This chapter examines the role of mindfulness within restorative justice practices. Restorative justice values the importance of addressing both inter and intrapersonal conflict and pain within a healing or restorative framework. Mindfulness practices emphasize staying with or being with ‘what is’ and experiencing the present moment without averting attention from difficult emotions or dialogue. Although many exceptional circle keepers/facilitators may intuitively or purposefully incorporate mindfulness practices, there has been a notable absence of research about the formal integration of the two practices. The example and suggestions in this chapter provide a framework for that integration.
Integrating mindfulness-based practices with a harm reduction approach can be particularly useful in the treatment of substance misuse and co-occurring disorders. This chapter focuses on the theory and application of mindfulness practices to address substance use and other risky behaviors from a harm reduction perspective (Bowen et al. 2010). Conceptualizing substance misuse as stemming from the complex interaction of biopsychosocial factors that leads one to self-medicate requires that we adopt a highly individualized approach that is attuned to the goals and needs of each person (Murphy and Khantzian in Psychotherapy and substance abuse. Guilford, New York, 1995; Tatarsky in Harm reduction psychotherapy. Rowman & Littlefield Publishers, Inc, Lanham, 2007). Mindfulness practices are uniquely suited to helping people across the spectrum of substance use issues as it provides a framework observing one’s experiences with curiosity and kindness and enhances the development of self-regulation capacities. Working from a harm reduction approach, with its emphasis on collaboration and empowerment helps clients explore the types of changes they wish to make and supports them in attaining their goals. Clinical examples and a case discussion are provided to illustrate this integrative approach.
Accumulating evidence indicates that time spent in natural environments promotes creativity, but few researchers have considered how this occurs. We evaluate two candidate mechanisms, attention restoration and mind wandering. We compare the accounts in terms of attentional focus, brain network activation, cognitive effects, and the temporal progression of these processes across the stages of creativity. Based on this analysis, we propose that (1) gentle shifts between externally oriented soft fascination and internally oriented mind wandering can occur during nature experience; (2) this provides the basis for mutually reinforcing pathways that enhance attention control following nature experience; and (3) mind wandering might support additional benefits for creativity, including flexibility and new associations of ideas. We propose research to test the proposed pathways, including the conditions under which environments influence creativity, the ebb and flow of attention orientation during environmental experience, and the links between attentional focus, brain network activation and creativity.
Mindfulness-based Stress Reduction, a stress-reduction program, has increasing empirical support as a patient-care intervention. Its emphasis on self-care, compassion, and healing makes it relevant as an intervention for helping nurses manage stress and reduce burnout. This article describes the implementation of Mindfulness-based Stress Reduction in a hospital system as a way to lower burnout and improve well-being among nurses, using both quantitative and qualitative data.
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This article is the second in a series reporting on research exploring the effects of Mindfulness-based Stress Reduction on nurses and describes the quantitative data. The third article describes qualitative data. Treatment group participants reduced scores on 2 of 3 subscales of the Maslach Burn...
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Part III of the study on mindfulness-based stress reduction (MBSR) describes qualitative data and discusses the implications of the findings. Study analysis revealed that nurses found MBSR helpful. Greater relaxation and self-care and improvement in work and family relationships were among reported benefits. Challenges included restlessness, physical pain, and dealing with difficult emotions.
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Fourteen self-reported insomniacs (SRI) and 14 good sleepers (GS) had their cardiac neuronal activity assessed by heart rate variability (HRV) under controlled respiration at a slow frequency rate of 0.1 Hz, and a forced rate of 0.2 Hz during daytime rest. Nighttime sleep was measured by polysomnography. The SRI showed depressed high frequency power of HRV compared to the GS. An increased total power of HRV was observed among the SRI during slow, paced breathing compared with spontaneous breathing and 0.2 Hz. Sleep onset latency, number of awakenings, and awakening time during sleep were decreased and sleep efficiency was increased if SRI practiced slow, paced breathing exercises for 20 min before going to sleep. Our results indicate that there is autonomic dysfunction among insomniacs, especially in relation to vagal activity; however, this decreased vagal activity can be facilitated by practicing slow, paced breathing, thereby improving sleep quality.
Event-related functional magnetic resonance imaging (efMRI) has emerged as a powerful technique for detecting brains’ responses to presented stimuli. A primary goal in efMRI data analysis is to estimate the Hemodynamic Response Function (HRF) and to locate activated regions in human brains when specific tasks are performed. This paper develops new methodologies that are important improvements not only to parametric but also to nonparametric estimation and hypothesis testing of the HRF. First, an effective and computationally fast scheme for estimating the error covariance matrix for efMRI is proposed. Second, methodologies for estimation and hypothesis testing of the HRF are developed. Simulations support the effectiveness of our proposed methods. When applied to an efMRI dataset from an emotional control study, our method reveals more meaningful findings than the popular methods offered by AFNI and FSL.
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Research on psychological restoration and restorative environments is a needed complement to work on stress and environmental stressors. Two laboratory experiments tested the utility of two restorative environments theories, one concerned with directed attention capacity renewal and the other with stress reduction and associated changes in emotion. Various strategies were employed to distinguish restorative effects from other effects, to limit the role of arousal reduction in attentional restoration, and to begin mapping the time course for the emergence of outcomes. Both experiments tested for differential emotional and performance effects as a function of photographic environmental simulation (natural or urban environment). Across the experiments the natural environment simulation engendered generally more positive emotional self-reports. That consistent performance effects were not found in either study suggests that attentional restoration as reflected in performance is a more time-intensive process.
This preliminary study sought to explore the link between depression, experiential avoidance and mindfulness in people with a spinal cord injury (SCI). We surveyed patients listed on the SCI database at Royal Perth Hospital who had experienced an injury over the last 10 years. Respondents (62) completed a questionnaire including the depression subscale of the Depression Anxiety Stress Scale, the Acceptance and Action Questionnaire (AAQ-2; Bond et al., 2007) and the Mindful Attention Awareness Scale (MAAS; Brown & Ryan, 2003). Thirty per cent of participants scored above the cut-off for possible depression, with equal numbers experiencing mild, moderate or severe depression. Mindfulness and experiential avoidance were significantly associated with depression, and were intercorrelated. Further, regression analysis indicated that experiential avoidance mediated the relationship between depression and mindfulness. Our preliminary data suggest that individuals with SCI who are more mindful use less avoidance and have a more positive mood. These results indicate further work in this area is warranted.
Traditional medical and public health approaches to illness and health are among the successes of modern science. However, society today is faced with the increasing incidence of various forms of poor health related to modern lifestyles. Contributing factors include an increasingly sedentary population, increasing levels of psychological stress related to urban living and contemporary work practices. In addition people with disabilities and chronic illness demand a transition from institutional care to care in society. These problems encourage thinking about alternative ways to prevent disease and promote health. Lack of physical activity and stress have led to increased occurrence of certain diseases where medication is perhaps only reducing the symptoms rather than combating the true cases of illness and reduced quality of life. Efforts to promote public health and well-being in Europe have thus become increasingly complex.
Mindfulness-based interventions (MBIs) are being actively implemented in a wide range of fields – psychology, mind/body health care and education at all levels – and there is growing evidence of their effectiveness in aiding present-moment focus, fostering emotional stability, and enhancing general mind/body well-being. However, as often happens with popular innovations, the burgeoning interest in and appeal of mindfulness practice has led to a reductionism and commodification – popularly labelled ‘McMindfulness’ – of the underpinning principles and ethical foundations of such practice which threatens to subvert and militate against the achievement of the original aims of MBIs in general and their educational function in particular. It is argued here that mindfulness practice needs to be organically connected to its spiritual roots if the educational benefits of such practice are to be fully realised.
Although it has been given qualified approval by a number of philosophers of education, the so-called "therapeutic turn" in education has been the subject of criticism by several commentators on post-compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the replacement of the traditional goals of knowledge and understanding with personal and social objectives concerned with enhancing and developing confidence and self-esteem in learners. After offering some critical observations on these developments, I suggest that there are some educationally justifiable goals underpinning what has been described as a therapeutic turn. Whilst accepting that "self-esteem" and cognate concepts cannot provide a general end or universal aim of education, the therapeutic function--the affective domain of learning--is more valuable and significant than is generally acknowledged. This claim is justified by an examination of the concept of "mindfulness" which, it is argued, can be an immensely powerful and valuable notion that is integrally connected with the centrally transformative and developmental nature of learning and educational activity at all levels. The incorporation of mindfulness strategies within adult learning programmes may go some way towards re-connecting the cognitive and affective dimensions of education.
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Thanks largely to the work of Kabat-Zinn and associates applications of mindfulness-based practices have grown exponentially over the last decade or so, particularly in the fields of education, psychology, psychotherapy and mind–body health. Having its origins in Buddhist traditions, the more recent secular and therapeutic applications of the basic notion of impartial present-moment attention have been shown to have far-reaching implications for all aspects of learning and education. It is argued that mindfulness practice has much to contribute to the neglected area of affective education in the UK system and that – in addition to enhancing learning in the crucial sphere of the education of the emotions – it can also provide a foundation for more general cognitive development. In addition to philosophical arguments, reference is made to research studies of mindfulness-based educational practices in America and Britain.
In this study, we investigated the effects of mindfulness training with 23 pre-service teachers. Subjects were assigned to either a six-week mindfulness training program or a control condition. Postintervention, mindfulness participants reported greater emotional clarity and improved regulation of negative emotions. In particular, the mindfulness group was shielded from an increase in negative emotions compared to the control group. In addition, within-group differences suggested that mindfulness training helps student-teachers control impulsive behavior and respond more flexibly to stressful emotions. These findings add to a growing body of research on the benefits of mindfulness. Pre-service teachers, it seems, gain the most benefit in the realm of emotional regulation.
In this study, we investigated the effects of mindfulness training with 23 pre-service teachers. Subjects were assigned to either a six-week mindfulness training program or a control condition. Postintervention, mindfulness participants reported greater emotional clarity and improved regulation of negative emotions. In particular, the mindfulness group was shielded from an increase in negative emotions compared to the control group. In addition, within-group differences suggested that mindfulness training helps student-teachers control impulsive behavior and respond more flexibly to stressful emotions. These findings add to a growing body of research on the benefits of mindfulness. Pre-service teachers, it seems, gain the most benefit in the realm of emotional regulation.
In this study, we investigated the effects of mindfulness training with 23 pre-service teachers. Subjects were assigned to either a six-week mindfulness training program or a control condition. Postintervention, mindfulness participants reported greater emotional clarity and improved regulation of negative emotions. In particular, the mindfulness group was shielded from an increase in negative emotions compared to the control group. In addition, within-group differences suggested that mindfulness training helps student-teachers control impulsive behavior and respond more flexibly to stressful emotions. These findings add to a growing body of research on the benefits of mindfulness. Pre-service teachers, it seems, gain the most benefit in the realm of emotional regulation.
Urbanicity presents a challenge for the pursuit of sustainability. High settlement density may offer some environmental, economic, and social advantages, but it can impose psychological demands that people find excessive. These demands of urban life have stimulated a desire for contact with nature through suburban residence, leading to planning and transportation practices that have profound implications for the pursuit of sustainability. Some might dismiss people's desire for contact with nature as the result of an anti-urban bias in conjunction with a romantic view of nature. However, research in environmental psychology suggests that people's desire for contact with nature serves an important adaptive function, namely, psychological restoration. Based on this insight, we offer a perspective on an underlying practical challenge: designing communities that balance settlement density with satisfactory access to nature experience. We discuss research on four issues: how people tend to believe that nature is restorative; how restoration needs and beliefs shape environmental preferences; how well people actually achieve restoration in urban and natural environments; and how contact with nature can promote health. In closing, we consider urban nature as a design option that promotes urban sustainability.
De Waal writes about primate empathy, rivalry, bonding, sex and murder in his new book, Mama's Last Hug. The title of the book was inspired by a tender interaction between a dying 59-year-old chimp named Mama and de Waal's mentor, Jan van Hooff, who had known Mama for more than 40 years.
Importance: Social-emotional competence in early childhood influences long-term mental health and well-being. Interest in the potential to improve child health and educational outcomes through social and emotional learning (SEL) programs in early childhood education and care (ECEC) settings is increasing.Objective: To conduct a systematic review and meta-analysis of studies examining the social, emotional, and early learning outcomes associated with universal curriculum-based SEL programs delivered to children aged 2 to 6 years in center-based ECEC settings.
Data Sources: Keyword searches of Education Resources Information Center (ERIC), MEDLINE Complete, PsycINFO, and Proquest Dissertations and Theses Global databases were conducted to identify all relevant studies published from January 1, 1995, through December 31, 2017.
Study Selection: Studies included in this review examined universal curriculum-based SEL intervention delivered to children aged 2 to 6 years in a center-based ECEC setting. All assessed individual-level social and/or emotional skill after the SEL intervention and used an experimental or quasi-experimental design (ie, studies that did not or were not able to randomly allocate participants to intervention and control groups) with a control group.
Data Extraction and Synthesis: A total of 13 035 records were screened, of which 362 were identified for full-text review. A systematic literature review was conducted on 79 studies. Multilevel random-effects meta-analyses were conducted on 63 eligible studies from October 2 through 18, 2018.
Main Outcomes and Measures: Social competence, emotional competence, behavioral self-regulation, behavior and emotional challenges, and early learning outcomes.
Results: This review identified 79 unique experimental or quasi-experimental studies evaluating the effect of SEL interventions on preschooler outcomes, including a total of 18 292 unique participants. Sixty-three studies were included in this meta-analysis. Compared with control participants, children in intervention conditions showed significant improvement in social competence (Cohen d [SE], 0.30; [0.06]; 95% CI, 0.18-0.42; P < .001), emotional competence (Cohen d [SE], 0.54 [0.16]; 95% CI, 0.22-0.86; P < .001), behavioral self-regulation (Cohen d [SE], 0.28 [0.09]; 95% CI, 0.11-0.46; P < .001), and early learning skills (Cohen d [SE], 0.18 [0.08]; 95% CI, 0.02-0.33; P = .03) and reduced behavioral and emotional challenges (Cohen d [SE], 0.19 [0.04]; 95% CI, 0.11-0.28; P < .001). Several variables appeared to moderate program outcomes, including intervention leader, type of assessment, informant, child age, and study quality.
Conclusions and Relevance: According to results of this study, social and emotional learning programs appeared to deliver at a relatively low intensity may be an effective way to increase social competence, emotional competence, behavioral self-regulation, and early learning outcomes and reduce behavioral and emotional difficulties in children aged 2 to 6 years. Social and emotional learning programs appear to be particularly successful at increasing emotional knowledge, understanding, and regulation.
BackgroundThe Support, Education, and Research in Chronic Heart Failure (SEARCH) study was designed to assess the impact of a mindfulness-based psychoeducational intervention on clinical outcomes, depression, and quality of life in patients with chronic heart failure (CHF). Although research has shown that psychosocial factors including depression are important risk factors for adverse events in patients with CHF, no large clinical trials have investigated the efficacy of psychosocial interventions to reduce these factors in this population.
Methods
This was a prospective cohort study of 208 adults with left ventricular ejection fraction ≤40% and CHF geographically assigned to treatment or control groups with follow-up at 3, 6, and 12 months. Treatment groups met weekly for 8 consecutive weeks for training in mindfulness meditation, coping skills, and support group discussion.
Results
Subjects had a mean age of 61 years, left ventricular ejection fraction 26%, and median New York Heart Association class II. The majority were treated with angiotensin-converting enzyme inhibitors (80%) and β-blockers (86%). At baseline, patients in the treatment group had more severe CHF with higher New York Heart Association class (P = .0209) and more severe psychological distress (Center of Epidemiology—Depression, Profile of Mood States; P < .05). When compared with controls, treatment resulted in lower anxiety (Profile of Mood States, P = .003), depression (Center of Epidemiology—Depression, P = .05), improved symptoms (Kansas City Cardiomyopathy Questionnaire symptom scale, P = .033) and clinical scores (Kansas City Cardiomyopathy Questionnaire clinical score, P = .024) over time. There were no treatment effects on death/rehospitalization at 1 year.
Conclusions
An 8-week mindfulness-based psychoeducational intervention reduced anxiety and depression; this effect was attenuated at 1 year. Importantly, the intervention led to significantly better symptoms of CHF at 12 months compared to control subjects. Our results suggest that interventions of this type might have a role in optimal therapy for CHF.
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