Mindfulness最新文献

Objectives

The current study devised a mindfulness intervention program, integrating face-to-face and group training with individualized technology-accessible practices. It aimed at investigating the role of Blended Mindfulness Intervention (BMI), which combines mainstream mindfulness practices with digital tools, in university students’ sustained attention, working memory, academic achievement, and electroencephalogram (EEG) asymmetry.

Method

Sixty junior university students, selected from a pool of 72 candidates, were randomly assigned into two groups. Mindfulness training (MT) was incorporated into class activities of experimental group in a course of eight sessions. The participants of experimental group were also assigned to do some weekly follow-up activities offered via a smartphone-based mindfulness meditation application (Smiling Mind). The homogeneity of the two groups was ascertained prior the study on mindfulness, working memory (determined via Automated Operation Span [AOSPAN] task), and sustained attention. The tripartite mindfulness instruction encompassed these activities: (1) in-class general MT practices, (2) in-class educational-inspired practices, and (3) at-home practices via Smiling Mind.

Results

The results of statistical analysis via independent samples t-tests verified the efficiency of BMI in enhancing university students’ sustained attention, working memory, and academic achievement. The analysis of EEG measurements via a 19-channel device demonstrated reduction in the theta/beta ratio (TBR) values in all brain regions, including frontal, parietal, occipital, and central in posttest. The ratio is a measure often used in EEG studies to assess brain activity.

Conclusions

This study substantiated that promoting state mindfulness in MT programs develops trait mindfulness, which brings about a host of cognitive, emotional, social, and metacognitive benefits. It also demonstrated that supplementing face-to-face and group interventions with individualized and easily accessible and affordable ones seem to cater for all styles and preferences and ultimately augment the efficiency of these programs.

Preregistration

This study is not preregistered.

Abstract

Objectives

The practice of silence is integral to some meditation traditions. Research is lacking on how silence practice affects brain connectivity. We hypothesized that silent, retreat-based meditation practice would reduce the connection between the language network from core cognitive networks such as the dorsal attention network (DAN) and default mode network (DMN).

Method

In a retrospective study, we analyzed resting state functional MRI (rsfMRI) data in 13 long-term Vipassana meditators (LTM) (~ 11,000 average hours of lifetime meditation experience) and healthy controls (n = 34) with no experience in meditation. We also compared our results with a large-scale dataset—Human Connectome Project (n = 169) (HCP). We compared the within and across functional connectivity among the three networks and correlated meditation experience and days spent in silence with the network connectivities.

Results

We found that the meditators have decoupled functional connectivity strengths (F_(2,204) = 10.27, p < 0.01) between the DMN and language network (M = − 0.05, SD = 0.19) as compared to HCP controls (M = 0.14, SD = 0.14). The DAN had a negatively correlated connectivity strength with the language network in meditators (r = − 0.20) as compared to both control groups (r = 0.02) and a strong inverse relation (r = − 0.54) was found between DAN-language connectivity and the number of days spent in silent retreat.

Conclusions

Our study finds a potential role of silence training in changing the connectivities of three cognitive networks, DMN, DAN, and language network, resulting in reduced thoughts during meditation and a deeper experience of meditation.

Preregistration

This study is not preregistered.

Objectives

Self-compassion is a caring way of relating to personal distress that has known soothing physiological effects characterized by feelings of safeness. Individuals low in distress tolerance feel threatened by negative emotions and believe that they are unable to tolerate them. We tested the theory that for this population, experiencing negative emotions with self-compassion, as compared to without self-compassion, would allow individuals to feel safer and more soothed, thereby increasing their distress tolerance, our primary outcome.

Method

We tested this hypothesis in a randomized controlled trial involving Canadian undergraduate students (n = 150) and international community adults (n = 298) with below-average distress tolerance levels. In an online session, participants brought to mind a distressing situation and then completed one of three interventions: writing about their negative emotions (pure exposure); writing about their negative emotions from a compassionate perspective (self-compassionate exposure); writing about a neutral topic (placebo control).

Results

In both samples, self-compassionate exposure yielded higher self-reported post-intervention distress tolerance than pure exposure (d = 0.37–0.55, p < 0.05) but not compared to placebo control (d = 0.10–0.34, p > 0.05). The relative effect of self-compassionate exposure over pure exposure occurred indirectly via greater levels of self-reported soothing affect during the intervention (proportion mediated, 0.53–0.67). Between-condition differences were absent at 1-week follow-up.

Conclusions

Findings suggest that exposure to negative emotions with self-compassion, as compared to without, may be a more effective way to momentarily increase distress tolerance due to its effects on soothing affect.

Preregistration

US Clinical Trials Registry #NCT05284578

Objectives

The present study aimed to test the effectiveness of virtual reality (VR) technology to promote positive attitudes toward mindfulness and to enhance motivation to practice mindfulness.

Method

Participants (n = 409) were randomly assigned to one of four conditions: (1) VR-based meditation, (2) video-based meditation, (3) audio-based meditation, and (4) magazine article reading about meditation as a control group. All three of the meditation conditions featured the same script and audio.

Results

Participants in each of the three mindfulness conditions reported an increase in state mindfulness and positive affect, and a decrease in negative affect. Compared to participants who meditated using video or audio clips, participants who meditated using VR reported mindfulness meditation to be more interesting, fun, enjoyable, and less boring. There were no differences in whether participants were distracted, mind wandering, or were absorbed in the meditation across the groups. Participants' self-reported intention to practice mindfulness meditation in the next month and their actual behavior did not differ across the groups.

Conclusions

VR meditation could be useful in fostering positive mood and attitudes in regard to mindfulness practice compared to other technology-assisted meditations, but these changes are not necessarily accompanied by stronger intention to meditate in the future.

Objectives

Behavioral parent training (BPT) is considered the standard of care for early-onset behavior disorders which disproportionately affect children from low-income households. However, BPT does not work equally well for all families, highlighting the importance of better understanding predictors of treatment progress and outcomes. Parent mindfulness has been discussed as one such construct that may improve treatment response, and researchers have adapted BPT to target mindfulness with mixed results. Past research has not examined parent dispositional mindfulness as a predictor of BPT skill mastery.

Method

This study explored the link between parents’ baseline self-report of mindful attention, an aspect of dispositional mindfulness, and observed parent skill mastery at post-treatment and follow-up in a sample of 101 families with low income during a mastery-based BPT program validated for young children, Helping the Noncompliant Child.

Results

Results of a spline growth model suggest that parents with greater mindful attention achieved higher levels of skill mastery than those with lower mindful attention. However, this varied by aspect of skill mastery and assessment timepoint.

Conclusions

Parent mindful attention was associated with parental use of BPT skills. Findings support continued examination of the potential benefits of mindfulness-adapted BPT and have the potential to inform tailored BPT programs consistent with a precision medicine approach. Clinical implications and future directions are discussed.

Preregistration

This study is not preregistered.

Objectives

Mindfulness therapy improves drinking outcomes arguably by attenuating negative mood–induced drinking, but this mechanism has not been demonstrated in hazardous community drinkers. To address this, three studies tested whether a key ingredient of mindfulness, breath counting, would attenuate the increase in motivation for alcohol produced by experimentally induced negative mood, in hazardous community drinkers.

Method

In three studies, hazardous community drinkers were randomized to receive either a 6-min breath counting training or listen to a recited extract from a popular science book, before all participants received a negative mood induction. Motivation for alcohol was measured before and after listening to either the breath counting training or the control audio files, with a craving questionnaire in two online studies (n = 122 and n = 111), or an alcohol versus food picture choice task in a pub context in one in-person study (n = 62).

Results

In Study 1, breath counting reduced alcohol craving. However, since the mood induction protocol did not increase craving, the effect of breath counting in reversing such increase could not be demonstrated. Online breath counting eliminated the increase in alcohol craving induced by negative mood (Study 2) and eliminated the stress-induced increase in alcohol picture choice in the pub environment (Study 3).

Conclusions

Briefly trained breath counting attenuated negative mood–induced alcohol motivation in hazardous community drinkers. These results suggest that breath counting is a reliable and practical method for reducing the impact of negative emotional triggers on alcohol motivation.

Preregistration

These studies are not preregistered.

Mindfulness is a promising adjunct strategy that clinicians can use with individuals at risk for psychosis to help manage their distressing symptoms and difficulties with daily functioning. This article explores how mental health clinicians can support young people to safely engage with mindfulness practices as part of their overall recovery through the development of specific guidance for the implementation of mindfulness programs within routine clinical care. A collaborative approach was taken to the development of the recommendations through the adoption of participatory research principles across three phases. The first two phases were published elsewhere. In Phase 3, initial recommendations were formulated, in consideration of the findings of Phases 1 (evidence mapping) and 2 (qualitative analysis of the perspectives of practitioners with experience working with young people at risk for psychosis, and youth at risk for psychosis, regarding the use of mindfulness as an adjunct to usual treatment) and existing mindfulness intervention protocols for psychosis. Initial recommendations were fed back to the practitioner group used in Phase 2 in a validation cycle to ensure recommendations matched their views and for final endorsement. Eight key recommendation areas with corresponding clinical practice points were endorsed, highlighting the practical utility of the recommendations. Recommendations included the benefit of youth-relevant mindfulness content and adapting mindfulness to young people’s needs, the importance of trauma-informed principles, the utility of compassion-based practices, and key ways to address barriers to mindfulness uptake for youth at risk for psychosis. It is anticipated that through the implementation of these recommendations, safe and effective implementation of mindfulness interventions within early intervention practice will improve outcomes for young people experiencing attenuated psychotic symptoms and associated morbidity.

Objectives

Two studies were conducted to evaluate the effectiveness of a brief (6-week) mindfulness-based behavioral parenting program offered in community settings to parents of preschool-age children living in low-income or high-adversity contexts.

Method

Study 1 was a quasi-experimental, waitlist control study conducted with 53 parents whose children were enrolled in Head-Start or similar early childhood program. Study 2 evaluated the program when it was delivered synchronously online with 28 parents living in transitional housing or who were unhoused and whose children attended an early learning program. Assessments included parent-reported mindfulness problems, mental health symptoms, parenting and child social competence, and internalizing and externalizing problems. Study 1 also included observational ratings of parenting behaviors.

Results

Study 1 treatment group (n = 27) showed significant improvements or positive trends in mindfulness, parental warmth, scaffolding, acceptance, anxiety symptoms, parent-reported rejection, and child internalizing and externalizing problems when compared to waitlist participants (n = 26). Study 2 participants (n = 28) reported increases in consistent limit setting, child social competence, decreases in internalizing, and a tendency toward reduced parental anxiety symptoms from pretest to post-test, and treatment effects were maintained at follow-up. Parents’ satisfaction with the program was high, and attendance improved when the program was delivered online.

Conclusions

Preliminary results suggest that this brief mindfulness-based behavioral parenting program may improve parental anxiety and parenting behaviors, as well as children’s adjustment. The program is acceptable to parents who participated and feasibly implemented both in person and online in community settings with parents living in low-income contexts.

Preregistration

This study is not preregistered.