, loving kindness meditation, concentration meditation, choiceless awareness mindfulness meditation, and Hatha yoga all adapted from the Mindfulness-Based Stress Reduction (MBSR) program. The students were measured before and after the 11-week training for body size, physical activity, eating behavior, mindful eating, mindfulness, perceived stress, and participant retention and adherence.

 

They found in comparison to baseline and to the diet and exercise diary group, the mindfulness group had significant increases in mindfulness and mindful eating, and significant decreases in emotional eating, uncontrolled eating, and perceived stress levels. The diet and exercise diary group had significantly higher levels of exercise. There were no significant changes in body size for either group. 80% of the participants completed the program and of the mindfulness app group only 14% reported completing all modules, while 61% reported sporadic use, and 23% reported using it very seldom.

 

The results are encouraging and suggest that the mindfulness smartphone app is a feasible and acceptable method of increasing mindfulness and improving weight-related eating behaviors. Although retention is good, adherence was not. The students recruited, though, were not particularly motivated to lose weight or practice mindfulness. Perhaps, a more motivated group of participants would have resulted in better adherence. There also may be a need to modify the app to make participation more interesting and fun.

 

The fact there no changes in weight were observed was no surprising as the 11-week period is short to detect significant changes in weight. A long-term study is needed here. In addition, maintaining a diet and exercise diary has been shown to reduce food intake and increase exercise. A comparison of the mindfulness app to a group participating in nutrition education ap might be better able to demonstrate changes in body size. Regardless, the results are encouraging and suggest that an app, training students in mindfulness, may be a convenient and inexpensive means to develop better eating habits.

 

So, improve weight-related eating behaviors with a mindfulness App.

 

“Increased mindful eating has been shown to help participants gain awareness of their bodies, be more in tune to hunger and satiety, recognize external cues to eat, gain self compassion, decrease food cravings, decrease problematic eating, and decrease reward-driven eating.” – Carolyn Dunn

 

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

 

Lyzwinski, L. N., Caffery, L., Bambling, M., & Edirippulige, S. (2019). The Mindfulness App Trial for Weight, Weight-Related Behaviors, and Stress in University Students: Randomized Controlled Trial. JMIR mHealth and uHealth, 7(4), e12210. doi:10.2196/12210

 

Abstract

Background

University students are at risk of weight gain during their studies. Key factors related to weight gain in this population include unhealthy weight-related behaviors because of stress. Mindfulness holds promise for weight management. However, there has not been any previous trial that has explored the effectiveness of a student-tailored mindfulness app for stress, weight-related behaviors, and weight. There is limited evidence that current mindfulness apps use evidence-based mindfulness techniques. A novel app was developed that combined evidence-based, mindfulness-based stress reduction and mindful eating (ME) techniques that were tailored to university students, with student-relevant themes for targeting weight behaviors, weight, and stress.

Objectives

The aim of this study was to test the effectiveness, acceptability, and feasibility of a student-tailored mindfulness app for weight, weight-related behaviors, and stress. Testing this app in a rigorous randomized controlled trial (RCT) for these outcomes is a novelty and contribution to this emerging field.

Methods

A 2-arm RCT of an 11-week duration was undertaken at the University of Queensland. Students were either randomized to the mindfulness app (n=45) or to a behavioral self-monitoring electronic diary (e-diary; n=45) for diet and exercise. Analysis of covariance was used to compare differences in weight, stress, mindfulness, ME, physical activity, and eating behaviors between both groups.

Results

Neither the mindfulness app group nor the e-diary group lost weight and there were no differences between the groups at follow-up. The mindfulness app group had significantly lower stress levels (P=.02) (adherers only), lower emotional eating (P=.02), and uncontrolled eating (P=.02) as well as higher mindfulness (P≤.001) and ME levels overall (P≤.001). The e-diary group had higher metabolic equivalents of moderate activity levels (P≤.01). However, the effect sizes were small. Regular adherence to mindfulness exercises in the app was low in the group. The majority of students (94%) liked the app and found it to be acceptable. Compared with other exercises, the most helpful reported meditation was the short breathing exercise observing the breath (39.4% [13/33] preferred it).

This was the first RCT that tested a mindfulness app for weight and weight-related behaviors in students. The modest level of user adherence likely contributes to the lack of effect on weight loss. However, there was a small, albeit promising, effect on weight-related eating behavior and stress.

Conclusions

A mindfulness app demonstrated effectiveness for stress, eating behaviors, mindfulness, and ME, but the effect sizes were small. Future studies should be conducted over longer periods of time and with greater participant compliance.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6479283/

 

Improve Mental Well-Being with Mindfulness

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Improve Mental Well-Being 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

 

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

 

There is a vast array of techniques for the development of mindfulness. They include a variety of forms of meditation, yoga, mindful movements, contemplative prayer, and combinations of practices. Some are recommended to be practiced for years while others are employed for only a few weeks. Regardless of the technique, they all appear to develop and increase mindfulness. One particularly effective mindfulness training program is Mindfulness-Based Stress Reduction (MBSR). The MBSR program consists of 8 weekly group sessions involving meditation, yoga, body scan, and discussion. The patients are also encouraged to perform daily practice. It is unclear, however, exactly how the state of mindfulness of the participants at the beginning of training affect the effects of the MBSR program.

 

In today’s Research News article “The many facets of mindfulness and the prediction of change following mindfulness-based stress reduction (MBSR)” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5815955/), Gawrysiak and colleagues recruited participants in an 8-week, one 2.5-hour session per week of Mindfulness-Based Stress Reduction (MBSR) program. They were measured before and after treatments for perceived stress, positive and negative emotions, mindfulness, and decentering.

 

They found that in comparison to baseline, after the MBSR program there were large significant improvements in all measures including increases in mindfulness, positive emotions, and decentering and decreases in negative emotions, and perceived stress. They then examined the relationship of the levels of mindfulness facets at baseline and the changes in emotions and stress produced by the MBSR program. They found that in general, participants with high levels of mindfulness facets of awareness, acceptance, and decentering had significantly greater increases in positive emotions and decreases in negative emotions. On the other hand, participants with low levels of acceptance, and decentering had significantly greater decreases in stress, negative emotions.

 

These results clearly demonstrate that participating in an MBSR program produces improved mindfulness, emotional health, and stress reduction. These are in line with a number of previous findings that mindfulness training improves emotions and perceived stress levels. But, the results regarding baseline mindfulness facets on emotions and stress are complex and a bit counterintuitive. They suggest that participants who are already high in awareness, acceptance, and decentering benefited the most in regards to their emotions from the MBSR program. While, those low in acceptance, and decentering benefited the most in regards to their perceived stress levels. More research is needed to better understand these complex relationships.

 

So, improve mental well-being with mindfulness.

 

“The practice of mindfulness is an effective means of enhancing and maintaining optimal mental health and overall well-being, and can be implemented in every aspect of daily living.” – Rezvan Ameli

 

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

 

Gawrysiak, M. J., Grassetti, S. N., Greeson, J. M., Shorey, R. C., Pohlig, R., & Baime, M. J. (2017). The many facets of mindfulness and the prediction of change following mindfulness-based stress reduction (MBSR). Journal of clinical psychology, 74(4), 523–535. doi:10.1002/jclp.22521

 

Abstract

Objectives

Mindfulness-Based Stress Reduction (MBSR) promotes numerous psychological benefits, but few studies have identified for whom MBSR is most effective. The current study tested the hypothesis that lower baseline mindfulness invites more “room to grow” and, thus, predicts greater improvement during MBSR.

Design

We examined three facets of mindfulness (awareness, acceptance, decentering), among 131 MBSR participants prior to enrollment, to test the hypothesis that lower baseline mindfulness predicts greater improvements in perceived stress, positive affect (PA), and negative affect (NA) following MBSR.

Results

Lower acceptance and decentering predicted greater decreases in perceived stress. Higher awareness, acceptance, and decentering predicted greater increases in PA. Higher awareness predicted greater reductions in NA. Lower decentering predicted greater reductions in NA.

Conclusions

Findings partly supported the hypothesis that lower baseline mindfulness predicts greater improvement following MBSR and emphasize the importance of assessing multiple mindfulness facets given their unique, contrasting relations to outcomes.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5815955/

 

Improve Mental Health and Well-Being of College Students with Mindfulness

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Improve Mental Health and Well-Being of College Students with Mindfulness

 

By John M. de Castro, Ph.D.

 

“Student life can be stressful, but that doesn’t mean students have to let stress take over their lives. By incorporating mindfulness and meditation into daily routines, students can not only relieve the pressure, but also improve their memory, focus and ultimately their grades.” – Todd Braver

 

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 be admitted to the best universities and there is a lot of pressure on university 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. Contemplative practices including meditation, mindfulness training, and yoga practice have been shown to reduce the psychological and physiological responses to stress. Indeed, these practices have been found to reduce stress and improve psychological health in college students. So, it would seem important to examine various techniques to relieve the stress and its consequent symptoms in college students.

 

In today’s Research News article “The Effects of Meditation, Yoga, and Mindfulness on Depression, Anxiety, and Stress in Tertiary Education Students: A Meta-Analysis.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6491852/), Breedvelt and colleagues review, summarize, and perform a meta-analysis of the published randomized controlled trials of the effectiveness of mindfulness practices for the mental health and well-being of college students. They identified 23 published studies employing a total of 1373 students.

 

They found that the published research reported that in comparison to baseline and no-treatment or wait-list control conditions mindfulness practices including meditation, mindfulness, and yoga practice produced significant reductions in anxiety, depression, and perceived stress. The effects were still present as much as 24 months later. They did not find any significant differences in the effectiveness of the various practices. These effects were most evident when mindfulness practices were compared to no-treatment or wait-list control conditions. When compared to active controls (drugs, exercise, Cognitive Behavioral Therapy) the effects were much smaller and non-significant.

 

The results suggest that there are many practices including mindfulness, exercise, or other therapies that are effective in improving the mental health of college students. Mindfulness practices are safe and effective treatments but so are other treatments. It would appear that it doesn’t matter so much what treatment is employed, but that some treatment occurs.

 

So, improve mental health and well-being of college students with mindfulness.

 

“a mindfulness intervention can help reduce distress levels in college students during a stressful exam week, as well as increase altruistic action in the form of donating to charity.” – J. Galante–

 

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

 

Breedvelt, J., Amanvermez, Y., Harrer, M., Karyotaki, E., Gilbody, S., Bockting, C., … Ebert, D. D. (2019). The Effects of Meditation, Yoga, and Mindfulness on Depression, Anxiety, and Stress in Tertiary Education Students: A Meta-Analysis. Frontiers in Psychiatry, 10, 193. doi:10.3389/fpsyt.2019.00193

 

Abstract

Background: Meditation, yoga, and mindfulness are popular interventions at universities and tertiary education institutes to improve mental health. However, the effects on depression, anxiety, and stress are unclear. This study assessed the effectiveness of meditation, yoga, and mindfulness on symptoms of depression, anxiety, and stress in tertiary education students.

Methods: We searched Cochrane Central Register of Controlled Trials (CENTRAL), PubMed, PsycINFO and identified 11,936 articles. After retrieving 181 papers for full-text screening, 24 randomized controlled trials were included in the qualitative analysis. We conducted a random-effects meta-analysis amongst 23 studies with 1,373 participants.

Results: At post-test, after exclusion of outliers, effect sizes for depression, g = 0.42 (95% CI: 0.16–0.69), anxiety g = 0.46 (95% CI: 0.34–0.59), stress g = 0.42 (95% CI: 0.27–0.57) were moderate. Heterogeneity was low (I2 = 6%). When compared to active control, the effect decreased to g = 0.13 (95% CI: −0.18–0.43). No RCT reported on safety, only two studies reported on academic achievement, most studies had a high risk of bias.

Conclusions: Most studies were of poor quality and results should be interpreted with caution. Overall moderate effects were found which decreased substantially when interventions were compared to active control. It is unclear whether meditation, yoga or mindfulness affect academic achievement or affect have any negative side effects.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6491852/

 

Reduce Teacher Stress and Burnout with Mindfulness

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Reduce Teacher Stress and Burnout with Mindfulness

 

By John M. de Castro, Ph.D.

 

“mindfulness programs in the workplace may help employees better deal with stress, and develop the ability to observe negative emotions and automatic thought patterns and behaviors, and remain calm, present, self-aware and alert, rather than succumbing to the slippery slope of negative emotions.” – B. Grace Bullock

 

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, preventing burnout has to be a priority.

Mindfulness has been demonstrated to be helpful in treating and preventing burnout.

 

In today’s Research News article “Can mindfulness mitigate the energy-depleting process and increase job resources to prevent burnout? A study on the mindfulness trait in the school context.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6448859/), Guidetti and colleagues examine the relationship of mindfulness to teacher burnout. They recruited primary, middle, and secondary school teachers and had them complete questionnaires measuring teacher mindfulness, teacher stress, meaningfulness of work, and burnout, including emotional exhaustion, and depersonalization.

 

They found significant relationships between mindfulness and the psychological state of the teachers with the higher the teacher’s levels of mindfulness the lower the levels of stress, emotional exhaustion, and depersonalization and the higher the levels of meaningfulness of work. A confirmatory factor analysis revealed that mindfulness was related to burnout (both emotional exhaustion and depersonalization) both directly and indirectly. High levels of mindfulness not only were directly related to burnout but also indirectly by being related to lower levels of stress and higher levels of meaningfulness of work which in turn were related to lower levels of burnout.

 

These results are correlational, so caution must be exercised in inferring causation. Previous research, however, has clearly demonstrated that mindfulness training results in decreased burnout in multiple occupations. So, it is likely that mindfulness is the cause of the lower levels of burnout observed in the current study with teachers. The current results show how mindfulness is related to lower teacher burnout. It does so both directly and indirectly through its relationships with stress and meaningfulness of work.

 

So, reduce teacher stress and burnout with mindfulness.

 

“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.” – Vicki Zakrzewski 

 

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

 

Guidetti, G., Viotti, S., Badagliacca, R., Colombo, L., & Converso, D. (2019). Can mindfulness mitigate the energy-depleting process and increase job resources to prevent burnout? A study on the mindfulness trait in the school context. PloS one, 14(4), e0214935. doi:10.1371/journal.pone.0214935

 

Abstract

Background

Past studies in the teaching context provided evidence of the role of mindfulness-based intervention in improving occupational wellbeing. This study aims to increase the extant knowledge by testing the mechanism that links teachers’ mindfulness at work to occupational wellbeing. Rooted in the job demand–resource model, the mindfulness trait is conceptualized as a personal resource that has the ability to impact and interact with job demands and resources, specifically workload stress appraisal and perceived meaningfulness of work, in affecting teachers’ burnout.

Methods

A sample of primary, middle, and secondary school teachers (N = 605) completed a questionnaire that aimed to assess teachers’ mindfulness trait and the measures of the quality of occupational life in the school context. Confirmatory factor analysis (CFA) was conducted to test the model fit indices; further analyses were performed to test the hypotheses about mediation and moderation effects.

Results

The CFA showed good model fit indices. Further analyses highlighted that teachers’ mindfulness is negatively associated with workload stress appraisal and that positively influenced work meaning, in turn mediating the relationship between mindfulness and burnout. Finally, mindfulness moderated the effect of workload stress appraisal on burnout.

Conclusions

Rooted in the job demand–resource model, this study emphasizes an underrepresented personal resource, that is, the mindfulness trait at work, and the links that favor its impact on burnout. Practical and future research implications are also discussed.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6448859/