scholarly journals Mindfulness meditation training in an occupational setting: Effects of a 12-weeks mindfulness-based intervention on wellbeing

Work ◽  
2021 ◽  
pp. 1-11
Author(s):  
Teresa Fazia ◽  
Francesco Bubbico ◽  
Giovanni Berzuini ◽  
Laura Dalla Tezza ◽  
Carolina Cortellini ◽  
...  
Keyword(s):  
Mindfulness Meditation ◽  
Self Regulation ◽  
Emotional Awareness ◽  
Self Report ◽  
Psychological Wellbeing ◽  
Control Group ◽  
Beneficial Effects ◽  
Self Compassion ◽  
Occupational Setting ◽  
Professional Outcomes

BACKGROUND: Mindfulness-based interventions (MBIs) are known for their beneficial effects on positive and negative psychological factors. When applied in an occupational context, MBIs might help workers to cope with stress, increase their professional outcomes and wellbeing. OBJECTIVE: In this two-groups pre-post experimental design we tested the effect of our MBI, called Integral Meditation (IM), among the employers of an Italian service company by measuring positive and negative aspects of psychological wellbeing related to mindfulness and workplace functioning through eight self-report questionnaires (CORE-OM, FFMQ, WEMWBS, MAIA, PSS, PANAS, STAI-X1, SCS). METHOD: Forty-two voluntary non-clinical employers of the company, randomly assigned to the experimental or the control group, were analyzed. The experimental group underwent our IM program, which consists of 12 weekly meditation classes given after the afternoon shift, while the control group did not receive any intervention. Data was analyzed via linear mixed models. RESULTS: Statistically significant results were obtained for FFMQ observing subscale (β= 0.49, p = 0.014), WEMWBS (β= 5.31, p = 0.02), PSS (β= –3.31, p = 0.03), the whole scale of SCS (β= 0.47, p = 0.01) and self-judgment (β= 0.68, p = 0.003) and isolation (β= –0.66, p = 0.01) SCS subscales. Statistically significant results were also found in four out of eight subscales of MAIA: emotional awareness (β= 1.26, p <  0.001), self-regulation (β= 1.28, p <  0.001), body listening (β= 1.08, p <  0.001) and trusting (β= 1.1, p <  0.001). CONCLUSION: Our intervention has demonstrated to bring beneficial effects in a mindfulness subdomain, in perceived stress, self-compassion, interoception and psychological wellbeing. Based on our results, we conclude that our intervention was effective in increasing the positive aspects of wellbeing and in reducing stress.

scholarly journals The Benefits of Mindfulness for Promoting Resilience Among At-Risk Adolescents: Results From the Inner Strength Teen Program

2021 ◽  
pp. 209653112098225
Author(s):  
Rachel Razza ◽  
Dessa Bergen-Cico ◽  
Staceyann Reid ◽  
Rachel Linsner Uveges
Keyword(s):  
At Risk ◽  
High School Students ◽  
Dose Group ◽  
Self Regulation ◽  
Self Report ◽  
Future Research ◽  
Control Group ◽  
Public High School ◽  
School Students ◽  
Self Compassion

Purpose: This study examined the effectiveness of a 12-week mindfulness curriculum for at-risk, urban adolescents. Of particular interest was whether participation in the intervention was associated with gains in self-regulation and self-compassion. Design/Approach/Methods: The analytic sample included 217 public high school students from thirteen 11th and 12th grade classrooms; 133 students received one dose of the program, 39 students received two doses, and 45 students served as a control group. The program was delivered by a trained mindfulness instructor who met with the classrooms once a week for 45 min. Adolescents completed self-report measures tapping self-regulation and self-compassion at pretest and posttest. Findings: Results indicated significant benefits of the intervention for adolescents’ self-compassion among both intervention groups. The effect was larger among students participating for the first time (one-dose group) than for those who were participating for a second time (two-dose group). There was also evidence that the program supported self-regulation, as students in both intervention dosage groups maintained their levels of long-term regulation relative to their peers in the control group who reported a decline over time. Originality/Value: While both self-regulation and self-compassion were supported as mechanisms of change associated with mindfulness-based intervention, the effects of dosage differed across the two constructs. The impacts of timing and dosage need to be examined in future research to better understand the sustainability of program effects for adolescents.

Mindfulness meditation, psychological wellbeing and resilience to stress: development and pilot study of the newly designed meditation based awareness training

2011 ◽  
Vol 26 (S2) ◽  
pp. 1331-1331 ◽  
Author(s):  
E.C. Sundin ◽  
E. Shonin ◽  
W. Van Gordon ◽  
L. Horgan
Keyword(s):  
Stress Reduction ◽  
Mindfulness Meditation ◽  
Therapeutic Interventions ◽  
Psychological Wellbeing ◽  
Current Phase ◽  
Control Group ◽  
Second Phase ◽  
Awareness Training ◽  
Comparison Trial

Mindfulness meditation has been practiced in the Eastern world for more than 25 centuries but only recently it has become popular in the West. Today, therapeutic interventions such as ‘Mindfulness Based Stress Reduction’ are used within health services throughout Europe as a means of improving patient wellbeing. Whilst these interventions have proved successful in reducing stress and depression a limitation is that they tend to apply the practices of mindfulness in an ‘out of context’ manner. Meditation Based Awareness Training (MBAT), on the other hand, includes a composite array of ‘spiritual-based’ trainings, which are traditionally assumed to enhance the cultivation of a more sustainable quality of wellbeing within the meditator.The purpose of this program is to design, implement, and evaluate MBAT as an approach to meditation and mindfulness that can be adapted to meet the needs of various populations. In the current phase, MBAT was developed in a general format for individuals from the general population who want to increase their levels of wellbeing. A controlled comparison trial has been run to evaluate this version of MBAT: Participants of the study undertook an 8-week MBAT program and comparisons were made with a control group on perceived psychological wellbeing (depression, anxiety, and anger management) and stress. In a second phase (not included in this presentation) MBAT will be adapted to populations with special needs, e.g., elderly people, trauma victims, and forensic inmates.Findings from the trial will be reported and implications for further development of MBAT will be discussed.

scholarly journals Efficacy of the Mindfulness Meditation Mobile App “Calm” to Reduce Stress Among College Students: Randomized Controlled Trial (Preprint)

2019 ◽  
Author(s):  
Jennifer Huberty ◽  
Jeni Green ◽  
Christine Glissmann ◽  
Linda Larkey ◽  
Megan Puzia ◽  
...  
Keyword(s):  
College Students ◽  
Perceived Stress ◽  
Mindfulness Meditation ◽  
Intervention Group ◽  
Mobile App ◽  
Control Group ◽  
Wait List Control ◽  
Self Compassion ◽  
Mean Differences

BACKGROUND College students experience high levels of stress. Mindfulness meditation delivered via a mobile app may be an appealing, efficacious way to reduce stress in college students. OBJECTIVE We aimed to test the initial efficacy and sustained effects of an 8-week mindfulness meditation mobile app—Calm—compared to a wait-list control on stress, mindfulness, and self-compassion in college students with elevated stress. We also explored the intervention’s effect on health behaviors (ie, sleep disturbance, alcohol consumption [binge drinking], physical activity, and healthy eating [fruit and vegetable consumption]) and the feasibility and acceptability of the app. METHODS This study was a randomized, wait-list, control trial with assessments at baseline, postintervention (8 weeks), and at follow-up (12 weeks). Participants were eligible if they were current full-time undergraduate students and (1) at least 18 years of age, (2) scored ≥14 points on the Perceived Stress Scale, (3) owned a smartphone, (4) were willing to download the Calm app, (5) were willing to be randomized, and (7) were able to read and understand English. Participants were asked to meditate using Calm at least 10 minutes per day. A P value ≤.05 was considered statistically significant. RESULTS A total of 88 participants were included in the analysis. The mean age (SD) was 20.41 (2.31) years for the intervention group and 21.85 (6.3) years for the control group. There were significant differences in all outcomes (stress, mindfulness, and self-compassion) between the intervention and control groups after adjustment for covariates postintervention (all P<.04). These effects persisted at follow-up (all P<.03), except for the nonreacting subscale of mindfulness (P=.08). There was a significant interaction between group and time factors in perceived stress (P=.002), mindfulness (P<.001), and self-compassion (P<.001). Bonferroni posthoc tests showed significant within-group mean differences for perceived stress in the intervention group (P<.001), while there were no significant within-group mean differences in the control group (all P>.19). Similar results were found for mindfulness and self-compassion. Effect sizes ranged from moderate (0.59) to large (1.24) across all outcomes. A significant group×time interaction in models of sleep disturbance was found, but no significant effects were found for other health behaviors. The majority of students in the intervention group reported that Calm was helpful to reduce stress and stated they would use Calm in the future. The majority were satisfied using Calm and likely to recommend it to other college students. The intervention group participated in meditation for an average of 38 minutes/week during the intervention and 20 minutes/week during follow-up. CONCLUSIONS Calm is an effective modality to deliver mindfulness meditation in order to reduce stress and improve mindfulness and self-compassion in stressed college students. Our findings provide important information that can be applied to the design of future studies or mental health resources in university programs. CLINICALTRIAL ClinicalTrials.gov NCT03891810; https://clinicaltrials.gov/ct2/show/NCT03891810

scholarly journals Differential changes in self-reported aspects of interoceptive awareness through 3 months of contemplative training

2017 ◽  
Author(s):  
Boris Bornemann ◽  
Beate M. Herbert ◽  
Tania Singer
Keyword(s):  
Discriminant Validity ◽  
Daily Life ◽  
Self Regulation ◽  
Well Being ◽  
Body Awareness ◽  
The Body ◽  
Self Report ◽  
Interoceptive Awareness ◽  
Control Group ◽  
Convergent And Discriminant Validity

Interoceptive body awareness (IA) is crucial for psychological well-being and plays an important role in many contemplative traditions. However, until recently, standardized self-report measures of IA were scarce, not comprehensive, and the effects of interoceptive training on such measures were largely unknown. The Multidimensional Assessment of Interoceptive Awareness (MAIA) questionnaire measures IA with eight different scales. In the current study, we investigated whether and how these different aspects of IA are influenced by a 3-months contemplative intervention in the context of the ReSource project, in which 148 subjects engaged in daily practices of “Body Scan” and “Breath Meditation.” We developed a German version of the MAIA and tested it in a large and diverse sample (n = 1,076). Internal consistencies were similar to the English version (0.56– 0.89), retest reliability was high (r s: 0.66–0.79), and the MAIA showed good convergent and discriminant validity. Importantly, interoceptive training improved five out of eight aspects of IA, compared to a retest control group. Participants with low IA scores at baseline showed the biggest changes. Whereas practice duration only weakly predicted individual differences in change, self-reported liking of the practices and degree of integration into daily life predicted changes on most scales. Interestingly, the magnitude of observed changes varied across scales. The strongest changes were observed for the regulatory aspects of IA, that is, how the body is used for self-regulation in daily life. No significant changes were observed for the Noticing aspect (becoming aware of bodily changes), which is the aspect that is predominantly assessed in other IA measures. This differential pattern underscores the importance to assess IA multi-dimensionally, particularly when interested in enhancement of IA through contemplative practice or other mind–body interventions.

How Does Mindfulness Meditation Work? Proposing Mechanisms of Action From a Conceptual and Neural Perspective

2011 ◽  
Vol 6 (6) ◽  
pp. 537-559 ◽  
Author(s):  
Britta K. Hölzel ◽  
Sara W. Lazar ◽  
Tim Gard ◽  
Zev Schuman-Olivier ◽  
David R. Vago ◽  
...  
Keyword(s):  
Mindfulness Meditation ◽  
Self Regulation ◽  
Basic Research ◽  
Well Being ◽  
Body Awareness ◽  
Anterior Cingulate ◽  
Mindfulness Practice ◽  
Present Moment ◽  
Beneficial Effects ◽  
Number Of Publications

Cultivation of mindfulness, the nonjudgmental awareness of experiences in the present moment, produces beneficial effects on well-being and ameliorates psychiatric and stress-related symptoms. Mindfulness meditation has therefore increasingly been incorporated into psychotherapeutic interventions. Although the number of publications in the field has sharply increased over the last two decades, there is a paucity of theoretical reviews that integrate the existing literature into a comprehensive theoretical framework. In this article, we explore several components through which mindfulness meditation exerts its effects: (a) attention regulation, (b) body awareness, (c) emotion regulation (including reappraisal and exposure, extinction, and reconsolidation), and (d) change in perspective on the self. Recent empirical research, including practitioners’ self-reports and experimental data, provides evidence supporting these mechanisms. Functional and structural neuroimaging studies have begun to explore the neuroscientific processes underlying these components. Evidence suggests that mindfulness practice is associated with neuroplastic changes in the anterior cingulate cortex, insula, temporo-parietal junction, fronto-limbic network, and default mode network structures. The authors suggest that the mechanisms described here work synergistically, establishing a process of enhanced self-regulation. Differentiating between these components seems useful to guide future basic research and to specifically target areas of development in the treatment of psychological disorders.

scholarly journals Effects of Mindfulness Meditation on Musical Aesthetic Emotion Processing

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaolin Liu ◽  
Yong Liu ◽  
Huijuan Shi ◽  
Maoping Zheng
Keyword(s):  
Mindfulness Meditation ◽  
Emotion Processing ◽  
The Body ◽  
Self Report ◽  
Control Group ◽  
Emotional Experiences ◽  
Convenience Sample ◽  
Musical Works ◽  
Sad Music ◽  
The Relationship

Mindfulness meditation is a form of self-regulatory training for the mind and the body. The relationship between mindfulness meditation and musical aesthetic emotion processing (MAEP) remains unclear. This study aimed to explore the effect of temporary mindfulness meditation on MAEP while listening to Chinese classical folk instrumental musical works. A 2 [(groups: mindfulness meditation group (MMG); control group (CG)] × 3 (music emotions: calm music, happy music, and sad music) mixed experimental design and a convenience sample of university students were used to verify our hypotheses, which were based on the premise that temporary mindfulness meditation may affect MAEP (MMG vs. CG). Sixty-seven non-musically trained participants (65.7% female, age range: 18–22 years) were randomly assigned to two groups (MMG or CG). Participants in MMG were given a single 10-min recorded mindfulness meditation training before and when listening to music. The instruments for psychological measurement comprised of the Five Facet Mindfulness Questionnaire (FFMQ) and the Positive and Negative Affect Schedule (PANAS). Self-report results showed no significant between-group differences for PANAS and for the scores of four subscales of the FFMQ (p &gt; 0.05 throughout), except for the non-judging of inner experience subscale. Results showed that temporary mindfulness meditation training decreased the negative emotional experiences of happy and sad music and the positive emotional experiences of calm music during recognition and experience and promoted beautiful musical experiences in individuals with no musical training. Maintaining a state of mindfulness while listening to music enhanced body awareness and led to experiencing a faster passage of musical time. In addition, it was found that Chinese classical folk instrumental musical works effectively induced aesthetic emotion and produced multidimensional aesthetic experiences among non-musically trained adults. This study provides new insights into the relationship between mindfulness and music emotion.

scholarly journals The Effect of Self Regulation-Based Holistic Health Counseling Services in Improving Students'

PSIKODIMENSIA ◽  
2020 ◽  
Vol 19 (2) ◽  
pp. 184
Author(s):  
Lucia Hernawati ◽  
Paraharesty Eriany
Keyword(s):  
Self Regulation ◽  
Holistic Health ◽  
Psychological Wellbeing ◽  
Control Group ◽  
Counseling Services ◽  
Health Counseling ◽  
Counseling Intervention ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The objective of this study was to determine the effect of self-regulation-based holistic health counseling in improving university students’ psychological wellbeing. Thirty students in Semarang who had low scores on Ryff's Psychological Wellbeing Scale participated as subjects in this study. An experiment was conducted with randomized pretest-post-test comparison group design for a total of 41 days. The experimental group was given a self-regulation-based holistic health counseling intervention. Meanwhile, students in the control group were given physical health interventions and effective study habits. Mann-Whitney U test was conducted to compare the effectiveness of the intervention in the experimental and control groups. The results of the research showed that compared to the control group, the intervention in the experimental group was more effective in increasing the students’ psychological wellbeing. The results of this study are useful as an alternative in helping students in Semarang to improve their psychological wellbeing.

scholarly journals Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study

2020 ◽  
Vol 17 (6) ◽  
pp. 1935
Author(s):  
Lorenza Corti ◽  
Carmen Gelati
Keyword(s):  
Pilot Study ◽  
University Students ◽  
Self Regulation ◽  
Intervention Group ◽  
Study Strategies ◽  
Self Report ◽  
Control Group ◽  
Learning Abilities ◽  
Effective Learning ◽  
And Training

This pilot study investigated the effects of a short 10-module intervention called MEL (Mindful Effective Learning), which integrates mindfulness, coaching, and training on study strategies, to improve learning abilities among university students. Inspired by ample research on the learning topics that points out how effective learning and good academic results depend simultaneously on self-regulation while studying combined with emotional and motivational factors, the intervention aimed to train students simultaneously in these three aspects. The intervention group participants (N = 21) and the control group participants (N = 24) were surveyed pre- and post-intervention with the Italian questionnaire AMOS (Abilities and Motivation to Study) and the Italian version of the Mindful Attention Awareness Scale (MAAS). The results showed that, regarding self-regulation in study, trained students improved their self-awareness, self-evaluation ability, metacognition skills, and organizational and elaborative ability to manage study materials; regarding emotional aspects, they improved their anxiety control; regarding motivation they developed an incremental theory of Self and improved their confidence in their own intelligence. Moreover, two follow-up self-report surveys were conducted, and trained students reported positive assessments of the MEL intervention. Findings suggest that a short intervention based on mindfulness and coaching and training on study strategies may improve students’ effective learning.

Psychological Functioning in a Sample of Long-Term Practitioners of Mindfulness Meditation

2009 ◽  
Vol 23 (3) ◽  
pp. 226-241 ◽  
Author(s):  
Emily L. B. Lykins ◽  
Ruth A. Baer
Keyword(s):  
Psychological Functioning ◽  
Mindfulness Meditation ◽  
Adaptive Functioning ◽  
Current Knowledge ◽  
Self Regulation ◽  
Self Report ◽  
Mediation Analyses ◽  
Mindfulness Skills ◽  
Mean Differences

Although mindfulness meditation traditionally is viewed as a lifelong practice, much current knowledge about its effects is based on short-term practitioners who have participated in mindfulness-based treatment. In the current study, long-term meditators and demographically similar nonmeditators completed self-report measures of constructs expected to be related to the practice of mindfulness meditation. Extent of meditation experience was correlated in the expected directions with levels of mindfulness and with many other variables. Mean differences between meditators and nonmeditators were significant in most cases. Mediation analyses were consistent with the hypothesis that practicing meditation is associated with increased mindfulness in daily life, which is related to decreased rumination, decreased fear of emotion, and increased behavioral self-regulation. These mechanisms appear partially responsible for the relationships between mindfulness skills and psychological adjustment. Overall, the current study suggests that the long-term practice of mindfulness meditation may cultivate mindfulness skills and promote adaptive functioning.

scholarly journals Short-term effects of an online mindfulness meditation intervention

2020 ◽  
Vol 13 (1) ◽  
pp. 51-62
Author(s):  
E.N. Osin ◽  
I.I. Turilina
Keyword(s):  
Mindfulness Meditation ◽  
Self Regulation ◽  
Online Intervention ◽  
Well Being ◽  
Self Control ◽  
Control Group ◽  
Control Group Design ◽  
Wait List Control ◽  
Dependent Variables ◽  
Post Test

The paper presents the results of a validation of an online intervention comprising a three-week course in mindfulness meditation with daily guided meditation sessions. The study used a randomised wait-list control group design with a pre-test and a post-test. Dependent variables included indicators of emotional and psychological well-being, reflective processes, self-control and self-regulation. Participants were anonymous volunteers recruited via social networks (N = 206; with N = 56 in the experimental group and N = 44 in the control group after dropout). The results indicate that taking part in a mindfulness meditation intervention is associated with higher emotional well-being, reduction of non-productive reflection (rumination), development of self-determination, self-motivation, self-relaxation, cognitive self-control and activity concentration skills. At the same time, participants who dropped out had different self-control and affective self-control scores at pre-test. The findings indicate that regular mindfulness meditation sessions as part of an online intervention develop self-regulation skills in individuals whose self-control is sufficiently high in order to adhere to a regular meditation schedule.

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