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The amended (revised) Beck Depression Inventory (BDI-IA; Beck & Steer, 1993b) and the Beck Depression Inventory-II (BDI-II; Beck, Steer, & Brown, 1996) were self-administered to 140 psychiatric outpatients with various psychiatric disorders. The coefficient alphas of the BDI-IA and the BDI-II were, respectively, .89 and .91. The mean rating for Sadness on the BDI-IA was higher than it was on the BDI-II, but the mean ratings for Past Failure, Self-Dislike, Change in Sleeping Pattern, and Change in Appetite were higher on the BDI-II than they were on the BDI-IA. The mean BDI-II total score was approximately 2 points higher than it was for the BDI-IA, and the outpatients also endorsed approximately one more symptom on the BDI-II than they did on the BDI-IA. The correlations of BDI-IA and BDI-II total scores with sex, ethnicity, age, the diagnosis of a mood disorder, and the Beck Anxiety Inventory (Beck & Steer, 1993a) were within 1 point of each other for the same variables.
Purpose: The purpose of the present study was to explore the effects of a mindfulness practice on participants' levels of self-compassion, perfectionism, attention, and perceived and biological stress. Method: This was a between-groups design. Experimental participants engaged in a short mindfulness practice weekly for one academic semester; control participants did not. All participants completed three self-report scales measuring perceived stress, self-compassion, and perfectionism before and after mindfulness sessions. In addition, electrophysiological measures were taken before and after to determine changes in biological markers of stress and attention. Experimental participants also kept reflective journals that were analyzed qualitatively. Results: Compared with control participants, by the end of the semester, experimental participants' perceived stress levels and potentially negative aspects of perfectionism decreased and biological markers of stress and self-compassion improved. Experimental participants' reflective writings indicated they perceived the sessions to be beneficial. Although the results are promising, no significant effect was found for attention. Conclusions: Engaging in a 20-min mindfulness practice using simple yoga posture and breath work across an academic semester appears to be effective in reducing students' perceived and biological stress levels and maladaptive aspects of perfectionism and in increasing their self-compassion. These are all factors that can improve students' overall well-being.
PurposeThe purpose of the present study was to explore the effects of a mindfulness practice on participants' levels of self-compassion, perfectionism, attention, and perceived and biological stress.
Method
This was a between-groups design. Experimental participants engaged in a short mindfulness practice weekly for one academic semester; control participants did not. All participants completed three self-report scales measuring perceived stress, self-compassion, and perfectionism before and after mindfulness sessions. In addition, electrophysiological measures were taken before and after to determine changes in biological markers of stress and attention. Experimental participants also kept reflective journals that were analyzed qualitatively.
Results
Compared with control participants, by the end of the semester, experimental participants' perceived stress levels and potentially negative aspects of perfectionism decreased and biological markers of stress and self-compassion improved. Experimental participants' reflective writings indicated they perceived the sessions to be beneficial. Although the results are promising, no significant effect was found for attention.
Conclusions
Engaging in a 20-min mindfulness practice using simple yoga posture and breath work across an academic semester appears to be effective in reducing students' perceived and biological stress levels and maladaptive aspects of perfectionism and in increasing their self-compassion. These are all factors that can improve students' overall well-being.
Purpose: The purpose of the present study was to explore the effects of a mindfulness practice on participants' levels of self-compassion, perfectionism, attention, and perceived and biological stress. Method: This was a between-groups design. Experimental participants engaged in a short mindfulness practice weekly for one academic semester; control participants did not. All participants completed three self-report scales measuring perceived stress, self-compassion, and perfectionism before and after mindfulness sessions. In addition, electrophysiological measures were taken before and after to determine changes in biological markers of stress and attention. Experimental participants also kept reflective journals that were analyzed qualitatively. Results: Compared with control participants, by the end of the semester, experimental participants' perceived stress levels and potentially negative aspects of perfectionism decreased and biological markers of stress and self-compassion improved. Experimental participants' reflective writings indicated they perceived the sessions to be beneficial. Although the results are promising, no significant effect was found for attention. Conclusions: Engaging in a 20-min mindfulness practice using simple yoga posture and breath work across an academic semester appears to be effective in reducing students' perceived and biological stress levels and maladaptive aspects of perfectionism and in increasing their self-compassion. These are all factors that can improve students' overall well-being.
Background/AimsThe persistence of residual depressive symptoms (RDS) among patients in clinical remission predicts a negative prognosis and is considered an important target for adjunctive treatment. Mindfulness-Based Cognitive Therapy (MBCT) is effective in reducing RDS. Delivered in 8 in-person group sessions, MBCT teaches disengagement from depression-related ruminative thought patterns to reduce RDS and vulnerability to relapse. However, MBCT faces barriers to dissemination including service costs and access. We developed an 8 session web-based version of MBCT (Mindful Mood Balance, or MMB), incorporating experiential practice, video-based vicarious learning, and didactic information that replicate core components of in-person MBCT.
Background/Aims Mindfulness-based cognitive therapy (MBCT) is an empirically supported intervention designed to teach emotion regulation skills for reducing residual depressive symptoms and avoiding relapse triggers that contribute to chronic illness course. MBCT faces common challenges to dissemination, including: service costs, waiting lists, and access. Online treatments address these challenges by increasing treatment accessibility and flexibility, but present other challenges of high dropout rates and decreased engagement. The present study is the first qualitative investigation of patients’ experiences with Mindful Mood Balance (MMB), an 8 week online treatment that features the core elements of in-person MBCT.Methods Conducted qualitative content analysis on 38 exit interviews with adult patients who participated in MMB. Interviews gathered constructive feedback on website activities and content, program administration, as well as on skills learned and personal insights achieved through participation. Participation required current PHQ-9 score less than or equal to 12 and lifetime history of one or more major depressive episodes.
Results Participants were majority female (71%), white (89.5%), employed (79%), married (73.7%), with a mean age of 46.89. Majority of participants had 3 or more past major depressive episodes (68.4%) and were currently using anti-depressant medications (71%). Codes were organized into four main themes: evidence of concept comprehension, translation of MBCT content, translation of MBCT group process, and home practice. Within these four areas, participants highlighted the advantages and challenges of delivering MBCT in an online environment and endorsed learning and retaining central skills taught.
Conclusions This work will be used to inform programmatic changes to MMB including addition of an online community and alternatives to home practice expectations. Participants endorsed retaining central skills observed previously during in-person delivery of MBCT, and identified several advantages to online delivery including flexibility, reduced cost and time commitment. Overall feedback indicated a high level of participant satisfaction, which is encouraging as MMB could drastically widen the availability of an empirically based depression relapse prevention treatment.