Improve Dementia Patient Caregiver Mental Health and Reduce Stress with Mindfulness

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Improve Dementia Patient Caregiver Mental Health and Reduce Stress with Mindfulness

 

By John M. de Castro, Ph.D.

 

“To my mother, I owe the experience of being with her since the beginning of her dementia, and the ability to notice what a difference mindfulness practice made in our relationship. From feeling only grief, to a growing acceptance of her in the moment, even appreciating new aspects of her personality that became freed as a result of her condition.” – Marguerite Manteau-Rao

 

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. Other types of dementia include vascular dementia, mixed dementia, dementia with Lewy bodies and frontotemporal dementia. For Alzheimer’s disease alone, 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 “Mindfulness training for psychological stress in family caregivers of persons with dementia: a systematic review and 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/PMC5626236/, Liu and colleagues review and summarize the published Randomized Controlled Trials (RCTs) on the effectiveness of mindfulness training on the psychological state of caregivers for dementia patients.

 

They identified 7 published Randomized Controlled Trials (RCTs). The studies employed a variety of different mindfulness training techniques; including Mindfulness-Based Stress Reduction (MBSR), Acceptance and Commitment Therapy (ACT), and meditation practice. They report that the published studies find that mindfulness training produces a significant decrease in depression and perceived stress, a trend toward decreased anxiety, and significant improvement in mental health quality of life. The importance of these findings is underscored by the fact that these were all well controlled scientific studies of high quality. Hence, mindfulness training appears to be of significant help to caregivers of dementia patients improving their mental health and quality of life.

 

It has been demonstrated that mindfulness training improves anxiety, depression, and quality of life, and reduces stress in a wide variety of populations. So, it is not surprising that it has similar effectiveness for these caregivers. The magnitude of the burden on these caregivers, however, is such that the improvements produced by mindfulness training are a blessing. Hence, mindfulness training should be incorporated into routing support and treatment programs for caregivers of dementia patients.

 

So, improve dementia patient caregiver mental health and reduce 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.” – Sandra Weintraub

 

CMCS – Center for Mindfulness and Contemplative Studies

 

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

 

Study Summary

 

Liu, Z., Chen, Q., & Sun, Y. (2017). Mindfulness training for psychological stress in family caregivers of persons with dementia: a systematic review and meta-analysis of randomized controlled trials. Clinical Interventions in Aging, 12, 1521–1529. http://doi.org/10.2147/CIA.S146213

 

Abstract

Caring for a relative with dementia is extremely challenging; conventional interventions may not be highly effective or easily available on some occasions. This study aimed to explore the efficacy of mindfulness training in improving stress-related outcomes in family caregivers of people with dementia using a meta-analytic review. We searched randomized controlled trials (RCT) through April 2017 from five electronic databases, and assessed the risk of bias using the Cochrane Collaboration tool. Seven RCTs were included in our review. Mindfulness interventions showed significant effects of improvement in depression (standardized mean difference: −0.58, [95% CI: −0.79 to −0.37]), perceived stress (−0.33, [−0.57 to −0.10]), and mental health-related quality of life (0.38 [0.14 to 0.63]) at 8 weeks post-treatment. Pooled evidence did not show a significant advantage of mindfulness training compared with control conditions in the alleviation of caregiver burden or anxiety. Future large-scale and rigorously designed trials are needed to confirm our findings. Clinicians may consider the mindfulness program as a promising alternative to conventional interventions.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5626236/

It’s the Suffering, Stupid

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It’s the Suffering, Stupid

 

By John M. de Castro, Ph.D.

 

” If you want to understand suffering you must look into the situation at hand. The teachings say that wherever a problem arises it must be settled right there. Where suffering lies is right where non-suffering will arise, it ceases at the place where it arises. If suffering arises you must contemplate right there, you don’t have to run away. You should settle the issue right there. One who runs away from suffering out of fear is the most foolish person of all. He will simply increase his stupidity endlessly. We don’t meditate to see heaven, but to end suffering.” – Ajahn Chah

 

When I was first introduced to the Buddha’s Four Noble Truths I was underwhelmed, to say the least. They said first that there’s suffering. Yeah, I thought, that’s obvious, there’s lots of suffering in this world. So, what’s new. Then they said that there are causes for suffering. Again, I thought, of course, there are causes for everything. So, when do we get to the good stuff. Then they said that there’s a way to end suffering. That’s clear and obvious, I thought. Of course, if you know what causes it then there’s always ways to end it. Let’s get to the meat. Lastly, they said that there was a path to the end of suffering. Yeah, yeah, of course, let’s move on and get to how do we attain enlightenment. How do we get to nirvana and eternal bliss?

 

I don’t believe that my response was unusual as my unscientific discussions with peers has revealed similar responses. I believe that part of the reason that we missed the importance of what was being taught was the word suffering itself. It’s a translation from the Pali word “dukkha” that was the language that was likely used by the Buddha. But, it can equally well be translated as “imperfect”, “unsatisfying”, or “incapable of providing perfect happiness.” I happen to favor unsatisfactory. Using this translation, I began to see what was being taught here. Suffering implied to me an extreme and painful experience, agony, which I saw as relatively rare. But, unsatisfactoriness, now that’s a different story. Most things in life are to one degree or another unsatisfactory. So, the teaching now seems to apply to a much wider range of experiences. This was the beginning of the revelation as to just how seminal this teaching is. It’s when I realized that “It’s the suffering, stupid.”

 

I should have noted the clear and precise teaching of the Buddha. When asked about how to attain enlightenment the Buddha said “I teach one thing and one thing only: that is suffering and the end of suffering.” This should have been a clear message that the pursuit of enlightenment is actually the pursuit of the end of “dukkha”, the end of unsatisfactoriness. It should have been obvious that the key to enlightenment is unsatisfactoriness, its causes, and how to eliminate them. But somehow, I wanted to jump ahead and missed the most important teaching of all.

 

Looking carefully at existence from the perspective of unsatisfactoriness, it is clear that unsatisfactoriness is ubiquitous, it’s everywhere.

 

The alarm goes off in the morning and I think, I want to sleep longer, but I can’t. The day starts off with unsatisfactoriness. I notice a slight ache in my neck and want it to go away, and this is more unsatisfactoriness. Rising out of bed in the morning there’s a need to use the bathroom. My state is unsatisfactory. When picking out some clothes to wear I find the outfit I want to wear is out at the cleaners and I’ll have to wear something less satisfactory. I feel a bit shabby and old fashioned in the clothes. Being late, a breakfast bar is grabbed as I rush out the door, wishing I could sit down and have some scrambled eggs but have to eat an unsatisfactory breakfast. I go outside and feel the cold and wish the day to be warmer. The temperature is unsatisfactory. Driving to work I get caught at a red light and want it to be green, feeling frustrated and unsatisfactory. Traffic is moving slower than I want, so I find driving unsatisfactory. At work my co-worker looks at me with a scowl and I’m unsatisfied because I think that she doesn’t like me. etc., etc., etc. The entire day is filled from one end to the other with unsatisfactoriness.

 

The more I look at it the more I see that some of the unsatisfactoriness is due to external circumstances, the red light, the outside temperature, and the neck pain that I have little control over. But, I see that the more insidious type of unsatisfactoriness is of my own making. I make myself suffer by my interpretation of how I look in the clothes I’m wearing or how I think about events like my co-worker’s scowl. I assumed it was because she didn’t like me and I want to be liked. But, that was my interpretation. I brought that unsatisfactoriness onto myself. She may have just had a bad morning or been called on the carpet by the boss. I make so many assumptions and interpret a large number of events as suggestive of some personal failure or fault when they probably have nothing to do with me whatsoever.

 

Once we take this perspective it begins to dawn that life is replete with unsatisfactoriness. There is no end to it. Now I get what the Buddha was talking about. It’s the suffering, stupid. It’s the unsatisfactoriness. I am constantly dissatisfied with virtually everything. What a miserable way to live. Seeing the all pervasiveness of my suffering, it becomes evident that I’m rarely truly happy and even then when it’s over I feel unsatisfied. This reveals another way that unsatisfactoriness arises. One that is produced by the impermanence of all things. Everything is constantly changing and I find it unsatisfactory when good stuff goes away or when bad stuff begins. I want pleasurable experiences never to end and unpleasant ones never to begin. This is perfectly reasonable, but nevertheless a major source of the unsatisfactoriness that fills my day.

 

So, life is inherently unsatisfactory. How can one ever experience eternal bliss, if unsatisfactoriness is everywhere? I guess that’s what the Buddha was talking about. It has been said that the way to nirvana is through samsara or in plain language we must go through suffering to get to bliss. If this is true, then we must fully experience and understand our unsatisfactoriness in order to make progress on the spiritual path toward enlightenment. The first step is to carefully explore our experiences and see where and what we find unsatisfactory.

 

So, begin with the suffering, stupid.

 

“On top of the sufferings of birth, aging, sickness, and death, we encounter the pains of facing the unpleasant, separating from the pleasant, and not finding what we want. The basic problem lies with the type of mind and body that we have. Our mind-body complex serves as a basis for present sufferings in the form of aging, sickness, and death, and promotes future suffering through our usual responses to painful situations.” – Dalai Lama

 

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

A Pilot Study of Mindfulness Training for the Cognitive and Psychological Symptoms with Multiple Sclerosis

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A Pilot Study of Mindfulness Training for the Cognitive and Psychological Symptoms with Multiple Sclerosis

 

By John M. de Castro, Ph.D.

 

“Mindfulness practice appears to be a safe, drug-free approach to coping with stress and anxiety, which may in turn help reduce your MS symptoms.” Amit Sood

 

Multiple Sclerosis (MS) is a progressive demyelinating disease which attacks the coating on the neural axons which send messages throughout the body and nervous system. It affects about 2 million people worldwide and about 400,000 in the U.S. It is most commonly diagnosed in people between the ages of 20 and 50 years.  Unfortunately, there is no cure for multiple sclerosis. There are a number of approved medications that are used to treat MS but are designed to lessen frequency of relapses and slow the progression of the disease, but they don’t address individual symptoms.

 

Although there is a progressive deterioration, MS is not fatal with MS patients having about the same life expectancy as the general population. Hence, most MS sufferers have to live with the disease for many years. So, quality of life becomes a major issue. Quality of life with MS is affected by fatigue, physical impairment, depression, and poor sleep quality. In addition, there are marked deficits in cognition in around half of MS patients that include impairments in memory, information processing speed, executive functioning, attention, and verbal fluency. There is a thus a critical need for safe and effective methods to help relieve the symptoms of MS and improve quality of life. Mindfulness has been previously shown to improve depression, sleep quality, cognitive impairments, emotion regulation, and fatigue. It has also been shown to improve the symptoms of multiple sclerosis.

 

In today’s Research News article “The Effectiveness of Mindfulness-Based Stress Reduction on Psychological Distress and Cognitive Functioning in Patients with Multiple Sclerosis: a Pilot Study.” See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5605592/, Blankespoor and colleagues investigated the ability of mindfulness training to relieve the psychological symptoms, including cognitive impairments, with Multiple Sclerosis (MS). In a pilot study, they recruited patients with MS and provided them with an 8-week Mindfulness-Based Stress Reduction (MBSR) program consisting of meditation, body scan, and yoga practice. The participants met in group sessions for 2.5 hours once a week and also performed home practice. The participants were measured before and one week after training for mindfulness, depression, multiple sclerosis quality of life, fatigue, self-compassion, and cognitive ability including tests of memory, visuospatial memory, processing speed, working memory, attention, and executive function.

 

They found that in comparison to baseline measures, after MBSR training the patients showed significant improvements in their psychological states including their physical and emotional quality of life, self-compassion, and mindfulness. Unfortunately, the patients did not show cognitive impairments at baseline. So, it was not surprising that the only cognitive ability that significantly improved was visuospatial processing.

 

Unfortunately, the study was flawed in a number of ways. In particular the lack of a control comparison condition opens the way for a large number of alternative, confounding, explanations for the results. Also, there was a 30% dropout rate which raises the possibility that only those who felt better continued and were measured after treatment. Finally, the lack of baseline impairment in cognitive abilities precluded the assessment of the effectiveness of MBSR to improve these common symptoms of MS. The study needs to be repeated in a Randomized Controlled Clinical Trial (RCT) with procedures implemented to maximize patient retention and with patients who demonstrate cognitive impairment prior to treatment.

 

Patients with Multiple Sclerosis suffer in many ways and it will be important to determine if mindfulness training can reduce the suffering.

 

“Studies in multiple sclerosis, these have shown that mindfulness can improve quality of life and help people cope better with their MS. The studies also found that it decreased stress, anxiety and depression.” – MSTrust

 

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

 

Blankespoor, R. J., Schellekens, M. P. J., Vos, S. H., Speckens, A. E. M., & de Jong, B. A. (2017). The Effectiveness of Mindfulness-Based Stress Reduction on Psychological Distress and Cognitive Functioning in Patients with Multiple Sclerosis: a Pilot Study. Mindfulness, 8(5), 1251–1258. http://doi.org/10.1007/s12671-017-0701-6

 

Abstract

Patients with multiple sclerosis (MS) often suffer from psychological distress and cognitive dysfunctioning. These factors negatively impact the health-related quality of life. Only recently behavioral therapeutic approaches are being used to treat psychological distress in MS. The aim of the present pilot study was not only to investigate the effectiveness of mindfulness-based stress reduction (MBSR) on psychological distress but also to explore whether it can improve cognitive functioning among patients with MS. Outpatients of the MS Center of the Radboud University Medical Center (Radboudumc) were invited to participate in an MBSR training. Psychological and cognitive measures were administered pre- and post-intervention. Twenty-five MS patients completed the MBSR training and psychological measures, of which 16 patients completed the cognitive tests. Significant improvements were found in depressive symptoms, quality of life, fatigue, mindfulness skills, and self-compassion. Of the cognitive tests, performance on a visual spatial processing test significantly improved after the intervention. Overall, this pilot study showed promising results of the effects of MBSR on reducing psychological distress, and it suggests MBSR might improve cognitive functioning in MS patients. Future randomized controlled trials should be conducted to confirm the possible effectiveness of MBSR—and its long-term effects—on psychological and cognitive functioning in MS patients.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5605592/

Improve Parent and Infant Mental Health with Mindfulness

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Improve Parent and Infant Mental Health with Mindfulness

 

By John M. de Castro, Ph.D.

 

“Mindful parenting is not about being the perfect parent. It’s about being more aware, present in the moment and open-hearted. That makes a huge difference to our children and how we respond to them.” – Myla Kabat-Zinn

 

Raising children, parenting, is very rewarding. But, it can also be challenging. Children test parents frequently. They test the boundaries of their freedom and the depth of parental love. They demand attention and seem to especially when parental attention is needed elsewhere. They don’t always conform to parental dictates or aspirations for their behavior. They are often affected more by peers, for good or evil, than by parents. It is the parents challenge to control themselves, not overreact, and act appropriately in the face of strong emotions.

 

The initial challenges of parenting begin immediately after birth. Parenting an infant requires that the parent be able to deal with stress, to regulate their own emotions, and to be sensitive and attentive to their baby. These skills are exactly those that are developed in mindfulness training. It improves the psychological and physiological responses to stress. It improves emotion regulation. And it improves the ability to maintain attention and focus in the face of high levels of distraction. Mindful parenting involves having emotional awareness not only of themselves but also having emotional awareness of and compassion for the baby. It also involves having the skills to pay full attention to the baby in the present moment, to accept parenting non-judgmentally and be emotionally non-reactive to the baby.

 

Hence, it makes sense to learn mindful parenting early in the life of the infant. In today’s Research News article “Mindful with Your Baby: Feasibility, Acceptability, and Effects of a Mindful Parenting Group Training for Mothers and Their Babies in a Mental Health Context.” See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5605590/, Potharst and colleagues examine the effectiveness of mindful parenting training with the infant and mother on psychological states of mother and infant.

 

They recruited mothers of newborns who evidenced high stress levels, mental health problems, infant regulation problems, or mother-infant interaction problems. They provided an 8-week “Mindful with Your Baby” program that was based upon Mindfulness-Based Stress Reduction (MBSR).  It occurred in once weekly 2-hour session with both mother and infant present and included home meditation practice and a follow-up session 8 weeks after the conclusion of training. The mothers were measured before and after training and 8 weeks and 1 year later for mindfulness, mindful parenting skills, self-compassion, well-being, psychopathology, parenting stress and confidence, warmth and negativity toward the baby, and infant temperament.

 

The program was acceptable with high attendance rates and only 7% of the participants dropped out. Importantly, they found that compared to baseline the “Mindful with Your Baby” program produced significant increases in mindfulness, mindful parenting skills, and self-compassion that were maintained a year later. There were also improvements in well-being, psychopathology, parenting stress and confidence, warmth and negativity toward the baby, and infant temperament that were weak after training but grew stronger over the one-year period.

 

These are exciting findings but must be tempered with the understanding that there was no control comparison condition and this opens the way for a myriad of alternative, confounding, explanations for the results. A Randomized Controlled Clinical (RCT) is need to confirm the conclusion that the mindfulness training was responsible for the effects. In addition, these mothers were mentally troubled to begin with and may be particularly benefited by mindfulness training. The program need to be tested also with otherwise normal new mothers. Nevertheless, the results suggest that a program of mindfulness training for mothers and their infants may be very effective in improving parenting and improving the psychological conditions of bot the mother and the infant.

 

So, improve parent and infant mental health with mindfulness.

 

“Being mindful while holding a baby can be an incredibly gratifying, renewing and sometimes challenging mindfulness practice. Babies cycle through various states of being throughout their days and nights. How you are in relationship to a baby in these various states is truly a practice in everyday life. It can be helpful to remember that whatever state of being that your baby is in at any particular moment, it is not a permanent condition. Nothing is.” — Nancy Bardacke

 

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

 

Potharst, E. S., Aktar, E., Rexwinkel, M., Rigterink, M., & Bögels, S. M. (2017). Mindful with Your Baby: Feasibility, Acceptability, and Effects of a Mindful Parenting Group Training for Mothers and Their Babies in a Mental Health Context. Mindfulness, 8(5), 1236–1250. http://doi.org/10.1007/s12671-017-0699-9

 

Abstract

Many mothers experience difficulties after the birth of a baby. Mindful parenting may have benefits for mothers and babies, because it can help mothers regulate stress, and be more attentive towards themselves and their babies, which may have positive effects on their responsivity. This study examined the effectiveness of Mindful with your baby, an 8-week mindful parenting group training for mothers with their babies. The presence of the babies provides on-the-spot practicing opportunities and facilitates generalization of what is learned. Forty-four mothers with their babies (0–18 months), who were referred to a mental health clinic because of elevated stress or mental health problems of the mother, infant (regulation) problems, or mother-infant interaction problems, participated in 10 groups, each comprising of three to six mother-baby dyads. Questionnaires were administered at pretest, posttest, 8-week follow-up, and 1-year follow-up. Dropout rate was 7%. At posttest, 8-week follow-up, and 1-year follow-up, a significant improvement was seen in mindfulness, self-compassion, mindful parenting, (medium to large effects), as well as in well-being, psychopathology, parental confidence, responsivity, and hostility (small to large effects). Parental stress and parental affection only improved at the first and second follow-ups, respectively (small to medium effects), and maternal attention and rejection did not change. The infants improved in their positive affectivity (medium effect) but not in other aspects of their temperament. Mindful with your baby is a promising intervention for mothers with babies who are referred to mental health care because of elevated stress or mental health problems, infant (regulation) problems, or mother-infant interaction problems.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5605590/

Work Better with Mindfulness

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Work Better with Mindfulness

 

By John M. de Castro, Ph.D.

 

“mindfulness—the objective observation of whatever is occurring—is a core capability at the foundation of a successful, fulfilling career, and of optimal performance in anything that we do. When you apply mindfulness to work, you give those efforts meaning and become more engaged, more attuned.” –  George Pitagorsky

 

Work is very important for our health and well-being. We spend approximately 25% of our adult lives at work. How we spend that time is immensely important for our psychological and physical health. Indeed, the work environment has even become an important part of our social lives, with friendships and leisure time activities often attached to the work environment. But, more than half of employees in the U.S. and nearly 2/3 worldwide are unhappy at work. This is partially due to work-related stress which is epidemic in the western workplace. Almost two thirds of workers reporting high levels of stress at work. This stress can result in impaired health and can result in burnout; producing fatigue, cynicism, and professional inefficacy.

 

To help overcome unhappiness, stress, and burnout, mindfulness practices have been implemented in the workplace. Indeed, mindfulness practices have been shown to markedly reduce the physiological and psychological responses to stress. As a result, it has become very trendy for business to incorporate meditation into the workday to help improve employee well-being, health, and productivity. For example, Google offers “Search Inside Yourself” classes to teach mindfulness at work. But, although there is a lot of anecdotal evidence of meditation improving well-being and work performance, there is actually very little systematic research on its effectiveness.

 

In today’s Research News article “Being While Doing: An Inductive Model of Mindfulness at Work.” See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5318448/, Lyddy and Good hypothesize that much of work behavior is simply “Doing,” often mindlessly, while mindfulness training produces a state they label “Being while Doing.” Further they hypothesized that “Being while Doing” Would produce better performance and more positive feelings about work than just “Doing.” They conducted structured interviews of working professionals who also engaged in mindfulness practice. The interviews explored “how individuals experienced their own workplace functioning while mindful and not mindful.”

 

They analyzed the transcripts of the interviews and described that individuals can be mindful at work, yet remaining mindful in the work environment can be very difficult. They describe two major patterns that the workers’ reports indicated, entanglement and disentanglement. Entanglement involves mindless “Doing” without “Being” while disentanglement involves “Being” while “Doing.”

 

The participants reported that entanglement resulted in poorer work performance which they felt poorly and regretful about. E.g.

“Usually my non-mindfulness is … taking the action that I shouldn’t have taken, rather than not having taken an action that I should have taken. … The boss said something about something he wanted differently. And he said ‘I’m not trying to get on your case or anything.’ And I said ‘yes you were!’ I should not have said that! … He was right … It was not real cool. … These words just flew out of my mouth that I shouldn’t have spoken.”

On the other hand, they reported that entanglement resulted in better work performance and a state of good feeling satisfaction. E.g.

“Meeting with [a client], … I’m criticizing myself, … ‘you’re not being helpful with this client.’ … I was aware, … I recognized that. … It helped me then to be confident. … I proposed a concrete intervention that I think she felt was helpful, whereas before I had been … timid and passive. … Being aware that I was feeling this insecurity … helped me to take the risk. … [Mindfulness supported this by] … being aware of [my insecurity] in the moment.”

 

These results suggest that, although difficult, “Being while Doing” at work is possible and enhances job performance by making the individual more aware of their own state and reactions, allowing for course corrections. It is difficult to remain in this state as the work environment presents a myriad of distractions promoting mindless “Doing.” The participants reported that more meditation practice was one way to promote being able to stay in or transition to “Being while Doing.”

 

So, work better with mindfulness.

 

“Mindfulness is, above all, about being aware and awake rather than operating unconsciously. When you’re consciously present at work, you’re aware of two aspects of your moment-to-moment experience—what’s going on around you and what’s going on within you. To be mindful at work means to be consciously present in what you’re doing, while you’re doing it, as well as managing your mental and emotional state.” – Shamash Alidina

 

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

 

Lyddy, C. J., & Good, D. J. (2016). Being While Doing: An Inductive Model of Mindfulness at Work. Frontiers in Psychology, 7, 2060. http://doi.org/10.3389/fpsyg.2016.02060

 

Abstract

Mindfulness at work has drawn growing interest as empirical evidence increasingly supports its positive workplace impacts. Yet theory also suggests that mindfulness is a cognitive mode of “Being” that may be incompatible with the cognitive mode of “Doing” that undergirds workplace functioning. Therefore, mindfulness at work has been theorized as “being while doing,” but little is known regarding how people experience these two modes in combination, nor the influences or outcomes of this interaction. Drawing on a sample of 39 semi-structured interviews, this study explores how professionals experience being mindful at work. The relationship between Being and Doing modes demonstrated changing compatibility across individuals and experience, with two basic types of experiences and three types of transitions. We labeled experiences when informants were unable to activate Being mode while engaging Doing mode as Entanglement, and those when informants reported simultaneous co-activation of Being and Doing modes as Disentanglement. This combination was a valuable resource for offsetting important limitations of the typical reliance on the Doing cognitive mode. Overall our results have yielded an inductive model of mindfulness at work, with the core experience, outcomes, and antecedent factors unified into one system that may inform future research and practice.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5318448/

Improve Emotion Regulation, and in Turn, Anxiety, and Depression with Mindfulness

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Improve Emotion Regulation, and in Turn, Anxiety, and Depression with Mindfulness

 

By John M. de Castro, Ph.D.

 

“With mindfulness meditation training or practice (even a little practice has been shown to make a difference), we become more able to allow disturbing emotions and thoughts to pass through awareness. We develop the ability to NOT act or react to every emotion or thought we have.” – Timothy Psychyl

 

Mindfulness practice has been shown to produce improved 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 emotions. This is a very important consequence of mindfulness. Humans are very emotional creatures and these emotions can be very pleasant, providing the spice of life. But, when they get extreme they can produce misery and even mental illness. The ability of mindfulness training to improve emotion regulation is thought to be the basis for a wide variety of benefits that mindfulness provides to mental health and the treatment of mental illness especially depression and anxiety disorders.

 

In today’s Research News article “Emotion Regulation Mediates the Associations of Mindfulness on Symptoms of Depression and Anxiety in the General Population.” See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5605587/, Freudenthaler and colleagues examine whether mindfulness practice improves mental health by improving emotion regulation. They recruited a large sample of relatively normal adults from the German population and measured them for mindfulness, emotion regulation, and psychological symptoms, particularly anxiety and depression.

 

They found that the higher the levels of mindfulness the lower the levels of anxiety, depression, and difficulties with emotion regulation and the greater the difficulties with emotion regulation the higher the levels of anxiety and depression. So, mindfulness was associated with better mental health and emotion regulation while difficulties in regulating emotions was associated with poorer mental health.

 

They also conducted a mediation analysis to determine whether the association of mindfulness with anxiety and depression was mediated by emotion regulation. They found that mindfulness was primarily associated with mental health by being associated with reduced difficulties with emotion regulation. But, there were still small but significant direct effects of mindfulness on reducing anxiety and depression. So, it appears that mindfulness is associated with reduced anxiety and depression primarily by improving emotion regulation. The small remaining direct effect of mindfulness suggests that other intermediaries may also be present.

 

These results are a strong confirmation that mindfulness markedly improves the individual’s ability to experience emotions, but respond to them in more appropriate and adaptive ways. This allows them to feel anxiety and depression but cope with it effectively. Anxiety and Depression are self-reinforcing. That is, the presence of anxiety tends to produce greater anxiety and the same is true for depression. So, by being able to respond adaptively to the feelings of anxiety and depression, the individual prevents the escalation of the emotions. Hence, mindfulness reduces anxiety and depression.

 

It should be kept in mind that the participants were normally functioning individuals and not people with serious mental health problems. It remains to be seen if these relationships will still be present in clinical populations. Regardless, the ability of mindfulness to improve the mental health of normal individuals is important for allowing the individual to thrive and be happy in their lives. This suggests that promoting mindfulness will have positive mental health benefits for entire populations of humans.

 

So, improve emotion regulation, and in turn, anxiety, and depression with mindfulness.

 

“Individuals who are naturally mindful can effectively regulate their emotions even without meditation, but for those who are not naturally mindful, simply forcing oneself to be mindful “in the moment” is not enough — it is necessary to engage in mindfulness meditation in order to effectively regulate your emotions.” – Crystal Goh

 

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

 

Freudenthaler, L., Turba, J. D., & Tran, U. S. (2017). Emotion Regulation Mediates the Associations of Mindfulness on Symptoms of Depression and Anxiety in the General Population. Mindfulness, 8(5), 1339–1344. http://doi.org/10.1007/s12671-017-0709-y

 

Abstract

In the last decade, clinical research on mindfulness and its positive effects on depression and anxiety have gained increased interest. Emotion regulation mediates the effects of mindfulness on mental health in clinical samples and among meditators. The present study examined whether these associations also generalize to the general population. Multi-group structural equation models tested with a sample of 853 adults whether difficulties in emotion regulation mediated the associations between overall mindfulness in addition to the Observe facet with symptoms of depression and anxiety and whether associations were similar among men and women. Emotion regulation partially mediated the associations of overall mindfulness with symptoms of depression and anxiety; associations with Observe were fully mediated. The magnitude of associations was similar among men and women. Mindfulness exerts positive effects on mental health among the general population mostly via improving emotion regulation. The training of mindfulness and emotion regulation may thus benefit mental health not only in clinical populations but also in the general population. Venues for further research are discussed.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5605587/

Improve Teachers’ Coping with Stress and Emotion Regulation with Mindfulness

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Improve Teachers’ Coping with Stress and Emotion Regulation with Mindfulness

 

By John M. de Castro, Ph.D.

 

“For me, it’s important to be very familiar with the subject matter before I teach it. . . It’s the same with meditation. Before I began consciously bringing mindfulness into the classroom, I needed to feel like I knew what I was doing and had benefited from it.” – Elizabeth McAvoy

 

Teaching is a stressful profession causing many to burn out and leave the profession. A recent survey found that roughly half a million U.S. teachers move or leave the profession each year. That’s a turnover rate of about 20 percent compared to 9 percent in 2009. Indeed, anywhere from 40 and 50 percent of teachers will leave the classroom within their first five years, with over nine percent leaving before the end of their first year.

 

The high stress of the occupation shows up in higher rates of anxiety disorders, but particularly in physical ailments, with higher rates of laryngitis, conjunctivitis, lower urinary tract infections, bronchitis, eczema/dermatitis and varicose veins in female teachers. There is a pressing need to retain good teachers. So, it has become very important to identify means to help relieve the stress and lower burnout rates.

 

Mindfulness has been shown repeatedly to decrease physiological and psychological responses to stress. Mindfulness has also been shown to help improve performance and relieve stress in students. In addition, mindfulness has been shown to decrease burnout in a variety of professions. So, it would seem reasonable to suspect that mindfulness training would help teachers to reduce stress, the consequent physical symptoms, and burnout.

 

In today’s Research News article “Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis.” See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5605579/, Emerson and colleagues review the published research literature on the effects of mindfulness training on teachers of students from 5 to 18 years of age. They identified 12 published research studies employing Mindfulness-Based Stress Reduction (MBSR), Mindfulness-Based Cognitive Therapy (MBCT) and variations on these programs.

 

They found that the research strongly suggests that mindfulness training significantly improves the ability of the teachers to cope with and regulate their emotions and suggests that it also significantly reduces the teachers’ physical and psychological responses to stress. Less clear cut was mindfulness effectiveness for reducing anxiety and depression and increasing self-efficacy, compassion, and self-compassion.

 

These are interesting and important findings that suggest that mindfulness training equips teachers to withstand the stresses of their profession and help them to keep control of their emotions. These may go a long way to preventing professional burnout. In addition, by reducing stress and improving emotion regulation mindfulness training should allow them to be better teachers. It is clear, however, that further research is needed to clarify any other benefits of mindfulness training.

 

So, improve teachers’ coping with stress and emotion regulation with mindfulness.

 

“Teachers who received mindfulness training “showed reduced psychological distress and time urgency . . . And then improvements in mindfulness and emotion regulation. Translation: These teachers were better able to cope with classroom challenges and manage their feelings, which made it easier for them to manage their students’ big feelings. And that helps students learn.” – Patricia Jennings,

 

CMCS – Center for Mindfulness and Contemplative Studies

 

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

 

Study Summary

 

Emerson, L.-M., Leyland, A., Hudson, K., Rowse, G., Hanley, P., & Hugh-Jones, S. (2017). Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis. Mindfulness, 8(5), 1136–1149. http://doi.org/10.1007/s12671-017-0691-4

 

Abstract

School teachers report high levels of stress which impact on their engagement with pupils and effectiveness as a teacher. Early intervention or prevention approaches may support teachers to develop positive coping and reduce the experience and impact of stress. This article reviews research on one such approach: mindfulness-based interventions (MBIs) for school teachers. A systematic review and narrative synthesis were conducted for quantitative and qualitative studies that report the effects of MBIs for teachers of children aged 5–18 years on symptoms of stress and emotion regulation and self-efficacy. Twelve independent publications were identified meeting the inclusion criteria and these gave a total of 13 samples. Quality appraisal of the identified articles was carried out. The effect sizes and proportion of significant findings are reported for relevant outcomes. The quality of the literature varied, with main strengths in reporting study details, and weaknesses including sample size considerations. A range of MBIs were employed across the literature, ranging in contact hours and aims. MBIs showed strongest promise for intermediary effects on teacher emotion regulation. The results of the review are discussed in the context of a model of teacher stress. Teacher social and emotional competence has implications for pupil wellbeing through teacher–pupil relationships and effective management of the classroom. The implications for practice and research are considered.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5605579/

Decrease Stress and Improve Academic Performance with Mindfulness

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Decrease Stress and Improve Academic Performance with Mindfulness

 

By John M. de Castro, Ph.D.

 

“Those higher in mindfulness experienced less anxiety associated with high-pressure math tests, and this in turn was linked with improved performance.” – Matthew Brensilver

 

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.

 

In today’s Research News article “A Randomized Controlled Pilot Intervention Study of a Mindfulness-Based Self-Leadership Training (MBSLT) on Stress and Performance.” See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5605596/, Sampl and colleagues recruited college students and randomly assigned them to either receive a 10-week Mindfulness-Based Self-Leadership Training (MBSLT) program or a wait-list control condition.  MBSLT was administered once a week for 2 hours. In addition to mindfulness training MBSLT trained students in self-goal setting, self-reward, self-observation, self-cueing and reminding, visualizing successful performances, self-talk, and evaluating beliefs and assumption. The participants were also given exercises to be practiced at home. All participants were measured before and after training for mindfulness, self-leadership, perceived stress, test anxiety, self-efficacy, semester grades, and Grade Point Average (GPA).

 

They found that at the conclusion of training the Mindfulness-Based Self-Leadership Training (MBSLT) group had significantly greater mindfulness, self-efficacy, and self-leadership and significantly lower levels of perceived stress and test anxiety. Importantly, the MBSLT group had significantly 24% higher grades at the end of the semester than the control group. Hence, mindfulness training improved the student’s mental health and academic performance.

These results are interesting and important and replicate prior research findings that mindfulness reduces stress and anxiety, including test anxiety and improves self-efficacy and academic performance. The present study supplemented mindfulness training with self-leadership training. Since there was not a mindfulness only or a self-leadership training only condition, it cannot be determined whether each component alone or in combination produced the benefits. In addition, they did not perform a mediation analysis to determine if the improvements in the students’ psychological condition was responsible for the improved academic performance.

 

Regardless, it is clear that the Mindfulness-Based Self-Leadership Training (MBSLT) training produced significant improvements in the students’ mental condition and academic performance. The magnitude of the increase in grades was striking and suggests that the mindfulness training may be important for college students to allow them to improve their psychological outlook and in turn reach their full academic potential.

 

So, decrease stress and improve academic performance with mindfulness.

 

“cultivating mindfulness is an effective and efficient technique for improving cognitive function, with widereaching consequences.” – Michael Mrazek

 

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

 

Sampl, J., Maran, T., & Furtner, M. R. (2017). A Randomized Controlled Pilot Intervention Study of a Mindfulness-Based Self-Leadership Training (MBSLT) on Stress and Performance. Mindfulness, 8(5), 1393–1407. http://doi.org/10.1007/s12671-017-0715-0

 

Abstract

The present randomized pilot intervention study examines the effects of a mindfulness-based self-leadership training (MBSLT) specifically developed for academic achievement situations. Both mindfulness and self-leadership have a strong self-regulatory focus and are helpful in terms of stress resilience and performance enhancements. Based on several theoretical points of contact and a specific interplay between mindfulness and self-leadership, the authors developed an innovative intervention program that improves mood as well as performance in a real academic setting. The intervention was conducted as a randomized controlled study over 10 weeks. The purpose was to analyze the effects on perceived stress, test anxiety, academic self-efficacy, and the performance of students by comparing an intervention and control group (n = 109). Findings demonstrated significant effects on mindfulness, self-leadership, academic self-efficacy, and academic performance improvements in the intervention group. Results showed that the intervention group reached significantly better grade point averages than the control group. Moreover, the MBSLT over time led to a reduction of test anxiety in the intervention group compared to the control group. Furthermore, while participants of the control group showed an increase in stress over time, participants of the intervention group maintained constant stress levels over time. The combination of mindfulness and self-leadership addressed both positive effects on moods and on objective academic performance. The effects demonstrate the great potential of combining mindfulness with self-leadership to develop a healthy self-regulatory way of attaining achievement-related goals and succeeding in high-stress academic environments.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5605596/

Improve Fibromyalgia with Qigong Practice

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Improve Fibromyalgia with Qigong Practice

 

By John M. de Castro, Ph.D.

 

“the mindful, meditative state that you reach through qigong releases neurochemical and immunological messengers that improve healing and reduce pain.” – Mary Lynch

 

Fibromyalgia is a mysterious disorder whose causes are unknown. It is very common affecting over 5 million people in the U.S., about 2% of the population with about 7 times more women affected than men. It is characterized by widespread pain, abnormal pain processing, sleep disturbance, and fatigue that lead to psychological distress. Fibromyalgia may also have morning stiffness, tingling or numbness in hands and feet, headaches, including migraines, irritable bowel syndrome, sleep disturbances, thinking and memory problems, and painful menstrual periods. The symptoms are so severe and debilitating that about half the patients are unable to perform routine daily functions and about a third have to stop work. Although it is not itself fatal, suicide rates are higher in fibromyalgia sufferers.

 

Many studies have linked fibromyalgia with depression. In fact, people with fibromyalgia are up to three times more likely to be depressed at the time of their diagnosis than someone without fibromyalgia. In addition, the stress from pain and fatigue can cause anxiety and social isolation. As a result, many patients experience intense anger regarding their situation. The emotions are understandable, but can act to amplify the pain. Hence, there is a great need to develop safe and effective treatments for the torment of fibromyalgia.

 

Mindfulness practices have been shown to be effective in reducing pain from fibromyalgia. This may occur directly by reducing pain or indirectly by reducing emotions or both. In today’s Research News article “Qigong and Fibromyalgia circa 2017.” See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5590073/, Sawynok and Lynch review and summarize the published research literature on the use of Qigong practice for the treatment of fibromyalgia. They review 6 randomized controlled trials and 9 other less controlled studies.

 

They report that the research reflects consistent positive benefits of Qigong practice with medium-to-large effect sizes. These include significant reductions pain, and improvements in sleep, the impact of fibromyalgia on their ability to conduct their lives, physical well-being, and mental, cognitive, function. These benefits were manifest after 6–8 weeks of practice, and were sustained at 4–6 months. Hence, Qigong practice appears to be a safe and effective treatment for the physical and psychological symptoms of fibromyalgia.

 

Qigong is a gentle practice, completely safe, can be used by anyone, including the elderly and sickly, is inexpensive to administer, is convenient as it can be performed in groups or alone, at home or in a facility or even public park, and can be quickly learned. In addition, it can also be practiced in social groups without professional supervision. This can make it fun, improving the likelihood of long-term engagement in the practice. Hence, Qigong appears to be an almost ideal treatment for fibromyalgia.

 

So, improve fibromyalgia with qigong practice.

 

“When our bodies are chronically uncomfortable we tend to disconnect from them. Qigong invites us to connect our breath, feelings and body sensations.” – Laurie Hope

 

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

 

Sawynok, J., & Lynch, M. E. (2017). Qigong and Fibromyalgia circa 2017. Medicines, 4(2), 37. http://doi.org/10.3390/medicines4020037

 

Abstract

Qigong is an internal art practice with a long history in China. It is currently characterized as meditative movement (or as movement-based embodied contemplative practice), but is also considered as complementary and alternative exercise or mind–body therapy. There are now six controlled trials and nine other reports on the effects of qigong in fibromyalgia. Outcomes are related to amount of practice so it is important to consider this factor in overview analyses. If one considers the 4 trials (201 subjects) that involve diligent practice (30–45 min daily, 6–8 weeks), there are consistent benefits in pain, sleep, impact, and physical and mental function following the regimen, with benefits maintained at 4–6 months. Effect sizes are consistently in the large range. There are also reports of even more extensive practice of qigong for 1–3 years, even up to a decade, indicating marked benefits in other health areas beyond core domains for fibromyalgia. While the latter reports involve a limited number of subjects and represent a self-selected population, the marked health benefits that occur are noteworthy. Qigong merits further study as a complementary practice for those with fibromyalgia. Current treatment guidelines do not consider amount of practice, and usually make indeterminate recommendations.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5590073/

Improve Type 2 Diabetes with Yoga

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Improve Type 2 Diabetes with Yoga

 

By John M. de Castro, Ph.D.

 

“Regular yoga practice can help reduce the level of sugar in the blood, along with lowering blood pressure, keeping a weight check, reducing the symptoms and slowing the rate of progression of diabetes, as well as lessening the severity of further complications.” – Art of Living

 

Diabetes is a major health issue. It is estimated that 30 million people in the United States have diabetes and the numbers are growing. Diabetes results from a resistance of tissues, especially fat tissues, to the ability of insulin to promote the uptake of glucose from the blood. As a result, blood sugar levels rise producing hyperglycemia. Diabetes is the 7th leading cause of death in the United States. In addition, diabetes is heavily associated with other diseases such as cardiovascular disease, heart attacks, stroke, blindness, kidney disease, and circulatory problems leading to amputations. As a result, diabetes doubles the risk of death of any cause compared to individuals of the same age without diabetes.

 

Type 2 diabetes is a common and increasingly prevalent illness that is largely preventable. Although this has been called adult-onset diabetes it is increasingly being diagnosed in children. One of the reasons for the increasing incidence of Type 2 Diabetes is its association with overweight and obesity which is becoming epidemic in the industrialized world. It is clear that there is a need to discover alternative methods treatments for Type II diabetes.

 

In today’s Research News article “A Randomized controlled trial of the effect of yoga and peer support on glycaemic outcomes in women with type 2 diabetes mellitus: a feasibility study.” See summary below or view the full text of the study at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5297169/, Sreedevi and colleagues recruited women in rural India who were diagnosed with Type 2 Diabetes. They were randomly assigned to receive either treatment as usual or treatment as usual plus peer support or yoga practice. Peer support involved twice weekly visits by trained women who also had Type 2 Diabetes. The yoga practice consisted of twice weekly, 60-minute, yoga practice over 3 months, consisting of postures and relaxation training. The women were measured before and after the 3-month training period for fasting plasma glucose, HbA1c, quality of life pharmacological adherence, height, weight, BMI, waist hip ratio, blood pressure and total cholesterol.

 

They found that adherence to the program was 80% to 90% in the yoga and peer support groups. They also found that, in comparison to the treatment as usual control group, both the yoga and peer support groups had significant reductions in fasting plasma glucose and HbA1c. Glycated haemoglobin (HbA1c), is a plasma measure that reflects the average blood sugar levels have been over a period of weeks/months. It indicates how well the individual is controlling their diabetes. Importantly, the yoga group in comparison to the peer support and treatment as usual conditions showed improved blood pressure and hip circumference. Hence, both peer support and yoga practice were beneficial but yoga practice more so, for the treatment of Type 2 Diabetes.

 

It has long been known that diet and exercise are beneficial in the treatment of Type 2 diabetes. Since yoga practice is a form of exercise and the results show that it also improves compliance with dietary restrictions, it is not surprising that yoga practice improves the processing of glucose, blood pressure, and body size. Hence yoga practice appears to be a safe and effective treatment for women with Type 2 Diabetes.

 

So, improve type 2 diabetes with yoga.

 

“yoga’s benefits for those with diabetes aren’t just physical: the process can help patients with the condition or its pre-indicators on more fundamental levels as well. By calming the awareness and integrating the mind with the body, yoga can relieve the daily stresses that often lie at the heart of diabetic symptoms.” -YogaU

 

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

 

Sreedevi, A., Gopalakrishnan, U. A., Karimassery Ramaiyer, S., & Kamalamma, L. (2017). A Randomized controlled trial of the effect of yoga and peer support on glycaemic outcomes in women with type 2 diabetes mellitus: a feasibility study. BMC Complementary and Alternative Medicine, 17, 100. http://doi.org/10.1186/s12906-017-1574-x

 

Abstract

Background

Type two diabetes is a complex and demanding chronic disease and its impact in a state (Kerala) which leads India in terms of the number of people with Diabetes is profound. Though the male to female ratio among the people with diabetes is roughly equal, women are uniquely and more severely affected. Management of type two Diabetes requires considerable dexterity on the part of the patient to manage drugs, diet and exercise. Therefore, in a low middle-income country like India it is necessary to look at low cost interventions that can empower the patient and build on available resources to help manage diabetes. Hence, we studied the feasibility and effect of two low cost interventions; yoga and peer support on glycaemic and other outcomes among women with type two diabetes.

Methods

An open label parallel three armed randomized control trial was conducted among 124 recruited women with Diabetes for three months. Block randomization with a block length of six was carried out with each group having at least 41 women. In the Yoga arm, sessions by an instructor, consisting of a group of postures coordinated with breathing were conducted for an hour, two days a week. In the peer support arm each peer mentor after training visited 13–14 women with diabetes every week followed by a phone call. The meeting was about applying disease management or prevention plans in daily life.

Results

There was a trend in decline of fasting plasma glucose in the peer and yoga group and of glycosylated haemoglobin (HbA1c) in the yoga group only, though not significant. A significant decrease was observed in diastolic blood pressure and hip circumference in the yoga group. The process indicated that most (80%) of the women in the yoga group attended classes regularly and 90% of the women in the peer group reported that peer mentoring was useful.

Conclusion

The effect of yoga and peer support on glycaemic outcomes was incremental. Longer term studies are necessary to ascertain the benefits shown by this feasibility study.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5297169/