Background: Increasingly, bipolar disorder is being treated with maintenance combinations of medication and psychotherapy. We examined the feasibility and benefits associated with an 8-week mindfulness-based cognitive therapy (MBCT) class for bipolar patients who were between episodes. Participants (N = 22; mean age, 40.6 yrs; 14 bipolar I, 8 bipolar II) were existing patients in outpatient clinics at Oxford University (n = 14) or the University of Colorado, Boulder (n = 8), most undergoing pharmacotherapy with mood stabilizers and/or atypical antipsychotic agents. Patients underwent a pretreatment assessment of symptoms and then received the 8-week MBCT in four separate groups, two at each site. MBCT consisted of mindfulness meditation strategies and traditional cognitive-behavioral techniques to address the mode in which negative thoughts and feelings and emerging manic symptoms are processed. We examined within-group changes from pre- to posttreatment in the four aggregated groups. Of the 22 patients, 16 (72.7%) completed the groups. Reductions were observed in depressive symptoms and suicidal ideation, and to a lesser extent, manic symptoms and anxiety. A case study illustrating the effects of MBCT is given. In conclusion, MBCT is a promising treatment alternative for bipolar disorder, particularly for managing subsyndromal depressive symptoms. There is a need for larger-scale randomized trials that examine the cost-effectiveness and relapse-prevention potential of this modality.
<p>This paper reviews what is known of Tibetan prehistory until the seventh century A.D., when the Tibetan empire was established. Topics covered in this paper include a consideration of the antiquity of a human presence upon the plateau, changing adaptive strategies following the end of the glacial epoch, the advent of the Neolithic, and the emergence of social and political complexity. Despite significant advances in our knowledge of the Tibetan past, much work remains to be done before models of process can be examined in any detail.</p>
<p>This study evaluated mindfulness-based cognitive therapy (MBCT), a group intervention designed to train recovered recurrently depressed patients to disengage from dysphoria-activated depressogenic thinking that may mediate relapse/recurrence. Recovered recurrently depressed patients ( n = 145) were randomized to continue with treatment as usual or, in addition, to receive MBCT. Relapse/recurrence to major depression was assessed over a 60-week study period. For patients with 3 or more previous episodes of depression (77% of the sample), MBCT significantly reduced risk of relapse/recurrence. For patients with only 2 previous episodes, MBCT did not reduce relapse/recurrence. MBCT offers a promising cost-efficient psychological approach to preventing relapse/recurrence in recovered recurrently depressed patients.</p>
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Recent calls for an expanded perspective on medical education and training include focusing on complexities of professional identity formation (PIF). Medical educators are challenged to facilitate the active constructive, integrative developmental process of PIF within standardized and personalized
CONTEXT: School-based mindfulness and yoga studies generally measure stress-related outcomes using quantitative measures.OBJECTIVE: This study answers the following research questions: How do youth define stress and in what ways, if any, was a mindful yoga intervention helpful to youth during stress experiences?
DESIGN AND SUBJECTS: To explore youths' own perspectives on stress, stressors in youths' lives, and perceived changes in responses to stress post-intervention, we conducted focus group discussions with 22 middle school students from low-income urban communities following a 16-week mindful yoga intervention.
RESULTS: Using thematic analysis, the following three themes emerged: (1) youth conflated stress with negative emotions; (2) peer and family conflicts were common stressors; and (3) youth reported improved impulse control and emotional regulation following the intervention. Study findings have implications for refining intervention content (e.g., discussions of stress), as well as informing the selection and development of quantitative measures for future research on stress and stress responses in urban youth.
Universities are increasingly offering positive psychology courses; however, very few studies have been conducted to see if they enhance positive psychology outcomes for students. This study, conducted at a Western university in the U.S., examined the effects of a semester long positive psychology course on 26 undergraduate students’ gratitude and emotions toward studying. The course included broad aspects of positive psychology, such as gratitude, mindfulness, autonomy supportive communication, intrinsic life goals, intrinsic learning goals, acts of kindness, and identifying strengths. Using a retrospective pretest-posttest design, paired sample t tests revealed that students improved significantly on both gratitude and homework feelings. The effect size (Cohen’s d) for homework feelings was 1.03, indicating that students experienced a strong improvement in positive emotions toward studying and homework. The effect size for gratitude was .76, indicating a moderate to large positive effect on thankfulness. Percentage of classes attended was moderately positively associated with pre- to post-course improvement in gratitude and emotions, indicating that students with higher attendance were more likely to experience greater personal growth. Students of minority background (e.g., Latino) improved more than European American students on gratitude, whereas they improved equally well on positive emotions. Implications for universities, professors, and others interested in the positive psychological development of young adults are discussed.
OBJECTIVE:Given the importance of developmental transitions on young adults' lives and the high rates of mental health issues among U.S. college students, first-year college students can be particularly vulnerable to stress and adversity. This pilot study evaluated the effectiveness and feasibility of mindfulness training aiming to promote first-year college students' health and wellbeing.
PARTICIPANTS:
109 freshmen were recruited from residential halls (50% Caucasian, 66% female). Data collection was completed in November 2014.
METHODS:
A randomized control trial was conducted utilizing the Learning to BREATHE (L2B) program, a universal mindfulness program adapted to match the developmental tasks of college transition.
RESULTS:
Participation in the pilot intervention was associated with significant increase in students' life satisfaction, and significant decrease in depression and anxiety. Marginally significant decrease was found for sleep issues and alcohol consequences.
CONCLUSIONS:
Mindfulness-based programs may be an effective strategy to enhance a healthy transition into college.
We evaluated the feasibility and efficacy of the Community Approach to Learning Mindfully (CALM) program for educators. CALM is a brief daily school-based intervention to promote educator social-emotional competencies, stress management, and wellbeing. Two middle schools were randomly assigned to waitlist control condition or the CALM program. Participants included 64 educators. Intervention sessions included gentle yoga and mindfulness practices and were offered 4 days per week for 16 weeks. Pre- and posttest measurements included self-report surveys of social-emotional functioning and wellbeing, blood pressure readings, and diurnal assays of cortisol. Compared to the control condition, CALM had significant benefits for educators’ mindfulness, positive affect, classroom management, distress tolerance, physical symptoms, blood pressure, and cortisol awakening response. There were trend-level effects for two measures related to stress and burnout. No impacts were observed for relational trust, perceived stress, or sleep. Effect sizes for significant impacts ranged from 0.52 to 0.80. Educators found the intervention feasible and beneficial as a method for managing stress and promoting wellbeing. Initial evidence suggests that CALM has potential as a strategy to improve educators’ social-emotional competence and wellbeing, prevent stress-related problems, and support classroom functioning.
We evaluated the feasibility and efficacy of the Community Approach to Learning Mindfully (CALM) program for educators. CALM is a brief daily school-based intervention to promote educator social-emotional competencies, stress management, and wellbeing. Two middle schools were randomly assigned to waitlist control condition or the CALM program. Participants included 64 educators. Intervention sessions included gentle yoga and mindfulness practices and were offered 4 days per week for 16 weeks. Pre- and posttest measurements included self-report surveys of social-emotional functioning and wellbeing, blood pressure readings, and diurnal assays of cortisol. Compared to the control condition, CALM had significant benefits for educators’ mindfulness, positive affect, classroom management, distress tolerance, physical symptoms, blood pressure, and cortisol awakening response. There were trend-level effects for two measures related to stress and burnout. No impacts were observed for relational trust, perceived stress, or sleep. Effect sizes for significant impacts ranged from 0.52 to 0.80. Educators found the intervention feasible and beneficial as a method for managing stress and promoting wellbeing. Initial evidence suggests that CALM has potential as a strategy to improve educators’ social-emotional competence and wellbeing, prevent stress-related problems, and support classroom functioning.
The present study, which takes place in a high-poverty section of a large urban area of the northeastern United States, is based upon the prosocial classroom theoretical model that emphasizes the significance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and social and emotional learning (SEL) program effectiveness. These factors, as well as teachers' classroom management and instructional skills contribute to creating a classroom climate that is conducive to learning and that promotes positive developmental behavioral and academic outcomes among students. Cultivating Awareness and Resilience in Education (CARE) is a mindfulness-based professional development program designed to reduce stress, promote SEC and improve teachers' performance and classroom learning environments. From 8 elementary schools the authors recruited and consented 55 teachers (90.2% female, mean age = 39.41). They had relatively low attrition (7.2%) which was largely balanced across treatment and control conditions, resulting in a diverse sample of 51 teachers (53% white). All were regular lead teachers working in a self-contained classroom setting. The results reported here are from an IES-funded 4-year efficacy and replication study of CARE. The data are from the teacher self-report collected from the first year cohort of the cluster randomized controlled trial. After the teachers completed self-reports they were randomly assigned within schools to receive the CARE intervention or to a wait-list control group. After the treatment group received the CARE program, the same self-report battery was administered to both groups. A figure is appended.
The authors propose a model of the prosocial classroom that highlights the importance of teachers’ social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher–student relationships, effective classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Furthermore, this article reviews current research suggesting a relationship between SEC and teacher burnout and reviews intervention efforts to support teachers’ SEC through stress reduction and mindfulness programs. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students.
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The authors propose a model of the prosocial classroom that highlights the importance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Furthermore, this article reviews current research suggesting a relationship between SEC and teacher burnout and reviews intervention efforts to support teachers' SEC through stress reduction and mindfulness programs. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students. (Contains 1 figure.)
The authors propose a model of the prosocial classroom that highlights the importance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Furthermore, this article reviews current research suggesting a relationship between SEC and teacher burnout and reviews intervention efforts to support teachers' SEC through stress reduction and mindfulness programs. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students. (Contains 1 figure.)
The major goal of this study was to explore the relationship among psychological mindedness (PM) and several facets of awareness, including a general sense of mindfulness (Mindful Attention Awareness Scale; Brown & Ryan, 2003), as well as more specific awareness of self (self-consciousness scale; Fenigstein, Scheier, & Buss, 1975) and others (Interpersonal Reactivity Index; Davis, 1980). Participants were 103 undergraduate students at an urban liberal arts college. Results indicated that PM (PM Scale; Conte, Plutchik, Jung, Picard, Karasu, & Lotterman, 1990) is related to mindfulness (r = .41, p < .01), private self-consciousness (r = .27, p < .05), as well as cognitive (r = .30, p < .01) and affective (r = .35, p < .01) indices of empathy. Self-consciousness and empathy explained a significant amount of variance in PM in a simultaneous-entry multiple regression. These findings support theoretical claims that PM involves awareness of self and others. © 2004 Wiley Periodicals, Inc. J Clin Psychol. 61: 739–750, 2005
<p>This chapter is part of a volume aimed at providing psychologists and psychotherapists with a basic background in the fundamental beliefs and worldviews of the major religious traditions. This chapter focusses on the history and tenets of the Buddhist tradition. It looks at the teachings of the historical Buddha, Buddhist beliefs in their theoretical context, the development of Buddhism after the life of the Buddha, Buddhist spiritual practices, and Buddhist perspectives on morality. This chapter also looks issues involved in the treatment of Buddhist clients, namely issues pertaining to diagnosis, treatment, and the therapist-client relationship. The authors give an example of a case-treatment. (Zach Rowinski 2004-12-28)</p>
<p>This chapter is part of a volume aimed at providing psychologists and psychotherapists with a basic background in the fundamental beliefs and worldviews of the major religious traditions. This chapter focuses on the history and tenets of the Buddhist tradition, including a discussion of the teachings of the Buddha, Buddhist beliefs in their theoretical context, the development of Buddhism after the Buddha's death, meditation, and Buddhist perspectives on morality. This chapter also looks at issues involved in the treatment of Buddhist clients pertaining to diagnosis, treatment, and the therapist-client relationship. The authors give an example of a case-treatment. (Zach Rowinski 2004-12-28)</p>
Objective: The aim of the study was to determine whether mindfulness-based stretching and deep breathing exercise (MBX) normalizes cortisol levels and reduces PTSD symptom severity among individuals with subclinical features of PTSD. Design and Setting: A randomized controlled trial was conducted at the University of New Mexico Health Sciences Center. Participants: Twenty-nine nurses (28 female) aged 45– 66 years participated in the study. Intervention: Sixty-minute MBX sessions were conducted semiweekly for 8 weeks. Main Outcome Measures: Serum cortisol was measured, and the PTSD Checklist–Civilian version (PCL-C) was performed at baseline and weeks 4, 8, and 16.Results: Twenty-nine participants completed the study procedures, 22 (79%) with PTSD symptoms (MBX, n ϭ 11; control, n ϭ 11), and 7 (21%) without PTSD (BASE group). Eight-week outcomes for the MBX group were superior to those for the control group (mean difference for PCL-C scores, Ϫ13.6; 95% confidence interval [CI], Ϫ25.6, Ϫ1.6; P ϭ .01; mean difference for serum cortisol, 5.8; 95% CI, 0.83, 10.8; P ϭ .01). No significant differences were identified between groups in any other items. The changes in the MBX group were maintained at the 16-week follow-up (P ϭ .85 for PCL-C; P ϭ .21 for cortisol). Our data show that improved PTSD scores were associated with normalization of cortisol levels (P Ͻ .05).
Conclusions: The results suggest that MBX appears to reduce the prevalence of PTSD-like symptoms in individuals exhibiting subclinical features of PTSD. (J Clin Endocrinol Metab 98: 2984 –2992, 2013)
Previous studies on school-based mindfulness and yoga programs have focused primarily on quantitative measurement of program outcomes. This study used qualitative data to investigate program content and skills that students remembered and applied in their daily lives. Data were gathered following a 16-week mindfulness and yoga intervention delivered at three urban schools by a community non-profit organization. We conducted focus groups and interviews with nine classroom teachers who did not participate in the program and held six focus groups with 22 fifth and sixth grade program participants. This study addresses two primary research questions: (1) What skills did students learn, retain, and utilize outside the program? and (2) What changes did classroom teachers expect and observe among program recipients? Four major themes related to skill learning and application emerged as follows: (1) youths retained and utilized program skills involving breath work and poses; (2) knowledge about health benefits of these techniques promoted self-utilization and sharing of skills; (3) youths developed keener emotional appraisal that, coupled with new and improved emotional regulation skills, helped de-escalate negative emotions, promote calm, and reduce stress; and (4) youths and teachers reported realistic and optimistic expectations for future impact of acquired program skills. We discuss implications of these findings for guiding future research and practice.
Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators--students and their classroom teachers-merit attention in this context and have rarely been explored using qualitative methods. This article reports the results of a study on the qualitative perspectives of fifth- and sixth-grade participants and their teachers of a 16-week school-based mindfulness and yoga program in three public schools serving low-income urban communities. Four themes related to program implementation barriers and facilitators emerged: program delivery factors, program buy-in, implementer communication with teachers, and instructor qualities. Feedback from students and teachers is discussed in the context of informing implementation, adaptation, and future development of school-based mindfulness and yoga programming in urban settings.
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