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Journal articles on the topic 'Mindfulness'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Wuryansari, Resa, and Subandi Subandi. "Program Mindfulness for Prisoners (Mindfulners) untuk Menurunkan Depresi pada Narapidana." Gadjah Mada Journal of Professional Psychology (GamaJPP) 5, no. 2 (October 30, 2019): 196. http://dx.doi.org/10.22146/gamajpp.50626.

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Condition of the prison which is very different from the outside world gives rise to many stressors for inmates living in it. It makes the inmates have a high risk to suffer from any psychological problems. One of the most common psychological problems is depression. Mindfulness for Prisoners (Mindfulners) was developed from Mindfulness Based Cognitive Therapy (MBCT) which is a form of mindfulness therapy based on cognitive-behavioral approach. The purpose of this study was to examine the effectiveness of Mindfulners in reducing depression symtomps in inmates living in prisoner. The mindfulners program was conducted in the form of group therapy with the criteria of participants is inmates with more than 1 year sentence and has a BDI-II score in the medium to high category.The mindfulners program be held in 4 meetings, included 8 sessions with a duration of 120-150 minutes. This research used one group pretest-posttest design. Subject also given follow up after one week from the time of posttest. Quantitative data analysis technique using the paired sample t-test against pretest and posttest scores on the depression scale and mindfulness scale as a manipulation check. The result showed Z = -2.207b (p < 0.05). This suggest that Mindfulners Program can reduce depression in inmates living in prisoner significantly.

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Zhang, JiaHui. "Mindfulness and Negative Emotions: Chain Mediation Effect of Perceived Social Support and Interpersonal Sensitivity." SHS Web of Conferences 171 (2023): 01004. http://dx.doi.org/10.1051/shsconf/202317101004.

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Previous research has confirmed that mindfulness may decrease negative emotions in college students. However, there has been less focus on the mechanism of mindfulness’s effect on negative emotions. This study explores the relationship between mindfulness and negative emotions and examines the mediating role of perceived social support and interpersonal sensitivity among college students in China. A total of 386 college students (65.8% female, 34.2% male) completed measures of The Five Facet Mindfulness Questionnaire (FFMQ), The 21-item Depression Anxiety Stress Scale (DASS-21), The Multidimensional Scale of Perceived Social Support (MSPSS), and The Interpersonal Sensitivity Measure (IPSM). Using model 6 in SPSS PROCESS macro 3.3 software, we found： (1) mindfulness was negatively related to negative emotions; (2) interpersonal sensitivity mediated the relationship between mindfulness and negative emotions; (3) mindfulness was negatively related to negative emotions through the chain mediating of perceived social support and interpersonal sensitivity. Mindfulness, perceived social support, interpersonal sensitivity, and negative emotions in college students exerted significant associations with each other. Students can try mindfulness training to increase the perception of social support, reduce interpersonal sensitivity, and reduce negative emotions. The findings of this study may shed new light on the prevention and treatment of negative emotions among college students.

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Safitri, Meta Hasanah, and Indra Prapto Nugroho. "Mindfulness Dan Emotional Intelligence Pada Remaja Panti Asuhan." Psychology Journal of Mental Health 4, no. 2 (January 12, 2023): 92–109. http://dx.doi.org/10.32539/pjmh.v4i2.76.

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Abstrak. Penelitian ini bertujuan untuk mengetahui hubungan mindfulness dengan emotional intelligence pada remaja panti asuhan. Hipotesis penelitian ini adalah adanya hubungan mindfulness dengan emotional intelligence. Penelitian menggunakan responden sebanyak 279 remaja panti asuhan dan menggunakan 38 responden remaja panti asuhan pada uji coba. Teknik samping yang digunakan yaitu purposive sampling. Alat ukur yang digunakan dalam penelitian ini yaitu skala emotional intelligence berdasarkan komponen-komponen dari Goleman (1996) dan skala mindfulnes berdasarkan aspek-aspek dari Bear, Smith, dkk (2008). Analisi data menggunakan korelasi pearson product moment. Hasil analisis data menunjukkan emotional intelligence dengan mindfulnes memiliki nilai signifikansi sebesar 0,000 (p<0,05) dengan nilai r = 0,454. Dari hasil analisis data dapat disimpulkan ada hubungan positif yang signifikan antara kedua variabel. Dengan demikian hipotesis yang diajukan dalam penelitian ini diterima.

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Aldbyani, Aamer, and Mohammed Hasan Ali Al-Abyadh. "The Effect of Mindfulness Meditation on Academic Burnout and Perceived Stress among Muslim Students: A Quasi-experimental Approach‏." Islamic Guidance and Counseling Journal 6, no. 1 (May 20, 2023): 152–64. http://dx.doi.org/10.25217/igcj.v6i1.3467.

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Mindfulness occurs in different populations, regardless of their religions, ages, and cultures, but the studies on Muslim backgrounds are insufficient. This study aims to empirically investigate mindfulness's benefits on academic outcomes among Yemeni students. A total of 160 Yemeni students were recruited to complete the Maslach Burnout Inventory (MBI-SS) and the Perceived Stress Scale (PSS) and divided into two groups (experimental group = 80, control group = 80). The experimental group received mindfulness training, while the control group did not receive any training. After the experiment, both groups completed the questionnaires again. The results revealed that the experimental group's emotional exhaustion, cynicism, lack of academic efficacy, and perceived stress were decreased compared to the control group. We concluded that mindfulness meditation training decreased academic burnout and stress among Yemeni students. We suggest mindfulness meditation training could be a good program for decreasing academic problems among Muslim students.

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Li, Liang, Longjun Jing, Yang Liu, Yiwei Tang, Huilin Wang, and Jingyu Yang. "Association of Mindfulness with Perfectionism, Exercise Self-Efficacy, and Competitive State Anxiety in Injured Athletes Returning to Sports." Healthcare 11, no. 20 (October 10, 2023): 2703. http://dx.doi.org/10.3390/healthcare11202703.

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Injured athletes often face performance challenges upon returning to the field, influenced by external factors and negative emotions. This study investigates how mindfulness is associated with perfectionism, exercise self-efficacy, and competitive state anxiety in athletes recovering from injuries. Using snowball sampling and convenience sampling methods with a cross-sectional dataset of 359 participants from southern China (collected between October and November 2022), we employed structural equation modelling to analyse the relationship between mindfulness and competitive state anxiety in returning athletes. The results reveal that mindfulness interventions enhance exercise self-efficacy, boost task-related confidence, reshape perfectionism towards a positive outlook, and decrease competitive state anxiety. This study establishes positive correlations between perfectionism and competitive state anxiety, and a negative correlation between exercise self-efficacy and competitive state anxiety. Moreover, exercise self-efficacy and perfectionism partially mediate mindfulness’s positive impact on competitive state anxiety. In conclusion, this research highlights mindfulness’s potential to alleviate perfectionism and competitive state anxiety while enhancing exercise self-efficacy among athletes on the road to recovery.

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Mariyati, Lely Ika, Eko Hardi Ansyah, Nazri Abdul Rahman, Ilham Nazhir Akbar, and Sirril Wafa. "Influence of Religiosity on Occupational Well-Being and the Role of Mindfulness as a Mediator in Kindergarten Teachers as the SDGs Implementation." Journal An-Nafs: Kajian Penelitian Psikologi 9, no. 1 (June 30, 2024): 95–115. http://dx.doi.org/10.33367/psi.v9i1.5280.

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Early childhood educators are among those professionals susceptible to excessive job-related stressors. This study explores the relationship between religiosity, mindfulness, and occupational well-being and analyzes mindfulness's role as a mediator between religiosity and occupational well-being. Employing a quantitative correlational method, the study's population comprised 177 teachers from Aashiya Kindergarten in Sidoarjo. The Krejcie Morgan table with a 5% error margin determined a sample size of 118 teachers. The sampling technique used in data collection is accidental sampling techniques, using Google Forms to collect the data. Research instruments for religiosity, mindfulness, and occupational well-being were adapted, translated from previous studies, and validated for reliability. Data analysis used mediation analysis with path analysis technique, using JASP software. Findings indicated partial mediation, revealing that mindfulness mediates the relationship between religiosity and occupational well-being. Results imply that when accompanied by mindfulness, teachers' religiosity level can have a significant positive impact on early childhood teachers. This research can also be reference to future for well-being research in the context of occupation among teacher.

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Tovar Garza, Erin Yaqueline, Luz Adriana Orozco Ramírez, and José Luis Ybarra Sagarduy. "El Mindfulness y ansiedad en pacientes con obesidad mórbida." Revista Digital Internacional de Psicología y Ciencia Social 6, no. 1 (January 2020): 65–80. http://dx.doi.org/10.22402/j.rdipycs.unam.6.1.2020.216.65-80.

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El deterioro en la salud y discriminación consecuentes a la obesidad contribuyen a que aparezcan trastornos de ansiedad. Una técnica que ha mostrado su efectividad en la ansiedad es el Mindfulness, la cual consiste en la aceptación de emociones, cogniciones y sensaciones, mas no su modificación. El propósito del presente estudio es explorar las asociaciones entre las facetas de mindfulness y las dimensiones de la ansiedad en población adulta con obesidad mórbida. Es un estudio exploratorio ex post facto retrospectivo de un grupo con múltiples medidas. La muestra fue no probabilística por cuota, con siete pacientes de una clínica de obesidad en Ciudad Victoria. Los resultados mostraron una importante correlación negativa entre la faceta de mindfulness no reactividad ante las experiencias y la respuesta de ansiedad motora, al igual con las situaciones ansiógenas de evaluación, interpersonal y de la vida cotidiana. Estos datos sugieren que en intervenciones basadas en mindfulnees para pacientes con obesidad sea importante considerar estrategias del control de la no reactividad y la ansiedad.

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Parchment, Joy. "Mindfulness." Nursing Made Incredibly Easy! 20, no. 2 (March 2022): 17–20. http://dx.doi.org/10.1097/01.nme.0000816540.82548.88.

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9

Mckew, Matthew. "Mindfulness." Learning Disability Practice 20, no. 6 (November 27, 2017): 9. http://dx.doi.org/10.7748/ldp.20.6.9.s10.

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10

Fowler, Stephanie. "Mindfulness." AJN, American Journal of Nursing 115, no. 8 (August 2015): 13. http://dx.doi.org/10.1097/01.naj.0000470383.56910.43.

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11

Bateman, Anthony. "Mindfulness." British Journal of Psychiatry 201, no. 4 (October 2012): 297. http://dx.doi.org/10.1192/bjp.bp.111.098871.

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12

McIntosh, Toni. "Mindfulness." Nursing Standard 31, no. 34 (April 19, 2017): 72–73. http://dx.doi.org/10.7748/ns.31.34.72.s48.

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13

O’Reilly-Foley, Georgina. "Mindfulness." Nursing Standard 31, no. 42 (June 14, 2017): 64–65. http://dx.doi.org/10.7748/ns.31.42.64.s47.

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14

Dijk, I., H. J. Ravesteijn, and A. E. M. Speckens. "Mindfulness." Bijblijven 2010, no. 1 (March 2010): 8–14. http://dx.doi.org/10.1007/s12414-010-0002-7.

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15

Nagy, Laura M., and Ruth A. Baer. "Mindfulness." Teaching of Psychology 44, no. 4 (August 29, 2017): 353–59. http://dx.doi.org/10.1177/0098628317727913.

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Mindfulness, which is best understood as nonjudgmental, present-centered awareness, originated in ancient Eastern traditions but has been adapted for use in Western, secular settings. The present article reviews the quickly burgeoning field of mindfulness research for teachers of psychology, including the most common mindfulness-based treatments and exercises. It also includes an overview of settings outside of traditional mental health treatment in which mindfulness has been used. Because mindfulness is appropriate within the context of a variety of courses, we have also included recommendations for teaching psychology students about mindfulness.

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Gallacher, Rose. "Mindfulness." Nursing Standard 32, no. 16-19 (December 13, 2017): 64–65. http://dx.doi.org/10.7748/ns.32.16.64.s38.

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17

Davies, Sue. "Mindfulness." Primary Health Care 27, no. 9 (October 30, 2017): 12. http://dx.doi.org/10.7748/phc.27.9.12.s13.

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18

Powell, Suzanne K. "Mindfulness." Professional Case Management 19, no. 4 (2014): 159–60. http://dx.doi.org/10.1097/ncm.0000000000000041.

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19

Falter, H. Ellie. "Mindfulness." General Music Today 30, no. 1 (July 24, 2016): 20–24. http://dx.doi.org/10.1177/1048371316641461.

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20

Kabat-Zinn, Jon. "Mindfulness." Mindfulness 6, no. 6 (October 28, 2015): 1481–83. http://dx.doi.org/10.1007/s12671-015-0456-x.

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21

. "Mindfulness." Psychopraxis, jaargang 2007 9, no. 2 (April 2007): 79–83. http://dx.doi.org/10.1007/bf03072345.

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van Dijk, I., H. J. van Ravesteijn, and A. E. M. Speckens. "Mindfulness." Bijblijven 26, no. 1 (January 2010): 3–7. http://dx.doi.org/10.1007/bf03088731.

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23

Ding, Lan. "The role of mindfulness on the relation between critical thinking and well-being of Chinese EFL learners." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 42 (June 28, 2024): 317–35. http://dx.doi.org/10.30827/portalin.vi42.27816.

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Critical thinking has been defined as one of the abilities that the Chinese EFL learners require to become skillful in the 21st century. Furthermore, recent investigations have indicated that Positive Psychology (PP) and strengths have a pivotal impact on students, and among the related issues of PP, well-being plays a great role in this process. Additionally, mindfulness as one of the language learner's mental characteristics is a strategy that has been revealed to have a positive influence when applied as a management strategy against stress. So the present study aimed to explore whether mindfulness could play a mediating role in the relationship between critical thinking and well-being. For this purpose, 360 Chinese EFL students were recruited to take part in this study to fill out questionnaires on mindfulness, well-being, and critical thinking. At that point, the structural equation modeling utilizing the pwrSEM program statistical package was used to reveal their possible connections. Results indicated that critical thinking has a positive influence on well-being through mindfulness. Overall, mindfulness's main role in this field has been identified and based on the present findings, some suggestions have been made.

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Mahmood, Lynsey, Tim Hopthrow, and Georgina Randsley de Moura. "A Moment of Mindfulness: Computer-Mediated Mindfulness Practice Increases State Mindfulness." PLOS ONE 11, no. 4 (April 22, 2016): e0153923. http://dx.doi.org/10.1371/journal.pone.0153923.

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Naiara de Oliveira Silva, Karolaine, Amanda Rizzieri Romano, Maynara Priscila Pereira da Silva, and Evandro Morais Peixoto. "Escala de Estado de Mindfulness para Atividade Física: novas evidências de validade." Revista Psicologia em Pesquisa 15, no. 3 (September 30, 2021): 1–18. http://dx.doi.org/10.34019/1982-1247.2021.v15.30302.

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Teve-se como objetivo estimar evidências de validade com base na relação com variáveis externaspara a Escala de Estado de Mindfulness para Atividade Física. Para tanto, verificou-se as diferençasde média entre praticantes de atividades esportivas e praticantes de ioga, e a associação entremindfulness e paixão. A amostra foi composta por 85 participantes (29,16±10,93), 58 praticantes dediferentes modalidades esportivas e 27 praticantes de ioga. O teste t de student e tamanho de efeitoindicaram diferenças significativas entre os grupos, com maiores níveis de mindfulness para ospraticantes de ioga. Correlações de Pearson demonstraram associações positivas entre mindfulnesse paixão harmoniosa e ausência de associação com paixão obsessiva, confirmando as hipóteses devalidade convergente e discriminante.

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Witarso, Laurentius Sandi. "Peran Trait Mindfulness terhadap Fear of Missing Out Pengguna Media Sosial." Philanthropy: Journal of Psychology 7, no. 1 (June 15, 2023): 59. http://dx.doi.org/10.26623/philanthropy.v7i1.6325.

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<p style="text-align: justify;"><strong><em>Abstract. </em></strong><em>Indonesia's increasing internet use has positive and negative impacts on social media users. The positive impact is maintaining communication, but on the other hand, it can lead to FoMO (Fear of Missing Out) which can interfere a person's mindfulness trait. This research aims to analyze the role of the trait mindfulness on FoMO of social media users. This research used FoMO Scale and Five Facet Mindfulness Questionnaire. Measuring tools are distributed online using the convenience sampling method and it has got a total of 347 participants. The results of the regression test showed that the mindfulness trait dimensions significantly predicted FoMO F = 17.1; p < 0.001, R2 = 0.20 which means that the mindfulness trait has a 20% contribution to the fear of missing out, while the other 80% is influenced by other factors. However, only acting dimensions with awareness and non-judging of inner experience have significant predictive coefficients.<br /></em><strong><em>Keywords</em></strong><em>:<strong> </strong>social media, fear of missing out, trait mindfulness</em></p><p style="text-align: justify;"><strong>Abstrak. </strong>Meningkatnya penggunaan internet di Indonesia berdampak positif dan negatif bagi pengguna media sosial. Dampak positifnya adalah sebagai sarana untuk menjaga komunikasi, namun di sisi lain dapat memunculkan FoMO (Fear of Missing Out) yang dapat mengganggu <em>trait mindfulness </em>individu. Tujuan penelitian ini adalah untuk menganalisis peran <em>trait mindfulness</em> terhadap FoMO pengguna media sosial. Alat ukur yang digunakan adalah FoMO Scale dan <em>Five Facet Mindfulness Questionnaire</em><em>. </em>Alat ukur disebar melalui daring dengan metode <em>convenience sampling </em>dan didapatkan partisipan sebanyak 347 orang. Hasil uji regresi menunjukkan dimensi-dimensi <em>trait mindfulness </em>memprediksi FoMO secara signifikan F = 17,1; p < 0,001, R<sup>2 </sup>= 0,20 yang berarti <em>trait mindfulneess </em>memiliki pengaruh kontribusi sebesar 20% terhadap <em>fear of missing out</em> sedangkan sebesar 80% lainnya dipengaruhi oleh faktor-faktor lain selain <em>trait mindfulness</em>. Namun demikian hanya dimensi <em>acting with awareness </em>dan <em>non-judging of inner experience </em>yang memiliki koefisien prediksi signifikan. <br /><strong><em>Kata kunci :</em></strong><em> media sosial, fear of missing out, trait mindfulness</em></p>

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27

Hyde, Andrea M., and Elizabeth L. Frias. "Mindfulness Education and an Education in Mindfulness." Journal for Peace and Justice Studies 25, no. 1 (2015): 81–104. http://dx.doi.org/10.5840/peacejustice20152514.

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28

Niemiec, Ryan, Tayyab Rashid, and Marcello Spinella. "Strong Mindfulness: Integrating Mindfulness and Character Strengths." Journal of Mental Health Counseling 34, no. 3 (July 1, 2012): 240–53. http://dx.doi.org/10.17744/mehc.34.3.34p6328x2v204v21.

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This article explores the integration of mindfulness meditation and character strengths. Beyond simply focusing attention, mindfulness involves the cultivation of attention infused by an unconditional friendliness and interest. Universally valued character strengths (Peterson & Seligman, 2004) are useful constructs for such an infusion. Most mindfulness approaches and programs deal with managing a problem or psychological disorder; far less discussion, empirical work, and scholarly papers have addressed mindfulness from a positive psychology perspective that explicitly attempts to increase what is good. We review research and practice considerations for such an integration and discuss how character strengths enhance mindfulness (i.e. Strong Mindfulness) by dealing with barriers to mindfulness practice and augmenting mindful living in walking, driving, consuming, speaking, and listening.

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29

Walach, Harald, Nina Buchheld, Valentin Buttenmüller, Norman Kleinknecht, and Stefan Schmidt. "Measuring mindfulness—the Freiburg Mindfulness Inventory (FMI)." Personality and Individual Differences 40, no. 8 (June 2006): 1543–55. http://dx.doi.org/10.1016/j.paid.2005.11.025.

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30

Williamson, Penelope R. "Commentary: Mindfulness in medicine, mindfulness in life." Families, Systems, & Health 21, no. 1 (2003): 18–20. http://dx.doi.org/10.1037/h0089496.

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31

Dai, Yiheng. "Mindfulness Training for Children with Autism Spectrum Disorder in Cognitive Flexibility." Lecture Notes in Education Psychology and Public Media 12, no. 1 (October 26, 2023): 294–99. http://dx.doi.org/10.54254/2753-7048/12/20230833.

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Autism Spectrum Disorder(ASD) is highly prevalent worldwide, and so far incurable, as one of its main symptoms is rigidity in behavior and mind. Cognitive flexibility is considered to be highly relevant to ASD. ASD afflicts individuals and their families severely, which can cause a broad range of social problems. For its incurable nature, alleviating its symptoms or discovering its cures is highly significant. The pathogenic factors of ASD are complex, and the inner differences among individuals with ASD vary a lot. ASD require individualized long-term intervention, including education and rehabilitation training based on wholesome assessments of an individuals psychological development, behavior, demand, and adaptive social capability. An extensive range of interventions is researched and implemented practically. However, the inherent flaws of these interventions are so far unsolved. In this article, mindfulness is discussed as a new intervention to gain a deeper insight into mindfulnesss effects on the cognitive flexibility of ASD children. Previous articles are reviewed, and though a relationship between mindfulness and cognitive flexibility in ASD is complex and indirect, the conclusion that mindfulness train is beneficial to the cognitive flexibility of ASD children is drawn eventually. Relevant research directions are recommended according to the conclusion.

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32

Geisler, Fay C. M., Myriam N. Bechtoldt, Nils Oberländer, and Maik Schacht-Jablonowsky. "The Benefits of a Mindfulness Exercise in a Performance Situation." Psychological Reports 121, no. 5 (November 9, 2017): 853–76. http://dx.doi.org/10.1177/0033294117740135.

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Background Mindfulness is a state of nonjudgmental attentiveness to moment-to-moment experiences. Interest in implementing mindfulness-based interventions is growing. Objective We investigated the benefit of a short mindfulness exercise for mindfulness novices in a performance situation. Method Participants ( N = 97) engaged in a mindfulness or relaxation exercise and subsequently worked on an achievement test. Results Participants in the mindfulness condition had fewer distracting evaluative thoughts during and experienced less negative affect after the achievement test. Participants also exerted less self-control (vagal withdrawal measured via heart rate variability) during the mindfulness exercise than on the relaxation exercise. In a subsample ( n = 84), selected on the basis of serious involvement in the exercise, mindfulness eliminated the negative association between distracting evaluative thoughts and performance. Furthermore, beneficial effects of mindfulness on distractive thoughts were found for participants low but not high in trait mindfulness. The mindfulness exercise did not influence performance. Conclusion In performance contexts, even brief mindfulness exercises may have beneficial effects for mindfulness novices and people low in trait mindfulness.

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Lichtenstein, Brad. "The Mindfulness Imperative: How the Pedagogical Principles of Mindfulness Provide the Foundation for Biofeedback." Biofeedback 44, no. 3 (September 1, 2016): 121–25. http://dx.doi.org/10.5298/1081-5937-44.3.07.

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Mindfulness is everywhere, from the cover of TIME magazine to segments on every major news network. With such popularity in mainstream culture for mindfulness, it was only a matter of time before psychology embraced the approach by offering a burst of mindfulness-based therapies, such as mindfulness-based stress reduction, mindfulness-based cognitive therapy, and mindfulness-based eating awareness therapy. These approaches claim mindfulness as a central theme, yet debate has grown over the role of mindfulness in psychotherapy and biofeedback, and there is growing concern about secularizing a philosophy originating in Asia over 2,000 years ago. This paper will define mindfulness from both traditional and modern perspectives, review the skills and practice of mindfulness, examine the connection of mindfulness and health, and show how, as a process, mindfulness is incorporated in virtually most forms of psychotherapy as well as biofeedback training.

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YAGÜE,, Laura, Ana I. SÁNCHEZ-RODRÍGUEZ, Israel MAÑAS, Inmaculada GÓMEZ-BECERRA, and Clemente FRANCO. "Reducción de los síntomas de ansiedad y sensibilidad a la ansiedad mediante la aplicación de un programa de meditación mindfulness." Psychology, Society, & Education 8, no. 1 (May 1, 2016): 23. http://dx.doi.org/10.25115/psye.v8i1.545.

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RESUMEN: El objetivo del presente estudio es examinar la eficacia de un programa de entrenamiento en mindfulness para reducir los niveles de ansiedad. La muestra estuvo constituida por 20 participantes aquejados de ansiedad con puntuaciones elevadas en ASI-3 y en la subescala de ansiedad del SCL-90. Se realizó un diseño cuasiexperimental de comparación de grupos con medición pretest-postest, con un grupo experimental y un grupo control con 10 participantes cada grupo. Como instrumentos de evaluación se utilizaron los cuestionarios ASI-3, MAAS y SCL-90. Los análisis estadísticos muestran una reducción en todas las dimensiones del factor Sensibilidad a la ansiedad y también en la subescala de ansiedad del Scl-90 una vez finalizada la intervención, así como una mejora en la capacidad de estar presentes o atención plena medida a través de la escala MAAS. Estos resultados son acordes con otras investigaciones donde se ha comprobado la eficacia de las técnicas de mindfulnessen la mejora de los síntomas de ansiedad.Improvement of the symptoms of anxiety and anxiety sensitivity through the application of a mindfulness meditationABSTRACT: The aim of this study is to examine the effectiveness of a training program mindfulness to reduce anxiety levels. The sample consisted of 20 participants suffering from anxiety and high scores on ASI-3 and subscale of anxiety from SCL-90. A quasi-experimental comparison group design with pretest-posttest measurement with an experimental group and a control group with 10 participants each group was performed. As instruments of assessment questionnaires ASI-3, MAAS, and SCL-90 were used. Statistical analyzes show a reduction in all in dimensions of anxiety sensitivity factor and anxiety subscale of the SCL-90 once the interventions as well as improvement in the ability to be present or mindfulness measured by the MAAS scale. The results are consistent with other research which has show the effectiveness of mindfulness techniques in improving the symptoms of anxiety. Keywords: Meditation; mindfulness; full awareness; anxiety; anxiety sensitivity.

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Prasetya, Rikhan Luhur, Meidiana Dwidiyanti, and Nur Setiawati Dewi. "THE KIND OF MINDFULNESS INTERVENTION FOR ANXIETY IN UNDERGRADUATE NURSING STUDENTS: A LITERATURE REVIEW." Nurse and Health: Jurnal Keperawatan 11, no. 1 (June 25, 2022): 111–23. http://dx.doi.org/10.36720/nhjk.v11i1.352.

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Background: Undergraduate nursing students have experience high levels of anxiety caused by academic, clinical practice and final assignments. This anxiety results in a decrease in students’ intellectual abilities and the risk of experiencing academic failures. Mindfulness is an effective intervention for reducing anxiety. Objectives: This scoping review aims to determine the kind of mindfulness interventions to reduce anxiety in undergraduate nursing students. Design: This study used a scoping review through a review of articles the kind of mindfulness interventions to reduce anxiety in undergraduate nursing students. Data Sources: Search for articles accessed through a database, including: Science Direct, Scopus, Semantic Scholar, ProQuest and SpringerLink with a range of search years 2017 to 2021. The search for articles uses the boolean method of the “OR/AND” operator. The keywords used in the article search were “Mindfulness” AND “Anxiety” AND “Undergraduate”, AND “Nursing” OR “Mindfulness Based Cognitive Therapy” OR “Mindfulness Based Stress Reduction” OR “Mindfulness Based”. Review Methods: This article uses Arksey and O'Melley's model in the analysis. Identification and analysis using Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Scooping Review (PRISMA-SR). Results: The result of this literature review show contains 5 quantitative articles. This article summarizes the kind of mindfulness interventions used to reduce anxiety in nursing students are mindfulness based cognitive therapy, mindfulness meditation, virtual community mindfulness, mindfulness through smartphones, and spiritual mindfulness. Mindfulness intervention provides serenity, focus on the situation with full awareness, acceptance, improvement in physical health, psychological, empathy, and well-being. The mindfulness was carried out 6 times in a series of interventions. The stages of mindfulness interventions vary widely, but the point is to focus attention and acceptance with awareness. Conclusion: The kind of mindfulness interventions used to reduce anxiety in nursing students including: mindfulness based cognitive therapy, mindfulness meditation, virtual community mindfulness, mindfulness spiritual Islam and acceptance, and spiritual mindfulness.

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GÜLDEN, Çiğdem, and İlhan YALÇIN. "Farkındalığın Bir Bileşeni: Dikkat." Psikiyatride Guncel Yaklasimlar - Current Approaches in Psychiatry 16, no. 3 (December 20, 2023): 505–16. http://dx.doi.org/10.18863/pgy.1371368.

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The use of mindfulness-based interventions in many areas is increasing day by day. Having knowledge of the components of mindfulness is also important to know the mechanisms in which mindfulness-based interventions are effective. This study has aimed to examine potential attentional mechanisms of mindfulness. In this context, mindfulness has been defined and attention and attention models have been briefly discussed in the study. Then, the relationship between mindfulness and attention has been examined, and previous research findings examining mindfulness and attention are included. The studies on attention and mindfulness seem to have more inconsistent results when conducted with adults, whereas the studies in adolescents and children seem to have more consistent results revealing that mindfulness-based interventions improve the attentional skills of the youth. Knowing the relationship between mindfulness and attention will aid to maximize the efficacy of mindfulness-based interventions and it will be a crucial step in identifying the people that might benefit from mindfulness-based interventions

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Sawyer, Dane. "Mindfulness Meditation." Sartre Studies International 24, no. 2 (December 1, 2018): 66–83. http://dx.doi.org/10.3167/ssi.2018.240205.

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In this article, I consider the rising interest in mindfulness meditation in the West and submit it to an analysis from a Sartrean phenomenological and ontological perspective. I focus on a common form of Buddhist meditation known as ānāpānasati, which focuses on the breath, in order to draw connections between common obstacles and experiences among meditation practitioners and Sartre’s understanding of consciousness. I argue that first-person reports generally support a Sartrean view of consciousness as spontaneous, free, and intentional, but I also highlight areas where Sartre’s phenomenology and ontology oversimplify the complex relationship between the pre-reflective and reflective modes of consciousness. I contend too that Sartre does not always take seriously enough the distracted, unfocused, and obsessively thought-oriented nature of consciousness.

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Zal, F. "Sexual Mindfulness." Journal of Sexual Medicine 19, no. 8 (August 2022): S19. http://dx.doi.org/10.1016/j.jsxm.2022.05.042.

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Z. Maymin, Philip, and Stella P. Maymin. "Computational Mindfulness." Studies in Social Science Research 2, no. 3 (August 28, 2021): p88. http://dx.doi.org/10.22158/sssr.v2n3p88.

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We take a computational approach to investigating highly abstract concepts including mindfulness, brain waves, and quantum mechanics. Using Langerian non-meditative mindfulness, defined as the active process of noticing new things, we find that when tested on the authors as subjects in two different ways, induced mindfulness is consistently distinguishable from induced mindlessness, and results in a calmer time series of brain waves as measured on an electroencephalogram. Additional results include a statistical Granger causality analysis of scholarly mindfulness research showing that Langerian mindfulness research causes future mindfulness research but not vice versa, and preliminary results from another study showing substantial differences in responses among subjects induced to view their own faces either mindfully or mindlessly.

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Atkinson, Stacey. "Mindfulness therapy." Learning Disability Practice 19, no. 3 (March 29, 2016): 15. http://dx.doi.org/10.7748/ldp.19.3.15.s18.

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Creswell, J. David. "Mindfulness Interventions." Annual Review of Psychology 68, no. 1 (January 3, 2017): 491–516. http://dx.doi.org/10.1146/annurev-psych-042716-051139.

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Milner, Judith R. "Teaching Mindfulness." Journal of Clinical Psychiatry 73, no. 01 (January 15, 2012): 131. http://dx.doi.org/10.4088/jcp.11bk07457.

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Neth, Clarence. "Mindfulness Practice." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 62, no. 1-2 (March 2008): 143–44. http://dx.doi.org/10.1177/154230500806200115.

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Borup, Jørn, and Hans J. Lundager Jensen. "Tema: Mindfulness." Religionsvidenskabeligt Tidsskrift, no. 61 (August 18, 2015): 3. http://dx.doi.org/10.7146/rt.v0i61.21166.

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Perkins, Amanda. "Mindfulness meditation." Nursing Made Incredibly Easy! 18, no. 2 (2020): 14–18. http://dx.doi.org/10.1097/01.nme.0000653224.00489.d7.

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Brazier, David. "Mindfulness reconsidered." European Journal of Psychotherapy & Counselling 15, no. 2 (June 2013): 116–26. http://dx.doi.org/10.1080/13642537.2013.795335.

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Kaplan, Edith. "Mindfulness Matters." Contemporary Psychology: A Journal of Reviews 43, no. 12 (December 1998): 841–42. http://dx.doi.org/10.1037/001878.

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Vercruysse, Trui. "Mindfulness: hype?" Psychologie en Gezondheid 38, no. 4 (December 2010): 202–3. http://dx.doi.org/10.1007/bf03089387.

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Grubbs, James H. "Mindfulness, Embodied." Journal of the American Academy of Child & Adolescent Psychiatry 54, no. 11 (November 2015): 956. http://dx.doi.org/10.1016/j.jaac.2015.08.006.

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Chisholm, R. J. "Mindfulness now." Self & Society 43, no. 1 (January 2, 2015): 30–34. http://dx.doi.org/10.1080/03060497.2015.1018689.

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