Journal articles on the topic 'Mind and mindfulness'
To see the other types of publications on this topic, follow the link: Mind and mindfulness.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Mind and mindfulness.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Linares Gutiérrez, Damisela, Eric Pfeifer, Stefan Schmidt, and Marc Wittmann. "Meditation Experience and Mindfulness Are Associated with Reduced Self-Reported Mind-Wandering in Meditators—A German Version of the Daydreaming Frequency Scale." Psych 1, no. 1 (May 9, 2019): 193–206. http://dx.doi.org/10.3390/psych1010014.
Full textAbstract:
Mind-wandering or daydreaming can be described as spontaneous thoughts that are independent of the task at hand and the current sensory information. Mindfulness, defined as the ability to focus on the present moment with an accepting attitude towards the present experience, is considered to be the opposite of mind-wandering. We aimed at assessing how long-term meditation practice influences mind-wandering in everyday life and to which extent mind-wandering and self-reported aspects of mindfulness are conceptually linked. We first investigated the factorial structure of a German version of the Daydreaming Frequency Scale (DDFS) in a student population. Then we applied this version in meditators to a) investigate the relationship between meditation experience and reported levels of mind-wandering in daily life and b) explore how different facets of mindfulness, assessed with the Freiburg Mindfulness Inventory (FMI), relate to mind-wandering. Using a correlational design, we show that, among meditators, more meditation practice in years accounts for less self-reported mind-wandering in daily life. There was a negative association between mindfulness (FMI) and mind-wandering (DDFS). Our results provide evidence for clarifying the relationship between, meditation experience, mindfulness and mind-wandering and further validate the use of the FMI as a sensitive tool for assessing a two-factor structure of mindfulness.
2
Manocha, Ramesh. "Meditation, mindfulness and mind-emptiness." Acta Neuropsychiatrica 23, no. 1 (February 2011): 46–47. http://dx.doi.org/10.1111/j.1601-5215.2010.00519.x.
Full text
3
Martinon, Léa. "Mind Wandering and Mindfulness Conference." Consciousness and Experience 1, no. 11 (2020): 15–16. http://dx.doi.org/10.53841/bpscep.2020.1.11.15.
Full text
4
Woodruff, Georgina. "A mind full of mindfulness." FPOP Bulletin: Psychology of Older People 1, no. 88 (December 2004): 28. http://dx.doi.org/10.53841/bpsfpop.2004.1.88.28.
Full text
5
Sherman, Susan M., and James A. Grange. "Exploring the Impact of Mindfulness on False-Memory Susceptibility." Psychological Science 31, no. 8 (July 14, 2020): 968–77. http://dx.doi.org/10.1177/0956797620929302.
Full textAbstract:
Wilson, Mickes, Stolarz-Fantino, Evrard, and Fantino (2015) presented data from three well-powered experiments suggesting that a brief mindfulness induction can increase false-memory susceptibility. However, we had concerns about some of the methodology, including whether mind wandering is the best control condition for brief mindfulness inductions. Here, we report the findings from a preregistered double-blind randomized controlled trial designed to replicate and extend Wilson et al.’s findings. Participants ( N = 287) underwent 15-min mindfulness or mind-wandering inductions or completed a join-the-dots task before being presented with lists of words related to nonpresented critical lures. This was followed by free-recall and recognition tasks. There was no evidence for an effect of state of mind on correct or false recall or recognition. Furthermore, manipulation checks revealed that mindfulness and mind-wandering inductions activated overlapping states of mind. Exploratory analyses provided some support for mindfulness increasing false memory, but it appears that mind wandering may not be the right control for brief mindfulness research.
6
Gilbert, Christopher. "Mindfulness at the Mind–Body Interface." Biofeedback 43, no. 3 (November 1, 2015): 133–36. http://dx.doi.org/10.5298/1081-5937-43.3.06.
Full textAbstract:
The concept and practice of mindfulness can enrich the biofeedback process in several ways: interpersonally, intrapersonally, and in the “triad” relationship that includes two people plus the ongoing biofeedback data display. Improving the relationship between clients and their somatic changes underlying the biofeedback data—including sensations, emotions, and the ever-fluctuating self-image—seems central, and benefits from mindfulness are apparent—specifically, the act of pulling back and accepting instead of striving for change. Even the familiar “body scan” promotes a detached observing attitude, with transient benefits similar to a more formal mindfulness focus. Knowing the related brain-processing correlates of meditation can enhance confidence in the process, and a prime element of modern mindfulness training—compassion—can be extended toward one's own bodily processes being revealed during biofeedback.
7
Schultz, David M., and Randolph C. Arnau. "Effects of a Brief Mindfulness Induction on Death-Related Anxiety." OMEGA - Journal of Death and Dying 79, no. 3 (July 14, 2017): 313–35. http://dx.doi.org/10.1177/0030222817721115.
Full textAbstract:
This study examined effects of a mindfulness induction on proximal and distal defense responses to mortality salience and negative affect. Three experimental conditions were included: mindfulness, mind-wandering, and worrying. Participants in the mindfulness condition underwent a mindfulness induction at the experiment’s outset, while participants in the other two conditions underwent a mind-wandering or worry induction. Inductions involved following guided audio instructions presented via headphones. All conditions ( N = 77) underwent a mortality salience induction after experimental manipulation, involving a written exercise pertaining to one’s death. Results indicated fewer proximal responses in the mindfulness and mind-wandering groups, compared with the worrying group, but no differences in distal responses. Negative affect was lower in the mindfulness group than in the worrying group following mortality salience. Results suggest that mindfulness exercises effectively buffer against negative affect and some responses to mortality salience, although these effects are not different from those of mind-wandering.
8
Lim, Hui Ling. "Mindfulness and Motivation in Self-Transformation: Thich Nhat Hanh’s Teachings on the Interbeing." MANUSYA: Journal of Humanities 24, no. 3 (April 13, 2022): 334–54. http://dx.doi.org/10.1163/26659077-24030004.
Full textAbstract:
Abstract This paper aims to explore the relationship of mindfulness and motivation in self-transformation based on the teachings of Thich Nhat Hanh. It discusses mind and meditation, the application and impact of mindfulness on body and mind, the Buddhist’s roots of motivation in meditation, the dynamics of motivation in mindfulness practice and Thich Nhat Hanh’s teachings on interbeing. He argues that it is not necessary to hold the original Buddhist intention with the goal to attain enlightenment when practicing mindfulness because mindfulness is not only a means but also an end in itself. My discussion will highlight this interconnectedness of mindfulness and motivation where one’s motivation can affect mindfulness and mindfulness practice can further shape one’s motivation. The continuous practice of mindfulness has the ability to develop one’s motivation to change one’s mental state and life perspective, as the transformation will occur when the mind becomes more aware and more insightful.
9
Farhang, Maryam, Claudia Miranda-Castillo, Miriam Rubio, and Guilherme Furtado. "Impact of mind-body interventions in older adults with mild cognitive impairment: a systematic review." International Psychogeriatrics 31, no. 5 (February 4, 2019): 643–66. http://dx.doi.org/10.1017/s1041610218002302.
Full textAbstract:
ABSTRACTBackground:Mind-body interventions have been associated with a range of positive outcomes in older adults with mild cognitive impairment (MCI). The aim of the present study was to review the impact of different non-pharmacological programs based on mind-body intervention for older adults with MCI.Methods:A comprehensive search method as required by the Cochrane Collaboration has been performed through the following databases: Google Scholar, Science Direct, PubMed, PsycINFO, MEDLINE, EMBASE, CINHAL, Cochrane, Ebsco. We included the studies that evaluated the impact of mind-body interventions such as mindfulness or meditation, yoga, Tai Chi and Qigong on cognitive function and everyday functionality of non-hospitalized adults aged 55 years or over with MCI.Results:Nine studies met the inclusion criteria. Results indicated that mind-body interventions improved cognitive function, everyday activities functioning, and mindfulness, as well as resulting in a moderate reduction in fall risk, depression and stress and lower risk of dementia at one year.Conclusion:Several mind-body interventions focused broadly on mindfulness, yoga and Tai Chi training have been studied. This review shows that mind-body interventions improved cognitive function and everyday activities functioning, memory, resilience and mindfulness in older adults with MCI. However, the conclusions faced limitations, such as small sample size, heterogeneity of outcome measures, lack of an active control group and absence of long-term follow up. Further high-quality evidence is needed in order to determine whether mind-body interventions are cost-effective for improving cognitive decline in older adults with MCI and for delaying the rapid progression from MCI to Alzheimer or other types of dementia.
10
Wang, Yuzheng, Wei Xu, Capella Zhuang, and Xinghua Liu. "Does Mind Wandering Mediate the Association Between Mindfulness and Negative Mood? A Preliminary Study." Psychological Reports 120, no. 1 (January 6, 2017): 118–29. http://dx.doi.org/10.1177/0033294116686036.
Full textAbstract:
The aim of this study was to assess the relationship between trait mindfulness and mood and to examine whether the relationship is mediated by mind wandering. Eighty-two individuals ( M age = 24.27 years, SD = 5.64, 18 men, 22%) completed a series of measures including the Five-Facet Mindfulness Questionnaire, the Profile of Mood States Questionnaire, and Meditation Breath Attention Exercise. Results showed that the level of mindfulness was significantly correlated with positive and negative mood, and the association between mindfulness and negative mood was mediated by mind wandering. This study indicated the important role of mind wandering in the relation between mindfulness and negative mood. Limitations and future research directions are discussed.
11
Chang, Yanrong (Yvonne). "Never Mind? - Mindfulness and Competent Intercultural Interaction." Journal of Intercultural Communication 13, no. 2 (July 30, 2013): 1–15. http://dx.doi.org/10.36923/jicc.v13i2.653.
Full textAbstract:
The ultimate goal of intercultural communication research and education has been or should be to have successful intercultural interactions and build productive intercultural relationships. A close examination of 42 pairs of email exchanges between college students in the U.S. and China during spring 2011 shows how mindfulness shapes positively intercultural interactions. It describes three manifestations of mindfulness, five salient features of mindful intercultural email interaction, and three functions of mindfulness in intercultural interaction. The implications, limitations, and directions for future research are also discussed.
12
Wheatcroft, John. "Mind games that create a well-focussed worker." Human Resource Management International Digest 24, no. 6 (August 8, 2016): 12–14. http://dx.doi.org/10.1108/hrmid-05-2016-0080.
Full textAbstract:
Purpose Mindfulness is well-studied in many disciplines, but less so in management science. Little is known about its impacts on employees at work. This paper focuses on mindfulness at work, defined as a psychological state in which employees intentionally pay full attention to the present moment while executing job tasks. Design/methodology/approach Researchers used a sample of 503 full-time employees, having earlier narrowed down the key items via questions put to business studies students who also work part-time. Findings Results suggested that mindfulness at work is an important antecedent to resource accrual, well-being and organizational attitudes. It also has an effect on the employee’s commitment and desire to stay with the organization. Originality/value Takes the concept of mindfulness into a new territory.
13
Williams, J. Mark G. "Mindfulness, Depression and Modes of Mind." Cognitive Therapy and Research 32, no. 6 (August 22, 2008): 721–33. http://dx.doi.org/10.1007/s10608-008-9204-z.
Full text
14
Teng, Shan-Chuan, and Yunn-Wen Lien. "Propensity or diversity? Investigating how mind wandering influences the incubation effect of creativity." PLOS ONE 17, no. 4 (April 29, 2022): e0267187. http://dx.doi.org/10.1371/journal.pone.0267187.
Full textAbstract:
Mind wandering has been argued to be beneficial for breaking through mental impasses, which leads to better creative performance upon a second attempt (i.e., the incubation effect). However, the evidence is inconsistent. Different from the propensity for mind wandering that has been the focus of past studies, in this study we further examined the role of diversity (i.e., non-repetitiveness of mind wandering respective to its content) and types of mind wandering along the dimensions of intentionality and awareness during incubation when engaging in a 0-back task (a mind wandering-prone condition) and a focused-breathing practice (a mindfulness-induced condition). We proposed that diversity rather than the propensity for mind wandering was crucial for post-incubation divergent creativity and that mindfulness induction would be a more effective way to elicit the incubation effect because it should result in fewer but more diverse mind-wandering incidents than engaging in a mind wandering-prone task. We conducted an experiment with a between-participant variable (incubation tasks: mind wandering-prone, mindfulness-induced, and no incubation). As predicted, the mindfulness-induced group (N = 30) outperformed the control group (N = 31) on flexibility for the unusual uses task measuring divergent thinking after incubation, but the mind wandering-prone group (N = 29) did not outperform the control group. In addition, the diversity of mind wandering and the tendency toward intentional mind wandering predicted the magnitude of incubation effects on flexibility and originality, respectively. Theoretical and practical implications are discussed.
15
Dutta, Ayusmita, Deepsikha Kalita, and Dr Suantak Demkhosei Vaiphei. "Effects of Mindfulness on Psychological Well-being: A Scoping Review." International Journal For Multidisciplinary Research 04, no. 04 (2022): 553–62. http://dx.doi.org/10.36948/ijfmr.2022.v04i04.062.
Full textAbstract:
Mindfulness is a concept that positively affects many aspects of a person's well-being. The term means to be aware of the present moment or to be present in the "here-and-now". Meditation consists of several types, but the main focus of the study is on mindfulness meditation, which is necessary for a person in the hustle and bustle of life. The article delves deeper into mindfulness, its contribution to well-being, and its measurement. A few minutes of mindfulness meditation can calm our minds, relax our bodies, and restore lost energy to our bodies. Mindfulness meditation can be practiced by keeping certain key points in mind and following a few simple steps. Mindfulness is beneficial in many ways, such as in improving and balancing physical, social, emotional, professional, societal, and spiritual well-being.
16
Kaur, Avneet, and Shwetha T.S. "Entering the Mental Backstage: Mindfulness and Mind-Wandering among Performing Artists." Pakistan Journal of Medical and Health Sciences 15, no. 7 (July 30, 2021): 2068–71. http://dx.doi.org/10.53350/pjmhs211572068.
Full textAbstract:
Existing literature has explored the role of mindfulness and mind-wandering on creative processes. However, it has overlooked the diversity in the creative domains as well as the experience of the artist while accounting for their relationship. In the present study, mindfulness and mind wandering- deliberate and spontaneous were explored among performing artists, i.e. musicians, theatre artists, and dancers. The study also looked at the artists’ experience in their field. After an initial screening using a creativity tool, 66 performing artists were recruited, following which two self-report indices that assessed mind wandering and mindfulness were administered. The data collected was subjected to quantitative data analysis in SPSS. A Oneway ANOVA showed significant effect of the creative domain on mindfulness for the three groups, with a significant difference between musicians and dancers. Among the musicians, a significant negative relationship between mind wandering spontaneous and years of experience was seen. Among the dancers, there was a significant positive association between mind wandering spontaneous, mind wandering deliberate and years of experience. The current study highlighted the need to approach the study of creativity using a contextual perspective. Keywords: Creativity, Dance, Music, Theatre.
17
Kemper, Kathi J., and Michael Khirallah. "Acute Effects of Online Mind–Body Skills Training on Resilience, Mindfulness, and Empathy." Journal of Evidence-Based Complementary & Alternative Medicine 20, no. 4 (March 17, 2015): 247–53. http://dx.doi.org/10.1177/2156587215575816.
Full textAbstract:
Background. Some studies have begun to show benefits of brief in-person mind–body skills training. We evaluated the effects of 1-hour online elective mind–body skills training for health professionals on mindfulness, resilience, and empathy. Methods. Between May and November, 2014, we described enrollees for the most popular 1-hour modules in a new online mind–body skills training program; compared enrollees’ baseline stress and burnout to normative samples; and assessed acute changes in mindfulness, resilience, and empathy. Results. The 513 enrollees included dietitians, nurses, physicians, social workers, clinical trainees, and health researchers; about 1/4 were trainees. The most popular modules were the following: Introduction to Stress, Resilience, and the Relaxation Response (n = 261); Autogenic Training (n = 250); Guided Imagery and Hypnosis for Pain, Insomnia, and Changing Habits (n = 112); Introduction to Mindfulness (n = 112); and Mindfulness in Daily Life (n = 102). Initially, most enrollees met threshold criteria for burnout and reported moderate to high stress levels. Completing 1-hour modules was associated with significant acute improvements in stress ( P < .001), mindfulness ( P < .001), empathy ( P = .01), and resilience ( P < .01). Conclusion. Online mind–body skills training reaches diverse, stressed health professionals and is associated with acute improvements in stress, mindfulness, empathy, and resilience. Additional research is warranted to compare the long-term cost-effectiveness of different doses of online and in-person mind–body skills training for health professionals.
18
Greeson, Jeffrey M. "Mindfulness Research Update: 2008." Complementary health practice review 14, no. 1 (January 2009): 10–18. http://dx.doi.org/10.1177/1533210108329862.
Full textAbstract:
Objective: To briefly review the effects of mindfulness on the mind, the brain, the body, and behavior. Methods: Selective review of MEDLINE, PsycINFO, and Google Scholar databases (2003—2008) using the terms ``mindfulness,'' ``meditation,'' ``mental health,'' ``physical health,'' ``quality of life,'' and ``stress reduction.'' A total of 52 exemplars of empirical and theoretical work were selected for review. Results: Both basic and clinical research indicate that cultivating a more mindful way of being is associated with less emotional distress, more positive states of mind, and better quality of life. In addition, mindfulness practice can influence the brain, the autonomic nervous system, stress hormones, the immune system, and health behaviors, including eating, sleeping, and substance use, in salutary ways. Conclusion: The application of cutting-edge technology toward understanding mindfulness— an ``inner technology''—is elucidating new ways in which attention, awareness, acceptance, and compassion may promote optimal health—in mind, body, relationships, and spirit.
19
Takahashi, Toru, Tomoki Kikai, Fukiko Sugiyama, Issaku Kawashima, Ayaka Kuroda, Kaori Usui, Wakana Maeda, et al. "Changes in Mind-Wandering and Cognitive Fusion Through Mindfulness Group Therapy for Depression and Anxiety." Journal of Cognitive Psychotherapy 34, no. 2 (February 26, 2020): 162–76. http://dx.doi.org/10.1891/jcpsy-d-19-00015.
Full textAbstract:
The mechanisms of efficacy in mindfulness-based interventions for depression and anxiety are not fully understood. To clarify these mechanisms, we tested the hypotheses that mind-wandering, daydreaming, cognitive fusion, and experiential avoidance will decrease through mindfulness group therapy, and this decrease will correlate with improvements in depression and anxiety. Participants self-reported depression and/or anxiety (N = 28) took part in an 8-week mindfulness group therapy program. They were assessed using self-report scales at pre- and post-intervention, and at 2-month follow-up. Results indicated that depression and trait-anxiety decreased between pre- and post-intervention with moderate effect sizes, which were maintained at follow-up. Mind-wandering and cognitive fusion also decreased between pre- and post-intervention with small to moderate effect sizes, and maintained at follow-up. The decreases in mind-wandering and cognitive fusion moderately correlated with improvements in depression and anxiety, suggesting that decreases in mind-wandering and cognitive fusion might underlie efficacious mechanisms of mindfulness group therapy.
20
Racy, Famira, and Alain Morin. "Relationships between Self-Talk, Inner Speech, Mind Wandering, Mindfulness, Self-Concept Clarity, and Self-Regulation in University Students." Behavioral Sciences 14, no. 1 (January 15, 2024): 55. http://dx.doi.org/10.3390/bs14010055.
Full textAbstract:
In this study, the researchers explored novel relationships between the self-related processes of self-talk, inner speech, self-concept clarity, mindfulness, mind wandering, and self-regulation. Using self-report questionnaires (n = 227), we found a small positive association between inner speech use and mind wandering, as well as a medium positive association of mindfulness with self-regulation, in accordance with claims made in the literature. We found a medium positive relationship between mindfulness awareness and inner speech responses, potentially because mindfulness awareness represents an active state of self-focus, requiring verbal self-directed probes. Conversely, the correlations between reports of inner speech use and mindfulness acceptance were medium and negatively associated, perhaps because self-acceptance is a less active process that does not require as much self-directed speech as acquiring self-awareness, or perhaps self-acceptance consists of silencing the mind. Furthermore, the mindfulness-acceptance responses were negatively associated with mind wandering but positively correlated with self-concept clarity and self-regulation (all significant and of medium strength). Another noteworthy result was that mind wandering was negatively correlated with self-concept clarity and self-regulation, in accordance with the view that mind wandering represents a self-escape mechanism and thus impedes the transparency of one’s self-view and efforts at controlling oneself. This study pieces together what has been presented in the literature, examining variables that are typically studied in isolation. Further, these results have implications for the future study of self-regulation in that self-focused attention, self-acceptance, and self-concept clarity may be mediators on the paths between self-talk or inner speech use and self-regulation.
21
Eliuk, Kendra, and David Chorney. "Calming the Monkey Mind." International Journal of Higher Education 6, no. 2 (February 23, 2017): 1. http://dx.doi.org/10.5430/ijhe.v6n2p1.
Full textAbstract:
Many of today’s students are experiencing higher levels of stress and anxiety in school. The need for competitive grades, the desire to be seen as perfect in a digital society, and parental pressures are only some of the reasons that students are experiencing more stress. This increased stress has lead to an overworked mind for many youth, dubbed a ‘monkey mind’ in which they cannot calm or control their thoughts. This article examines possible causes of a ‘monkey mind’ and explores the beginning of how students may learn to calm and control their ‘monkey mind’ through mindfulness training. Several examples of mindfulness training in different classroom scenarios are introduced, and the relationships between our connections to everything around us are explored. The article serves to provide a starting point for educators who may feel at a loss for how to help their students manage their stress and anxiety levels.
22
Aini, Handira Nadhifatul, Jaka Surya Hakim, and Natalia Christin Tiara Revita. "Efektivitas Progressive Muscle Relaxation dan Mindfulness sebagai Manajemen Nyeri Kepala." Journal of Telenursing (JOTING) 5, no. 2 (August 6, 2023): 1686–94. http://dx.doi.org/10.31539/joting.v5i2.5633.
Full textAbstract:
This study aims to determine the effect of Progressive Muscle Relaxation and Mindfulness as mind-body therapy for headache management to children and adults. The method used is a systematic review of articles obtained from databases pubmed, proquest, Google Scholar, and scopus. The results showed that Progressive Muscle Relaxation and Mindfulness with and without combination are effective to reduce headache, improve quality of life, improve sleep quality, and reduce stress level. Conclusion, mind-body therapy such as Progressive Muscle Relaxation and Mindfulness are useful to headache management for all ages.
Keywords : Headache Management, Mindfulness, Progressive Muscle Relaxation.
23
Wundrack, Richard, and Jule Specht. "Mindful self-focus–an interaction affecting Theory of Mind?" PLOS ONE 18, no. 2 (February 2, 2023): e0279544. http://dx.doi.org/10.1371/journal.pone.0279544.
Full textAbstract:
Is thinking about oneself helpful or harmful for understanding other people? The answer might depend on how a person thinks about themself. Mindfulness is one prominent construct that seems to affect the quality and content of a person’s thoughts about themselves in the world. Thus, we hypothesize that the relationship between self-focus and Theory of Mind (ToM) is moderated by mindfulness. We evaluate our hypothesis with a large cross-sectional dataset (N = 543) of native and non-native German and English speakers using OLS and MM-estimated robust multiple regression analysis. We found a small but robust self-focus × mindfulness interaction effect on ToM so that there was a significant positive relation between self-focus and ToM for more mindful individuals and no significant relation for less mindful individuals. The findings support our hypothesis that mindfulness moderates the relationship between self-focus and ToM performance. We discuss the limitations and differences between the present study and previous findings.
24
Farias, Miguel, and Catherine Wikholm. "Has the science of mindfulness lost its mind?" BJPsych Bulletin 40, no. 6 (December 2016): 329–32. http://dx.doi.org/10.1192/pb.bp.116.053686.
Full textAbstract:
SummaryThe excitement about the application of mindfulness meditation in mental health settings has led to the proliferation of a literature pervaded by a lack of conceptual and methodological self-criticism. In this article we raise two major concerns. First, we consider the range of individual differences within the experience of meditation; although some people may benefit from its practice, others will not be affected in any substantive way, and a number of individuals may suffer moderate to serious adverse effects. Second, we address the insufficient or inconclusive evidence for its benefits, particularly when mindfulness-based interventions are compared with other activities or treatments. We end with suggestions on how to improve the quality of research into mindfulness interventions and outline key issues for clinicians considering referring patients for these interventions.
25
Carmody, James. "Evolving Conceptions of Mindfulness in Clinical Settings." Journal of Cognitive Psychotherapy 23, no. 3 (August 2009): 270–80. http://dx.doi.org/10.1891/0889-8391.23.3.270.
Full textAbstract:
A number of issues important to the clinical utility of mindfulness require systematic study. These include the most parsimonious definition of mindfulness for clinical purposes, how mindfulness is best described to be most approachable to patients, and the extent to which mindfulness shares common mechanisms with other mind–body programs. The discussion includes a brief review of the transition of mindfulness from traditional into clinical settings as well as the components commonly contained within clinical descriptions of mindfulness. A model based on facility in the use of attention is proposed, and a description of mechanisms by which attentional skill may lead to the recognition of internal associational processes and account for psychological outcomes is given. Using constructs already familiar to patients, an attention-based conception may also be more accessible to patients than more elaborate descriptions and have greater utility in identifying commonalities that mindfulness training may have with other mind–body programs.
26
Das, Abhinav, Yogesh Kumar Arya, Shubham Pandey, Akanksha Srivastava, Himanshu Chauhan, and Yamini Thakur. "Positive-Negative Affectivity and Decision Making Among Mindfulness Meditators and Non-Meditators." Mind and Society 12, no. 02 (July 20, 2023): 35–43. http://dx.doi.org/10.56011/mind-mri-122-20234.
Full textAbstract:
Mindfulness has gained significant attention in recent years due to its potential benefits for
cognitive and emotional processes. However, how mindfulness interplays with affect to exert its
effect on decision-making remains relatively less explored. The present study examined and
compared the performance of both mindfulness meditators and non-meditators on decisionmaking
tasks under different affective states. A total of 100 participants (50 mindfulness meditators
and 50 non-meditators) responded to the Five Facet Mindfulness Questionnaire (FFMQ) and
performed the Iowa Gambling Task (IGT). Both groups were further divided into positive affect
and negative affect conditions. The International Affective Picture System (IAPS) was used to
induce positive and negative affective states among the participants. The baseline affective state
of the participants was assessed using the Positive and Negative Affect Schedule (PANAS).
Independent sample t-tests and a univariate ANOVA were computed to analyze the obtained
data. Results showed that mindfulness meditators scored significantly higher on the total FFMQ
as well as on its different facets. Furthermore, the results revealed a significant main effect of
mindfulness and the affect group on IGT performance. The interaction between mindfulness and
affective conditions was also found to be significant. Mindfulness meditators performed equally
well on IGT under both positive and negative affect conditions, whereas non-meditators
performed better only under positive affect conditions. The findings have practical implications,
as they suggest that mindfulness meditation enhances decision-making by promoting effective
emotion regulation and suppressing impulsive responses during decision-making in different
domains of life.
27
Van Dam, Nicholas T., Marieke K. van Vugt, David R. Vago, Laura Schmalzl, Clifford D. Saron, Andrew Olendzki, Ted Meissner, et al. "Mind the Hype: A Critical Evaluation and Prescriptive Agenda for Research on Mindfulness and Meditation." Perspectives on Psychological Science 13, no. 1 (October 10, 2017): 36–61. http://dx.doi.org/10.1177/1745691617709589.
Full textAbstract:
During the past two decades, mindfulness meditation has gone from being a fringe topic of scientific investigation to being an occasional replacement for psychotherapy, tool of corporate well-being, widely implemented educational practice, and “key to building more resilient soldiers.” Yet the mindfulness movement and empirical evidence supporting it have not gone without criticism. Misinformation and poor methodology associated with past studies of mindfulness may lead public consumers to be harmed, misled, and disappointed. Addressing such concerns, the present article discusses the difficulties of defining mindfulness, delineates the proper scope of research into mindfulness practices, and explicates crucial methodological issues for interpreting results from investigations of mindfulness. For doing so, the authors draw on their diverse areas of expertise to review the present state of mindfulness research, comprehensively summarizing what we do and do not know, while providing a prescriptive agenda for contemplative science, with a particular focus on assessment, mindfulness training, possible adverse effects, and intersection with brain imaging. Our goals are to inform interested scientists, the news media, and the public, to minimize harm, curb poor research practices, and staunch the flow of misinformation about the benefits, costs, and future prospects of mindfulness meditation.
28
Langer, Ellen J. "Matters of mind: Mindfulness/mindlessness in perspective." Consciousness and Cognition 1, no. 3 (September 1992): 289–305. http://dx.doi.org/10.1016/1053-8100(92)90066-j.
Full text
29
Chandwani, Rajesh, Narendra M. Agrawal, and Ben L. Kedia. "Mindfulness: Nurturing Global Mind-set and Leadership." Thunderbird International Business Review 58, no. 6 (September 28, 2015): 617–25. http://dx.doi.org/10.1002/tie.21760.
Full text
30
Kee, Ying. "Looking East for Mindfulness: A Glimpse of Practices and Research on Shaolin Martial Arts and Related Practices to Advance Sport Psychology." Psych 1, no. 1 (April 8, 2019): 76–91. http://dx.doi.org/10.3390/psych1010006.
Full textAbstract:
Although mindfulness is currently receiving attention within sport psychology, there is a lack of discussion on the Eastern origins of mindfulness in the extant sport psychology literature. Several mind‒body practices linked to Chinese Chan and Shaolin martial arts are presented in this paper to illustrate their possible relevance to sport psychology. One takeaway message discussed in relation to the flow experience is that mindful performance of Shaolin martial arts is said to be integral to the psychological transformations associated with realisation of Chan (or “suchness,” satori, Enlightenment), supposedly a goal more likely to be pursued by mindfulness practitioners in the Eastern culture than in the West. Research on Dejian mind‒body intervention, dantian breathing and Shaolin internal martial arts such as Baduanjin and Yijinjing are briefly reviewed to examine the potential psychological benefits of such mind‒body practices. Advancement in sport psychology, particularly in relation to mindfulness-related topics, could benefit from a closer examination of Chan and Shaolin martial arts practices.
31
Kee, Ying Hwa. "Looking East for Mindfulness: A Glimpse of Practices and Research on Shaolin Martial Arts and Related Practices to Advance Sport Psychology." Psych 1, no. 1 (April 8, 2019): 76–91. http://dx.doi.org/10.3390/psychology1010006.
Full textAbstract:
Although mindfulness is currently receiving attention within sport psychology, there is a lack of discussion on the Eastern origins of mindfulness in the extant sport psychology literature. Several mind‒body practices linked to Chinese Chan and Shaolin martial arts are presented in this paper to illustrate their possible relevance to sport psychology. One takeaway message discussed in relation to the flow experience is that mindful performance of Shaolin martial arts is said to be integral to the psychological transformations associated with realisation of Chan (or “suchness,” satori, Enlightenment), supposedly a goal more likely to be pursued by mindfulness practitioners in the Eastern culture than in the West. Research on Dejian mind‒body intervention, dantian breathing and Shaolin internal martial arts such as Baduanjin and Yijinjing are briefly reviewed to examine the potential psychological benefits of such mind‒body practices. Advancement in sport psychology, particularly in relation to mindfulness-related topics, could benefit from a closer examination of Chan and Shaolin martial arts practices.
32
Ferrin Bolaños, Carlos Diego, Esteban Mauricio Correa Agudelo, Andres Mauricio Hernandez Camacho, and Juan Diego Gómez. "Ānāpāna: Neuro-engineering of Mindfulness." Scientia et technica 21, no. 1 (March 30, 2016): 86. http://dx.doi.org/10.22517/23447214.9951.
Full textAbstract:
Meditation benefits have been widely supported by many research works. It is considered a natural way of reducing stress, depression, and other anxiety disorders. However, meditation process is a breathe pursuing task that requires long time training to avoid the so-called mind wandering. In this work, we propose a neural-feedback system that detects when mind wanders and generates an audible signal, this way patient’s attention is recovered back again. Finally, we support our approach by testing the system on novice and advanced meditators.
33
Nobe-Ghelani, Chizuru. "Learning through a Reunion of Mind-Body-Emotion-Spirits." International Review of Qualitative Research 11, no. 4 (November 2018): 413–31. http://dx.doi.org/10.1525/irqr.2018.11.4.413.
Full textAbstract:
While reflexivity has been taken up as an important concept in critical qualitative research, there are few texts that illustrate explicit approaches to practicing reflexivity. Drawing on my doctoral research experience, this article fills this gap and explores how the practice of mindfulness may guide us to a rich engagement with reflexivity during the critical qualitative research process, in particular within the context of interactions with research participants. More specifically, mindfulness is put forth as a practice to invite an embodied and holistic form of learning that goes beyond cognitive knowing. I argue that a mindfulness-based reflexivity has the potential to open up a space to learn from the messiness and discomfort experienced in the research process and deepen our understanding about the operation of power relations in critical qualitative research and beyond.
34
Mooneyham, Benjamin W., Michael D. Mrazek, Alissa J. Mrazek, Kaita L. Mrazek, Dawa T. Phillips, and Jonathan W. Schooler. "States of Mind: Characterizing the Neural Bases of Focus and Mind-wandering through Dynamic Functional Connectivity." Journal of Cognitive Neuroscience 29, no. 3 (March 2017): 495–506. http://dx.doi.org/10.1162/jocn_a_01066.
Full textAbstract:
During tasks that require continuous engagement, the mind alternates between mental states of focused attention and mind-wandering. Existing research has assessed the functional connectivity of intrinsic brain networks underlying the experience and training of these mental states using “static” approaches that assess connectivity across an entire task. To disentangle the different functional connectivity between brain regions that occur as the mind fluctuates between discrete brain states, we employed a dynamic functional connectivity approach that characterized brain activity using a sliding window. This approach identified distinct states of functional connectivity between regions of the executive control, salience, and default networks during a task requiring sustained attention to the sensations of breathing. The frequency of these distinct brain states demonstrated opposing correlations with dispositional mindfulness, suggesting a correspondence to the mental states of focused attention and mind-wandering. We then determined that an intervention emphasizing the cultivation of mindfulness increased the frequency of the state that had been associated with a greater propensity for focused attention, especially for those who improved most in dispositional mindfulness. These findings provide supporting evidence that mind-wandering involves the corecruitment of brain regions within the executive and default networks. More generally, this work illustrates how emerging neuroimaging methods may allow for the characterization of discrete brain states based on patterns of functional connectivity even when external indications of these states are difficult or impossible to measure.
35
Karo, Mestiana Br, Ance Siallagan, and Bina Borta Pandiangan. "The Mindfulness Meditation Effect on Anxiety in nursing Students level II of nursing study Program STIKes Santa Elisabeth Medan 2022." Science Midwifery 10, no. 3 (July 29, 2022): 2017–21. http://dx.doi.org/10.35335/midwifery.v10i3.602.
Full textAbstract:
Mindfulness meditation is an intervention with mindfulness and mind exercises that aims to relax the mind, increase concentration, and find joy and joy. Mindfulness meditation can reduce anxiety. Anxiety is a psychological and physiological state that is disturbed, due to excessive feelings of a stressor that appears, so that it can cause cognitive, somatic, emotional and behavioral discomfort accompanied by symptoms such as feelings of sadness, emptiness, hopelessness, guilt, worthlessness. irritability, restlessness, loss of interest in activities even though they are pleasurable. This study aims to identify the Mindfulness Meditation Effect on Anxiety in nursing Students level II of nursing study Program STIKes Santa Elisabeth Medan 2022. This research method uses a one group pretest-posttest design. The sampling technique was purposive sampling with a total of 47 respondents. The results of the statistical test showed that there was an effect of mindfulness meditation on anxiety in sophomore students at the Santa Elisabeth Medical School Study Program, Medan in 2022 with the results of the Wilcoxon sign rank test, obtained p value = 0.001. Mindfulness meditation as an alternative to dealing with anxiety in students can reduce students' anxiety levels thereby increasing concentration and relaxing the mind..Further researchers are advised to conduct research on mindfulness meditation with the duration and frequency of the intervention extended by 2-3 cycles to make it more optimal.
36
Campbell, Ivan A., Vasilios C. Ikonomou, Melissa A. Myers, Nanako A. Hawley, Jasmin H. Pizer, Bailey Wagaman, and Benjamin D. Hill. "23 The Wandering Mind: Variability in Mindfulness is Associated with Improved Aspects of Executive Functioning." Journal of the International Neuropsychological Society 29, s1 (November 2023): 705–6. http://dx.doi.org/10.1017/s1355617723008810.
Full textAbstract:
Objective:Research evaluating mindfulness and cognition has produced mixed results. However, variability in mindfulness has not been previously evaluated as a predictor of cognitive ability. This study evaluated the relation between intra-individual variability (IIV) in mindfulness and cognitive performance.Participants and Methods:274 university participants (M=19 years old, SD=1.5; 72.6% female, 67.2% White, 25.6% African American, 3.3% Asian American, 1.1% Hispanic American) completed the Five Facet Mindfulness Questionnaire (FFMQ) and the CNS Vital Signs computerized test battery. IIV was computed from the FFMQ facet T-scores. Additionally, high and low cognitive performance groups were formed from the top and bottom 16% of the sample using the neurocognition index (NCI) score from CNS Vital Signs (N=52 high NCI performance and N=46 low NCI performance).Results:Pearson r correlations were used to evaluate the relation between mindfulness IIV and CNS Vital Signs domains. Mindfulness IIV was negatively associated with performance on the domains of psychomotor speed [r=-.18; p=.003], composite memory [r=-.14; p=.023] and verbal memory [r=-.15; p=.015]. For the high NCI group, IIV mindfulness was positively associated with cognitive flexibility [r=.31; p=.024], executive functioning [r=.33; p=.016] and was negatively related to visual memory [r=-.28; p=.043]. For the low NCI group, IIV mindfulness was negatively related to psychomotor speed [r=-.49; p<.001], composite memory [r=-.32; p=.033] and verbal memory [r=-.31; p=.038]. There was no relation found for individual FFMQ facet scores and CNS Vital Sign domains.Conclusions:Increased consistency in self-reported mindfulness (lower IIV) was associated with greater processing speed and memory performance in the overall sample. However, the relation been mindfulness IIV and cognitive performance changed greatly in high NCI performers compared to low NCI performers. The low NCI group may be a proxy for poor effort which would explain why more variable self-reported mindfulness was associated with worse performance for processing speed and memory and this could be driving the results for the overall sample. However, our findings for the high NCI performance group are unique and suggest an association between increased variability in mindfulness facets and improved cognitive flexibility and executive functioning. Further study of mindfulness variability and aspects of executive functioning is warranted.
37
Ergas, Oren. "Education and cosmopolitanism: Liberating our non-cosmopolitan minds through mindfulness." Policy Futures in Education 18, no. 5 (September 25, 2019): 610–27. http://dx.doi.org/10.1177/1478210319876512.
Full textAbstract:
This paper locates the main challenge for education in cosmopolitanism within the nature of education when interpreted as a “mind-making process.” Based on this interpretation, education is currently a process that shapes non-cosmopolitan minds, for the practices generally associated with it habituate the human mind to see “reality” through contingent social narratives. The aspiration of education in cosmopolitanism to cultivate “a sense of feeling at home and caring for the world,” requires practices that also liberate the mind from the contingencies of the social narratives into which it happens to be born. For such purpose, education requires an ethical meta-narrative, which applies to all human beings and appeals to a mutual human language. Following calls for embracing a pluralistic epistemology in policy making, this paper proposes the interdisciplinary field of contemplative studies that focuses on the understanding of the embodied mind, as a point of origin for considering education as such and education in cosmopolitanism in particular. Mindfulness is then interpreted as one possible practical pedagogy based on which we can practice detachment from the contingency of social narratives by cultivating grounded-ness in the non-contingency of pre-conceptual embodied first-person experience.
38
Thomas, Emily M., Tom P. Freeman, Patrick Poplutz, Kane Howden, Chandni Hindocha, Michael Bloomfield, and Sunjeev K. Kamboj. "Stimulating meditation: a pre-registered randomised controlled experiment combining a single dose of the cognitive enhancer, modafinil, with brief mindfulness training." Journal of Psychopharmacology 35, no. 6 (March 1, 2021): 621–30. http://dx.doi.org/10.1177/0269881121991835.
Full textAbstract:
Background: Mindfulness-meditation has a variety of benefits on well-being. However, individuals with primary attentional impairments (e.g. attention deficit disorder) or attentional symptoms secondary to anxiety, depression or addiction, may be less likely to benefit, and require additional mindfulness-augmenting strategies. Aims: To determine whether a single dose of the cognitive enhancer, modafinil, acutely increases subjective and behavioural indices of mindfulness, and augments brief mindfulness training. Methods: A randomised, double-blind, placebo-controlled, 2 (drug: placebo, modafinil) × 2 (strategy: mindfulness, relaxation control) experiment was conducted. Seventy-nine meditation-naïve participants were assigned to: placebo–relaxation, placebo–mindfulness, modafinil–relaxation or modafinil–mindfulness. Pre-drug, post-drug and post-strategy state mindfulness, affect and autonomic activity, along with post-strategy sustained attention and mind-wandering were assessed within a single lab session. After the session, participants were instructed to practice their assigned behavioural strategy daily for one week, with no further drug administration, after which, follow-up measures were taken. Results: As predicted, modafinil acutely increased state mindfulness and improved sustained attention. Differential acute strategy effects were found following mindfulness on autonomic activity but not state mindfulness. There were no strategy or drug effects on mind-wandering. However, exploratory analyses indicated that participants receiving modafinil engaged in more strategy practice across strategy conditions during follow-up. Conclusions: Modafinil acutely mimicked the effects of brief mindfulness training on state mindfulness but did not enhance the effects of this training. Limitations of the current study, and recommendations for future research examining modafinil as an adjunct to mindfulness- (or relaxation-) based treatments are discussed.
39
Piggin, Lucy, and Chris Patterson. "Evidence-based interventions for people with mild cognitive impairment (MCI): Where are we now?" FPOP Bulletin: Psychology of Older People 1, no. 161 (February 2023): 42–50. http://dx.doi.org/10.53841/bpsfpop.2023.1.161.42.
Full textAbstract:
As increasing attention is focused on the experiences of people living with mild cognitive impairment (MCI), this paper reviews where we stand regarding evidence-based interventions. From simpler offers of information, psychoeducation, and ‘living well’ programmes, to more structured approaches that include cognitive stimulation, rehabilitation, and training, mindfulness, and mind-body exercise. Amongst studies of varying quality, there are notable trends emerging: evidence supports cognitive stimulation and combined mind-body programmes to improve neurocognitive function, yet there is still no clear picture regarding the efficacy of rehabilitation, cognitive training, or mindfulness-based approaches. Increasingly, it is multi-component interventions that are currently associated with more positive outcomes for cognitive health and wellbeing. However, it remains challenging to know what will work for whom when implementing these interventions in clinical practice.
40
Smith-Carrier, Tracy, Theo Koffler, Faye Mishna, Anna Wallwork, Joanne Daciuk, and Jasmin Zeger. "Putting your mind at ease: findings from the Mindfulness Ambassador Council programme in Toronto area schools." Journal of Children's Services 10, no. 4 (December 21, 2015): 376–92. http://dx.doi.org/10.1108/jcs-10-2014-0046.
Full textAbstract:
Purpose – The purpose of this paper is to gain understanding of the benefits and limitations of mindfulness training among secondary school students and teachers in Toronto, Ontario, Canada. Design/methodology/approach – Using a case study methodology, the authors analysed programme evaluation forms and conducted thematic analyses of focus groups with Catholic secondary school teachers and students that participated in the Mindfulness Ambassador Council programme. Findings – The findings suggest that mindfulness training may provide participants with opportunities for personal growth, specifically in the areas of stress reduction, relaxation, social awareness, self-discovery and relationship building. Research limitations/implications – This study confirms existing literature that training in mindfulness practice may be beneficial in strengthening relationships, reducing stress and anxiety and promoting inner well-being and social-emotional learning in youth. To test these findings empirically, future research should examine mindfulness training in schools using a robust randomised controlled trial design. Practical implications – Given the current state of research on mindfulness-based interventions specifically with the adolescent population, the study provides useful and timely data on participants ' experiences with mindfulness training, and discusses how such training can be effectively harnessed within secondary school settings. Originality/value – There is growing evidence that the regular practice of mindfulness has myriad psychological, therapeutic and health benefits, and contributes to heightened emotional intelligence and improved performance in a host of activities. Relatively little is known, however, about the effects of mindfulness interventions on child and adolescent populations. The study contributes to the emerging evidence on mindfulness practice with students in school settings.
41
Choi, Ellen, and Jutta Tobias. "Mind the Gap: The Link Between Mindfulness and Performance at Work Needs More Attention." Industrial and Organizational Psychology 8, no. 4 (December 2015): 629–33. http://dx.doi.org/10.1017/iop.2015.90.
Full textAbstract:
The concept of mindfulness has become the topic of heated debates among scholars and practitioners alike. Hyland, Lee, and Mills's (2015) focal article has an ambitious goal: distilling how mindfulness fits into workplace research and practice. This is laudable, and we are pleased that the authors are providing a review of the many ways in which mindfulness may benefit employees and organizations. Unfortunately, the authors fall short of their aspiration to produce a comprehensive overview of the link between workplace mindfulness and performance. We outline three points that we find may have helped the authors achieve their main objective.
42
Maharani, Ega Asnatasia. "PENGARUH PELATIHAN BERBASIS MINDFULNESS TERHADAP TINGKAT STRES PADA GURU PAUD." JURNAL PENELITIAN ILMU PENDIDIKAN 9, no. 2 (February 7, 2017): 100. http://dx.doi.org/10.21831/jpipfip.v9i2.12919.
Full textAbstract:
AbstrakGuru merupakan profesi yang rentan mengalami stres. Mindfulness sebagai salah satu strategi emotional coping merupakan alternatif intervensi yang dapat membantu guru mengatasi kondisi stres yang dialaminya. Pelatihan “Smiling Mind” (SM) yang digunakan sebagai intervensi stres ini menggunakan konsep Mindfulness Based Stress Reduction dan Mindfulness Based Cognitive Therapy. Melalui pelatihan SM ini diharapkan guru dapat meningkatkan mindfulness sebagai sumber daya koping sehingga pada akhirnya mampu menurunkan stres kerja. Partisipan dalam pelatihan adalah 5 guru PAUD berusia 20-35th yang mengajar di TK Khalifah Yogyakarta. Metode penelitian yang digunakan kuasi eksperimen the one group pretest-posttest design dengan desain small group. Pelatihan SM dilaksanakan selama jangka waktu 2 minggu, dengan 7 sesi dalam 3 pertemuan berdurasi 150-180 menit per pertemuan. Hasil penelitian menunjukkan ada perbedaan tingkat stres guru sebelum dan sesudah pelatihan, sehingga pelatihan Smiling Mind efektif menjadi intervensi psikologis guru. Penurunan skor terbesar ada pada aspek fisik, dilanjutkan aspek emosi, perilaku dan kognitif. Protokol pelatihan berbasis mindfulness dapat dikembangkan sebagai alternatif intervensi penanganan masalah stres guru.Kata kunci: guru, stres, mindfulnessAbstractTeacher is a profession at high risk of stress. Mindfulness as one of the emotional coping strategy is an alternative interventions that can help teachers cope with stress condition. Smiling Mind training used in this study was a form of intervention to manage stress which developed based on the concept of Mindfulness Based Stress Reduction (MBSR) and Mindfulness Based Cognitive Therapy (MBCT). Participants involved in the study were 5 early childhood education teacher age 20-35in TK Khalifah Yogyakarta. The study was an quantitative research which used quasi experiment model and the one group pretest-posttest design. SM training was conducted for two weeks, involving 7 sessions within 3 days of meeting with duration of 150-180 minutes per meeting. Result of quantitative analysis showed that SM training could reduce stress level of early childhood education teachers which was shown by z score of -2,023 and p = 0,043 (p<0,05). This results indicated that mindfulness based training is suitable to be developed to overcome teacher’s stress problem.Keywords: teacher, stress, mindfulness
43
Indriaswuri, Retno, I. Ketut Gading, Kadek Suranata, and Ni Ketut Suarni. "Mindfulness and Academic Performance: A Literature Review." Migration Letters 20, no. 9 (December 20, 2023): 341–58. http://dx.doi.org/10.59670/ml.v20i9.6087.
Full textAbstract:
Mindfulness, a state of mind adopted from Buddhist philosophy, has been widely applied to improve focus and awareness. In education, mindfulness helps students with mental and emotional problems, which results in increased academic achievement. The objective of this literature review is to analyze the influence of mindfulness on academic achievement. This review emphasizes the beneficial impact that mindfulness has on concentration, self-control, and general well-being, ultimately leading to improved academic achievement in students.
44
Peper, Erik, Richard Harvey, and I.-Mei Lin. "Mindfulness Training Has Elements Common to Other Techniques." Biofeedback 47, no. 3 (November 1, 2019): 50–57. http://dx.doi.org/10.5298/1081-5937-47.3.02.
Full textAbstract:
This article presents the argument that mindfulness-based meditation (MM) techniques are beneficial and share many of the same outcomes as similar mind-centered practices such as transcendental meditation, prayer, imagery, and visualization and body-centered practices such as progressive muscle relaxation (PMR), autogenic training (AT), and yoga. For example, many standardized mind-body techniques such as mindfulness-based stress reduction and mindfulness-based cognitive therapy (a) are associated with a reduction in symptoms of anxiety and depression, (b) can be mastered in relatively brief time frames, and (c) are relatively cost-effective. Functional magnetic resonance imaging studies suggest that MM, along with other mind-body techniques, can influence brain centers that regulate stress reactions (e.g., eliciting increased activity in cerebral areas related to attention and emotion regulation). Furthermore, MM and other mind-body techniques may provide benefit by mediating breathing processes that in turn regulate gamma aminobutyric acid, a major inhibitory neurotransmitter, which can quiet the overactivation of the sympathetic nervous system. This article compares the efficacy of mindfulness-based techniques to that of other self-regulation techniques and identifies components shared between mindfulness-based techniques and several previous self-regulation techniques, including PMR, AT, and transcendental meditation. The authors conclude that most of the commonly used self-regulation strategies have comparable efficacy and share many elements. The authors propose that additional research is needed to explore shared mechanisms among the self-regulation techniques and to identify any factors that might favor using one technique over another.
45
Kandeğer, A., S. Odabaş Ünal, and M. T. Ergün. "Mentation processes such as excessive mind wandering, rumination, and mindfulness mediate the relationship between ADHD symptoms and anxiety and depression in adults with ADHD." European Psychiatry 66, S1 (March 2023): S113—S114. http://dx.doi.org/10.1192/j.eurpsy.2023.309.
Full textAbstract:
IntroductionExcessive mind wandering is a common feature of ADHD in adulthood also referred to as mental restlessness and ceaseless mental overactivity. ADHD is a predisposing factor for many psychiatric symptoms, especially negative emotions such as depression and anxiety. Rumination is thought to be a mediator for depression in individuals with ADHD. The above-mentioned mental processes may reduce the ability of individuals with ADHD to be mindful.ObjectivesThis study investigates whether the mentation processes (excessive mind wandering, rumination, mindfulness) mediate the relationship between ADHD symptoms and anxiety, and depression in adults with ADHD.MethodsMedication-free 175 individuals with ADHD who were referred to the Adult Neurodevelopmental Disorders Clinic, Department of Psychiatry, Selçuk University were invited to the study. After initial diagnostic examination including The Structured Clinical Interview for DSM-5 (SCID 5), all participants completed a test battery that included a sociodemographic form, the Adult ADHD Severity Rating Scale, the Hospital Anxiety Depression Scale, the Mind Excessively Wandering Scale, the Ruminative Response Scale, and the Freiburg Mindfulness Inventory. The data of 159 patients whose ADHD diagnosis was confirmed, who did not have any mood episodes and psychotic symptoms at the time of inclusion of the study, and who filled out the forms completely, were included in the analysis. The study was approved by the Selçuk University Local Ethics Committee.ResultsParticipants ages ranged from 18 to 39 (mean of 22.93 ± 4.36), and 57.2% (n = 91) were women. Also, their 48.6% (n = 77) reported that they alcohol use, and 21.1% (n = 34) had substance use history. According to SCID 5 interview, participants 64.2% had comorbid psychiatric conditions. Pearson correlation analysis revealed that ADHD symptoms, rumination, excessive mind wandering, anxiety, and depression scores were significantly positively correlated with each other, but all were negatively correlated with mindfulness. Linear regression analysis showed mindfulness association with rumination, excessive mind wandering, anxiety, and depression scores, but not with ADHD symptoms. Thereupon, a conducted mediation regression analysis showed that ADHD symptoms indirectly worsened depression and anxiety through increased rumination and excessive mind wandering, and decreased mindfulness ability (Figure 1).Image:ConclusionsAdults with ADHD have distressing mentation patterns which worsened their anxiety and depression. Mindfulness-based cognitive behavioral therapy modalities may help improve excessive mind wandering and rumination in ADHD. Our findings should be warranted in future studies of functional brain connectivity patterns that may serve as a mentation endophenotypes in ADHD.Disclosure of InterestNone Declared
46
Alem, Yonas, Hannah Behrendt, Michèle Belot, and Anikó Bíró. "Mind training, stress and behaviour—A randomised experiment." PLOS ONE 16, no. 11 (November 12, 2021): e0258172. http://dx.doi.org/10.1371/journal.pone.0258172.
Full textAbstract:
In this paper, we evaluate the effects of a psychological training, called Mindfulness-Based Stress Reduction (MBSR) on stress and risk and time preferences. MBSR is a well-known psychological technique, which is believed to improve self-control and reduce stress. We conduct the experiment with 139 participants, half of whom receive the MBSR training, while the other half are asked to watch a documentary series, both over 4 consecutive weeks. Using a range of self-reported and physiological measures (such as cortisol measures), we find evidence that mindfulness training reduces perceived stress, but we only find weak evidence of effects on risk and inter-temporal attitudes.
47
Niedermair, Jessica, Julia Katharina de Groote, and Andreas Hack. "Mind Does Not Mind? Curvilinear Effects between Mindfulness and Individual Innovation Behavior." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 11947. http://dx.doi.org/10.5465/ambpp.2019.11947abstract.
Full text
48
Zainal, Nur Hani, and Michelle G. Newman. "Examining the Effects of a Brief, Fully Self-Guided Mindfulness Ecological Momentary Intervention on Empathy and Theory-of-Mind for Generalized Anxiety Disorder: Randomized Controlled Trial." JMIR Mental Health 11 (May 24, 2024): e54412. http://dx.doi.org/10.2196/54412.
Full textAbstract:
Background The utility of brief mindfulness ecological momentary interventions (EMIs) to improve empathy and theory-of-mind has been underinvestigated, particularly in generalized anxiety disorder (GAD). Objective In this randomized controlled trial, we aimed to examine the efficacy of a 14-day, fully self-guided, mindfulness EMI on the empathy and theory-of-mind domains for GAD. Methods Adults (aged ≥18 y) diagnosed with GAD were randomized to a mindfulness EMI (68/110, 61.8%) or self-monitoring app (42/110, 38.2%) arm. They completed the Interpersonal Reactivity Index self-report empathy measure and theory-of-mind test (Bell-Lysaker Emotion Recognition Task) at prerandomization, postintervention, and 1-month follow-up (1MFU) time points. Hierarchical linear modeling was conducted with the intent-to-treat principle to determine prerandomization to postintervention (pre-post intervention) and prerandomization to 1MFU (pre-1MFU) changes, comparing the mindfulness EMI to self-monitoring. Results Observed effects were generally stronger from pre-1MFU than from pre-post intervention time points. From pre-post intervention time points, the mindfulness EMI was more efficacious than the self-monitoring app on fantasy (the ability to imagine being in others’ shoes; between-intervention effect size: Cohen d=0.26, P=.007; within-intervention effect size: Cohen d=0.22, P=.02 for the mindfulness EMI and Cohen d=−0.16, P=.10 for the self-monitoring app). From pre-1MFU time points, the mindfulness EMI, but not the self-monitoring app, improved theory-of-mind (a window into others’ thoughts and intentions through abstract, propositional knowledge about their mental states, encompassing the ability to decipher social cues) and the fantasy, personal distress (stress when witnessing others’ negative experiences), and perspective-taking (understanding others’ perspective) empathy domains. The effect sizes were small to moderate (Cohen d=0.15-0.36; P<.001 to P=.01) for significant between-intervention effects from pre-1MFU time points. Furthermore, the within-intervention effect sizes for these significant outcomes were stronger for the mindfulness EMI (Cohen d=0.30-0.43; P<.001 to P=.03) than the self-monitoring app (Cohen d=−0.12 to 0.21; P=.001 to P>.99) from pre-1MFU time points. No between-intervention and within-intervention effects on empathic concern (feeling affection, compassion, and care when observing others in distress, primarily attending to their emotional well-being) were observed from pre-post intervention and pre-1MFU time points. Conclusions The brief mindfulness EMI improved specific domains of empathy (eg, fantasy, personal distress, and perspective-taking) and theory-of-mind with small to moderate effect sizes in persons with GAD. Higher-intensity, self-guided or coach-facilitated, multicomponent mindfulness EMIs targeting the optimization of social relationships are likely necessary to improve the empathic concern domain in this population. Trial Registration ClinicalTrials.gov NCT04846777; https://clinicaltrials.gov/study/NCT04846777
49
Abdul Basir, Siti Munirah, Zahara Abdul Manaf, Fatin Hanani Mazri, Arimi Fitri Mat Ludin, Suzana Shahar, and Mohd Rizal Abdul Manaf. "Description of a Hybrid Mindfulness-Integrated Multidisciplinary Workplace Weight Management Intervention Module ‘Mind-SLIMSHAPE’ Using the TIDieR Checklist." Nutrients 14, no. 15 (July 29, 2022): 3140. http://dx.doi.org/10.3390/nu14153140.
Full textAbstract:
Published reports of workplace-based weight management interventions are often poorly described and are focused on dietary, physical, and behavioral management. These strategies are often unsustainable and only have short-term effectiveness. The Mind-SLIMSHAPETM is a mindfulness-integrated multidisciplinary intervention developed to address overweight and obesity problems among desk-bound employees while improving weight-related behavior through mindfulness meditation and mindful eating exercises. The integration of mindfulness and mindful eating aims to improve the individual’s focus on the present and heighten their sensitivity towards internal and external eating cues. The aim of this article is to describe the Mind-SLIMSHAPETM intervention program using The Template for Intervention Description and Replication (TIDieR) checklist. The Mind-SLIMSHAPETM module is a 24-week intervention program that was delivered in a quasi-experimental study among employees with BMI ≥ 25.0 kg/m² in a selected higher learning institution. The module was delivered via hybrid sessions that included both face-to-face and virtual online sessions. The novelty of our description includes summaries of each intervention component with its intensity, details of the theory grounded for this program, and the rationale for the intervention components. The Mind-SLIMSHAPETM module is ready to be implemented and replicated in a similar setting with possible refinement and enhancement of the mindfulness and mindful eating elements.
50
Henriksen, Danah, William Heywood, and Natalie Gruber. "MEDITATE TO CREATE: MINDFULNESS AND CREATIVITY IN AN ARTS AND DESIGN LEARNING CONTEXT." Creativity Studies 15, no. 1 (February 23, 2022): 147–68. http://dx.doi.org/10.3846/cs.2022.13206.
Full textAbstract:
Given the applied nature of creativity in the arts and design, it is important to understand the conditions and practices that support it. Most research suggests that ideal conditions for creativity are often mental and emotional – involving relaxed, yet alert and focused, states of mind. This article explores the connection between mindfulness and creativity in the experiences of students in a college of arts and design, through a mindfulness teaching practice to support creative processes. In a “scholarship of teaching and learning” inquiry, we consider how mindfulness practice may affect arts and design learners’ feelings about their own creativity. Students in a large United States university school of arts and design practiced mindfulness meditation for several months, and submitted a written reflection on their experience. We qualitatively analyze this to consider how mindfulness supports creative practices in arts and design learners’ education. Our findings involve three key themes, which are: “Processing anxiety and negative feelings”, “Focusing the mind”, and “Managing the ‘Voice of Judgment’”. These thematic findings reflect how arts and design students perceive the effects of mindfulness on their creative process. We offer implications for teaching practices related to mindfulness meditation practice aimed to support learners’ perceptions of their creativity.