The effects of mindfulness training on beginners' skill acquisition in dart throwing: A randomized controlled trial

ObjectivesThe present study was into whether or not mindfulness training, based on the mindfulness-acceptance-commitment approach (MAC), can improve beginners' skill acquisition of dart throwing.DesignRandomised controlled trial.MethodsA total of 43 first-year college students who had not played darts professionally prior to the study were randomly assigned to either an attention control group (n = 21) or a mindfulness training group (n = 22) during an eight-week dart training program. Dart throwing and psychological variables were assessed at pre-intervention, post-intervention, and two-week follow-up.ResultsTwo-way repeated measures ANOVA revealed that the mindfulness group, but not the attention control group had significant improvements in mindfulness, experiential acceptance, and flow at post-intervention and follow-up. Although both groups improved dart throwing performance after the intervention, the improvement of the mindfulness group was statistically higher in comparison to that of the attention control group.ConclusionsIt was concluded that the MAC approach could improve the performance and adaptive sport experience of beginners in dart throwing.     

Anxiety and dimensions of perfectionism in first year college students: The mediating role of mindfulness

IntroductionAnxiety and perfectionism affect academic success of college students. Mindfulness is associated with decrease anxiety and perfectionism among college students.ObjectiveThis study evaluates the mediating role of dispositional mindfulness on the relationship between adaptive and maladaptive dimensions of perfectionism and anxiety in first year college students.MethodThe subjects, 283 first year college students (59.5% girls), completed self-reported measures of anxiety, perfectionism and dispositional mindfulness.ResultsOur results show that maladaptive perfectionism is associated with greater anxiety, and a higher dispositional mindfulness score is associated with less anxiety symptoms. Also, mindfulness mediates the relationship between maladaptive perfectionism and anxiety symptoms, especially in girls. When the shared variance of maladaptive and adaptive perfectionism is statistically controlled, adaptive perfectionism is associated with anxiety symptoms in boys and mindfulness in girls.ConclusionThis study confirms the mediating role of mindfulness on the relation between maladaptive perfectionism and anxiety. Gender differences, limits of the mindfulness measure and future research are discussed.     

A randomised controlled trial of a brief online mindfulness-based intervention

ObjectivesThere is growing evidence that mindfulness has positive consequences for both psychological and physical health in both clinical and non-clinical populations. The potential benefits of mindfulness underpin a range of therapeutic intervention approaches designed to increase mindfulness in both clinical and community contexts. Self-guided mindfulness-based interventions may be a way to increase access to the benefits of mindfulness. This study explored whether a brief, online, mindfulness-based intervention can increase mindfulness and reduce perceived stress and anxiety/depression symptoms within a student population.MethodOne hundred and four students were randomly allocated to either immediately start a two-week, self-guided, online, mindfulness-based intervention or a wait-list control. Measures of mindfulness, perceived stress and anxiety/depression were administered before and after the intervention period.ResultsIntention to treat analysis identified significant group by time interactions for mindfulness skills, perceived stress and anxiety/depression symptoms. Participation in the intervention was associated with significant improvements in all measured domains, where no significant changes on these measures were found for the control group.ConclusionsThis provides evidence in support of the feasibility and effectiveness of shorter self-guided mindfulness-based interventions. The limitations and implications of this study for clinical practice are discussed.     

Teaching Mindfulness for the Self-Care and Well-Being of Counselors-in-Training

ABSTRACT

The demands and expectations placed on counselors-in-training can make them susceptible to stress, burnout, and poor school-life balance. Therefore, counseling students could benefit from learning mindfulness techniques as self-care strategies that promote increased relaxation, coping, and stress prevention. This mixed-methods study examined graduate counseling students’ perceptions of mindfulness training to determine its impact on self-efficacy, mood, stress, and other areas of wellness. Participants reported enhanced relaxation, increased awareness of the need for self-care, better understanding of the connection between mindfulness and overall well-being, and an impact of mindfulness on other areas of their lives.     

Mindfulness,resilience, emotional exhaustion,and turnover intention in secondary physical education teaching

IntroductionResults from the broader psychology literature indicate that mindfulness may be a highly valuable personal resource. However, the construct has enjoyed far less attention in the field of school psychology, specifically within the context of physical education. The stressful nature of physical educators’ work warrants inquiry focused on the interplay between the psychologically supportive constructs of mindfulness and resilience and the psychologically depletive constructs of emotional exhaustion on turnover intention.ObjectiveThis study examined the relationships between secondary physical educators’ trait mindfulness, resilience, emotional exhaustion, and turnover intention.MethodA total of 246 physical educators across the United States completed an online questionnaire measuring trait mindfulness, resilience, emotional exhaustion, and turnover intention. Data were analyzed by confirmatory factor analysis and structural equation modeling.ResultsAfter verifying the factor structure, results of structural equation modeling indicated that trait mindfulness was positively associated with resilience, and negatively associated with emotional exhaustion and turnover intention. Resilience was negatively associated with emotional exhaustion, which in turn was positively associated with turnover intention. Resilience partially mediated the trait mindfulness-emotional exhaustion relationship while emotional exhaustion fully mediated the resilience-turnover intention relationship.ConclusionGiven their ability to impact students’ experiences in physical education through the class culture they create, it is crucial that physical educators feel as though they can manage the emotional demands of their work. This study highlights the importance of trait mindfulness and resilience in efforts of enhancing physical educators’ wellbeing and job-related attitudes.     

PROMOTING THE PSYCHO-SOCIAL WELL-BEING OF INTERNATIONAL STUDENTS THROUGH MINDFULNESS: A FOCUS ON REGULATING DIFFICULT EMOTIONS

ABSTRACT

This qualitative study explores the potential of a mindfulness programme for providing psycho-social support to international students in higher education. The article focuses on analysing the nature of emotional distress among students, how they regulate difficult emotions, and the effects of the mindfulness programme on emotion regulation. For this purpose, in-depth interviews were conducted with students before and after the mindfulness programme, and the weekly mindfulness sessions were observed. The study identified that stress, anxiety, anger, sadness, loneliness and insecurity were among the most difficult emotions experienced by international students. Through mindfulness, students improved in awareness of their emotions, learnt to relate to difficult emotions more constructively, and regulated negative emotions more effectively. Nevertheless, many suggested that they would have welcomed more attention to emotion regulation, as it was identified as a key challenge in their lives. These findings have important implications for the psycho-social well-being and academic achievement of international students.     

Sitting with it: An investigation of the relationship between trait mindfulness and sustained attention

BackgroundSustaining attention for extended periods of time is associated with negative affect and this increase in negative affect is related to poorer task performance. Trait mindfulness has been shown to be associated with better sustained attention performance. This may be because trait mindfulness is associated with better attention ability or better emotion regulation ability.AimsThe present research aims to replicate previous findings and better understand why trait mindfulness is associated with better sustained attention performance.MethodParticipants responded to self-report questionnaires assessing their trait mindfulness, attentional control, and experiential avoidance. Next, participants performed a sustained attention task, during which they also reported their subjective feelings of discomfort and boredom. Finally, participants reported their retrospective discomfort and boredom after the task.ResultsWe replicated and extended previous findings by showing that the relationship between trait mindfulness and sustained attention performance was mediated by negative affect experienced during the task. Moreover, the correlation between trait mindfulness and sustained attention disappeared when controlling for experiential avoidance, but remined when controlling for attention control.ConclusionOur results suggest that trait mindfulness is associated with sustained attention because of enhanced emotion regulation and that enhancing affective regulation would be an effective strategy for improving sustained attention performance.     

Comparative Effects and Social Validation of Support Strategies to Promote Mindfulness Practices Among High School Students

Abstract

We compared the effects of support strategies for promoting formal mindfulness practices of 9th grade high school students who participated in a 10-week school-based mindfulness education program. The students also completed social validity ratings of the support strategies they selected and the formal mindfulness practices they learned. All of the support strategies were associated with increased average minutes of formal mindfulness practices. Students who did not select an extra support strategy also had increased minutes of formal mindfulness practices but of less magnitude in contrast to the two most effective strategies. The social validity ratings of the support strategies ranged from equivocal to good approval, and the students gave positive ratings to the majority of formal mindfulness practices. We discuss the implications of these findings for designing mindfulness education programs, implementing practice-promoting support strategies, and conducting mindfulness research with school children and youth.     

Mindfulness training for loneliness among Chinese college students: A pilot randomized controlled trial

Loneliness has been found to predict a wide range of physical and mental health problems. It is suggested that China's One‐Child Policy places young Chinese people at a particularly high risk for loneliness. Although loneliness is most prevalent in late adolescence and early adulthood, interventions have primarily targeted children or older adults with limited success. The current study examines a pilot randomized controlled trial of a mindfulness training program among Chinese college students. Participants with elevated loneliness (N = 50, ages 17–25) were randomized into either an 8‐week mindfulness training or a control group. Self‐reported measures of loneliness and mindfulness were administered at baseline and posttest. The training group also completed a program evaluation form and a 3‐month follow‐up assessment. Results provided preliminary evidence indicating that the intervention was feasible and effective at reducing loneliness among Chinese college students. Limitations and future directions were discussed.     

A controlled trial of mindfulness training in schools: The importance of practice for an impact on well-being

We report the results of a short programme of mindfulness training administered to adolescent boys in a classroom setting. Intervention and control groups (N = 155) were compared on measures of mindfulness, resilience and psychological well-being. Although the overall differences between the two groups failed to reach significance, we found that within the mindfulness group, there was a significant positive association between the amount of individual practice outside the classroom and improvement in psychological well-being and mindfulness. We also found that the improvement in well-being was related to personality variables (agreeableness and emotional stability). Most students reported enjoying and benefiting from the mindfulness training, and 74% said they would like to continue with it in the future. The results of this preliminary study are encouraging. Further work is needed to refine the training programme and undertake a definitive randomised controlled trial, using both subjective and objective outcome measures, with long-term follow-up.     

Yin yoga and mindfulness: a five week randomized controlled study evaluating the effects of the YOMI program on stress and worry

Background and objectives: The YOMI program is a psychoeducational training and physical practice-based program that bridges knowledge from evidence-based psychotherapy with the practice of mindfulness and yin yoga. It consists of 10 content-specific sessions and does not include home assignments. The primary purpose of this randomized controlled trial is to evaluate the effects of the five-week YOMI program on perceived stress, worry and mindfulness in a non-clinical sample.

Design and method: In this randomized controlled trial participants were assigned to two groups. Group 1 participated in the five-week intervention twice a week while Group 2 was assigned to a waiting-list condition and participated in the intervention after Group 1. All measures were administered through self-report questionnaires, conducted via a web-based program.

Results and conclusions: The results of the study indicated significant effects of the YOMI program on decreasing stress and worry, and increasing mindfulness. Notably these changes were still present at five-week follow up. Consistent with the hypotheses, results suggested that the YOMI program established a group setting where individuals learned to use tools and methods to facilitate better self-directed practice. The study shows moderate to large effect sizes.     

The role of state mindfulness during yoga in predicting self-objectification and reasons for exercise

ObjectivesObjectification theory is a useful framework for understanding how individuals internalize the sexual objectification of male and female bodies. This internalization, called self-objectification, can result in negative psychological and behavioral outcomes (e.g., body shame, disordered eating). Exercise that uses mindfulness to draw attention to the body's function and sensations rather than appearance may be one way to minimize self-objectification and improve associated outcomes. Therefore, the objective of this study was to explore how state mindfulness during exercise may associate with change in self-objectification, body image variables, and reasons for exercise.DesignThis study prospectively followed participants (N = 148, 80% female) from six yoga classes that met 2–3 times a week across an 8-week period.MethodRepeated measures MANOVAs were used to examine change over time in state mindfulness, self-objectification, physical self-concept, and reasons for exercise. Regression analysis was used to examine how state mindfulness predicted change in outcome variables.ResultsMANOVAs revealed significant decreases in self-objectification and increases in physical self-concept, health/fitness-related reasons for exercise, and state mindfulness. Further, results indicated that mindfulness during exercise was linked with decreases in self-objectification and increases in more internal reasons for exercise over time.ConclusionsState mindfulness plays a role in predicting change in self-objectification and reasons for exercise during yoga practice.     

正念训练提升3~4岁幼儿注意力和执行功能

正念训练是指个体将注意力集中于当下体验的一种心理干预方法。先前研究表明正念训练可以促进其注意力、执行功能、情绪调节等的发展, 而正念训练对幼儿心理发展的作用机制并不清楚。因此, 为了考察正念训练对3~4岁幼儿注意力和执行功能的影响。采用前后测设计, 对正念组进行每周2次, 每次20~30分钟, 共12次的正念训练; 对照组不进行任何训练。结果发现：(1) 在注意力方面, 正念组与对照组前测差异不显著, 训练后正念组幼儿持续性注意力得分显著高于对照组。(2) 在执行功能方面, 正念组和实验组在抑制控制、认知灵活性以及工作记忆上前测得分差异不显著, 训练后正念组幼儿抑制控制和认知灵活性得分显著优于对照组, 而两组幼儿工作记忆差异不显著。研究表明, 正念训练促进了3~4岁幼儿注意力和执行功能的发展, 且在执行功能方面主要表现为对抑制控制和认知灵活性的提升。     

A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children

The current study is a pilot trial to examine the effects of a nonelective, classroom-based, teacher-implemented, mindfulness meditation intervention on standard clinical measures of mental health and affect in middle school children. A total of 101 healthy sixth-grade students (55 boys, 46 girls) were randomized to either an Asian history course with daily mindfulness meditation practice (intervention group) or an African history course with a matched experiential activity (active control group). Self-reported measures included the Youth Self Report (YSR), a modified Spielberger State-Trait Anxiety Inventory, and the Cognitive and Affective Mindfulness Measure –Revised. Both groups decreased significantly on clinical syndrome subscales and affect but did not differ in the extent of their improvements. Meditators were significantly less likely to develop suicidal ideation or thoughts of self-harm than controls. These results suggest that mindfulness training may yield both unique and non-specific benefits that are shared by other novel activities.     

Psychological skills and mindfulness training effects on the psychological wellbeing of undergraduate music students: An exploratory study

This study explored the efficacy of psychological skills and mindfulness training intervention on the psychological wellbeing of undergraduate music students. Participants were undergraduate music students (n = 36) from the Department of Music at a South African university, 21 of whom were elected to take the psychological skills and mindfulness training intervention. Data on their self-reported psychological wellbeing, psychological skills, mindfulness and performance anxiety levels were collected pre-and post-intervention. The analysis applied non-parametric procedures to determine changes in students’ psychological wellbeing after the seven-week intervention programme. Findings suggest improvements in psychological wellbeing, psychological skills, mindfulness and performance anxiety with training. Psychological skills and mindfulness training may have benefits to the psychological wellbeing of music students.     

The mindful eye: Smooth pursuit and saccadic eye movements in meditators and non-meditators

BackgroundThis study examined the effects of cultivated (i.e. developed through training) and dispositional (trait) mindfulness on smooth pursuit (SPEM) and antisaccade (AS) tasks known to engage the fronto-parietal network implicated in attentional and motion detection processes, and the fronto-striatal network implicated in cognitive control, respectively.MethodsSixty healthy men (19–59 years), of whom 30 were experienced mindfulness practitioners and 30 meditation-naïve, underwent infrared oculographic assessment of SPEM and AS performance. Trait mindfulness was assessed using the self-report Five Facet Mindfulness Questionnaire (FFMQ).ResultsMeditators, relative to meditation-naïve individuals, made significantly fewer catch-up and anticipatory saccades during the SPEM task, and had significantly lower intra-individual variability in gain and spatial error during the AS task. No SPEM or AS measure correlated significantly with FFMQ scores in meditation-naïve individuals.ConclusionsCultivated, but not dispositional, mindfulness is associated with improved attention and sensorimotor control as indexed by SPEM and AS tasks.     

Teaching mindfulness to psychotherapists in clinical practice: The Mindful Therapy Programme

Introduction: Initially proposed as a treatment modality for psychological disorders, mindfulness is now being promoted as a means of enhancing both therapist self care and therapeutic efficacy. The degree to which mindfulness can be learned by therapists to manage their own and clients' processes in therapy is as yet unknown. This study examines training outcomes of a standardised introductory mindfulness programme for mental health professionals. Methods: Forty-seven mental health professionals completed an eight-week mindful therapy (MT) training programme and associated measures. Results: Compared with baseline scores, participants demonstrated knowledge acquisition on all measures, including increased mindfulness in clinical work, increased capacity to intentionally invoke mindful states of consciousness, and higher participant ratings of well-being over the course of training sessions. Discussion: This research provides preliminary evidence that a brief, standardised mindfulness training programme can achieve acceptable knowledge and skills outcomes for therapists that can aid their therapeutic practice. Of note, increased ‘therapeutic mindfulness’ in this study resulted from changed mindfulness ‘attitudes’ (i.e. a more accepting and equanimous orientation within therapeutic work) as opposed to a clear demonstration of increased attention-regulation skills. The implications of these and other results for programme development and wider research are discussed.     

The Effectiveness of Mindfulness Training on Behavioral Problems and Attentional Functioning in Adolescents with ADHD

The effectiveness of an 8-week mindfulness training for adolescents aged 11–15?years with ADHD and parallel Mindful Parenting training for their parents was evaluated, using questionnaires as well as computerized attention tests. Adolescents (N?=?10), their parents (N?=?19) and tutors (N?=?7) completed measurements before, immediately after, 8?weeks after and 16?weeks after training. Adolescents reported on their attention and behavioral problems and mindful awareness, and were administered two computerized sustained attention tasks. Parents as well as tutors reported on adolescents’ attention and behavioral problems and executive functioning. Parents further reported on their own parenting, parenting stress and mindful awareness. Both the mindfulness training for the adolescents and their parents was delivered in group format. First, after mindfulness training, adolescents’ attention and behavior problems reduced, while their executive functioning improved, as indicated by self-report measures as well as by father and teacher report. Second, improvements in adolescent’ actual performance on attention tests were found after mindfulness training. Moreover, fathers, but not mothers, reported reduced parenting stress. Mothers reported reduced overreactive parenting, whereas fathers reported an increase. No effect on mindful awareness of adolescents or parents was found. Effects of mindfulness training became stronger at 8-week follow-up, but waned at 16-week follow-up. Our study adds to the emerging body of evidence indicating that mindfulness training for adolescents with ADHD (and their parents) is an effective approach, but maintenance strategies need to be developed in order for this approach to be effective in the longer term.     

Facets of mindfulness mediate behavioral inhibition systems and emotion dysregulation

Behavioral motivation is regulated through the behavioral inhibition system (BIS) and the behavioral approach system (BAS), which underlie responses to emotional stimuli and are thought to influence emotion dysregulation. Research shows that mindfulness may increase the efficacy of emotion regulation among those with psychological symptoms, but the relationships between behavioral motivation and mindfulness have been only minimally explored. This study examines relationships between behavioral motivation systems and emotion dysregulation as mediated by mindfulness facets. Mediation was tested in a sample of 246 college students (M_age = 19.28, 61.8% female, 81.3% Caucasian) using a multiple mediator bootstrapping method. Results revealed an indirect relationship between BIS sensitivity and increased emotion dysregulation through underutilization of three distinct mindfulness skills: act with awareness, non-judging, and non-reactivity. Mindfulness facets did not mediate relationships between BAS sensitivity and emotion dysregulation, though BAS Reward Responsiveness directly predicted increased emotion dysregulation while BAS Drive was marginally associated with decreased emotion dysregulation. Findings delineate specific relationships between BIS/BAS, mindfulness skills, and emotion dysregulation while suggesting mindfulness training may be useful for BIS sensitive individuals.     

Cognitive effects of MBSR/MBCT: A systematic review of neuropsychological outcomes

Mindfulness is theorised to improve attention regulation and other cognitive processes. This systematic review examines whether 8-week standardised and manualised mindfulness training programs such as Mindfulness Based Cognitive Therapy (MBCT) and Mindfulness Based Stress Reduction (MBSR) enhances attention, memory and executive function abilities measured by objective neuropsychological tests. Seven databases were searched resulting in 18 studies meeting inclusion criteria for review. Overall studies did not support attention or executive function improvements. We found preliminary evidence for improvements in working memory and autobiographical memory as well as cognitive flexibility and meta-awareness. Short-term mindfulness meditation training did not enhance theorised attentional pathways. Results call into question the theoretical underpinnings of mindfulness, further highlighting the need for a comprehensive theoretical framework.