Mindfulness & compassion最新文献

A comparison is made between the performance of meditators and controls in a letter-number task-switching test. Data were recorded over a five-day period using a previously developed ecological momentary assessment paradigm. Participants consisted of naïve, novice, and experienced meditators, who completed a task-switching reaction time (RT) task before and after 20-min breath-counting sessions. There was a decrease in reaction time over testing days, p < .007, as well as a separate decrease in reaction time pre- to post-meditation, p < .001. RTs decreased each day, as expected, and post-meditation/breath-counting RTs were consistently faster than pre-meditation/breath-counting RTs. These results suggest a meditation effect separate from a learning effect.

Fibromyalgia (FMS) is a prevalent, disabling syndrome characterized by chronic widespread musculoskeletal pain and symptoms such as sleep disturbance, fatigue, stiffness, distress, cognitive impairments and a high comorbidity with anxiety and depressive disorders. Although no curative treatment has yet been found, various therapeutic approaches have been developed in the fields of pharmacology and psychology. The present paper aims to offer a narrative review and a description for clinicians and researchers of psychological therapies that have been applied in a format group in FMS with strong or promising empirical support: i.e., Cognitive Behavioral Therapy (CBT), Acceptance and Commitment Therapy (ACT), Mindfulness-Based Stress Reduction (MBSR), Psychoeducational program for FMS (FibroQoL), Amygdala Retraining Therapy (ART), and Attachment-Based Compassion Therapy (ABCT). This review will offer a brief practical summary of each therapy protocol (session-by-session), their rationale and available evidence of their effectiveness.

Polyvagal theory provides a neurophysiological explanation of how body and brain are interrelated with the social context where both take place. Its implementation in the area of mindfulness and compassion could contribute to optimize the efficacy of these interventions, integrate the results shown by efficacy studies and guide the future research. Our purpose with this article is to offer an integrative framework which could explain the neurophysiological bases that underlies mindfulness and compassion practice. After presenting the polyvagal theory basics, their possible contribution to the scope of mindfulness and compassion are explored. Practical recommendations are offered for the mindfulness teacher by reviewing constructs such as attachment, embodiment, or therapeutic presence. Finally, the importance of taking into account the physiological state for the practice of compassion is outlined, and suggestions for future research are proposed.

Mindfulness based stress reduction has been proven effective in education on several metrics of analysis, but no quantitative research has been conducted within citizenship education. Analysis was conducted across four databases, examining the field work available within citizenship education and mindfulness based stress reduction. A comprehensive and systematic review of the research base was conducted to identify the existing empirical evidence of mindfulness based stress education's impact on citizenship education (American Psychological Association Survey Shows Teen Stress Rivals That of Adults, 2014).

In order to appreciate mindfulness, it is necessary to focus on the concepts of non-judgement and acceptance as these attributes underpins the practice. Non-judgement is a label celebrated within a variety of helping professions and as a value at the core of much practice. In the context of mindfulness based interventions, accepting thoughts non-judgementally is an essential skill. However, the author argues against the ability of individuals to be non-judgemental given the profundity of its meaning and without other skills in place (without the practice of equanimity). The author puts forward a conceptual model of judgement and ‘naturally occurring ignorance’ in order to explore the potential barriers to practice. The author hypothesises that equanimity is the key mediating factor in being non-judgmental and therefore having the ability to generate compassion. A conceptual ‘cycle of judgement’ was created and discussed. Further, a theoretical model of ‘naturally occurring ignorance’ was created in order to confirm the barriers to equanimity, with the motivation of cultivating compassion.

Compassionate patient relationships can be deeply rewarding, but continuous exposure to emotionally charged situations can also tax clinicians’ emotional resources and lead to exhaustion and burnout. A better understanding of factors that relate to clinicians’ ability to manage the emotional demands of the profession is needed. Hence, this study examined the relationships between emotional intelligence, empathy, and job-related compassion and burnout in 92 direct-care registered nurses in the United States. Results showed that whereas higher levels of emotional intelligence, empathy for others’ positive emotions, and empathy for others’ negative emotions were associated with greater compassion satisfaction, only higher levels of emotional intelligence and empathy for positive emotions were associated with reduced fatigue and burnout. The results have implications for clinicians as they provide foundational information to help determine appropriate strategies, supports, and solutions to reduce compassion fatigue and burnout while increasing compassion satisfaction.

Recently, several studies have suggested that mindfulness-based training programs are beneficial for well-being and emotional regulation. In this article an assessment is presented on the effects of a Mindfulness-Based Stress Reduction Training Program on the extent of mindfulness, psychological well-being, empathy levels, emotional regulation and neuropsychological functions. Results showed that the trained group significantly increased their observation and non-judgment of inner experience variables. The trained group also improved in subjective psychological wellness, and emotional regulation, but not in attentional performance. The relationships between the results obtained are discussed, and a new method is proposed for assessing the capacity for emotional regulation. Further studies are necessary using larger samples.

Clinical depression is a mental disorder that often results in emotion dysregulation. This affective instability is one of the central issues of depression and is observed through a significant number of symptoms and behaviours, including suicide. Emotion dysregulation is a trans-diagnostic dimension that requires psychological intervention to provide skills that help the depressed individual to regulate their negative emotional responses. Currently, there is growing scientific evidence in the literature indicating that positive emotions can buffer against the negative effects of emotion dysregulation in clinical depression through the practice of mindfulness. Mindfulness based cognitive therapy is an intervention for people who are at risk of experiencing depressive relapses. This model of intervention helps participants to develop awareness of their experience in the present time, a reduction of self-judgement, and an increase of acceptance and self-compassion, as well as the self-regulation of their care. The purpose of this article is to review the conceptual model of emotion regulation of depression, based on the practice of mindfulness. The current review explores the role of mindfulness in the emotion regulation of clinical depression, based on the scientific literature available. Based on our research experience and the reports of several other laboratories, we examined the modes of actions and how the practice of mindfulness and positive emotions contribute to the ability for depressed individuals to recover from negative emotions.

There have been multiple definitions proposed for the concepts of mindfulness and compassion over the years. Mindfulness is primarily defined as a state of full awareness and acceptance of the present time, intentional and non-judgmental in thoughts, feelings and/or feelings. Compassion could be defined as the feeling that is generated by the suffering of others (self-suffering, in the case of self-compassion), that motivates the desire to help reduce that suffering. Both are complex psychological constructs involving cognitive, affective, and behavioural characteristics. This review presents the proposed definitions for both concepts throughout history.

Training in creative skills should be one of the main objectives in university education, as it promotes adaptation and effective coping strategies so that students are able to meet social, academic, and work demands. The present study analyses the effects of a mindfulness and self-compassion-based intervention on verbal and figurative creativity in a group of first-year university students. The sample consisted of 23 Teaching Degree students. The experimental group (n = 14) participated in a four-week mindfulness and self-compassion-based intervention. There was no intervention for the control group (n = 9). The results show a significant improvement in the experimental group in levels of mindfulness, self-compassion, and verbal and figurative creativity, especially on verbal fluency and originality and figurative fluency and elaboration. Finally, the implications of these findings are examined in relation to the effects of mindfulness and self-compassion training on the creative development and on the coping strategies to overcome university challenges.