Relieve Major Depression with Yoga

psyjdc Leave a comment

Relieve Major Depression with Yoga

 

By John M. de Castro, Ph.D.

 

“for many patients dealing with depression, anxiety, or stress, yoga may be a very appealing way to better manage symptoms. Indeed, the scientific study of yoga demonstrates that mental and physical health are not just closely allied, but are essentially equivalent. The evidence is growing that yoga practice is a relatively low-risk, high-yield approach to improving overall health.” – Harvard Mental Health Letter

 

Clinically diagnosed depression is the most common mental illness, affecting over 6% of the population. Major depression can be quite debilitating. It is also generally episodic, coming and going. Some people only have a single episode but most have multiple reoccurrences of depression.  Depression can be difficult to treat. It is usually treated with anti-depressive medication. But, of patients treated initially with drugs only about a third attained remission of the depression. After repeated and varied treatments including drugs, therapy, exercise etc. only about two thirds of patients attained remission. But, drugs often have troubling side effects and can lose effectiveness over time. In addition, many patients who achieve remission have relapses and recurrences of the depression. Even after remission some symptoms of depression may still be present (residual symptoms).

 

Being depressed and not responding to treatment or relapsing is a terribly difficult situation. The patients are suffering and nothing appears to work to relieve their intense depression. Suicide becomes a real possibility. So, it is imperative that other treatments be identified that can relieve the suffering. Mindfulness training is an alternative treatment for depression. It has been shown to be an effective treatment for depression and its recurrence and even in the cases where drugs fail.  Another effective alternative treatment is exercise. But it is difficult to get depressed people, who lack energy, to engage in regular exercise. Yoga is a contemplative practice that is both a mindfulness practice and an exercise. It has been shown to be effective in the treatment of depression and even yogic breathing alone has been found to be effective. So, the combination of yoga practice with breathing exercises should be particularly effective.

 

In today’s Research News article “Adjunctive yoga vs. health education for persistent major depression: a randomized controlled trial.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5548599/ ), Uebelacker and colleagues recruited patients with Major Depressive Disorder (MDD) who were being treated with antidepressant medications and randomly assigned them to receive either 10 weeks of Hatha Yoga or a Health Education Workshop. Yoga classes included breathing exercises, meditation, and postures, and met for 80 minutes, twice a week for 10 weeks. Participants were encouraged to also practice at home. Health education classes included presentations on alcohol, nicotine, and caffeine; being a smart patient; brain diseases; cancer prevention; diabetes; nutrition; germs, colds, and the flu; physical activity; sleep; physical pain, prevalence and causes of depression; and protecting your heart and met for 60 minutes, twice a week for 10 weeks. Participants were encouraged to also study at home. Participants were measured before and after treatment and 3 and 6 months later for depression, physical health, and physical activity.

 

They found that at the end of training there was no significant difference between the groups in depression, but over the following 3 and 6 months, the yoga practice group significantly decreased in depression levels with moderate effect size while the health education group did not. In addition, over the 3 and 6 months follow-up period a greater percentage of participants in the yoga group no longer met the criterion for clinical depression. There were no significant changes in physical health and no adverse events recorded. So, yoga practice was found to be a safe and effective for major depression even in combination with antidepressant medication.

 

It is important to note that the yoga group continued to practice at home after the 10 week training period averaging 36 and 34 minutes of practice per week over the 3 and 6 months follow-up periods. It is not known but suspected that the improvements in depression over this period may have been due to the continued practice. It is also important to note that this study was of excellent quality with an equivalent control condition. This is rare in this kind of research and greatly strengthens the conclusions. Hence, it appears that yoga practice helps to relieve depression in patients with Major Depressive Disorder (MDD) even with continued antidepressant medication.

 

So, relieve major depression with yoga.

 

“yoga classes dramatically reduced levels of depression—so much so that afterward most of the research subjects wouldn’t have qualified as depressed enough to participate in the study in the first place.” – Jessica Berger Gross

 

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

 

Uebelacker, L. A., Tremont, G., Gillette, L. T., Epstein-Lubow, G., Strong, D. R., Abrantes, A. M., … Miller, I. W. (2017). Adjunctive yoga vs. health education for persistent major depression: a randomized controlled trial. Psychological Medicine, 47(12), 2130–2142. http://doi.org/10.1017/S0033291717000575

 

Abstract

Background

The objective of this study was to determine whether hatha yoga is an efficacious adjunctive intervention for individuals with continued depressive symptoms despite antidepressant treatment.

Methods

We conducted a randomized controlled trial of weekly yoga classes (n = 63) vs. health education classes (Healthy Living Workshop, or HLW; n = 59) in individuals with elevated depression symptoms and antidepressant medication use. HLW served as an attention-control group. The intervention period was 10 weeks, with follow-up assessments 3 and 6 months afterwards. The primary outcome was depression symptom severity assessed by blind rater at 10 weeks. Secondary outcomes included depression symptoms over the entire intervention and follow-up periods, social and role functioning, general health perceptions, pain, and physical functioning.

Results

At 10 weeks, we did not find a statistically significant difference between groups in depression symptoms (b=−0.82, SE=0.88, p=0.36). However, over the entire intervention and follow-up period, when controlling for baseline, yoga participants showed lower levels of depression than HLW participants (b = −1.38, SE = 0.57, p = 0.02). Fifty-one percent of yoga participants demonstrated a response (≥ 50% reduction in depression symptoms) at 6 month-follow-up, compared to 31% of HLW participants (OR = 2.31; p = 0.04). Yoga participants showed significantly better social and role functioning and general health perceptions over time.

Conclusions

Although we did not see a difference in depression symptoms at the end of the intervention period, yoga participants showed fewer depression symptoms over the entire follow-up period. Benefits of yoga may accumulate over time.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5548599/

 

Mindfulness Plus Reflection Training Improves Thinking in Pre-School Children

psyjdc Leave a comment

Mindfulness Plus Reflection Training Improves Thinking in Pre-School Children

 

By John M. de Castro, Ph.D.

 

“When we teach mindfulness to children, we are sharing with them skillful ways of relating to life’s uncomfortable and challenging moments. The earlier we do so in their young lives, the greater the opportunity to help them cultivate resilience and develop and refine their mindfulness practice as they mature.” – Scott Rogers

 

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. 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.

 

Pre-School and elementary school are environments that 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 these early years and in 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 thinking skills in pre-school children.

 

In today’s Research News article “Mindfulness Plus Reflection Training: Effects on Executive Function in Early Childhood.” (See summary below or view the full text of the study at: https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00208/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_556427_69_Psycho_20180301_arts_A ), Zelazo and colleagues recruited preschool children (4-5 years old) from two schools with predominantly children from low-income families and randomly assigned them to either Mindfulness + Reflection, Literacy, or Business as Usual conditions. Mindfulness + Reflection and Literacy training occurred daily for 6 weeks for 24 minutes per day. Mindfulness + Reflection training was adapted for young children and involved mindfulness and relaxation exercises, attention to thoughts and emotions, and cognitive enrichment programs; particularly attention training. The literacy program was adapted from the OWL (Opening the World of Learning) program.

 

The children were measured before the 6-week training period for vocabulary, math skills, IQ, and reading readiness. The children were measured before and after the 6-week training period and 4-6 weeks later for executive function, theory of mind, and literacy with measures adapted for young children. Teachers also rated the children for behaviors indicating surgency, negative affect, and effortful control and for attachment/relationships, behavioral concerns, initiative, and self-control.

 

They found that after training most of the children in all groups showed significant improvements on many of the measures. But, the children participating in the Mindfulness + Reflection program had significantly greater increases in overall executive function scores including working memory measures. The literacy training group had significantly greater improvements in effortful control reflecting improvements in inhibitory control, attentional control, low intensity pleasure, and perceptual sensitivity. Hence, they found evidence that mindfulness training can improve thinking while literacy training can improve behavioral control in very young disadvantaged children.

 

Early childhood is a time of rapid brain development and cognitive abilities. Since, it’s been shown that mindfulness training can produces changes in the brains of adolescents and adults, it is likely that the training in early childhood also changes brain development, This is a very important period of development and improvements here may well affect the children for the rest of their lives. This may be particularly important for disadvantaged children potentially altering the trajectory of their lives,

 

This study is laudable as working with and measuring very young children is challenging and requires insight and creativity. But, research conducted during this dynamic phase of development is particularly important. Of course, much more work is needed. But these results are promising and lend support to conducting further work.

 

“There is an emerging body of research that indicates mindfulness can help children improve their abilities to pay attention, to calm down when they are upset and to make better decisions. In short, it helps with emotional regulation and cognitive focus.” – 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

 

Zelazo PD, Forston JL, Masten AS and Carlson SM (2018) Mindfulness Plus Reflection Training: Effects on Executive Function in Early Childhood. Front. Psychol. 9:208. doi: 10.3389/fpsyg.2018.00208

 

Executive function (EF) skills are essential for academic achievement, and poverty-related stress interferes with their development. This pre-test, post-test, follow-up randomized-control trial assessed the impact of an intervention targeting reflection and stress reduction on children’s EF skills. Preschool children (N = 218) from schools serving low-income families in two U.S. cities were randomly assigned to one of three options delivered in 30 small-group sessions over 6 weeks: Mindfulness + Reflection training; Literacy training; or Business as Usual (BAU). Sessions were conducted by local teachers trained in a literacy curriculum or Mindfulness + Reflection intervention, which involved calming activities and games that provided opportunities to practice reflection in the context of goal-directed problem solving. EF improved in all groups, but planned contrasts indicated that the Mindfulness + Reflection group significantly outperformed the BAU group at Follow-up (4 weeks post-test). No differences in EF were observed between the BAU and Literacy training groups. Results suggest that a brief, small-group, school-based intervention teaching mindfulness and reflection did not improve EF skills more than literacy training but is promising compared to BAU for improving EF in low-income preschool children several weeks following the intervention.

https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00208/full?utm_source=F-AAE&utm_medium=EMLF&utm_campaign=MRK_556427_69_Psycho_20180301_arts_A

 

Driving the Eightfold Path

psyjdc Leave a comment

Driving the Eightfold Path

 

By John M. de Castro, Ph.D.

 

 “We are not proving ourselves spiritually worthy of our material progress. We have not been neighborly, courteous, and kind upon the highway. Our lack of decency toward our fellow men is a definite black mark against us.” ~Cary T. Grayson

 

We often think of meditation or spiritual practice as occurring in quiet places removed from the hubbub of life. This is useful to develop skills and deep understanding. Unfortunately, most people do not have the luxury of withdrawing into solitary or monastic life. But it is possible to practice even in the midst of the chaos of everyday life. In fact, there are wonderful opportunities to practice presented to us all the time in the complexities of the modern world. I find that driving an automobile is an almost perfect context in which to practice the Buddha’s Eightfold Path, the Buddha’s prerequisites for the cessation of suffering; Right View, Right Intentions, Right Actions, Right Speech, Right Livelihood, Right Effort, Right Mindfulness, and Right Concentration.

 

Driving is a wonderful opportunity to practice Right View. The impermanence of everything is on display. No matter how bad or good the traffic condition we can be sure that they will change. By recognizing this we not only practice Right View but also relax and accept what is. Driving is also a situation that reflects how interconnected everything is including the thing we label self. Driving is a cooperative venture. Without everyone’s cooperation, there would be chaos on the roads. How other people drive effects how we drive at the moment and in the future. In this context if we take a moment to look, it is easy to develop Right View. We can also view the transitoriness of our thoughts and emotions as they arise and fall away in response to the experiences occurring while driving and our reactions to them, how this thing called self that we think of a permanent and static actually changes moment to moment in reaction to our experiences while driving. This is a tremendous learning experience and laboratory to develop Right View.

 

It is hard to find a better context than driving to observe our suffering, unsatisfactoriness, and its roots. While driving we seem to want everything to be exactly as we want it to be and when it isn’t we suffer. We want other drivers to drive the speeds we want so they are not in our way, we want traffic signals to always be green, we want the sun or other drivers’ high beams not to be in our eyes, we want a parking space to be available close to our destination, etc. In other words, we can learn, if we are observant of what is happening during driving, that our suffering is caused by our lack of acceptance of how things are. So, driving constitutes an ideal laboratory to practice Right View. We can learn to accept things as they are, to see things without judgment, to view the road and other vehicles just as they are, and to understand how we drive has consequences, affecting ourselves and others, in other words, we learn Right View.

 

We can quite readily practice Right Intentions while driving and this can lead to Right Actions. These intentions include the abandonment of unwholesome desires. If we drive with anger, impatience, selfishness, resentment we are likely to harm others and ourselves. The harm may not be major or direct, but indirect by affecting the other drivers in negative ways. Perhaps cutting another off produces anger in them that causes them suffering and elicits poor driving from them or anger and aggression toward others. Perhaps, not moving over to allow faster traffic to pass may induce impatience and elicit inappropriate passing on their part or simply to unnecessarily cause them to suffer. But sometimes direct physical harm to others can be produced as in the case of driving while under the influence of drugs or alcohol. But if we practice Right Intentions with sincere intentions to create good and happiness, relieve suffering in ourselves and others, and not harm any living thing, we will drive sober, with courtesy, with tolerance and understanding, with kindness and good will. When I move over to allow someone to pass or I react to an aggressive driver with patience and tolerance, I sometimes reflect that I may have prevented great harm. Had I aggravated the other driver their emotions could provoke even more dangerous driving or resulted in later anger or aggression toward others. I like to reflect on the ripples of good that I may have created with unknown consequences well into the future.

 

Intentions are a key. They become our moral compass. They tend to lead us in the right direction even though we may at times stumble.  It is often difficult or impossible to predict all of the consequences of our actions. It is also very difficult not to create some harm. Just the fact of driving is producing carbon emissions contributing to global warming. We need to try to not only have Right Intentions,” but to discern how even the best of intentions can sometime produce harmful outcomes. We have to sometimes balance the good we’re doing with the harm produced by the same actions. This requires Right View. This is where driving can be such a great practice as we can learn what works and what doesn’t and become better at discerning what are the wholesome Right Actions from those that produce more harm than good. But, if we form Right Intentions and aspire to create good and happiness we’ll be better drivers and will produce more harmony and good will on the roads and more importantly will be moving ourselves along the eightfold path.

 

There are many opportunities to practice Right Speech while driving. This can include non-verbal communications such as the use of turn signals. This is a form of Right Speech on the roads, communicating for the greater good. But, predominantly Right Speech is verbal. I have a bad habit of often reacting to driving situations with reflexive emotional expletives. This can occur in response to something as simple as being caught at a red light to another driver’s dangerous actions. This can also include gestures. They do no good and create harm in myself and sometimes aggravate and harm others. By practicing Right Speech. I work toward alleviating the suffering my habit produces in myself and others. I’ve started to develop a habit of simply reacting, rather than with expletives, with words such as “be safe” or a recitation of the loving kindness meditation wishes for health, happiness, safety etc. It’s a work in progress, but I can clearly feel the benefit when I do.

 

Right Livelihood. only applies literally to a few drivers on the road, such as truck drivers, taxi drivers, police, tow truck drivers, etc.  But if we fall into the category of people who make their living driving it is good to reflect on the effects of our activities on others. Does our livelihood produce harm to others, such as delivering weapons, cigarettes, or harmful drugs, or driving animals to slaughter, or does it produce greater good and happiness? It is not ours to judge the “rightness” of other people’s occupations. This is a personal matter where intention matters, that must be reflected upon deeply by each of us. But driving is more frequently a secondary component of our livelihood, perhaps as a means to get to our workplace. So, it can be conceived as part of our livelihood. So, driving is for many an opportunity to reflect upon our Right Livelihood.

 

Once again, driving presents a great context to practice Right Effort. It takes substantial effort to drive mindfully. If one drives automatically as most of us do most of the time, there is little or no mindfulness and little or no effort. When we first get in the driver’s seat we have to set the intention to drive in such a way as to lessen suffering in ourselves and others, to drive with kindness, compassion, patience, and courtesy, to drop fear, anger, hatred, selfishness, and the survival of the fittest attitude, and to bring to our interactions with others on the road the intention to promote well-being and happiness. Right Effort is driving the “Middle Way.” That is not trying too hard and getting stressed about driving mindfully, and also not being lackadaisical, but rather to try but relax. Don’t beat yourself up when you’re not driving mindfully and congratulate yourself when you do. The “Middle Way” is where effort should be targeted.

 

Mindless driving is probably the norm. Most people navigate the roads and traffic while their minds are elsewhere, ruminating about the past, planning for the future, or off in fantasy and daydreams. This provides us with a terrific opportunity to practice Right Mindfulness. Jon Kabat-Zinn defined mindfulness as “paying attention on purpose, in the present moment, and nonjudgmentally, to the unfolding of experience moment to moment.” What better opportunity to practice this than while driving? Right Mindfulness while driving precludes the dangerous activities of texting or engaging in other distractions that are known to amplify the dangers of driving. Right Mindfulness makes us acutely aware of what is happening and how we’re feeling during every moment of our drive. This makes not only for a more enjoyable drive, but also for much better driving. Awareness of how we’re feeling and what’s producing those feelings, and how we’re reacting to them makes us better able to drive safely without emotional outbursts eliciting unsafe behaviors. Right Mindfulness while driving is not just part of the eightfold path it is a prerequisite for the practice of the seven other components of the path. So, driving mindfully is a fundamental practice and driving is a great situation for practice.

 

Right Concentration” is the practice of focusing the mind solely on one object or a specific unchanging set of objects. Mindfulness is paying attention to whatever arises, but concentration is paying attention to one thing to the exclusion of everything else. This is usually developed during contemplative practice such as meditation and is nearly impossible to practice while driving. But, improvement in attentional ability is a consequence of practicing Right Concentration in other contexts which can improve driving by reducing distractions and mind wandering. In addition, it is thought that Right Concentration requires Right Effort, Right Intention, and Right Mindfulness and these can be practiced and developed while driving. So, although driving is not a situation for the practice of Right Concentration directly, the prerequisites for Right Concentration can be practiced and the benefits of its development can be appreciated.

 

Driving the eightfold path is not easy. But, remember that it is a practice. Over time I have gotten better and better at it, but nowhere near perfect. Frequently the discursive mind takes over or my emotions get the better of me. But, by continuing the practice I’ve slowly progressed. I’ve become a better driver and I’ve become a more relaxed and happier driver. I arrive at my destination relaxed with a smile on my face as opposed to the anger and stress that used to accompany me there.

 

Can we drive ourselves to enlightenment? Probably not! But we can practice the eightfold path that the Buddha taught leads there. The strength of driving the eightfold path practice is that it occurs in the real world of our everyday life. Quiet secluded practice is wonderful and perhaps mandatory for progress in spiritual development. But for most people it only can occur during a very limited window of time. By extending the practice directly into the mainstream of our lives we can greatly enhance its impact. I like to keep in mind the teaching that actions that lead to greater harmony and happiness should be practiced, while those that lead to unsatisfactoriness and unhappiness should be let go.  Without doubt, driving the eightfold path leads to greater harmony and happiness and as such should definitely should be included in our spiritual practice.

 

“It helps if you don’t see it as traffic but rather as thousands of individuals resolved to press on another day.” ~Robert Brault

 

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

Improve Dementia Caregiver Psychological Health and Stress with Mindfulness

psyjdc Leave a comment

Improve Dementia Caregiver Psychological Health and Stress with Mindfulness

 

By John M. de Castro, Ph.D.

 

“people who care for family members with Alzheimer’s disease and other dementias in the home experienced a decrease in perceived stress and mood disturbance when practicing Mindfulness-based Stress Reduction (MBSR).” – Heather Stang

 

Dementia is a progressive loss of mental function produced by degenerative diseases of the brain. Dementia patients require caregiving particularly in the later stages of the disease. Alzheimer’s disease is the most common type of dementia and accounts for 50 to 70 percent of dementia cases. For Alzheimer’s disease, there are an estimated 10 million caregivers providing 9 billion hours of care at a value of over $100 Billion dollars.

 

Caregiving for dementia patients is a daunting and all too frequent task. It is an intense experience that can go on for four to eight years with increasing responsibilities as the loved one deteriorates. In the last year, 59% of caregivers report that they are effectively on duty 24/7. Over time dementia will lead to loss of memory, loss of reasoning and judgment, personality and behavioral changes, physical decline, and death. The memory and personality changes in the patient may take away all those characteristics that make the loved one identifiable, unique, and endearing, producing psychological stress in the caregiver.

 

The feelings of hopelessness can be overwhelming regarding the future of a patient with an irreversible terminal degenerative illness. In addition, caregivers often experience an anticipatory grief associated with a feeling of impending loss of their loved one. If this isn’t bad enough, a little appreciated consequence is that few insurance programs cover dementia care outside of the hospital. So, medical expenses can produce extra financial strain on top of the loss of income for the caregiver. It is sad that 72% of caregivers report relief when their loved one passes away. Obviously, there is a need to care for the caregivers of dementia patients. They play an essential and often irreplaceable role. So, finding ways to ease the burden is extremely important. Mindfulness practice for caregivers has been shown to help them cope with the physical and psychological demands of caregiving.

 

In today’s Research News article “A Pilot Randomized Controlled Trial of Mindfulness-Based Stress Reduction for Caregivers of Family Members with Dementia.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5070659/ ), Brown and colleagues recruited adult family members providing caregiving for patients with Alzheimer’s Disease. They were randomly assigned to receive either an 8-week, once a week for 2 hours, Mindfulness-Based Stress Reduction (MBSR) program or a Social Support program. Participants were measured before and after the programs and 3 months later for perceived stress, experiential avoidance, mood states, physical and mental health, caregiver burden, and quality of relationship between the caregiver and care recipient. They also provided saliva samples to measure cortisol levels.

 

They found that both MBSR and Social Support produced significant improvements in experiential avoidance, depression, vitality, fatigue, confusion, and physical and mental health. They also found that MBSR also produced significant improvements in perceived stress, tension, and anger while Social Support produced significant improvement in caregiver burden. Unfortunately, these effects were not sustained at the 3-month follow-up.

 

Hence, it appears that both MBSR and Social Support are effective in improving caregivers’ psychological well-being, but only temporarily. MBSR appears to be superior to Social Support in providing these benefits. The stress of caring for patients with Alzheimer’s Disease is immense and the importance of the relief provided by these programs cannot be overemphasized. But, the study clearly demonstrates a need for future research to investigate means to prolong the effectiveness of these programs.

 

So, improve dementia caregiver psychological health and stress with mindfulness.

 

“One of the major difficulties that individuals with dementia and their family members encounter is that there is a need for new ways of communicating due to the memory loss and other changes in thinking and abilities. The practice of mindfulness places both participants in the present and focuses on positive features of the interaction, allowing for a type of connection that may substitute for the more complex ways of communicating in the past. It is a good way to address stress.” – Marla Paul

 

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

 

Brown, K. W., Coogle, C. L., & Wegelin, J. (2016). A Pilot Randomized Controlled Trial of Mindfulness-Based Stress Reduction for Caregivers of Family Members with Dementia. Aging & Mental Health, 20(11), 1157–1166. http://doi.org/10.1080/13607863.2015.1065790

 

Abstract

Objectives

The majority of care for those with Alzheimer’s Disease and other age-related dementias is provided in the home by family members. To date there is no consistently effective intervention for reducing the significant stress burden of many family caregivers. The present pilot randomized controlled trial tested the efficacy of an adapted, 8-week Mindfulness-based Stress Reduction (MBSR) program, relative to a near structurally equivalent, standard Social Support (SS) control condition for reducing caregiver stress and enhancing the care giver-recipient relationship.

Method

Thirty-eight family caregivers were randomized to MBSR or SS, with measures of diurnal salivary cortisol, and perceived stress, mental health, experiential avoidance, caregiver burden, and relationship quality collected pre- and post-intervention and at 3-month follow-up.

Results

MBSR participants reported significantly lower levels of perceived stress and mood disturbance at post-intervention relative to SS participants. At 3-month follow-up, participants in both treatments conditions reported improvements on several psychosocial outcomes. At follow-up there were no condition differences on these outcomes, nor did MBSR and SS participants differ in diurnal cortisol response change over the course of the study.

Conclusion

Both MBSR and SS showed stress reduction effects, and MBSR showed no sustained neuroendocrine and psychosocial advantages over SS. The lack of treatment condition differences could be attributable to active ingredients in both interventions, and to population-specific and design factors.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5070659/

 

Improve Student Mental Health with a Mindfulness App

psyjdc Leave a comment

Improve Student Mental Health with a Mindfulness App

 

By John M. de Castro, Ph.D.

 

“Students who had been practising mindfulness had distress scores lower than their baseline levels even during exam time, which suggests that mindfulness helps build resilience against stress.” – Julieta Galante

 

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. As a result, parents and students are constantly looking for ways to improve student performance in school.

 

The primary tactic has been to pressure the student and clear away routine tasks and chores so that the student can focus on their studies. But, this might in fact be counterproductive as the increased pressure can actually lead to stress and anxiety which can impede performance. A better tactic may be the development of mindfulness skills with contemplative practices. These practices and high levels of mindfulness have been shown to be helpful in coping with the school environment and for the performance of both students and teachers. So, perhaps, mindfulness training may provide the needed edge in college academic performance.

 

The vast majority of the mindfulness training techniques, however, require a certified trained therapist. This produces costs that many students and counseling centers can’t afford. In addition, the participants must be available to attend multiple sessions at particular scheduled times that may or may not be compatible with their busy schedules and at locations that may not be convenient. As an alternative, 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. But, the question arises as to the effectiveness of these Apps.

 

In today’s Research News article “Evaluation of an mHealth App (DeStressify) on University Students’ Mental Health: Pilot Trial.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5801522/ ), Lee and Jung recruited university students and randomly assigned them to either a wait-list condition or to work with a mindfulness app (DeStressify) for a month, 5 days per week for 3 to 20 minutes per day. They were measured before and after the training period for perceived stress, anxiety, depression, sleep quality, health-related quality of life, work productivity, and app use.

 

They found that after mindfulness app training the students reported significant reductions in perceived stress, fatigue, and anxiety and significant increases in general health-related quality of life, energy, and productivity. A lack in the study was that mindfulness was not measured. So, it cannot be concluded that improvements in mindfulness produced by the App was responsible for the benefits. Nevertheless, these are interesting and potentially important results. They suggest that the use of a mindfulness app by university students can provide improvements in physical and mental health and productivity. This can be important for the students’ success in school by making them more energetic and healthy and with less emotional disruption.

 

This is particularly important as the app does not require expensive staff time. It can be used at the busy students’ convenience in both location and time. And it is very easy and inexpensive to use and can be distributed widely. Given the mindfulness app can also improve the students’ well-being, it would seem ideal for use by college students.

 

So, improve student mental health with a mindfulness App.

 

“If you have unproductive worries, you can train yourself to experience those thoughts completely differently. “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

 

Lee, R. A., & Jung, M. E. (2018). Evaluation of an mHealth App (DeStressify) on University Students’ Mental Health: Pilot Trial. JMIR Mental Health, 5(1), e2. http://doi.org/10.2196/mental.8324

 

Abstract

Background

One in five Canadians experience mental health issues with those in the age range of 15 to 24 years being most at risk of a mood disorder. University students have shown significantly higher rates of mental health problems than the general public. Current university support services are limited by factors such as available staff and finances, and social stigma has frequently been identified as an additional barrier that prevents students from accessing these resources. Mobile health (mHealth) apps are one form of alternative health support that is discrete and accessible to students, and although they are recognized as a promising alternative, there is limited research demonstrating their efficacy.

Objective

The aim of this study was to evaluate a mindfulness-based app’s (“DeStressify”) efficacy on stress, anxiety, depressive symptomology, sleep behavior, work or class absenteeism, work or school productivity, and quality of life (QoL) among university students.

Methods

Full-time undergraduate students at a Canadian university with smartphones and Internet access were recruited through in-class announcements and on-campus posters. Participants randomized into an experimental condition were given and instructed to use the DeStressify app 5 days a week for 4 weeks. Control condition participants were wait-listed. All participants completed pre- and postintervention Web-based surveys to self-assess stress, anxiety, depressive symptomatology, sleep quality, and health-related QoL.

Results

A total of 206 responses were collected at baseline, with 163 participants completing the study (86 control, 77 experimental). Using DeStressify was shown to reduce trait anxiety (P=.01) and improve general health (P=.001), energy (P=.01), and emotional well-being (P=.01) in university students, and more participants in the experimental condition believed their productivity improved between baseline and postintervention measurements than the number of participants expected to believe so randomly by chance (P=.01). The app did not significantly improve stress, state anxiety, physical and social functioning, and role limitations because of physical or emotional health problems or pain (P>.05).

Conclusions

Mindfulness-based apps may provide an effective alternative support for university students’ mental health. Universities and other institutions may benefit from promoting the use of DeStressify or other mindfulness-based mHealth apps among students who are interested in methods of anxiety management or mindfulness-based self-driven health support. Future steps include examining DeStressify and similar mHealth apps over a longer period and in university staff and faculty.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5801522/

 

Increase Brain Matter and Memory in Aging with Tai Chi

psyjdc 4 Comments

 

Increase Brain Matter and Memory in Aging with Tai Chi

 

By John M. de Castro, Ph.D.

 

“Tai Chi can be used as exercise to improve the body, as well as reversing the natural tendency for the brain to shrink with age.” – Functional Aging Institute

 

The aging process involves a systematic progressive decline in every system in the body, the brain included. This includes our mental abilities which decline with age including impairments in memory, attention, and problem solving ability. It is inevitable and cannot be avoided. Using modern neuroimaging techniques, scientists have been able to view the changes that occur in the nervous system with aging. In addition, they have been able to investigate various techniques that might slow the process of neurodegeneration that accompanies normal aging. They’ve found that mindfulness practices reduce the deterioration of the brain that occurs with aging restraining the loss of neural tissue. Indeed, the brains of practitioners of meditation and yoga have been found to degenerate less with aging than non-practitioners.

 

Hence, there is some hope for age related cognitive decline, as there is evidence that it can be slowed. There are some indications that physical and mental exercise can reduce the rate of cognitive decline and lower the chances of dementia. For example, contemplative practices such as meditation, yoga, and Tai Chi and Qigong have all been shown to be beneficial in slowing or delaying physical and mental decline with aging. Mindfulness practices have been shown to improve cognitive processes while gentle mindful exercises such as Tai Chi and Qigong have been shown to slow age related cognitive decline. It would seem reasonable to hypothesize that Tai Chi and Baduanjin practices might decrease age related decreases in cognitive ability and degeneration of the nervous system.

 

In today’s Research News article “Tai Chi Chuan and Baduanjin increase grey matter volume in older adults: a brain imaging study.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5659386/ ), Tao and colleagues recruited healthy sedentary older adults (50-70 years of age) and randomly assigned them to receive either Tai Chi practice, Baduanjin practice (a very similar practice to Tai Chi), or no-treatment. Practice occurred for 12 weeks, 5 days per week, for 1 hour. Before and after training the participants underwent Magnetic Resonance Imaging (MRI) scans of their brains. They were also measured for memory ability.

 

They found that in comparison to baseline and control participants, the Tai Chi or Baduanjin practice participants had significant increases in the amount of grey matter in the left insula, left putamen, left parahippocampus/hippocampus, left amygdala, and left inferior temporal lobe. Hence, Tai Chi or Baduanjin practice appeared to produce increases in neural tissue. In addition, the Tai Chi or Baduanjin practice participants had significant increases in overall memory ability and visual reproduction memory. These improvements in memory were related to the increases in grey matter, with large increases in neural tissue associated with large improvements in memory. Hence, Tai Chi or Baduanjin practice not only increased neural tissue and memory, but the increases in both changed together in the same direction.

 

Caution must be taken in interpreting these results as the control condition was inactive. As a result, it cannot be determined if Tai Chi or Baduanjin practice per se or any form of exercise could produce comparable benefits. Further research is needed employing other forms of exercise to compare to the effects of Tai Chi or Baduanjin practice.

 

Nonetheless, these results are interesting and exciting. They suggest that Tai Chi or Baduanjin practice can reduce or possibly reverse brain degeneration and cognitive decline associated with aging. By engaging in these mindful movement practices aging individuals appear to preserve their brains and their mental ability. In addition, the fact that these practices are safe, convenient, low cost, and social suggests that they can be widely applied to the aging population.

 

So, increase brain matter and memory in aging with Tai Chi.

 

“Keep your brain younger longer by adding tai chi to your workout routine.” – Linda Melone

 

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

 

Tao, J., Liu, J., Liu, W., Huang, J., Xue, X., Chen, X., … Kong, J. (2017). Tai Chi Chuan and Baduanjin increase grey matter volume in older adults: a brain imaging study. Journal of Alzheimer’s Disease : JAD, 60(2), 389–400. http://doi.org/10.3233/JAD-170477

 

Abstract

The aim of this study is to investigate and compare how 12-weeks of Tai Chi Chuan and Baduanjin exercise can modulate brain structure and memory function in older adults. Magnetic Resonance Imaging(MRI) and memory function measurements (Wechsler Memory Scale-Chinese revised, WMS-CR)were applied at both the beginning and end of the study. Results showed that both Tai Chi Chuan and Baduanjin could significantly increase grey matter volume (GMV) in the insula, medial temporal lobe (MTL), and putamen after 12-weeks of exercise. No significant differences were observed in grey matter volume (GMV) between the Tai Chi Chuan and Baduanjin groups. We also found that compared to healthy controls, Tai Chi Chuan and Baduanjin significantly improved visual reproduction subscores on the WMS-CR. Baduanjin also improved mental control, recognition, touch and comprehension memory subscores of the WMS-CR compared to the control group. Memory quotient (MQ)and visual reproduction subscores were both associated with GMV increases in the putamen and hippocampus. Our results demonstrate the potential of Tai Chi Chuan and Baduanjin exercise for the prevention of memory deficits in older adults.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5659386/

Reduce Substance Abuse with Yoga

psyjdc Leave a comment

Reduce Substance Abuse with Yoga

By John M. de Castro, Ph.D.

 

“When people take substances, they’re seeking a certain experience, whether it’s escapist or transcendental or just wanting a different psychological state, to get away from whatever is making them unhappy. Yoga is an alternative, a positive way to generate a change in consciousness that, instead of providing an escape, empowers people with the ability to access a peaceful, restorative inner state that integrates mind, body, and spirit.” – Sat Bir Khalsa

 

Substance abuse is a major health and social problem. There are estimated 22.2 million people in the U.S. with substance dependence. It is estimated that worldwide there are nearly ¼ million deaths yearly as a result of illicit drug use which includes unintentional overdoses, suicides, HIV and AIDS, and trauma. In the U.S. about 17 million people abuse alcohol. Drunk driving fatalities accounted for over 10,000 deaths annually. “Tobacco use remains the single largest preventable cause of death and disease in the United States. Cigarette smoking kills more than 480,000 Americans each year, with more than 41,000 of these deaths from exposure to secondhand smoke. In addition, smoking-related illness in the United States costs more than $300 billion a year. In 2013, an estimated 17.8% (42.1 million) U.S. adults were current cigarette smokers.”  (Centers for Disease Control and Prevention).

 

Obviously, there is a need to find effective methods to prevent and treat substance abuse. There are a number of programs that are successful at stopping the drug abuse, including the classic 12-step program emblematic of Alcoholics Anonymous. Unfortunately, the majority of drug and/or alcohol abusers relapse and return to substance abuse. Hence, it is important to find an effective method to both treat substance abuse disorders and to prevent relapses. Mindfulness practices have been shown to improve recovery from various addictions. Yoga is a mindfulness practice that has documented benefits for the individual’s psychological and physical health and well-being. There has been a paucity of studies, however, on the use of yoga practice to treat substance abuse.

 

In today’s Research News article “Role of Yoga in Management of Substance-use Disorders: A Narrative Review.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5812135/ ), Kuppili and colleagues review and summarize the published research literature on the application of yoga practice for the treatment of substance abuse. They found 16 studies, 12 of which were randomized controlled trials.

 

There were 9 studies of yoga practice as a treatment for nicotine (smoking) addiction. These studies reported that yoga practice increased the desire to quit smoking, reduced cravings for cigarettes, and assisted in quitting. There were, however, mixed findings on the duration of these effects. There were 3 studies of yoga practice as a treatment for alcohol use disorders. These studies reported that yoga practice was helpful in reducing alcohol intake and depression. There were 3 studies of yoga practice as a treatment for opioid use disorders. These studies reported that yoga practice for patients undergoing treatment improved mood states and quality of life. There was only 1 study of yoga practice as a treatment for cocaine use disorder and reported improvements in perceived stress and quality of life.

 

The studies reviewed suggest that yoga practice may be of use in the treatment of substance use disorders particularly in improving the psychological state of patients under treatment and perhaps reducing cravings. There is obviously, though, a need for more studies with larger samples and with long-term follow-up. Yoga practice does not appear to a magical cure for substance abuse but may be helpful to the patient in kicking the habit. Clearly yoga practice has substantial psychological and physical benefits for practitioners and these in combination with its helpfulness for the treatment of substance abuse make it a reasonable choice for improving he well-being of patients with these disorders.

 

“Yoga is a complementary, or adjunct, health practice that is often considered a natural form of medicine. Adjunct means “in addition to,” and not “in place of.” Yoga is often beneficial when used in tandem with other traditional substance abuse treatment methods.” – American Addiction Centers

 

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

 

Pooja Patnaik Kuppili, Arpit Parmar, Ankit Gupta, Yatan Pal Singh Balhara. Role of Yoga in Management of Substance-use Disorders: A Narrative Review. J Neurosci Rural Pract. 2018 Jan-Mar; 9(1): 117–122. doi: 10.4103/jnrp.jnrp_243_17

 

Abstract

Substance use disorders are comparable to chronic medical illnesses and have a chronic relapsing course. Despite being significant contributors to morbidity and mortality, limited treatment options exist. The current narrative review was aimed at providing an overview of yoga therapy in substance-use disorders and discuss the relevant methodological issues. Articles published in English language till May 2017 indexed with PubMed, PubMed central, and Google Scholar were searched using search terms “Yoga,” “Substance use,” “Drug dependence,” “Nicotine,” “Tobacco,” “Alcohol,” “Opioids,” “Cannabis,” “Cocaine,” “Stimulants,” “Sedative hypnotics,” “Inhalants,” and “Hallucinogens” for inclusion in the review. A total of 314 studies were found fulfilling the stated criteria. Out of which, 16 studies were found to fulfill the inclusion and exclusion criteria and 12 were randomized control trials. The majority of studies were available on the role of yoga in management of nicotine dependence. Sample size of these studies ranged from 18 to 624. The majority of studies suggested the role of yoga in reducing substance use as well as substance-related craving (especially in nicotine-use disorders) in short term. However, more studies are required for demonstrating the long-term effects of yoga therapy in substance-use disorder.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5812135/

 

Reduce Social Anxiety and Drinking with Mindfulness

psyjdc Leave a comment

Reduce Social Anxiety and Drinking with Mindfulness

 

By John M. de Castro, Ph.D.

 

“When you practice sitting in curious awareness, without forcing it, mindfulness becomes easier and easier. You become an observer, rather than a participant in the damaging thoughts that run through your head. As you become more aware, you are less prone to engage in mindless harmful behaviors, like drinking, and more apt to act with intention and self-love and acceptance.” – Keri Wiginton

 

Inappropriate use of alcohol is a major societal problem. In fact, about 25% of US adults have engaged in binge drinking in the last month and 7% have what is termed an alcohol use disorder. Alcohol abuse is very dangerous and frequently fatal. Nearly 88,000 people in the US and 3.3 million globally die from alcohol-related causes annually, making it the third leading preventable cause of death in the United States. Drunk driving accounted for over 10,000 deaths; 31% of all driving fatalities. Excessive alcohol intake has been shown to contribute to over 200 diseases including alcohol dependence, liver cirrhosis, cancers, and injuries. It is estimated that over 5% of the burden of disease and injury worldwide is attributable to alcohol consumption. These are striking and alarming statistics and indicate that controlling alcohol intake is an important priority for the individual and society

 

Alcohol intake is often promoted by its perceived ability to improve social behavior and reduce social anxiety. It is a common human phenomenon that being in a social situation can be stressful and anxiety producing. Social anxiety is widespread, and reaches clinically significant levels in about 7% of the U.S. population. It has been found that mindfulness training can be effective for anxiety disorders including Social Anxiety Disorder. In addition, mindfulness training has been successfully applied to treating alcohol abuse. It appears to increase the ability of the drinker to control alcohol intake. Since, mindfulness appears to hold promise as a treatment for excessive alcohol intake and social anxiety, there is a need to examine the relationships between social anxiety, alcohol abuse, and mindfulness in people with alcohol abuse problems and who suffer with social anxiety.

 

In today’s Research News article “Mindfulness Facets, Social Anxiety, and Drinking to Cope with Social Anxiety: Testing Mediators of Drinking Problems.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5381930/ ), Clerkin and colleagues recruited adults with alcohol dependence and high social anxiety. They had them complete measures of mindfulness, symptoms of alcohol dependence, alcohol consumption, drinking problems, social anxiety, drinking to cope with social anxiety, depression, and alcohol withdrawal symptoms. These measures were subjected to a path analysis to identify the interconnections between them.

 

They found that the greater the levels of social anxiety symptoms the higher the levels of drinking to cope with social anxiety and, in turn, the higher the levels of drinking problems. Further they found that found that the greater the levels of the mindfulness and the facets of mindfulness of acting with awareness, accepting without judgment, and describing the lower the levels of social anxiety symptoms and thereby the lower the levels of drinking to cope with this anxiety and, in turn, the lower the levels of drinking problems.

 

Hence, as has been previously observed, social anxiety tends to promote drinking problems by driving a coping strategy of using alcohol intake to deal with the anxiety. But, significantly, mindfulness is associated with reduced levels of social anxiety which is associated with lower drinking problems. In particular, the more the individual could describe how they are feeling, accept it without judgement, and be aware of their actions in the present moment, the less they felt anxiety in social situations. This, through reducing coping mechanisms, was associated with fewer drinking problems.

 

This study was correlative and causation cannot be concluded within the study itself. But, in other studies, increasing mindfulness was found to reduce anxiety, including social anxiety  and to assist in controlling alcohol consumption. So, it would seem reasonable to conclude that the relationships observed in the present study were due to causal connections such that high mindfulness lowers social anxiety which lowers coping with anxiety by drinking.

 

So, reduce social anxiety and drinking with mindfulness.

 

“We live in an alcohol-addicted culture. Alcohol is used as a social lubricant, and has become such a crutch for most people to feel comfortable socially that they would feel lost without it.” – Sheryl Paul

 

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

 

Clerkin, E. M., Sarfan, L. D., Parsons, E. M., & Magee, J. C. (2017). Mindfulness Facets, Social Anxiety, and Drinking to Cope with Social Anxiety: Testing Mediators of Drinking Problems. Mindfulness, 8(1), 159–170. http://doi.org/10.1007/s12671-016-0589-6

 

Abstract

This cross-sectional study tested social anxiety symptoms, trait mindfulness, and drinking to cope with social anxiety as potential predictors and/or serial mediators of drinking problems. A community-based sample of individuals with co-occurring social anxiety symptoms and alcohol dependence were recruited. Participants (N = 105) completed measures of social anxiety, drinking to cope with social anxiety, and alcohol use and problems. As well, participants completed the Five Facet Mindfulness Questionnaire, which assesses mindfulness facets of accepting without judgment, acting with awareness, not reacting to one’s internal experiences, observing and attending to experiences, and labeling and describing. As predicted, the relationship between social anxiety symptoms and drinking problems was mediated by social anxiety coping motives across each of the models. Further, the relationship between specific mindfulness facets (acting with awareness, accepting without judgment, and describe) and drinking problems was serially mediated by social anxiety symptoms and drinking to cope with social anxiety. This research builds upon existing studies that have largely been conducted with college students to evaluate potential mediators driving drinking problems. Specifically, individuals who are less able to act with awareness, accept without judgment, and describe their internal experiences may experience heightened social anxiety and drinking to cope with that anxiety, which could ultimately result in greater alcohol-related problems.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5381930/

 

Improve Student Resilience to Stress with Mindfulness

psyjdc Leave a comment

Improve Student Resilience to Stress with Mindfulness

 

By John M. de Castro, Ph.D.

 

“This is, to the best of our knowledge, the most robust study to date to assess mindfulness training for students, and backs up previous studies that suggest it can improve mental health and wellbeing during stressful periods.” – Julieta Galante

 

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. As a result, parents and students are constantly looking for ways to improve student performance in school. The primary tactic has been to pressure the student and clear away routine tasks and chores so that the student can focus on their studies. But, this might in fact be counterproductive as the increased pressure can actually lead to stress and anxiety which can impede the student’s 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 individuals’ 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, mindfulness has been shown to be helpful in increasing resilience and coping with the school environment and for both students and teachers. So, perhaps, mindfulness training may be helpful for college students to better cope with stress and improve their well-being.

 

In today’s Research News article “A mindfulness-based intervention to increase resilience to stress in university students (the Mindful Student Study): a pragmatic randomised controlled trial.” (See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5813792/ ), Galante and colleagues recruited healthy college students and randomly assigned them to receive either 8 weeks of mindfulness training or to support as usual from the university counseling center. The mindfulness course consisted of 8 weekly sessions of 75-90 minutes teaching mindfulness skills adapted for college students. The mindfulness students were encouraged to practice for 15 minutes daily at home. They were measured before and after training and during the examination period for psychological distress, mental health problems, well-being, sleep and activity levels, examination scores, and altruism.

 

They found that after training and during the examination period the students who had received the mindfulness training had significantly less psychological distress and greater well-being than the support as usual students. Hence mindfulness training appeared to improve the students psychological state in general and particularly during the stressful examination period. This suggests that the training improved the students’ resilience in the face of stress and this in turn improved their psychological state. Training in mindfulness may be an important component in education to improve the students’ abilities to cope with the pressure and stresses of higher education.

 

So, improve student resilience to stress with mindfulness.

 

“Students who had been practising mindfulness had distress scores lower than their baseline levels even during exam time, which suggests that mindfulness helps build resilience against stress.” – Julieta 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

 

Julieta Galante, Géraldine Dufour, Maris Vainre, Adam P Wagner, Jan Stochl, Alice Benton, Neal Lathia, Emma Howarth, Prof Peter B Jones. A mindfulness-based intervention to increase resilience to stress in university students (the Mindful Student Study): a pragmatic randomised controlled trial. Lancet Public Health. Author manuscript; available in PMC 2018 Feb 15. Published in final edited form as: Lancet Public Health. 2018 Feb; 3(2): e72–e81. Published online 2017 Dec 19. doi: 10.1016/S2468-2667(17)30231-1

 

Summary

Background

The rising number of young people going to university has led to concerns about an increasing demand for student mental health services. We aimed to assess whether provision of mindfulness courses to university students would improve their resilience to stress.

Methods

We did this pragmatic randomised controlled trial at the University of Cambridge, UK. Students aged 18 years or older with no severe mental illness or crisis (self-assessed) were randomly assigned (1:1), via remote survey software using computer-generated random numbers, to receive either an 8 week mindfulness course adapted for university students (Mindfulness Skills for Students [MSS]) plus mental health support as usual, or mental health support as usual alone. Participants and the study management team were aware of group allocation, but allocation was concealed from the researchers, outcome assessors, and study statistician. The primary outcome was self-reported psychological distress during the examination period, as measured with the Clinical Outcomes in Routine Evaluation Outcome Measure (CORE–OM), with higher scores indicating more distress. The primary analysis was by intention to treat. This trial is registered with the Australia and New Zealand Clinical Trials Registry, number ACTRN12615001160527.

Findings

Between Sept 28, 2015, and Jan 15, 2016, we randomly assigned 616 students to the MSS group (n=309) or the support as usual group (n=307). 453 (74%) participants completed the CORE–OM during the examination period and 182 (59%) MSS participants completed at least half of the course. MSS reduced distress scores during the examination period compared with support as usual, with mean CORE–OM scores of 0·87 (SD 0·50) in 237 MSS participants versus 1·11 (0·57) in 216 support as usual participants (adjusted mean difference –0·14, 95% CI –0·22 to –0·06; p=0·001), showing a moderate effect size (β –0·44, 95% CI –0·60 to –0·29; p<0·0001). 123 (57%) of 214 participants in the support as usual group had distress scores above an accepted clinical threshold compared with 88 (37%) of 235 participants in the MSS group. On average, six students (95% CI four to ten) needed to be offered the MSS course to prevent one from experiencing clinical levels of distress. No participants had adverse reactions related to self-harm, suicidality, or harm to others.

Interpretation

Our findings show that provision of mindfulness training could be an effective component of a wider student mental health strategy. Further comparative effectiveness research with inclusion of controls for non-specific effects is needed to define a range of additional, effective interventions to increase resilience to stress in university students.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5813792/

 

The Eightfold Path at Work

psyjdc Leave a comment

The Eightfold Path at Work

 

By John M. de Castro, Ph.D.

 

 “So where do we begin if we want to improve our work life for ourselves and those around us? I suggest starting with the mind. Ask yourself: what is the quality of my mind at work? What’s happening in my mind as the hours at work go by day in and day out? Is my mind working at its utmost? . . . . Through mindfulness, we can train our minds to work better.” – Tara Healey

 

The work environment as an excellent context in which to practice the Buddha’s Eightfold Path. It is filled with interpersonal interactions and clashes, task focusing, dealing with authority, frustrations, successes, self-worthiness, and emotionality. In other words, the work environment has all the ingredients to put to the test all the principles of mindfulness and the Eightfold Path for the cessation of suffering; Right View, Right Intentions, Right Speech, Right Actions, Right Livelihood, Right Effort, Right Mindfulness, and Right Concentration.

 

We often think of meditation or spiritual practice as occurring in quiet places removed from the hubbub of life. This is useful to develop skills and deep understanding. Unfortunately, most people do not have the luxury of withdrawing into a solitary or monastic life. Fortunately, it is possible to practice even in the midst of the chaos of everyday life. In fact, there are wonderful opportunities to practice presented to us all the time embedded in the complexities of the modern world. In a previous essay we discussed driving an automobile as an almost perfect venue for practice. In today’s essay we’ll discuss practicing in the work environment.

 

There are many wonderful opportunities at work to practice Right View. The view that all things are impermanent can be practiced. Indeed, the situation at work is constantly changing and no matter how bad or good the work conditions or the daily experiences are you can be sure that they’ll change; the business cycle is constantly changing as are the people you work with and for. By recognizing this we not only practice Right View but also relax and accept what is. Work is a cooperative venture. It’s a situation that reflects how interconnected everything is including the thing we label self. Working without consideration of our superiors or co-workers and their needs and aspirations would be chaotic and very unproductive. How you work effects how they work and vice versa. In this context if you take a moment to look, it is easy to develop Right View including the transitoriness of our thoughts and emotions. At work they arise and fall away in response to the ever changing experiences occurring at work and your reactions to them. This thing called self that you think of a permanent and static actually changes moment to moment in reaction to these experiences at work. This is a tremendous learning experience with work being a wonderful laboratory to practice and develop your Right View.

 

It is hard to find a better context than working to develop the Right View on suffering and unsatisfactoriness, and their roots. While working we seem to want everything to be exactly as we want it to be, and when it isn’t we suffer. We want meetings to be short, incisive, and productive, we want technology to always be working properly, we want to always be recognized for our efforts and accomplishments, we want less dull repetition and paperwork, we want our co-workers to be cooperative rather than competitive, we want a raise, we want a promotion, we want our bosses to always make the right decisions, we want everyone to like us, etc. When these things don’t happen, we suffer. In other words, you can learn, if you are observant of what is happening during working, that your suffering is caused by your lack of acceptance of how things are at work. So, working constitutes a wonderful laboratory to practice Right View. You can learn to accept things as they are, to see things without judgment, to view the job, your bosses, and other workers just as they are, and to understand how you work has consequences, affecting yourself and others, in other words, you practice and develop Right View.

 

You can quite readily practice Right Intentions while working and this can lead to Right Actions. These intentions include the abandonment of unwholesome desires. If you work with anger, impatience, selfishness, resentment you are likely to harm others and yourself. The harm may not be major or direct, but indirect by affecting the other workers in negative ways. Perhaps your anger at an unsatisfactory work situation causes the intentional sabotage of a project. Perhaps, your selfishness causes you to refuse to help a struggling co-worker eliciting frustration or worry about the security of their job, or simply cause them to suffer. But sometimes direct harm to others can be produced by greed resulting in your undercutting or obstructing their work in order to make yourself look better and step over them for promotion. But if you practice Right Intentions with sincere intentions to create good and happiness, relieve suffering in ourselves and others, and not harm any living thing, you will work cooperatively, with courtesy, with tolerance and understanding, with kindness and good will. When co-workers are treated with respect, compassion, and helpfulness or when a co-worker’s anger or frustration are reacted to with patience, kindness, and tolerance, harm and suffering have likely been prevented. It is good to reflect on the ripples of good that may have been created with Right Actions producing positive consequences, which produce more positive consequences, producing more positive consequences, etc. well into the future.

 

Intentions are a key. They become your moral compass. They tend to lead you in the right direction even though you may at times stumble.  It is often difficult or impossible to predict all of the consequences of your actions. It is also very difficult not to create some harm. You have to consider that your competitive success may be causing others to lose their jobs, or that the manufacturing processes you’re using compromises the natural environment, or that trying to minimize costs, you use suppliers who employ people at less than a living wage. You need to try to not only have Right Intentions, but to discern how even the best of intentions can sometime produce harmful outcomes. You have to sometimes balance the good you’re doing with the harm produced by the same actions. This requires Right View. This is where working can be such a great practice as you can learn what works and what doesn’t and become better at discerning what are the wholesome Right Actions from those that produce more harm than good. But, if you form Right Intentions and aspire to create good and happiness you’ll be a better worker and will produce more harmony and good will in the work place and more importantly will be moving yourself along the eightfold path.

 

There are many opportunities to practice Right Speech while working. This can include non-verbal communications such as facial expressions, body postures, etc. But, predominantly Right Speech is verbal. A worker may have a bad habit of often reacting to a mistake with reflexive emotional expletives. This can occur in response to something as simple as dropping a part, to another worker’s dangerous actions. This can also include gestures. They do no good and create harm in myself and sometimes aggravate and harm others. Office gossip is rampant in the work environment. This often hurts others in unpredictable and sometimes unknown ways. Right speech involves refraining from gossip. At work frequently guesses and rumors are spread. Right Speech involves only speaking things that you know are absolutely true. This can promote trust and harmony in the workplace. By practicing Right Speech you can work toward alleviating the suffering produced in ourselves and others. Simply react, rather than with expletives, with words such as “be safe” or a silent recitation of the loving kindness meditation wishes for health, happiness, safety etc. Right Speech takes practice. We have years of training and daily multiple examples of wrong speech. So, be patient and practice. Slowly the effects and benefits will become apparent.

 

The notion of Right Livelihood mandates that your work not only earns you a living but also creates greater happiness, wisdom, and well-being, and relieves suffering in yourself and others. Conversely, you should not produce harm. This doesn’t discourage earning profits and accumulating wealth. It simply indicates that it must be done in the right way. It indicates that you should acquire wealth only by legal means, peacefully, without coercion or violence; you should acquire it honestly, not by trickery or deceit; and you should acquire it in ways which do not entail harm and suffering for others. Some occupations can be clearly seen as creating harm such as manufacturing, selling, or delivering weapons, cigarettes, or harmful drugs, or driving animals to slaughter. Some occupations clearly seem to create greater good and happiness, such as teacher, aid worker, nurse, etc. But, most occupations are a little more difficult to tell. Sometimes harm is produced indirectly, such as by damaging the environment, or resulting in layoffs from a competitor, or by producing goods or services that can be misused or used by others to create harm. It is not yours to judge the “rightness” of other people’s occupations. This is a personal matter where intention matters, that must be reflected upon deeply to ascertain whether your practicing Right Livelihood.

 

Once again, working presents a great context to practice Right Effort. It takes substantial effort to work mindfully. If you work automatically as most people do most of the time, there is little or no mindfulness and little or no effort. When you first get to work you have to set the intention to engage in your work in such a way as to lessen suffering in yourself and others, to work with kindness, compassion, patience, and courtesy, to drop fear, anger, hatred, selfishness, and the survival of the fittest attitude, and to bring to our interactions with others at work the intention to promote well-being and happiness. Right Effort is working the “Middle Way.” That is not trying too hard and getting stressed about working mindfully, and also not being lackadaisical, but rather to try, but relax. Don’t beat yourself up when you’re not working mindfully, but congratulate yourself when you do. The “Middle Way” is where effort should be targeted.

 

Mindless working is probably the norm. Most people perform their routine work activities while their minds are elsewhere, ruminating about the past, planning for the future, or off in fantasy and daydreams. This provides you with a terrific opportunity to practice Right Mindfulness. Jon Kabat-Zinn defined mindfulness as “paying attention on purpose, in the present moment, and nonjudgmentally, to the unfolding of experience moment to moment.” What better opportunity to practice this than while working? Right Mindfulness while working precludes focusing on social media or engaging in other distractions that detract from our efforts. Right Mindfulness makes you acutely aware of what is happening and how you’re feeling during every moment of your work. This makes not only for a more enjoyable work, but also for much better working. Awareness of how you’re feeling and what’s producing those feelings, and how you’re reacting to them makes you better able to work effectively without emotional outbursts that are non-productive and can damage the efforts of co-workers. Right Mindfulness while working is not just part of the eightfold path it is a prerequisite for the practice of the seven other components of the path. So, working mindfully is a fundamental practice and working is a great situation for practice.

 

Right Concentration is the practice of focusing the mind solely on one object or a specific unchanging set of objects. This is developed during contemplative practice such as meditation. It is essential to effective work. Very few people have the luxury of working in quiet isolated circumstances. Most work in environments that are replete with distractions and interruptions.

Improvement in attentional ability is a consequence of practicing Right Concentration  improves focused attention on the work, reducing distractions and mind wandering. The ability to concentrate and screen out intrusive sounds, sights, speech and thoughts allow you to focus on your work, producing higher quality work while being more efficient and productive. In addition, it is thought that Right Concentration requires Right Effort, Right Intentions, and Right Mindfulness and these can also be practiced and developed while working. So, working is a wonderful situation for the practice of Right Concentration, benefiting the individual and the quality of the work.

 

Working the eightfold path is not easy. But, remember that it is a practice. Over time you’ll better and better at it, but nowhere near perfect. Frequently the discursive mind takes over or your emotions will get the better of you. But, by continuing the practice you’ll slowly progress. you’ll become a better worker and a more relaxed and happier worker. You then can leave work at the end of the day relaxed with a smile on your face rather than angry and stressed.

 

Through engaging in the eightfold path at can we achieve enlightenment? Probably not! But we can practice it and the Buddha taught that it leads there. The strength of practicing the eightfold path at work is that it occurs in the real world of our everyday life. Quiet secluded practice is wonderful and perhaps mandatory for progress in spiritual development. But for most people it only can occur during a very limited window of time. By extending the practice directly into the mainstream of our lives we can greatly enhance its impact. Keep in mind the teaching that actions that lead to greater harmony and happiness should be practiced, while those that lead to unsatisfactoriness and unhappiness should be let go.  Without doubt, practicing the eightfold path at work leads to greater harmony and happiness and as such should be included in our spiritual practice.

 

“As an executive coach and physician, I often sing the praises of mindfulness approaches and recommend them to clients to manage stress, avoid burnout, enhance leadership capacity, and steady their minds when in the midst of making important business decisions, career transitions, and personal life changes.” – David Brendel

 

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