Pub Date : 2024-03-27DOI: 10.1007/s12671-024-02332-7
Rony Berger, Ricardo Tarrasch, Maty Lieblich
The burgeoning interest in mindfulness and the way it has been stripped from its Buddhist ontological roots and popularized in the West has recently raised ethical concerns regarding its application in various domains, and more specifically in the educational field. We will address in this article three main ethical concerns regarding implementing mindfulness-based interventions (MBIs) in the educational field. Firstly, how do we help educators and students cultivate personal awareness while at the same time being conscious of the needs of others and promote a pro-social orientation? Secondly, how do we ethically implement MBIs in the current neoliberal social, cultural, and political context? Thirdly, how do we implement MBIs in a culturally sensitive manner respecting the ethics of other ethnic groups and other societies? We will attempt to offer solutions to those issues by exemplifying how MBIs are integrated with compassion-based interventions (e.g., mindful self-compassion (MSC)) and social-emotional learning (understanding and managing emotions, building positive relationships, and making responsible decisions) among educators and students in Jewish and Arab schools in Israel. We will discuss three MBI programs that incorporate strategies addressing social ailments such as stereotyping and prejudicial attitudes and promote pro-social behavior as well as share research findings regarding their efficacy. Additionally, we will outline ways in which these mindfulness-based programs were adapted to suit different populations. Finally, we will conclude by pointing to future means to address these issues.
最近,人们对正念的兴趣日益浓厚,正念也从佛教本体论的根基中剥离出来,并在西方流行开来,这引起了人们对正念在各个领域应用的伦理问题的关注,尤其是在教育领域。本文将讨论在教育领域实施正念干预(MBIs)的三个主要伦理问题。首先,我们如何帮助教育工作者和学生培养个人意识,同时又能意识到他人的需求并促进亲社会取向?其次,在当前新自由主义的社会、文化和政治背景下,我们如何以合乎道德的方式实施 MBI?第三,我们如何以对文化敏感的方式,在尊重其他民族和其他社会伦理的前提下实施监 督履行机制?我们将通过举例说明如何在以色列犹太学校和阿拉伯学校的教育工作者和学生中将 MBI 与基于同情心的干预措施(如正念自怜 (MSC))和社会情感学习(理解和管理情绪、建立积极的人际关系和做出负责任的决定)相结合,尝试为这些问题提供解决方案。我们将讨论三项 MBI 计划,这些计划纳入了解决陈规定型观念和偏见态度等社会问题的策略,促进了亲社会行为,并分享了有关其有效性的研究成果。此外,我们还将概述如何调整这些基于正念的计划,以适应不同的人群。最后,我们将指出未来解决这些问题的方法。
{"title":"Addressing Ethical Concerns in Implementing Mindfulness-Based Interventions in Educational Setting","authors":"Rony Berger, Ricardo Tarrasch, Maty Lieblich","doi":"10.1007/s12671-024-02332-7","DOIUrl":"https://doi.org/10.1007/s12671-024-02332-7","url":null,"abstract":"<p>The burgeoning interest in mindfulness and the way it has been stripped from its Buddhist ontological roots and popularized in the West has recently raised ethical concerns regarding its application in various domains, and more specifically in the educational field. We will address in this article three main ethical concerns regarding implementing mindfulness-based interventions (MBIs) in the educational field. Firstly, how do we help educators and students cultivate personal awareness while at the same time being conscious of the needs of others and promote a pro-social orientation? Secondly, how do we ethically implement MBIs in the current neoliberal social, cultural, and political context? Thirdly, how do we implement MBIs in a culturally sensitive manner respecting the ethics of other ethnic groups and other societies? We will attempt to offer solutions to those issues by exemplifying how MBIs are integrated with compassion-based interventions (e.g., mindful self-compassion (MSC)) and social-emotional learning (understanding and managing emotions, building positive relationships, and making responsible decisions) among educators and students in Jewish and Arab schools in Israel. We will discuss three MBI programs that incorporate strategies addressing social ailments such as stereotyping and prejudicial attitudes and promote pro-social behavior as well as share research findings regarding their efficacy. Additionally, we will outline ways in which these mindfulness-based programs were adapted to suit different populations. Finally, we will conclude by pointing to future means to address these issues.</p>","PeriodicalId":18523,"journal":{"name":"Mindfulness","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140325958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-27DOI: 10.1007/s12671-024-02339-0
Jonah Lustig, LeeAnn Cardaciotto, Simon Moon, Megan Spokas
Objectives
Despite ongoing interest in the study of mindfulness, there remain differences in the way the construct is defined in research, with some questioning whether current definitions are reflective of experienced practitioners’ understandings, including those from Buddhist backgrounds. The present study sought to investigate how experienced mindfulness practitioners define mindfulness and how they evaluate 13 definitions of mindfulness found in research and historical sources.
Method
One hundred thirty-four participants, with an average of 20.3 years of mindfulness practice experience, completed an original online survey. Participants were first asked to provide their own definition of mindfulness in an open-ended format, then to evaluate how consistent 13 established research and historical definitions of mindfulness were with their own understanding. An exploratory mixed-methods data analytic approach was used to identify areas of agreement and disagreement between experienced practitioners’ and researchers’ conceptualizations.
Results
Results revealed common language used to describe mindfulness: Both experienced practitioners and the established definitions included terms such as attention, awareness, and present moment. On average, participants rated most of the definitions from research and historical sources as at least slightly consistent (5 out of 7 on a Likert scale) with their own understanding. Conceptual disagreements by the experienced practitioners were observed related to a possible overemphasis on present-moment focus, whether mindfulness is best conceptualized as a state and/or a trait, and Buddhist concepts which may be missing from researchers’ definitions.
Conclusions
While the present study demonstrated broad general agreement in understandings of mindfulness among experienced practitioners and researchers, future research is needed to account for specific differences in understandings to work toward more comprehensive operational definitions of mindfulness.
{"title":"Conceptualizations of Mindfulness Among Experienced Practitioners","authors":"Jonah Lustig, LeeAnn Cardaciotto, Simon Moon, Megan Spokas","doi":"10.1007/s12671-024-02339-0","DOIUrl":"https://doi.org/10.1007/s12671-024-02339-0","url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Objectives</h3><p>Despite ongoing interest in the study of mindfulness, there remain differences in the way the construct is defined in research, with some questioning whether current definitions are reflective of experienced practitioners’ understandings, including those from Buddhist backgrounds. The present study sought to investigate how experienced mindfulness practitioners define mindfulness and how they evaluate 13 definitions of mindfulness found in research and historical sources.</p><h3 data-test=\"abstract-sub-heading\">Method</h3><p>One hundred thirty-four participants, with an average of 20.3 years of mindfulness practice experience, completed an original online survey. Participants were first asked to provide their own definition of mindfulness in an open-ended format, then to evaluate how consistent 13 established research and historical definitions of mindfulness were with their own understanding. An exploratory mixed-methods data analytic approach was used to identify areas of agreement and disagreement between experienced practitioners’ and researchers’ conceptualizations.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>Results revealed common language used to describe mindfulness: Both experienced practitioners and the established definitions included terms such as <i>attention</i>, <i>awareness</i>, and <i>present moment</i>. On average, participants rated most of the definitions from research and historical sources as at least <i>slightly consistent</i> (5 out of 7 on a Likert scale) with their own understanding. Conceptual disagreements by the experienced practitioners were observed related to a possible overemphasis on present-moment focus, whether mindfulness is best conceptualized as a state and/or a trait, and Buddhist concepts which may be missing from researchers’ definitions.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>While the present study demonstrated broad general agreement in understandings of mindfulness among experienced practitioners and researchers, future research is needed to account for specific differences in understandings to work toward more comprehensive operational definitions of mindfulness.</p>","PeriodicalId":18523,"journal":{"name":"Mindfulness","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140324223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-26DOI: 10.1007/s12671-024-02338-1
Aidan Smyth, Catherine Juneau, Seonwoo Hong, Michael John Ilagan, Bärbel Knäuper
Objectives
Previous research consistently indicates that individuals who experience greater obstruction to valued living report higher levels of psychological distress and are at greater risk of developing mental health problems. Equanimity, which involves a calm and balanced mental attitude towards all experiences, is thought to protect against psychopathology and may be particularly helpful for navigating obstacles to valued living. The present research examined dispositional equanimity as a moderator of the positive relations between values obstruction and symptoms of depression, anxiety, and stress.
Method
Participants completed measures related to equanimity (Even-mindedness subscale of the Two-Factor Equanimity Scale; Equanimity Scale-16), values obstruction (Valuing Questionnaire), and psychological distress (Depression Anxiety Stress Scales). The final sample consisted of 368 American adults (51% women, age range = 18–82 years).
Results
As hypothesized, trait equanimity moderated the positive relations between values obstruction and all three indicators of psychological distress, such that the positive relations were attenuated when individuals reported higher levels of equanimity. Results were consistent across two recently developed measures of equanimity. This research is limited by its cross-sectional design and the use of self-report measures only.
Conclusions
The present research offers preliminary evidence that dispositional equanimity attenuates the psychological distress that is typically associated with values obstruction. Future research can investigate whether cultivating an equanimous disposition through mindfulness exercises helps individuals to respond to obstacles in a manner that reduces adventitious suffering.
{"title":"Facing Obstacles with Equanimity: Trait Equanimity Attenuates the Positive Relations Between Values Obstruction and Symptoms of Depression, Anxiety, and Stress","authors":"Aidan Smyth, Catherine Juneau, Seonwoo Hong, Michael John Ilagan, Bärbel Knäuper","doi":"10.1007/s12671-024-02338-1","DOIUrl":"https://doi.org/10.1007/s12671-024-02338-1","url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Objectives</h3><p>Previous research consistently indicates that individuals who experience greater obstruction to valued living report higher levels of psychological distress and are at greater risk of developing mental health problems. Equanimity, which involves a calm and balanced mental attitude towards all experiences, is thought to protect against psychopathology and may be particularly helpful for navigating obstacles to valued living. The present research examined dispositional equanimity as a moderator of the positive relations between values obstruction and symptoms of depression, anxiety, and stress.</p><h3 data-test=\"abstract-sub-heading\">Method</h3><p>Participants completed measures related to equanimity (Even-mindedness subscale of the Two-Factor Equanimity Scale; Equanimity Scale-16), values obstruction (Valuing Questionnaire), and psychological distress (Depression Anxiety Stress Scales). The final sample consisted of 368 American adults (51% women, age range = 18–82 years).</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>As hypothesized, trait equanimity moderated the positive relations between values obstruction and all three indicators of psychological distress, such that the positive relations were attenuated when individuals reported higher levels of equanimity. Results were consistent across two recently developed measures of equanimity. This research is limited by its cross-sectional design and the use of self-report measures only.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>The present research offers preliminary evidence that dispositional equanimity attenuates the psychological distress that is typically associated with values obstruction. Future research can investigate whether cultivating an equanimous disposition through mindfulness exercises helps individuals to respond to obstacles in a manner that reduces adventitious suffering.</p><h3 data-test=\"abstract-sub-heading\">Preregistration</h3><p>This study is not preregistered.</p>","PeriodicalId":18523,"journal":{"name":"Mindfulness","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140301540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-25DOI: 10.1007/s12671-024-02331-8
Abstract
Objectives
The objective of this study is to assess the effectiveness of a brief online mindfulness intervention in reducing depression, rumination, and trait anxiety among university students.
Method
The sample consisted of 486 participants including 205 (42%) in the experimental group and 281 (58%) in the control group. For a period of 28 days, participants in the experimental group engaged in daily mindfulness meditation during their free time. Additionally, they practised mindfulness meditation once a week during regular class hours. The control group was involved in regular class activities without practising mindfulness. The outcomes were assessed at pre- and post-intervention using well-validated measures of mindfulness, depression, rumination, and trait anxiety. The data were analysed using mixed-model ANCOVA while controlling for baseline mindfulness levels as co-variates.
Results
Our results demonstrated the effectiveness of a brief online mindfulness intervention in reducing depression, rumination, and trait anxiety of university students. Moreover, higher baseline mindfulness levels predicted better effectiveness of the brief online mindfulness intervention at an individual level and were inversely linked to depression, trait anxiety, and rumination.
Conclusions
This study conclusively demonstrated that a brief online mindfulness intervention significantly reduces depression, rumination, and trait anxiety among university students, with reductions observed in specific measures of these conditions, highlighting the role of initial mindfulness levels in moderating outcomes. These findings underscore the effectiveness of brief online mindfulness programs in mitigating mental health issues in a university setting and the importance of baseline psychological states in intervention outcomes.
{"title":"Examining Mental Health Benefits of a Brief Online Mindfulness Intervention: A Randomised Controlled Trial","authors":"","doi":"10.1007/s12671-024-02331-8","DOIUrl":"https://doi.org/10.1007/s12671-024-02331-8","url":null,"abstract":"<h3>Abstract</h3> <span> <h3>Objectives</h3> <p>The objective of this study is to assess the effectiveness of a brief online mindfulness intervention in reducing depression, rumination, and trait anxiety among university students.</p> </span> <span> <h3>Method</h3> <p>The sample consisted of 486 participants including 205 (42%) in the experimental group and 281 (58%) in the control group. For a period of 28 days, participants in the experimental group engaged in daily mindfulness meditation during their free time. Additionally, they practised mindfulness meditation once a week during regular class hours. The control group was involved in regular class activities without practising mindfulness. The outcomes were assessed at pre- and post-intervention using well-validated measures of mindfulness, depression, rumination, and trait anxiety. The data were analysed using mixed-model ANCOVA while controlling for baseline mindfulness levels as co-variates.</p> </span> <span> <h3>Results</h3> <p>Our results demonstrated the effectiveness of a brief online mindfulness intervention in reducing depression, rumination, and trait anxiety of university students. Moreover, higher baseline mindfulness levels predicted better effectiveness of the brief online mindfulness intervention at an individual level and were inversely linked to depression, trait anxiety, and rumination.</p> </span> <span> <h3>Conclusions</h3> <p>This study conclusively demonstrated that a brief online mindfulness intervention significantly reduces depression, rumination, and trait anxiety among university students, with reductions observed in specific measures of these conditions, highlighting the role of initial mindfulness levels in moderating outcomes. These findings underscore the effectiveness of brief online mindfulness programs in mitigating mental health issues in a university setting and the importance of baseline psychological states in intervention outcomes.</p> </span> <span> <h3>Preregistration</h3> <p>This study is not preregistered</p> </span>","PeriodicalId":18523,"journal":{"name":"Mindfulness","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140301542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-25DOI: 10.1007/s12671-024-02326-5
Abstract
Objectives
There is a rapidly growing body of research into mindfulness-based interventions (MBIs) for People Experiencing Psychosis. This study aimed to examine the feasibility of a novel, 6-week 1:1 MBI, as well as the feasibility of the assessment and analysis of between-session practice and metacognitive beliefs as predictors of Quality of Life (QoL) outcomes.
Method
A case series design was used. Eight participants were recruited, with seven completers. The primary outcome, QoL, was assessed up to four times per week, with additional outcomes taken weekly, pre-post, and pre-mid-post. Multilevel modelling was used to examine predictors.
Results
The methods and intervention were feasible. However, most participants preferred shorter, 30-min appointments with one mindfulness practice. Between-session practice varied significantly (0–220 min total), with three participants completing no between-session practice. Pre- to mid-intervention improvement in metacognitive beliefs was lost at post-intervention assessment. Non-significant trends of improvement were noted in most outcomes.
Conclusions
A full-scale trial is recommended to assess the intervention and predictors, with adjustment of intervention length and post-intervention assessment suggested. Future research should also further examine metacognitive processes and factors associated with between-session practice adherence for people experiencing psychosis accessing MBIs.
Preregistration
This study was not preregistered. However, detailed study and intervention protocols were created as part of the ethics application, which was followed throughout the study. These documents are available upon request.
{"title":"Mindfulness-Based Interventions for People Experiencing Psychosis: A Randomized Feasibility Study","authors":"","doi":"10.1007/s12671-024-02326-5","DOIUrl":"https://doi.org/10.1007/s12671-024-02326-5","url":null,"abstract":"<h3>Abstract</h3> <span> <h3>Objectives</h3> <p>There is a rapidly growing body of research into mindfulness-based interventions (MBIs) for People Experiencing Psychosis. This study aimed to examine the feasibility of a novel, 6-week 1:1 MBI, as well as the feasibility of the assessment and analysis of between-session practice and metacognitive beliefs as predictors of Quality of Life (QoL) outcomes.</p> </span> <span> <h3>Method</h3> <p>A case series design was used. Eight participants were recruited, with seven completers. The primary outcome, QoL, was assessed up to four times per week, with additional outcomes taken weekly, pre-post, and pre-mid-post. Multilevel modelling was used to examine predictors.</p> </span> <span> <h3>Results</h3> <p>The methods and intervention were feasible. However, most participants preferred shorter, 30-min appointments with one mindfulness practice. Between-session practice varied significantly (0–220 min total), with three participants completing no between-session practice. Pre- to mid-intervention improvement in metacognitive beliefs was lost at post-intervention assessment. Non-significant trends of improvement were noted in most outcomes.</p> </span> <span> <h3>Conclusions</h3> <p>A full-scale trial is recommended to assess the intervention and predictors, with adjustment of intervention length and post-intervention assessment suggested. Future research should also further examine metacognitive processes and factors associated with between-session practice adherence for people experiencing psychosis accessing MBIs.</p> </span> <span> <h3>Preregistration</h3> <p>This study was not preregistered. However, detailed study and intervention protocols were created as part of the ethics application, which was followed throughout the study. These documents are available upon request.</p> </span>","PeriodicalId":18523,"journal":{"name":"Mindfulness","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140301541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-19DOI: 10.1007/s12671-024-02330-9
Burçak Altay, Nicole Porter
In this paper, we offer a commentary on Oman’s article “Mindfulness for Global Public Health: Critical Analysis and Agenda” from the perspective of external environments, be they natural or built spaces. Utilizing the 14 domains of mindfulness and public health identified by Oman, we examine how spatio-environmental concerns are aligned, or have potential synergies with, these dimensions. We consider spatial and environmental qualities and relationships, for example, the presence of nature or a sense of safety, as supportive for public health and formal mindfulness practice, synthesizing a growing evidence base within environmental psychology and design literature. We highlight particular points of alignment, namely the impact of environments on mental health, stress, and attentional qualities. Potential synergies are evident where these domains seek to increase resilience and the sustainability of our planet, communities, and individuals, and through the increasing emphasis on designing places that offer inclusive access to, and direct involvement in, the creation of belief (spirituality) and culture-specific interventions. Although these domains offer the potential for greater holistic research and practice, more interdisciplinary research is needed to bridge gaps and bring this potential into the mainstream.
{"title":"Designing for Mindfulness and Global Public Health: Where Inner Awareness Meets the External Environment","authors":"Burçak Altay, Nicole Porter","doi":"10.1007/s12671-024-02330-9","DOIUrl":"https://doi.org/10.1007/s12671-024-02330-9","url":null,"abstract":"<p>In this paper, we offer a commentary on Oman’s article “Mindfulness for Global Public Health: Critical Analysis and Agenda” from the perspective of external environments, be they natural or built spaces. Utilizing the 14 domains of mindfulness and public health identified by Oman, we examine how spatio-environmental concerns are aligned, or have potential synergies with, these dimensions. We consider spatial and environmental qualities and relationships, for example, the presence of nature or a sense of safety, as supportive for public health and formal mindfulness practice, synthesizing a growing evidence base within environmental psychology and design literature. We highlight particular points of alignment, namely the impact of environments on mental health, stress, and attentional qualities. Potential synergies are evident where these domains seek to increase resilience and the sustainability of our planet, communities, and individuals, and through the increasing emphasis on designing places that offer inclusive access to, and direct involvement in, the creation of belief (spirituality) and culture-specific interventions. Although these domains offer the potential for greater holistic research and practice, more interdisciplinary research is needed to bridge gaps and bring this potential into the mainstream.</p>","PeriodicalId":18523,"journal":{"name":"Mindfulness","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140169037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-15DOI: 10.1007/s12671-024-02327-4
Chunyuan Xi, Lixin Ren, Jiayi Li
{"title":"Mindful Parenting and Trajectories of Child Social-Emotional Development: A Study on Chinese Migrant Preschoolers","authors":"Chunyuan Xi, Lixin Ren, Jiayi Li","doi":"10.1007/s12671-024-02327-4","DOIUrl":"https://doi.org/10.1007/s12671-024-02327-4","url":null,"abstract":"","PeriodicalId":18523,"journal":{"name":"Mindfulness","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-12DOI: 10.1007/s12671-024-02308-7
Changting Ju, Ning Mo, Wei Zhang, Xu Jiang, Jinfeng Xue
{"title":"The Reliability and Validity of the Chinese Version of the Mindful Self-Care Scale for College Students","authors":"Changting Ju, Ning Mo, Wei Zhang, Xu Jiang, Jinfeng Xue","doi":"10.1007/s12671-024-02308-7","DOIUrl":"https://doi.org/10.1007/s12671-024-02308-7","url":null,"abstract":"","PeriodicalId":18523,"journal":{"name":"Mindfulness","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-11DOI: 10.1007/s12671-023-02286-2
Chioma C. Osilike, Ezenwaji Chisom Ogochukwu, Ann Ebere Okechukwu
Objectives
Workplace stress is a significant mental health concern that affects teachers, with attendant consequences on students’ academic performance, and yet only little empirical research has been conducted on this area in sub-Saharan Africa. The study therefore assessed the efficacy of mindfulness intervention in addressing workplace stress among adult education lecturers in Nigeria.
Methods
Following a mixed-methods approach, pre-post-test and follow-up survey data, snowballing and purposive sampling techniques were used to recruit 365 lecturers for the survey (Phase 1) and 26 lecturers for the controlled experiment (Phase 2). The study variables were measured with psychometrically robust scales: Daily Stressor Scale and Five Facet Mindfulness Questionnaire Short Form (FFMQ-SF).
Results
Overall, 248 (67.9%) male lecturers and 117 (32.1%) female lecturers participated in the study, with ages ranging from 34 to 65 years with an average age of 47.13 (SD = 8.54). We found 56.7% prevalence of workplace stress and mindfulness levels significantly and inversely correlated with workplace stress. Further, introducing or exposing lecturers to modified Mindfulness-Based Stress Reduction (mMBSR) significantly reduced workplace stress, whereas the control group showed no significant reduction in workplace stress.
Conclusion
The conclusion was reached that mMBSR demonstrated its clinical importance and usefulness in mitigating workplace stress prevalent among lecturers. The study findings indicate the importance of enhancing lecturers' awareness for the need of positive coping and adjustment, as well as becoming more emotionaly and socialy adept to their duties.
{"title":"Managing Workplace Stress in Adult Education Lecturers: The Efficacy of Mindfulness-Based Intervention","authors":"Chioma C. Osilike, Ezenwaji Chisom Ogochukwu, Ann Ebere Okechukwu","doi":"10.1007/s12671-023-02286-2","DOIUrl":"https://doi.org/10.1007/s12671-023-02286-2","url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Objectives</h3><p>Workplace stress is a significant mental health concern that affects teachers, with attendant consequences on students’ academic performance, and yet only little empirical research has been conducted on this area in sub-Saharan Africa. The study therefore assessed the efficacy of mindfulness intervention in addressing workplace stress among adult education lecturers in Nigeria.</p><h3 data-test=\"abstract-sub-heading\">Methods</h3><p>Following a mixed-methods approach, pre-post-test and follow-up survey data, snowballing and purposive sampling techniques were used to recruit 365 lecturers for the survey (Phase 1) and 26 lecturers for the controlled experiment (Phase 2). The study variables were measured with psychometrically robust scales: Daily Stressor Scale and Five Facet Mindfulness Questionnaire Short Form (FFMQ-SF).</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>Overall, 248 (67.9%) male lecturers and 117 (32.1%) female lecturers participated in the study, with ages ranging from 34 to 65 years with an average age of 47.13 (<i>SD</i> = 8.54). We found 56.7% prevalence of workplace stress and mindfulness levels significantly and inversely correlated with workplace stress. Further, introducing or exposing lecturers to modified Mindfulness-Based Stress Reduction (mMBSR) significantly reduced workplace stress, whereas the control group showed no significant reduction in workplace stress.</p><h3 data-test=\"abstract-sub-heading\">Conclusion</h3><p>The conclusion was reached that mMBSR demonstrated its clinical importance and usefulness in mitigating workplace stress prevalent among lecturers. The study findings indicate the importance of enhancing lecturers' awareness for the need of positive coping and adjustment, as well as becoming more emotionaly and socialy adept to their duties.</p><h3 data-test=\"abstract-sub-heading\">Preregistration</h3><p>This study is not preregistered.</p>","PeriodicalId":18523,"journal":{"name":"Mindfulness","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140097340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-09DOI: 10.1007/s12671-024-02325-6
Marcus A. Henning, Mataroria Lyndon, Lillian Ng, Frederick Sundram, Yan Chen, Craig S. Webster
In this commentary article, we critically discuss the need for greater understanding of intercultural and interreligious competence when teaching and applying the practice of mindfulness and contemplative meditation. We start by considering the predominant religious and belief systems that exist worldwide, how each system utilises meditation, and how this meditative practice can be linked to the experience of mindfulness. We then consider how mindfulness can be discussed when taught, through the cultivation of intercultural and interreligious competence. To create a clearer direction in the teaching of mindfulness within the context of interreligious competence, we present four propositions or considerations. We have also put forward a model that suggests mindfulness is a means to achieving greater understanding of self and, thus, more than a clinical tool for ameliorating observable malaise. Moreover, we assert that mindfulness and contemplative meditation practices lie on a continuum that provides the opportunity for self-realisation and optimal states of wellbeing. Our aim is to extend previous discussions on intercultural and interreligious competence as this relates to the practice of meditation. In addition, we continue the philosophical and pedagogical debate to enable teachers and students to optimise the full potential of meditation. In doing so, we create an expansive dialogue to enable teachers and students to engage in a richer and more accepting learning landscape.
{"title":"Mindfulness and Religiosity: Four Propositions to Advance a More Integrative Pedagogical Approach","authors":"Marcus A. Henning, Mataroria Lyndon, Lillian Ng, Frederick Sundram, Yan Chen, Craig S. Webster","doi":"10.1007/s12671-024-02325-6","DOIUrl":"https://doi.org/10.1007/s12671-024-02325-6","url":null,"abstract":"<p>In this commentary article, we critically discuss the need for greater understanding of intercultural and interreligious competence when teaching and applying the practice of mindfulness and contemplative meditation. We start by considering the predominant religious and belief systems that exist worldwide, how each system utilises meditation, and how this meditative practice can be linked to the experience of mindfulness. We then consider how mindfulness can be discussed when taught, through the cultivation of intercultural and interreligious competence. To create a clearer direction in the teaching of mindfulness within the context of interreligious competence, we present four propositions or considerations. We have also put forward a model that suggests mindfulness is a means to achieving greater understanding of self and, thus, more than a clinical tool for ameliorating observable malaise. Moreover, we assert that mindfulness and contemplative meditation practices lie on a continuum that provides the opportunity for self-realisation and optimal states of wellbeing. Our aim is to extend previous discussions on intercultural and interreligious competence as this relates to the practice of meditation. In addition, we continue the philosophical and pedagogical debate to enable teachers and students to optimise the full potential of meditation. In doing so, we create an expansive dialogue to enable teachers and students to engage in a richer and more accepting learning landscape.</p>","PeriodicalId":18523,"journal":{"name":"Mindfulness","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140097341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}