The Second Class

2019 ◽  
pp. 85-98
Author(s):  
Holly Rogers ◽  
Margaret Maytan
Keyword(s):  
Present Moment ◽  
Meditation Practice ◽  
Questions And Answers ◽  
Basic Series ◽  
Walking Meditation

Chapter 7 describes and provides scripts for teaching the second class in the Koru Basic series. The class begins with an opening meditation, then moves into “check-in.” During check-in, the students discuss their experience doing their mindfulness “homework” over the preceding week and ask questions. The mindfulness-based skill taught during the second class is walking meditation. The closing guided meditation teaches students to use a gatha, a meditation poem that is used to help anchor their awareness in the present moment. The chapter ends with closing comments for the class and frequently asked questions for the second class. Questions and answers in this chapter address goals of meditation, working with restlessness, working with thoughts, and strategies for staying consistent with meditation practice.

Group therapy based on mindfulness in a mental health center

2016 ◽  
Vol 33 (S1) ◽  
pp. S642-S642
Author(s):  
A. Uría de los Ojos ◽  
J. Ballesteros López ◽  
P. Rico García ◽  
A.B. González Palacios ◽  
C. Domínguez García
Keyword(s):  
Mental Health ◽  
Group Therapy ◽  
Health Center ◽  
Mental Health Center ◽  
Present Moment ◽  
Meditation Practice ◽  
Final Session ◽  
Before And After ◽  
Competing Interest

IntroductionMindfulness is defined as the ability of paying attention to the present moment with intentionality, moment to moment without making judgments of value.ObjectivesTo describe the effectiveness of group therapy performed in our mental health center according to the results in the SOFI scale of patients. This scale is designed to assess different qualities, which evolve through training in meditation practice based on mindfulness.MethodsGroup therapy consisted of 12 weekly sessions of an hour and a half. A total of 11 patients, 7 of which having completed therapy. The questionnaires were answered in the first and final session of therapy.ResultsThe questionnaire items were divided before and after treatment, into four categories with the following results: positive (friendly, happy, acceptance, compassion) to himself: 1.86 (0.54)/2.75 (0.78) and to others 3.57 (0.86)/3.89 (0.54); negative (hate, angry, cruel, bad) to himself: 2.92 (0.54)/2 (0.23); and to others: 2.28 (0.41)/1.96 (0.36)ConclusionsIn keeping with similar studies, the scale shows effectiveness of therapy in all sets of items, highlighting the variation of the aspects related to himself.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Session 5: Reacting Versus Responding

Wisdom Mind ◽  
2021 ◽  
pp. 99-114
Author(s):  
Colette M. Smart
Keyword(s):  
Emotional Reactivity ◽  
Emotional Reaction ◽  
Present Moment ◽  
Home Practice ◽  
Open Monitoring ◽  
Negative Emotional Reaction ◽  
Walking Meditation

In this session, a distinction is made between mindfulness (coming to the present moment) and awareness (what we find when we come to this moment). After a discussion of the prior week’s practices, participants are then introduced to Open Monitoring as a way to cultivate awareness and make space for our emotional reactivity. In this context, a discussion is raised about “falling down a hole”—when we have a sustained negative emotional reaction, for example, in response to a cognitive slip-up. Participants are assigned the practice “Emotional Weather” as a way to actively work with emotions. Walking meditation (“Aimless Wandering”) is also provided for home practice.

Session 5: Reacting Versus Responding

Wisdom Mind ◽  
2021 ◽  
pp. 47-52
Author(s):  
Colette M. Smart
Keyword(s):  
Emotional Reactivity ◽  
Emotional Reaction ◽  
Present Moment ◽  
Home Practice ◽  
Open Monitoring ◽  
Negative Emotional Reaction ◽  
Walking Meditation

In this session, a distinction is made between mindfulness (coming to the present moment) and awareness (what we find when we come to this moment). After a discussion of the prior week’s practices, you will then be introduced to a new practice, “Open Monitoring,” as a way to cultivate awareness and make space for our emotional reactivity. In this context, we will talk about the idea of “falling down a hole”—when we have a sustained negative emotional reaction, for example, in response to a cognitive slip-up. For homework, you will be assigned the practice “Emotional Weather” as a way to actively work with emotions. Walking meditation (“Aimless Wandering”) is provided as a third home practice.

scholarly journals Meditation Experience and Mindfulness Are Associated with Reduced Self-Reported Mind-Wandering in Meditators—A German Version of the Daydreaming Frequency Scale

Psych ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 193-206 ◽  
Author(s):  
Damisela Linares Gutiérrez ◽  
Eric Pfeifer ◽  
Stefan Schmidt ◽  
Marc Wittmann
Keyword(s):  
Daily Life ◽  
Sensory Information ◽  
Mind Wandering ◽  
Present Moment ◽  
Meditation Practice ◽  
German Version ◽  
Frequency Scale ◽  
Correlational Design ◽  
Meditation Experience ◽  
The Relationship

Mind-wandering or daydreaming can be described as spontaneous thoughts that are independent of the task at hand and the current sensory information. Mindfulness, defined as the ability to focus on the present moment with an accepting attitude towards the present experience, is considered to be the opposite of mind-wandering. We aimed at assessing how long-term meditation practice influences mind-wandering in everyday life and to which extent mind-wandering and self-reported aspects of mindfulness are conceptually linked. We first investigated the factorial structure of a German version of the Daydreaming Frequency Scale (DDFS) in a student population. Then we applied this version in meditators to a) investigate the relationship between meditation experience and reported levels of mind-wandering in daily life and b) explore how different facets of mindfulness, assessed with the Freiburg Mindfulness Inventory (FMI), relate to mind-wandering. Using a correlational design, we show that, among meditators, more meditation practice in years accounts for less self-reported mind-wandering in daily life. There was a negative association between mindfulness (FMI) and mind-wandering (DDFS). Our results provide evidence for clarifying the relationship between, meditation experience, mindfulness and mind-wandering and further validate the use of the FMI as a sensitive tool for assessing a two-factor structure of mindfulness.

scholarly journals How and Why Crowd Reviewing Works

Synlett ◽  
2020 ◽  
Author(s):  
Manuel van Gemmeren ◽  
Benjamin List
Keyword(s):  
Peer Review ◽  
Present Moment ◽  
Pilot Phase ◽  
Questions And Answers ◽  
History Of ◽  
Initial Idea

AbstractIn this Account, the development of Select Crowd Reviewing from the initial idea through a pilot phase to the present moment, when it is now used as the default method for the evaluation of manuscripts at Synlett and SynOpen is detailed. We describe the workflow through which a manuscript is evaluated when Select Crowd Reviewing is applied. A series of questions and answers is used to address typical concerns and the advantages Select Crowd Reviewing offers when compared to traditional peer review.1 Introduction: The History of Select Crowd Reviewing2 The Select Crowd Reviewing Workflow3 Questions We Have Received Regarding Select Crowd Reviewing4 Conclusion

Session 3: Noticing Slips and Falls

Wisdom Mind ◽  
2021 ◽  
pp. 55-80
Author(s):  
Colette M. Smart
Keyword(s):  
Life Experiences ◽  
Emotional Reactions ◽  
Daily Activities ◽  
Mindfulness Practice ◽  
Focused Attention ◽  
Present Moment ◽  
Meditation Practice ◽  
Pleasant Events

The main focus of the current session is to help participants see the connection between their cognitive slip-ups (which they were asked to track in the prior week’s homework) and the emotional reactions they have to those slip-ups (i.e., “falls,” as in “slips and falls”). Homework is reviewed to provide material for this discussion. This segues into providing psychoeducation on the hierarchy of attention, and Focused Attention mindfulness is again reinforced as a way to decrease slip-ups. Participants are introduced to the first of two Mindful Yoga series as another way to experience present-moment awareness, and as a complement to sitting meditation practice. Tracking pleasant events is also assigned for homework as a way to make the bridge between mindfulness practice and daily activities and life experiences.

Session 3: Noticing Slips and Falls

Wisdom Mind ◽  
2021 ◽  
pp. 19-36
Author(s):  
Colette M. Smart
Keyword(s):  
Life Experiences ◽  
Emotional Reactions ◽  
Daily Activities ◽  
Mindfulness Practice ◽  
Focused Attention ◽  
Present Moment ◽  
Meditation Practice ◽  
Pleasant Events

The main focus of the current session is to introduce you to the connection between your cognitive slip-ups (which you were asked to track in the prior week’s homework) and the emotional reactions you have to those slip-ups (i.e., “falls”, as in “slips and falls”). You will have a chance to discuss your experience with the homework and what you learned about the kinds of slip-ups you experience and how that is related to your mood. Building on this, you will learn about the hierarchy of attention, and how Focused Attention mindfulness can help you decrease slip-ups. You will also be introduced to the first of two Mindful Yoga series as another way to experience present-moment awareness, and as a complement to sitting meditation practice. Tracking pleasant events is also assigned for homework as a way to make the bridge between mindfulness practice and daily activities and life experiences.

The Third Class

2019 ◽  
pp. 99-114
Author(s):  
Holly Rogers ◽  
Margaret Maytan
Keyword(s):  
Guided Imagery ◽  
Meditation Practice ◽  
The Third ◽  
Questions And Answers ◽  
Mind Body Medicine ◽  
Mindfulness Skill

The third class follows the same structure as the previous classes. In this chapter, as with the others, there is a script for the opening short meditation. This is followed by typical student comments from check-in. The mindfulness skill taught in this class is guided imagery. The skill is introduced, and then there is a script developed by the Center for Mind–Body Medicine. The final guided meditation, also scripted, focuses on working with thoughts and learning how to label them. There are closing comments, and frequently asked questions are at the end. The questions and answers encompass the experience of meditation, the gratitude part of their meditation log, use of the gatha, anxiety about meditation, and difficulties developing a regular meditation practice.

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