The Third Class

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.

Review on Theorizing Yoga and Dance/Movement Therapy as a Mindfulness Skill

The aim associated with this is to theorizing to the developing example of therapists educated in both of the dance/movement therapy (DMT) and yoga and also to give information regarding the combination of DMT and yoga and practitioners’ perceptions of how this might influence their routines mindfulness. Yoga, dance movement therapy, and mindfulness intention to accomplish the same aim of quieting the mind and requiring participants seek inside. Within this article, yoga principles are described because of their possibilities aspect in mindfulness skill progress as well as DMT. A consideration of the literature presents a description of yoga, DMT and additionally the theory of mindfulness, which includes relieves negative performing and boost of mental well-being, actual physical well-being, and behavior maintenance. The procedure during which yoga is theorized to operate as a mindfulness skill discussed alongside future guidelines for theoretical development. Because of both DMT and yoga really are mind-body methods that show positive psychotherapeutic usefulness patients undergoing treatment with them concurrently, this might be the inspiration for so many DMTs to be given learning yoga as well by using mindfulness techniques. The particular sections the perfect two modalities complement one another are, briefly, as shown below: both address the undeniable fact that emotions are handled in practice; they actually focus on the subject of understanding the body/body awareness, observation techniques, and more than that anatomy; DMT discusses to the concern about verbalizing the psychological process; and yoga offers a pattern of self-care regarding the therapist along with a method to take more people into the movement practical experience and produce to the mindfulness as powerful tools.

The Efficacy of Adapted MBCT on Core Symptoms and Executive Functioning in Adults With ADHD: A Preliminary Randomized Controlled Trial

Objective: The aim of this study was to examine the effectiveness of mindfulness as a treatment for adults diagnosed with ADHD. A 12-week-adapted mindfulness-based cognitive therapy (MBCT) program is compared with a waiting list (WL) group. Method: Adults with ADHD were randomly allocated to MBCT ( n = 55) or waitlist ( n = 48). Outcome measures included investigator-rated ADHD symptoms (primary), self-reported ADHD symptoms, executive functioning, depressive and anxiety symptoms, patient functioning, and mindfulness skills. Results: MBCT resulted in a significant reduction of ADHD symptoms, both investigator-rated and self-reported, based on per-protocol and intention-to-treat analyses. Significant improvements in executive functioning and mindfulness skills were found. Additional analyses suggested that the efficacy of MBCT in reducing ADHD symptoms and improving executive functioning is partially mediated by an increase in the mindfulness skill “Act With Awareness.” No improvements were observed for depressive and anxiety symptoms, and patient functioning. Conclusion: This study provides preliminary support for the effectiveness of MBCT for adults with ADHD.

An Investigation of the Relationship Between Mindfulness, Preshot Routine, and Basketball Free Throw Percentage

Seventeen (17) members of three NCAA Division I men’s basketball teams completed measures of mindfulness and sport-related anxiety to examine the relationship between mindfulness, preshot routine, trait arousal, and basketball free throw shooting percentage. It was hypothesized that (a) mindfulness scores would predict game free throw shooting percentage, (b) practice free throw percentage (indicative of basic skill) would predict game free throw percentage, and (c) consistency in the length of prefree throw routine would predict game free throw percentage. Results indicate that levels of mindfulness significantly predict game free throw percentage and that practice free throw percentage also predicts game free throw percentage. Length and/or consistency of preshot routine were not predictive. Although not proposed as a hypothesis, a statistically significant relationship was also found between an athlete’s year in school (which reflects competitive basketball experience) and game free throw percentage. Together, these results clearly suggest that the combination of mindfulness, skill (practice free throw percentage), and competitive experience (year in school) all contribute to the prediction of competitive free throw percentage and that these variables are more central to successful free throw percentage at this level of competition than length/consistency of one’s preshot routine.