Purpose: Mindfulness-based interventions – which train capacities for attention, awareness, compassion, and self-regulation of thoughts and emotions – may offer unique benefits for urban youth exposed to chronic stress and adversity. Urban schools are promising settings in which to integrate mindfulness-based interventions; however, they pose complex challenges for intervention implementation and evaluation. Design/methodology/approach: The paper reflects on the experiences of our community-academic partnership conducting two school-based randomised trials on a mindfulness and yoga programme. The programme was developed by the Holistic Life Foundation and was delivered to middle school students in public schools serving disadvantaged urban communities. Findings: This paper discusses barriers and facilitating factors related to effective intervention delivery and evaluation, presents recommendations for future work and reflects on the potential benefits of mindfulness-based practices for students, teachers and schools.
Over the past decade, training in mindfulness—the intentional cultivation of moment-by-moment non-judgmental focused attention and awareness—has spread from its initial western applications in medicine to other fields, including education. This paper reviews research and curricula pertaining to the integration of mindfulness training into K-12 education, both indirectly by training teachers and through direct teaching of students. Research on the neurobiology of mindfulness in adults suggests that sustained mindfulness practice can enhance attentional and emotional self-regulation and promote flexibility, pointing toward significant potential benefits for both teachers and students. Early research results on three illustrative mindfulness-based teacher training initiatives suggest that personal training in mindfulness skills can increase teachers’ sense of well-being and teaching self-efficacy, as well as their ability to manage classroom behavior and establish and maintain supportive relationships with students. Since 2005, 14 studies of programs that directly train students in mindfulness have collectively demonstrated a range of cognitive, social, and psychological benefits to both elementary (six studies) and high school (eight studies) students. These include improvements in working memory, attention, academic skills, social skills, emotional regulation, and self-esteem, as well as self-reported improvements in mood and decreases in anxiety, stress, and fatigue. The educational goals, target population, and core features of ten established mindfulness-based curricula are described. Finally, the need for more rigorous scientific evidence of the benefits of mindfulness-based interventions in K-12 education is discussed, along with suggestions of specific process, outcome, and research-design questions remaining to be answered.
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Over the past decade, training in mindfulness—the intentional cultivation of moment-by-moment non-judgmental focused attention and awareness—has spread from its initial western applications in medicine to other fields, including education. This paper reviews research and curricula pertaining to the integration of mindfulness training into K-12 education, both indirectly by training teachers and through direct teaching of students. Research on the neurobiology of mindfulness in adults suggests that sustained mindfulness practice can enhance attentional and emotional self-regulation and promote flexibility, pointing toward significant potential benefits for both teachers and students. Early research results on three illustrative mindfulness-based teacher training initiatives suggest that personal training in mindfulness skills can increase teachers’ sense of well-being and teaching self-efficacy, as well as their ability to manage classroom behavior and establish and maintain supportive relationships with students. Since 2005, 14 studies of programs that directly train students in mindfulness have collectively demonstrated a range of cognitive, social, and psychological benefits to both elementary (six studies) and high school (eight studies) students. These include improvements in working memory, attention, academic skills, social skills, emotional regulation, and self-esteem, as well as self-reported improvements in mood and decreases in anxiety, stress, and fatigue. The educational goals, target population, and core features of ten established mindfulness-based curricula are described. Finally, the need for more rigorous scientific evidence of the benefits of mindfulness-based interventions in K-12 education is discussed, along with suggestions of specific process, outcome, and research-design questions remaining to be answered.
Most accounts of cassava cultivation in Amazonia interpret the indigenous assertion that “plants are persons” at a purely symbolic or metaphoric level. On the basis of my fieldwork with the Waiwai of Southern Guyana, this article offers an alternative interpretation, namely that Waiwai womanhood and cassava can be seen as fractal images and divergent embodied forms of a common intersubjective being, one that is holistically represented in the mythic figure of Cassava Mother. In this interpretive stance, it is argued that womanhood and cassava acquire their meaningful specificity within Waiwai sociality through their aligned capacities, affects, and perspectives, as much as through their differences in scale and form. This foregrounding of modes of alignment and fractal similitude provides an analytic space for considering the embodiment of intersubjectivity across the ontological divide we frequently insist on between “human” and “nonhuman” realms. Waiwai mythic narrative and agricultural practice suggest that, while differences in scale and form are significant, they are often eclipsed by an emphasis on aligned capacities and affective stances that are self‐similar across scales and forms.
Mindfulness practices, used to focus and sustain attention, have been shown to promote school readiness, and to positively impact students' academic success. Yet, incorporating these practices into the normal school day has been difficult due to the curriculum changes and teacher training necessary for implementation and sustainable operation. This study utilized a quasi-randomized controlled trial (RCT) design, to measure the effects of a mindfulness program on student grades, on teaching operations, and on teacher mindfulness and stress. The program consisted of 90 audio-guided tracks, each 10 minutes in length. The automated delivery system, via an MP3 player and docking station, offered both students and teachers the opportunity to consistently participate in mindfulness practices each school day without impacting teaching operations. A total of 337 students in 2 schools participated in this study. There was a significant mindfulness intervention effect on students' grade point average (GPA) changes in School A (N = 131), between the treatment (n = 64, M = 2.7995, SD = 3.13), and control (n = 67, M = 0.0448, SD = 2.61) groups; t(129) = 5.48, p < 0.001 (2-tailed), 99% CI [1.76, 3.75], d = 0.96. In school B, (N = 206), there was a near significant mindfulness intervention effect on GPA changes between the treatment ( n = 103, M = 0.0357, SD = 0.065) and control (n = 103, M = 0.0091, SD = 0.126) group; t(204) = 1.91, p = 0.058 (2-tailed), 95% CI [-0.001, 0.054], d = 0.27. These results suggest that a daily audio-guided mindfulness practice can positively impact student grades across all subjects with less than 1 hour of teacher training and with no changes to the existing curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Calling all kids and kids at heart! Join Laughing Laura and her friends in this fun, easy to follow laughter yoga workout! Laugh your way through dozens of delightful laughter exercises and deep breathing techniques to help make you healthier and happier while you sing and dance along with toe-tapping laughter songs. The more laughter friends, the better, so invite your family and friends to join you in the laughter fun.
PURPOSE: Adjuvant chemotherapy for women with breast cancer has significantly improved the cure rate; however, it has been associated with chemotherapy-related cognitive impact (CRCI). The literature provides preliminary support for the feasibility and efficacy of yoga interventions for the general cancer population, however, controlled trials are scarce and no studies have examined the effect of yoga on cognition for women with breast cancer during chemotherapy. This case series aims to identify the impact of yoga on measures of cognition, functional outcomes, and quality of life (QOL) for breast cancer survivors (BCS).METHODS: Four women with a diagnosis of early-stage breast cancer prior to chemotherapy treatment were administered the following physiologic measures at baseline, 6, and 12 weeks during chemotherapy, and at one and three months after the conclusion of the study: Functional Reach test (balance) and Sit and Reach test (flexibility), and QOL, POMS (Mood) and FACT-B (QOL), at baseline. Primary outcomes of cognition were measured with the Perceived Cognition Questionnaire (PCQ) and CogState, a computerized measurement of cognition. Women attended an Iyengar-inspired yoga program twice a week for 12 weeks. Qualitative questionnaires were administered after the completion of the study to determine perceived benefits and challenges of the yoga program.
RESULTS: Four women with Stage II breast cancer ranged in age from 44-65 years. CogState computerized testing showed changes in varying domains of cognition through treatment and follow-up. Improved balance, flexibility, and QOL were also noted over time. No adverse events were observed. Analysis of qualitative data revealed the yoga classes were helpful and subjects continued the practice elements of yoga including relaxation, breathing, and stretching. The most challenging aspect of the study was physical limitations due to various medical complications and included fatigue, decreased range of motion, and pain.
CONCLUSION: This case series suggests that yoga may impact various aspects of cognition during and after chemotherapy administration as noted through quantitative measures. Women describe yoga as improving various domains of QOL through the treatment trajectory. This mind-body intervention may stave off CRCI; however, further investigation is needed for additional randomized controlled trials on the effects of yoga on cognition for women with breast cancer undergoing adjuvant chemotherapy treatment.
Clinical studies of MBSR have reported efficacy in treating pain, mood disorders, arthritis, sleep disturbances, and stress. Several academic medical institutions in the United States offer MBSR to their patients, but it has never been offered at Mayo Clinic. The objective of this study was to collect quality-of-life data from subjects who participated in the first MBSR program offered at Mayo Clinic. The class was taught as a collaborative effort with the University of Minnesota that had an established MBSR program. Sixteen participants completed a validated, 12-question, linear analogue self-assessment instrument, administered at the beginning and end of the program. Comparison of assessment scores using paired t-tests showed statistically significant improvement in overall quality of life (P = 0.04), mental well-being (P = 0.005), physical well-being (P < 0.001), emotional well-being (P < 0.001), level of social activity (P = .02), and spiritual well-being (P = 0.006). Although positive changes also were observed for frequency of pain, severity of pain, level of fatigue, level of support from friends and family, and financial and legal concerns, they were not statistically significant. A short intervention in the education of mindfulness significantly improved quality of life for participants.
The significant role that teacher social-emotional competence (SEC) may play in the classroom environment through classroom management, forming positive teacher-student relationships, and implementation of social-emotional learning (SEL) curricula, as well as the influence SEC may have on teachers' overall well-being, requires an assessment that is able to reliably measure this construct in a manner that is valid for research and applied purposes. This study investigated the development of a scale measuring teacher SEC, the Social-Emotional Competence Teacher Rating Scale (SECTRS). The SECTRS was created and evaluated by an expert panel. Following the content validation process and follow-up revisions, the scale was administered to a sample of teachers (N = 302) and the scale's factor structure was explored, along with basic elements of the scale's reliability and validity. Finally, demographic characteristics were assessed to determine if relationships to SEC scores existed across these characteristics. Results of the factor analysis revealed a four-factor solution that explained 37.93% of the variance. The four factors identified measured aspects of teacher-student relationships, emotion regulation, social-awareness, and interpersonal-relationships. Internal consistency reliability estimates ranged from .69 to .88. Convergent validity results revealed that the SECTRS factor and total scores had significant, positive correlations (.44 to .65) with a scale measuring emotional intelligence and low, negative correlations with a scale measuring teacher burnout (.01 to -.34). Teacher ratings on the SECTRS did not demonstrate differences across gender, ethnicity, and community setting. Teacher ratings on the SECTRS differed based upon years of teaching experience, age, teacher setting, and grade-level. Finally, the SECTRS was found to have significant, positive correlations with perceptions of teacher-student relationships (.40 to .64), controlling behavior management st
We implemented a meta-analysis of randomized trials to estimate the treatment effect of mindfulness-based cognitive therapy in a group format compared to no treatment or alternative group interventions. We inspected moderators of effect size and estimated treatment effects over time across 31 studies with yielded mean effect sizes revealing large and medium effects for no treatment and alternative treatment comparisons, respectively. Moderator analyses revealed differential models for explaining variations in treatment effects related to age, percentage of men in studies, domicile, study setting, and type of alternative treatment comparison. Implications for group work and limitations of this study are discussed.
For millennia, humans have focused their attention on the breath to develop mindfulness, but finding a scientific way to harness mindful breathing has proven elusive. Existing attempts to objectively measure and feedback on mindfulness have relied on specialist external hardware including electroencephalograms or respirometers that have been impractical for the majority of people learning to meditate. Consequently, training in the key skill of breath-awareness has lacked practical objective measures and guidance to enhance training. Here, we provide a brief technology report on an invention, The MindfulBreather® that addresses these issues. The technology is available to download embedded in a smartphone app that targets, measures and feedbacks on mindfulness of breathing in realtime to enhance training. The current paper outlines only the technological concept with future studies quantifying efficacy, validity and reliability to be reported elsewhere. The MindfulBreather works by generating Motion Guided Mindfulness through interacting gyroscopic and touchscreen sensors in a three phase process: Mindfulness Induction (Phase I) gives standardized instruction to users to place their smartphone on their abdomen, breathe mindfully and to tap only at the peak of their inhalation. The smartphone’s gyroscope detects periodic tilts during breathing to generate sinusoidal waveforms. Waveform-tap patterns are analyzed to determine whether the user is mindfully tapping only at the correct phase of the breathing cycle, indicating psychobiological synchronization. Mindfulness Maintenance (Phase II) provides reinforcing pleasant feedback sounds each time a breath is mindfully tapped at the right time, and the App records a mindful breath. Lastly, data-driven Insights are fed back to the user (Phase III), including the number of mindful breaths tapped and breathing rate reductions associated with parasympathetic engagement during meditation. The new MGM technology is then evaluated and contrasted with traditional mindfulness approaches and a novel Psychobiological Synchronization Model is proposed. In summary, unlike existing technology, the MindfulBreather requires no external hardware and repurposes regular smartphones to deliver app-embedded Motion-Guided Mindfulness. Technological applications include reducing mindwandering and down-regulation of the brain’s default mode through enhanced mindful awareness. By objectively harnessing breath awareness, The MindfulBreather aims to realize the ancient human endeavor of mindfulness for the 21st century.
Past research has demonstrated that males outperform females in mathematics (Hyde, J. S., Fennema, E., & Lamon, S. J., Psychol Bull 107:139-155, ). Research has also shown that encouraging mindful learning-learning information in a conditional rather than an absolute way-can increase mathematics performance in females (Ritchhart, R., & Perkins, D. N., J Social Issues 56:27-47, ). This paper examines the moderating role of mindful learning for gender differences, by manipulating mindful learning for females' and males' performance on a novel math task. The results from this study show that males performed better than females when mindful learning was not encouraged (absolute instruction), but males and females performed equally well when mindful learning was encouraged (conditional instruction). Thus we find that mindful learning moderates gender differences in math performance. [ABSTRACT FROM AUTHOR]; Copyright of Journal of Adult Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Objectives: The objective of this study was to compare mindfulness-based cognitive therapy (MBCT) with a psycho-educational control group designed to be structurally equivalent to the MBCT program but excluding the claimed “active ingredient” of MBCT (i.e., mindfulness meditation practice) for the treatment of patients with major depression (MD).Design: This was a randomized controlled trial.
Location: The study was conducted at the Institute of Psychiatry, University of Bologna, Italy.
Subjects: Patients who had MD and who did not achieve remission following at least 8 weeks of antidepressant treatment were considered for inclusion. Eligible subjects were randomized to receive MBCT or psycho-education and were prospectively followed for 8 weeks.
Outcome measures: MD severity was assessed with the Hamilton Rating Scale for Depression (HAMD). Measures of anxiety, mindfulness, and quality of life, as measured with the Beck Anxiety Inventory, Mindfulness Attention and Awareness Scale, and the Psychological General Well-being Index (PGWBI), respectively, were also included. All assessments were performed at baseline, 4 weeks, and 8 weeks. Changes of psychologic variables over the study period were analyzed by means of the repeated-measures analysis of variance.
Results: Of 29 screened subjects, 16 received MBCT or psycho-education. Both HAMD and PGWBI scores improved to a significantly higher extent in the MBCT group than in the psycho-educational control group.
Conclusions: Although limited by a small sample size and the lack of follow-up measures, the results of this preliminary study suggest the superiority of MBCT over psycho-education for subjects who had MD and who did not achieve remission following antidepressant treatment.
Mindfulness-based cognitive therapy (MBCT) showed efficacy for currently depressed patients. However, most of the available studies suffer from important methodological shortcomings, including the lack of adequate control groups. The present study aims to compare MBCT with a psycho-educational control group designed to be structurally equivalent to the MBCT program but excluding the main putative “active ingredient” of MBCT (i.e., mindfulness meditation practice) for the treatment of patients with major depression (MD) who did not achieve remission following at least 8 weeks of antidepressant treatment. Out of 106 screened subjects, 43 were randomized to receive MBCT or psycho-education and were prospectively followed for 26 weeks. MD severity was assessed with the Hamilton Rating Scale for Depression (HAM-D) and the Beck Depression Inventory-II (BDI-II). Measures of anxiety, mindfulness, and quality of life were also included. All assessments were performed at baseline, 4, 8, 17 and 26-weeks. Both HAM-D and BDI scores, as well as quality of life and mindfulness scores, showed higher improvements, which were particularly evident over the long-term period, in the MBCT group than in the psycho-education group. Although limited by a small sample size, the results of this study suggest the superiority of MBCT over psycho-education for non-remitted MD subjects.
The effectiveness of Mindfulness-Based Relapse Prevention (MBRP) in a naturalistic outpatient setting for those in recovery from opioid use disorder receiving medication-assisted treatment is unknown. The purpose of this pilot study was to test the effectiveness of MBRP in a naturalistic outpatient setting for those in recovery from opioid use disorder. Participants were recruited from a comprehensive opioid addiction treatment program who were in the intermediate stage of medication-assisted treatment (MAT) (at least 90 consecutive days substance free). Participants who completed the MBRP intervention served as their own controls [i.e., each participant participated in 8 weeks of treatment-as-usual (TAU) with MAT before the 8-week MBRP was initiated]. Pre/post-data analysis with study completers and non-completers (i.e., participants who did not complete the mindfulness intervention, but remained in TAU) was performed. Thirty-two participants were recruited (mean age, 36; range 21–47). No significant differences in baseline demographics were detected between the completers and non-completers. Analyses suggest significant reductions (p < 0.05) were observed in reported depression in completers compared to non-completers, and significant increases were observed in reported mindfulness (p < 0.05) in completers among those completed the MBRP intervention study phase. Trends in the hypothesized direction were also observed for anxiety (p = 0.17), but not for craving (p = 0.43). Although significant attrition was experienced, results suggest MBRP can be incorporated into a MAT in an outpatient setting, and significant positive findings were observed despite the small sample size. An unexpected finding was that patients in MAT still reported clinically significant levels of anxiety and depression that were not reduced in TAU.
Objectives: Mindfulness training may help seniors successfully manage the physical and psychological challenges of aging in a manner that reduces distress and promotes vitality. The purpose of this retrospective analysis is to evaluate the impact of mindfulness-based stress reduction (MBSR) training on mood states in older adults. Methods: The authors identified 141 older adults (>60 years) who completed MBSR training. All participants completed the Profile of Mood States-Short Form (POMS-SF) at baseline and following 8 weeks of MBSR. Using paired t tests, the authors evaluated changes in mood following training in MBSR. In a subset analysis, the authors further examined the impact of MBSR training in individuals with the highest scores on depression and anxiety. Primary reasons cited for MBSR enrollment are also reported. Results: Overall emotional distress and all sub-scale mood measurements improved significantly following MBSR training. MBSR training resulted in >50% reduction in the number of older people reporting clinically significant depression and anxiety. Most enrolled in MBSR training to improve stress management skills. Discussion: MBSR training is a promising, group-based intervention for decreasing psychological distress in older adults. Larger randomized controlled trials are needed to confirm study findings.
OBJECTIVE: We explored the potential impact of mindfulness-based yoga (MBY) for youth with persistent concussion by examining occupation-based and neurophysiological outcomes.METHOD: In this case series design study, 6 youths ages 13-17 yr with concussion symptoms for >4 wk participated in an 8-wk MBY intervention, 1×/wk for 45 min. Participation, self-efficacy, and heart rate variability (24 hr) were collected before, after, and 3 mo after the intervention. Heart rate variability was also measured during each session.
RESULTS: Trends of increased self-efficacy in academic, social, and emotional domains were found after MBY and maintained at 3-mo follow-up. Trends of increasing heart rate variability were also found pre- to postintervention and within the eight MBY sessions.
CONCLUSION: Preliminary results reveal positive trends after a novel, safe intervention for youth with persistent concussion symptoms and the value of exploring both occupation-based and neurophysiological measures. Future research with a larger sample and control group is warranted.
Despite the crucial role of teachers in fostering children's academic learning and social-emotional well-being, addressing teacher stress in the classroom remains a significant challenge in education. The present study reports results from a randomized controlled pilot trial of a modified Mindfulness-Based Stress Reduction course (mMBSR) adapted specifically for teachers. Results suggest the course may be a promising intervention, with participants showing significant reductions in psychological symptoms and burnout, improvements in observer-rated classroom organization and performance on a computer task of affective attentional bias, and increases in self-compassion. In contrast, control group participants showed declines in cortisol functioning over time and marginally significant increases in burnout. Furthermore, changes in mindfulness were correlated in the expected direction with changes across several outcomes (psychological symptoms, burnout, sustained attention) in the intervention group. Implications of these findings for the training and support of teachers are discussed.
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Despite the crucial role of teachers in fostering children's academic learning and social–emotional well‐being, addressing teacher stress in the classroom remains a significant challenge in education. This study reports results from a randomized controlled pilot trial of a modified Mindfulness‐Based Stress Reduction course (mMBSR) adapted specifically for teachers. Results suggest that the course may be a promising intervention, with participants showing significant reductions in psychological symptoms and burnout, improvements in observer‐rated classroom organization and performance on a computer task of affective attentional bias, and increases in self‐compassion. In contrast, control group participants showed declines in cortisol functioning over time and marginally significant increases in burnout. Furthermore, changes in mindfulness were correlated in the expected direction with changes across several outcomes (psychological symptoms, burnout, and sustained attention) in the intervention group. Implications of these findings for the training and support of teachers are discussed.
Despite the crucial role of teachers in fostering children's academic learning and social-emotional well-being, addressing teacher stress in the classroom remains a significant challenge in education. The present study reports results from a randomized controlled pilot trial of a modified Mindfulness-Based Stress Reduction course (mMBSR) adapted specifically for teachers. Results suggest the course may be a promising intervention, with participants showing significant reductions in psychological symptoms and burnout, improvements in observer-rated classroom organization and performance on a computer task of affective attentional bias, and increases in self-compassion. In contrast, control group participants showed declines in cortisol functioning over time and marginally significant increases in burnout. Furthermore, changes in mindfulness were correlated in the expected direction with changes across several outcomes (psychological symptoms, burnout, sustained attention) in the intervention group. Implications of these findings for the training and support of teachers are discussed.
Despite the crucial role of teachers in fostering children's academic learning and social-emotional well-being, addressing teacher stress in the classroom remains a significant challenge in education. The present study reports results from a randomized controlled pilot trial of a modified Mindfulness-Based Stress Reduction course (mMBSR) adapted specifically for teachers. Results suggest the course may be a promising intervention, with participants showing significant reductions in psychological symptoms and burnout, improvements in observer-rated classroom organization and performance on a computer task of affective attentional bias, and increases in self-compassion. In contrast, control group participants showed declines in cortisol functioning over time and marginally significant increases in burnout. Furthermore, changes in mindfulness were correlated in the expected direction with changes across several outcomes (psychological symptoms, burnout, sustained attention) in the intervention group. Implications of these findings for the training and support of teachers are discussed.
Objective: To explore differences in mindfulness, happiness, and perceived anxiety in a sample of college students before and after taking a meditation course.Participants: Participants were college students at a primarily undergraduate institution enrolled in an experiential meditation class (n = 74) and a non-meditation class comparison group (n = 73).Methods: The study design was a before-after observational study with two groups and three dependent variables: the Mindfulness Attention Awareness Scale, the State Trait Anxiety Inventory and the Subjective Happiness Scale.Results: Students in the meditation course increased average subjective happiness and mindfulness attention awareness. Mindfulness scores increased and anxiety decreased more for students in the meditation class compared to students in the psychosocial class.Conclusions: This research provides evidence that taking a semester long meditation course is associated with improvements in college student well-being.
College attendance has increasingly become a seemingly mandatory next step following high school: employment, promotion, and career-related skills frequently demand post-secondary training. As the college attendance rate has increased, the rate of college attendees with diagnosed learning disabilities or learning challenges has followed suit (Connor, 2012). Time management, including the abilities to focus attention and reach incremental goals, are critical to college success (Al-Harthy, Qaboos, & Was, 2013). This paper attempts to analyze the role of mindfulness and self-awareness in relation to the etiology of executive functioning disorders. Recent literature supports the use of mindfulness and meta-cognitive awareness as tools to help students with executive functioning deficits succeed in high-stress academic environments.
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