College students who mentor at-risk youth face a variety of challenges and unexpected dilemmas. Mindful awareness practices (MAPs) offer a promising strategy for stress reduction and enhanced relationship satisfaction for college students, counseling students, parents, and teachers; yet, the potential benefits for college student mentors remain largely unexamined. This quasi-experimental study analyzed survey data from college student mentors who received a MAP-based intervention (n = 59), and a comparison group comprised mentors who received the same mentor training and group mentoring curriculum, but without the added mindfulness component to examine the following research questions: (a) is the addition of a mindfulness component to college student mentor training associated with mentors’ mentoring satisfaction; (b) does this help them enhance their ability to be empathic in challenging situations; and (c) does this help them shift their inclination for autonomous decision-making and prescriptive mentoring toward a more collaborative, youth-centered approach. Relative to the comparison group, mentors who participated in mindfulness training reported significantly higher mentor satisfaction, greater increases in empathy, and greater decreases in autonomy. Results provide youth-focused programs with new knowledge regarding additional avenues for supporting college students working with youth.
Mindfulness enhances emotion regulation and cognitive performance. A mindful approach may be especially beneficial in high-stakes academic testing environments, in which anxious thoughts disrupt cognitive control. The current studies examined whether mindfulness improves the emotional response to anxiety-producing testing situations, freeing working memory resources, and improving performance. In Study 1, we examined performance in a high-pressure laboratory setting. Mindfulness indirectly benefited math performance by reducing the experience of state anxiety. This benefit occurred selectively for problems that required greater working memory resources. Study 2 extended these findings to a calculus course taken by undergraduate engineering majors. Mindfulness indirectly benefited students’ performance on high-stakes quizzes and exams by reducing their cognitive test anxiety. Mindfulness did not impact performance on lower-stakes homework assignments. These findings reveal an important mechanism by which mindfulness benefits academic performance, and suggest that mindfulness may help attenuate the negative effects of test anxiety.
BACKGROUND: Many antidepressant medications (ADM) are associated with disruptions in sleep continuity that can compromise medication adherence and impede successful treatment. The present study investigated whether mindfulness meditation (MM) training could improve self-reported and objectively measured polysomnographic (PSG) sleep profiles in depressed individuals who had achieved at least partial remission with ADM, but still had residual sleep complaints.
METHODS: Twenty-three ADM users with sleep complaints were randomized into an 8-week Mindfulness-Based Cognitive Therapy (MBCT) course or a waitlist control condition. Pre-post measurements included PSG sleep studies and subjectively reported sleep, residual depression symptoms.
RESULTS: Compared to controls, the MBCT participants improved on both PSG and subjective measures of sleep. They showed a pattern of decreased wake time and increased sleep efficiency. Sleep depth, as measured by stage 1 and slow-wave sleep, did not change as a result of mindfulness training.
CONCLUSIONS: MM is associated with increases in both objectively and subjectively measured sleep continuity in ADM users. MM training may serve as more desirable and cost-effective alternative to discontinuation or supplementation with hypnotics, and may contribute to a more sustainable recovery from depression.
<p>BACKGROUND: Many antidepressant medications (ADM) are associated with disruptions in sleep continuity that can compromise medication adherence and impede successful treatment. The present study investigated whether mindfulness meditation (MM) training could improve self-reported and objectively measured polysomnographic (PSG) sleep profiles in depressed individuals who had achieved at least partial remission with ADM, but still had residual sleep complaints. METHODS: Twenty-three ADM users with sleep complaints were randomized into an 8-week Mindfulness-Based Cognitive Therapy (MBCT) course or a waitlist control condition. Pre-post measurements included PSG sleep studies and subjectively reported sleep, residual depression symptoms. RESULTS: Compared to controls, the MBCT participants improved on both PSG and subjective measures of sleep. They showed a pattern of decreased wake time and increased sleep efficiency. Sleep depth, as measured by stage 1 and slow-wave sleep, did not change as a result of mindfulness training. CONCLUSIONS: MM is associated with increases in both objectively and subjectively measured sleep continuity in ADM users. MM training may serve as more desirable and cost-effective alternative to discontinuation or supplementation with hypnotics, and may contribute to a more sustainable recovery from depression.</p>
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Background: Many antidepressant medications (ADM) are associated with disruptions in sleep continuity that can compromise medication adherence and impede successful treatment. The present study investigated whether mindfulness meditation (MM) training could improve self-reported and objectively measured polysomnographic (PSG) sleep profiles in depressed individuals who had achieved at least partial remission with ADM, but still had residual sleep complaints. Methods: Twenty-three ADM users with sleep complaints were randomized into an 8-week Mindfulness-Based Cognitive Therapy (MBCT) course or a waitlist control condition. Pre-post measurements included PSG sleep studies and subjectively reported sleep, residual depression symptoms. Results: Compared to controls, the MBCT participants improved on both PSG and subjective measures of sleep. They showed a pattern of decreased wake time and increased sleep efficiency. Sleep depth, as measured by stage 1 and slow-wave sleep, did not change as a result of mindfulness training. Conclusions: MM is associated with increases in both objectively and subjectively measured sleep continuity in ADM users. MM training may serve as more desirable and cost-effective alternative to discontinuation or supplementation with hypnotics, and may contribute to a more sustainable recovery from depression.
CONTEXT: Patients who have received solid organ transplants continue to experience a myriad of complex symptoms related to their underlying disease and to chronic immunosuppression that reduce the quality of life. Beneficial nonpharmacologic therapies to address these symptoms have not been established in the transplant population.OBJECTIVE: Assess the efficacy of mindfulness-based stress reduction (MBSR) in reducing symptoms of anxiety, depression, and poor sleep in transplant patients.
DESIGN, SETTING, AND PATIENTS: Controlled trial with a two-staged randomization. Recipients of kidney, kidney/pancreas, liver, heart, or lung transplants were randomized to MBSR (n=72) or health education (n=66) initially or after serving in a waitlist. Mean age was 54 years (range 21-75); 55% were men, and 91% were white.
INTERVENTIONS: MBSR, a mindfulness meditation training program consisting of eight weekly 2.5-hour classes; health education, a peer-led active control.
PRIMARY OUTCOME MEASURES: Anxiety (State-Trait Anxiety Inventory), depression (Center for Epidemiologic Studies Depression Scale), and sleep quality (Pittsburgh Sleep Quality Index) scales assessed by self-report at baseline, 8 weeks, 6 months, and 1 year.
RESULTS: Benefits of MBSR were above and beyond those afforded by the active control. MBSR reduced anxiety and sleep symptoms (P < .02), with medium treatment effects (.51 and .56) at 1 year compared to health education in intention-to-treat analyses. Within the MBSR group, anxiety, depression, and sleep symptoms decreased and quality-of-life measures improved by 8 weeks (P < .01, all), and benefits were retained at 1 year (P < .05, all). Initial symptom reductions in the health education group were smaller and not sustained. Comparisons to the waitlist confirmed the impact of MBSR on both symptoms and quality of life, whereas health education improvements were limited to quality-of-life ratings.
CONCLUSIONS: MBSR reduced distressing symptoms of anxiety, depression, and poor sleep and improved quality of life. Benefits were sustained over 1 year. A health education program provided fewer benefits, and effects were not as durable. MBSR is a relatively inexpensive, safe, and effective community-based intervention.
CONTEXT: Patients who have received solid organ transplants continue to experience a myriad of complex symptoms related to their underlying disease and to chronic immunosuppression that reduce the quality of life. Beneficial nonpharmacologic therapies to address these symptoms have not been established in the transplant population.OBJECTIVE: Assess the efficacy of mindfulness-based stress reduction (MBSR) in reducing symptoms of anxiety, depression, and poor sleep in transplant patients.
DESIGN, SETTING, AND PATIENTS: Controlled trial with a two-staged randomization. Recipients of kidney, kidney/pancreas, liver, heart, or lung transplants were randomized to MBSR (n=72) or health education (n=66) initially or after serving in a waitlist. Mean age was 54 years (range 21-75); 55% were men, and 91% were white.
INTERVENTIONS: MBSR, a mindfulness meditation training program consisting of eight weekly 2.5-hour classes; health education, a peer-led active control.
PRIMARY OUTCOME MEASURES: Anxiety (State-Trait Anxiety Inventory), depression (Center for Epidemiologic Studies Depression Scale), and sleep quality (Pittsburgh Sleep Quality Index) scales assessed by self-report at baseline, 8 weeks, 6 months, and 1 year.
RESULTS: Benefits of MBSR were above and beyond those afforded by the active control. MBSR reduced anxiety and sleep symptoms (P < .02), with medium treatment effects (.51 and .56) at 1 year compared to health education in intention-to-treat analyses. Within the MBSR group, anxiety, depression, and sleep symptoms decreased and quality-of-life measures improved by 8 weeks (P < .01, all), and benefits were retained at 1 year (P < .05, all). Initial symptom reductions in the health education group were smaller and not sustained. Comparisons to the waitlist confirmed the impact of MBSR on both symptoms and quality of life, whereas health education improvements were limited to quality-of-life ratings.
CONCLUSIONS: MBSR reduced distressing symptoms of anxiety, depression, and poor sleep and improved quality of life. Benefits were sustained over 1 year. A health education program provided fewer benefits, and effects were not as durable. MBSR is a relatively inexpensive, safe, and effective community-based intervention.
Summary
Mindfulness-Based Stress Reduction (MBSR) is a program that has been shown to be beneficial for clinical and non-clinical populations. While much attention has been paid to participants’ outcomes, little work has been published concerning processes underlying improvements. Herein, women who had finished medical treatment for breast cancer completed questionnaires pre- and post-MBSR and were interviewed using focus group methodology such that quantitative and qualitative data were combined to explore potential mechanisms underlying changes. It was found that the Mindfulness Attention Awareness Scale was a useful process measure to assess changes in mindfulness and that the Coping with Health Injuries and Problems questionnaire was useful in documenting changes in palliative (self-care) coping over the course of the 8 week program. Moreover, the Sense of Coherence questionnaire suggested that the women viewed life as more meaningful and manageable following MSBR. Our findings fit with Shapiro et al.'s theory that, over time, participants in an MBSR program “reperceive” what they encounter in their daily experiences.
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The goal of the study was to explore the effects of mindfulness-based touch therapy, a passive body-therapy intervention, in combination with the practice of mindfulness as an active meditative discipline, in patients with moderate recurring or episodic depression. The method under study is seen as a possible adjunct to psychotherapy and psychopharmacotherapy. The degree of depression before and after the therapy phase was determined according to Hamilton's scale. The outcome was a highly significant improvement in depressive illness, with a general alleviation of depressed mood, reduction in feelings of guilt, in suicidal thoughts and in sleep maintenance insomnia; increase in motivation in carrying out everyday activities; reduction in feelings of anxiety at both psychological and somatic levels and easing of general somatic symptoms. The results show that the method under study can serve persons suffering from depression as an adjunct to conventional therapeutic measures.
The goal of the study was to explore the effects of mindfulness-based touch therapy, a passive body-therapy intervention, in combination with the practice of mindfulness as an active meditative discipline, in patients with moderate recurring or episodic depression. The method under study is seen as a possible adjunct to psychotherapy and psychopharmacotherapy. The degree of depression before and after the therapy phase was determined according to Hamilton's scale. The outcome was a highly significant improvement in depressive illness, with a general alleviation of depressed mood, reduction in feelings of guilt, in suicidal thoughts and in sleep maintenance insomnia; increase in motivation in carrying out everyday activities; reduction in feelings of anxiety at both psychological and somatic levels and easing of general somatic symptoms. The results show that the method under study can serve persons suffering from depression as an adjunct to conventional therapeutic measures.
"Mindful awareness practices to help teachers recognize and regulate emotional reactivity in their classrooms. Teaching is one of the most rewarding professions, but also one of the most demanding. This book offers simple, ready-to-use, and evidence-proven mindfulness techniques to help educators manage the stresses of the classroom, cultivate an exceptional learning environment, and revitalize both their teaching and their students' knowledge acquisition. Drawing on basic and applied research in the fields of neuroscience, psychology, and education, as well as the author's extensive experience as a mindfulness practitioner, teacher, and scientist, it includes exercises in mindfulness, emotional awareness, movement, listening, and more, all with real-time classroom applications."--Publisher's description.
Teachers are responsible for delivering academic instruction, facilitating student learning and engagement, and managing classroom behavior. Stress may interfere with performance in the classroom, however (Tsouloupas, Carson, Matthews, Grawitch, & Barber, 2010), and recent studies suggest that stress is quite common among today's educators. In light of these trends and their potential for negatively impacting students' learning, it is critical to identify factors that support educators' health, wellbeing, and effectiveness. The Prosocial Classroom Model (Jennings & Greenberg, 2009) suggests that mindfulness and other aspects of social-emotional competence may lead to more effective classroom management and protect educators from experiencing a "burnout cascade" of deteriorating classroom climate, student misbehavior, and emotional exhaustion. Mindfulness has been defined as "paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally" (Kabat- Zinn, 1994, p. 4), and mindfulness training for adults has been linked with reductions in stress and improvements in wellbeing (Ospina et al., 2007). Emerging evidence from intervention studies suggests that mindfulness training is associated with improvements in teachers' classroom behavior (e.g., Flook, Goldberg, Pinger, Bonus, & Davidson, 2013; Jennings, Frank, Snowberg, Coccia, & Greenberg, 2013). In a central Pennsylvania middle school setting, the authors examined how educators' mindfulness at the beginning of the school year predicted change in educators' self-reported efficacy with respect to student engagement, classroom management, and instructional practices from fall to spring of the school year. Two tables are appended.
<p>This article focuses on how mindfulness training (MT) programs for teachers, by cultivating mindfulness and its application to stress management and the social-emotional demands of teaching, represent emerging forms of teacher professional development (PD) aimed at improving teaching in public schools. MT is hypothesized to promote teachers' “habits of mind,” and thereby their occupational health, well-being, and capacities to create and sustain both supportive relationships with students and classroom climates conducive to student engagement and learning. After defining mindfulness and its potential applications in teacher education and PD, this article discusses emerging MT programs for teachers, a logic model outlining potential MT program effects in educational settings, and directions for future research.</p>
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This article focuses on how mindfulness training (MT) programs for teachers, by cultivating mindfulness and its application to stress management and the social-emotional demands of teaching, represent emerging forms of teacher professional development (PD) aimed at improving teaching in public schools. MT is hypothesized to promote teachers' “habits of mind,” and thereby their occupational health, well-being, and capacities to create and sustain both supportive relationships with students and classroom climates conducive to student engagement and learning. After defining mindfulness and its potential applications in teacher education and PD, this article discusses emerging MT programs for teachers, a logic model outlining potential MT program effects in educational settings, and directions for future research.
This article focuses on how mindfulness training (MT) programs for teachers, by cultivating mindfulness and its application to stress management and the social‐emotional demands of teaching, represent emerging forms of teacher professional development (PD) aimed at improving teaching in public schools. MT is hypothesized to promote teachers' “habits of mind,” and thereby their occupational health, well‐being, and capacities to create and sustain both supportive relationships with students and classroom climates conducive to student engagement and learning. After defining mindfulness and its potential applications in teacher education and PD, this article discusses emerging MT programs for teachers, a logic model outlining potential MT program effects in educational settings, and directions for future research.
This article focuses on how mindfulness training (MT) programs for teachers, by cultivating mindfulness and its application to stress management and the social-emotional demands of teaching, represent emerging forms of teacher professional development (PD) aimed at improving teaching in public schools. MT is hypothesized to promote teachers' “habits of mind,” and thereby their occupational health, well-being, and capacities to create and sustain both supportive relationships with students and classroom climates conducive to student engagement and learning. After defining mindfulness and its potential applications in teacher education and PD, this article discusses emerging MT programs for teachers, a logic model outlining potential MT program effects in educational settings, and directions for future research.
"Demonstrating the benefits of mindfulness for both educators and students in PreK-12, this book presents flexible models for implementing and sustaining schoolwide initiatives. Compelling case studies show how mindfulness practices can enhance students' academic and social-emotional functioning as well as teacher effectiveness. Chapters review the evidence base for available programs, reflect on lessons learned in real schools, and provide guidance for planning and decision making. The roles of school leaders, teachers, counselors, and parents in creating a more supportive and compassionate school climate are discussed. Also described are innovative approaches to professional development and preservice teacher training."--
<p>The first systematic and detailed overview of modern Tibetan literature, which has burgeoned only in the last thirty years. This comprehensive collection brings together fourteen pioneering scholars in the nascent field of Tibetan literary studies, including authors who are active in the Tibetan literary world itself. These scholars examine the literary output of Tibetan authors writing in Tibetan, Chinese, and English, both in Tibet and in the Tibetan diaspora.</p>
Objective: It is appropriate to acknowledge that despite treatment, Post Traumatic Stress Disorder (PTSD) continually debilitates many Vietnam veterans. Although therapies have been developed, remission is hard to obtain with either pharmacotherapy or psychotherapy. Evidence has suggested that some forms of yoga may reduce sympathetic overactivity and increase parasympathetic activity, thereby improving stress resilience. Sudarshan Kriya Yoga (SKY) was hypothesized in this study to be potentially useful for lessening symptom severity on the Clinician Administered PTSD Scale (CAPS) in Vietnam veterans with treatment-resistant PTSD.
The Anthropocene is rooted in the proposition that human activity has disrupted earth systems to the extent that it has caused us to enter a new geological age. We identify three popular discourses of what the Anthropocene means for humanity's future: the Moral Jeremiad admonishes the transgression of planetary boundaries and advocates reductions to live sustainably within Earth's limits; the Technofix Earth Engineer approach depicts the Age of Humanity as an engineering opportunity to be met with innovative technological solutions to offset negative impacts; and the New Genesis discourse advocates re-enchantment of humanity's connections to earth. By contrast, we find that in many indigenous and premodern narratives and myths disseminated across the North Pacific and East Asia, it is the trickster-demiurge Raven that is most closely linked to environmental change and adaptation. Whereas Raven tales among northern Pacific indigenous communities emphasize a moral ecology of interdependence, creative adaptation, and resilience through practical knowledge (mētis), robustly centralizing Zhou Dynasty elites transposed early Chinese Raven trickster myths with tales lauding the human subjugation of nature. Raven and his fate across the northern Pacific reminds us that narratives of environmental crisis, as opposed to narratives of environmental change, legitimate attempts to invest power and authority in the hands of elites, and justify their commandeering of technological xes in the name of salvation.
Nafsi ya Jamii is a creation of Wilson Riles, Patricia St. Onge, and their family and colleagues. Theconcept emerged in 2011 out of more than 60 collective years of study and practice of personal relationship development, movement organizing, political involvement, nonprofit management, spiritual growth, and love of community. Using the Highlander Research and Education Center (http://highlandercenter.org) in Tennessee as a blueprint, we created an urban retreat center in Oakland, California, that provides physical space where individuals, neighborhood organizations, nonprofits, and socially-conscious for-profits can more easily learn, share, and practice community healing and building. Partakers of the space may simply experience it in their own way, or they may contract with Seven Generations Consulting (http://www.seven-generations.org), our family consulting practice, for a more planned experience.
The purpose of this review is to explore the impact of mindfulness-based stress reduction (MBSR) on the brain. Neuroimaging studies using both clinical and nonclinical samples are reviewed herein, with a particular focus on functional and structural related brain changes associated with participation in MBSR. Despite a number of methodological limitations, these preliminary neuroimaging investigations revealed that MBSR training affects areas of the brain related to attention, introspection, and emotional processing consistent with the outcomes observed in the clinical literature. Directions for future research are discussed throughout. To further elucidate the processes through which mindfulness exerts its effects on the brain future studies using larger sample sizes, incorporating imaging tasks with performance measures, including longer-term follow-ups, and quantifying the relationship between home practice adherence with structural and functional changes are needed.
ObjectivesThe aim of this review is to examine the literature related to the sources of stress, coping mechanisms and interventions to support undergraduate nursing and midwifery students to cope with stress during their undergraduate education.
Design
Integrative literature review.
Data Sources
The databases CINAHL, PubMed and PsycINFO were searched for articles published between 2010 and 2016. Search terms in various combinations were used for example; student nurse, student midwife, undergraduate, stress, coping and interventions.
Review Methods
An integrative review based on Whittemore and Knafl's approach was used to conduct the review.
Results
The search generated 25 articles that met the inclusion criteria. The key sources of stress emanated from clinical, academic and financial issues but predominantly from the clinical environment. Students used a variety of coping strategies, both adaptive and maladaptive. These appear to be influenced by their past and present circumstances such as, their needs, what was at stake and their options for coping. Interventions for student nurses/midwives to cope with stress were varied and in the early stages of development. Mindfulness showed some promising positive results. Interventions focussed on the individual level excluding the wider social context or organisation level.
Conclusions
Stress is pervasive in all aspects of undergraduate nursing and midwifery education. Nursing and midwifery educators need to be aware of this impact and provide appropriate support to students in both the clinical and academic environments. Further research is needed to capture the experience of stress from the students' perspective as well as the barriers and facilitators to supporting students from the preceptors'/mentors' perspectives. Finally, more intervention studies are needed to identify and compare what interventions are effective in supporting students to cope with stress during their undergraduate education.
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