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We assessed the effectiveness of an adapted mindfulness-based stress reduction (MBSR) program on educator stress and well-being. The study included 36 high school educators who participated in either an 8-week adapted MBSR program or a waitlist control group. Results suggested that educators who participated in MBSR reported significant gains in self-regulation, self-compassion, and mindfulness-related skills (observation, nonjudgment, and nonreacting). Significant improvements in multiple dimensions of sleep quality were found as well. These findings provide promising evidence of the effectiveness of MBSR as a strategy to promote educator’s personal and professional well-being. Implications and directions for future research are discussed.
We assessed the effectiveness of an adapted mindfulness-based stress reduction (MBSR) program on educator stress and well-being. The study included 36 high school educators who participated in either an 8-week adapted MBSR program or a waitlist control group. Results suggested that educators who participated in MBSR reported significant gains in self-regulation, self-compassion, and mindfulness-related skills (observation, nonjudgment, and nonreacting). Significant improvements in multiple dimensions of sleep quality were found as well. These findings provide promising evidence of the effectiveness of MBSR as a strategy to promote educator’s personal and professional well-being. Implications and directions for future research are discussed.
We assessed the effectiveness of an adapted mindfulness-based stress reduction (MBSR) program on educator stress and well-being. The study included 36 high school educators who participated in either an 8-week adapted MBSR program or a waitlist control group. Results suggested that educators who participated in MBSR reported significant gains in self-regulation, self-compassion, and mindfulness-related skills (observation, nonjudgment, and nonreacting). Significant improvements in multiple dimensions of sleep quality were found as well. These findings provide promising evidence of the effectiveness of MBSR as a strategy to promote educator’s personal and professional well-being. Implications and directions for future research are discussed.
We assessed the effectiveness of an adapted mindfulness-based stress reduction (MBSR) program on educator stress and well-being. The study included 36 high school educators who participated in either an 8-week adapted MBSR program or a waitlist control group. Results suggested that educators who participated in MBSR reported significant gains in self-regulation, self-compassion, and mindfulness-related skills (observation, nonjudgment, and nonreacting). Significant improvements in multiple dimensions of sleep quality were found as well. These findings provide promising evidence of the effectiveness of MBSR as a strategy to promote educator’s personal and professional well-being. Implications and directions for future research are discussed.
In this study, we investigate the experiences of first-year college studentswith Just BREATHE (JB), an eight-session voluntary mindfulness-based
wellness program. We collected qualitative interview data from 26 participants selected as a convenience sample from the larger quantitative study
at three points in time: pre-implementation, post-implementation, and one
semester to 1 year post-implementation. During the interviews, participants
described stressors, coping skills, their perceptions of JB, and changes resulting from the program. The interview data reveal that JB provides college
students with coping strategies to combat common stressors and may help
address underlying causes of stress. Students described changes in several
areas: (a) improved organization and time management, (b) commitment
to a healthy lifestyle, (c) improved emotional awareness and relationships,
and (d) self-compassion. Our findings suggest that mindfulness programs
could be utilized and incorporated into required first-year courses to promote the adaptive, social and emotional skills necessary for effective stress
management.
As interest increases in mindfulness in education programs for youth, there is a need to develop reliable measures of the quality of program implementation. This paper describes the development and psychometric properties of a measure that can be used to assess and monitor quality of implementation of mindfulness programs/curricula in typical classroom or out-of-school settings. The Teaching Mindfulness in Education Observation Scale (TMEOS) is a 28-item instrument that integrates qualitative and quantitative aspects of mindfulness instruction. Items focus on procedural adherence as well as aspects of implementation that reflect embodiment during instructional delivery (e.g., alignment with the attitudinal foundations of mindfulness). Reliability and validity data were examined and indicated that the four major scoring domains and key features showed adequate inter-rater reliability and internal consistency. We conclude that observational assessment of multiple dimension of implementation quality, including adherence and process-oriented aspects of implementation such as embodiment, can be reliably used to assess implementation quality of mindfulness programs in education settings. However, adequate preparation and training are critical. Implications and directions for future research are discussed.
During adolescence, young people are traversing exciting and also challenging stages in their development. Mindfulness, if taught in a developmentally appropriate way, has the potential to be an asset in adolescents' lives. Developmentally appropriate approaches of mindfulness intervention during adolescence need to consider adolescents' social contexts (for example, school setting, peer group, family), their cognitive and emotional stages in development, and age-specific strength and vulnerabilities. This chapter puts mindfulness education into a developmental perspective, and presents the Learning to BREATHE program as a school-based universal intervention for adolescents. The authors describe developmental dimensions and themes of the program, and discuss common challenges of program implementation in schools. A case example of bringing the Learning to BREATHE program into the school context is provided.
<p>Disruptive behavior in the classroom, poor academic performance, and emotional highs and lows: if you work with adolescents, you are well-aware of the challenges this age group presents. What if there were a way to help these students focus while equipping them with the mindfulness skills they need to excel in school and in life? 'Learning to Breathe* is a research-based curriculum designed to help adolescents reduce stress, improve their attention, manage emotions, and gain greater control over their own thoughts and actions - essential skills for optimizing classroom learning and promoting well-being. This breakthrough mindfulness-based program is structured around six themes that form the acronym BREATHE, and each theme has a core message. This book is the perfect tool for teachers, mental health professionals, or anyone who works with adolescents.</p>
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<p>This study reports the results of a pilot trial of Learning to BREATHE, a mindfulness curriculum for adolescents created for a classroom setting. The primary goal of the program is to support the development of emotion regulation skills through the practice of mindfulness, which has been described as intentional, non-judgmental awareness of present-moment experience. The total class of 120 seniors (average age 17.4 years) from a private girls' school participated as part of their health curriculum. Relative to controls, participants reported decreased negative affect and increased feelings of calmness, relaxation, and self-acceptance. Improvements in emotion regulation and decreases in tiredness and aches and pains were significant in the treatment group at the conclusion of the program. Qualitative feedback indicated a high degree of program satisfaction. The results suggest that mindfulness is a potentially promising method for enhancing adolescents' emotion regulation and well-being.</p>
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This study reports the results of a pilot trial of Learning to BREATHE, a mindfulness curriculum for adolescents created for a classroom setting. The primary goal of the program is to support the development of emotion regulation skills through the practice of mindfulness, which has been described as intentional, non-judgmental awareness of present-moment experience. The total class of 120 seniors (average age 17.4 years) from a private girls' school participated as part of their health curriculum. Relative to controls, participants reported decreased negative affect and increased feelings of calmness, relaxation, and self-acceptance. Improvements in emotion regulation and decreases in tiredness and aches and pains were significant in the treatment group at the conclusion of the program. Qualitative feedback indicated a high degree of program satisfaction. The results suggest that mindfulness is a potentially promising method for enhancing adolescents' emotion regulation and well-being.
<p>Past research has shown that rumination exacerbates dysphoric mood whereas distraction attenuates it. This research examined whether the practice of mindfulness meditation could reduce dysphoric mood even more effectively than distraction. A dysphoric mood was induced in 139 female and 38 male participants who were then randomly assigned to a rumination, distraction, or meditation condition. As predicted, participants instructed to meditate reported significantly lower levels of negative mood than those in either of the two other conditions. Distraction was associated with a lessening of dysphoric mood when compared to rumination but was not as effective as mindfulness meditation. The implications of these findings are discussed.</p>
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Past research has shown that rumination exacerbates dysphoric mood whereas distraction attenuates it. This research examined whether the practice of mindfulness meditation could reduce dysphoric mood even more effectively than distraction. A dysphoric mood was induced in 139 female and 38 male participants who were then randomly assigned to a rumination, distraction, or meditation condition. As predicted, participants instructed to meditate reported significantly lower levels of negative mood than those in either of the two other conditions. Distraction was associated with a lessening of dysphoric mood when compared to rumination but was not as effective as mindfulness meditation. The implications of these findings are discussed.
Objective(1) Evaluate feasibility and acceptability of a mindfulness-based group in adolescent girls at-risk for type 2 diabetes (T2D) with depressive symptoms, and (2) compare efficacy of a mindfulness-based versus cognitive-behavioral group for decreasing depressive symptoms and improving insulin resistance.
Design and setting
Parallel-group, randomized controlled pilot trial conducted at a university.
Participants
Thirty-three girls 12–17y with overweight/obesity, family history of diabetes, and elevated depressive symptoms were randomized to a six-week mindfulness-based (n = 17) or cognitive-behavioral program (n = 16).
Interventions
Both interventions included six, one-hour weekly group sessions. The mindfulness-based program included guided mindfulness awareness practices. The cognitive-behavioral program involved cognitive restructuring and behavioral activation.
Main outcome measures
Adolescents were evaluated at baseline, post-intervention, and six-months. Feasibility/acceptability were measured by attendance and program ratings. Depressive symptoms were assessed by validated survey. Insulin resistance was determined from fasting insulin and glucose, and dual energy x-ray absorptiometry was used to assess body composition.
Results
Most adolescents attended ≥80% sessions (mindfulness: 92% versus cognitive-behavioral: 87%, p = 1.00). Acceptability ratings were strong. At post-treatment and six-months, adolescents in the mindfulness condition had greater decreases in depressive symptoms than adolescents in the cognitive-behavioral condition (ps < .05). Compared to the cognitive-behavioral condition, adolescents in the mindfulness-based intervention also had greater decreases in insulin resistance and fasting insulin at post-treatment, adjusting for fat mass and other covariates (ps < .05).
Conclusions
A mindfulness-based intervention shows feasibility and acceptability in girls at-risk for T2D with depressive symptoms. Compared to a cognitive-behavioral program, after the intervention, adolescents who received mindfulness showed greater reductions in depressive symptoms and better insulin resistance.
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.
Adolescence is a critical period for intervention with at-risk youth to promote emotional well-being, deter problematic behavior, and prevent the onset of lifelong challenges. Despite preliminary evidence supporting mindfulness interventions for at-risk youth, few studies have included implementation details or reported feasibility and acceptance in ethnically diverse at-risk adolescents in a school setting. We conducted a randomized pilot study of a school-based mindfulness program, Learning to BREATHE, with ethnically diverse at-risk adolescents. Twenty-seven students were randomly assigned to a mindfulness or substance abuse control class that occurred for 50 min, once a week, over one school semester. Adjustments were made to increase acceptability of the mindfulness class, including enhanced instructor engagement in school activities. Reductions in depression were seen for students in the mindfulness class compared to controls. Initially, students’ perceived credibility of the mindfulness class was lower than that of the substance abuse class. Over the semester, perceived credibility of the mindfulness class increased while that of the substance abuse class decreased. Qualitative acceptability measures revealed that the mindfulness class helped to relieve stress and that students favored continuing the class. This study provides practical knowledge about what works with this unique population in a school setting and offers suggestions for future studies.
Adolescence is a critical period for intervention with at-risk youth to promote emotional well-being, deter problematic behavior, and prevent the onset of life-long challenges. Despite preliminary evidence supporting mindfulness interventions for at-risk youth, few studies have included implementation details or reported feasibility and acceptance in ethnically diverse at-risk adolescents in a school setting. We conducted a randomized pilot study of a school-based mindfulness program, Learning to BREATHE, with ethnically diverse at-risk adolescents. Twenty-seven students were randomly assigned to a mindfulness or substance abuse control class that occurred for 50 min, once a week, over one school semester. Adjustments were made to increase acceptability of the mindfulness class, including enhanced instructor engagement in school activities. Reductions in depression were seen for students in the mindfulness class compared to controls. Initially, students’ perceived credibility of the mindfulness class was lower than that of the substance abuse class. Over the semester, perceived credibility of the mindfulness class increased while that of the substance abuse class decreased. Qualitative acceptability measures revealed that the mindfulness class helped to relieve stress and that students favored continuing the class. This study provides practical knowledge about what works with this unique population in a school setting and offers suggestions for future studies.
Adolescence is a critical period for intervention with at-risk youth to promote emotional well-being, deter problematic behavior, and prevent the onset of life-long challenges. Despite preliminary evidence supporting mindfulness interventions for at-risk youth, few studies have included implementation details or reported feasibility and acceptance in ethnically diverse at-risk adolescents in a school setting. We conducted a randomized pilot study of a school-based mindfulness program, Learning to BREATHE, with ethnically diverse at-risk adolescents. Twenty-seven students were randomly assigned to a mindfulness or substance abuse control class that occurred for 50 min, once a week, over one school semester. Adjustments were made to increase acceptability of the mindfulness class, including enhanced instructor engagement in school activities. Reductions in depression were seen for students in the mindfulness class compared to controls. Initially, students’ perceived credibility of the mindfulness class was lower than that of the substance abuse class. Over the semester, perceived credibility of the mindfulness class increased while that of the substance abuse class decreased. Qualitative acceptability measures revealed that the mindfulness class helped to relieve stress and that students favored continuing the class. This study provides practical knowledge about what works with this unique population in a school setting and offers suggestions for future studies.
BACKGROUND: Yoga is an ancient spiritual practice that originated in India and is currently accepted in the Western world as a form of relaxation and exercise. It has been of interest for people with schizophrenia to determine the efficacy of yoga delivered as a package of care versus standard care. OBJECTIVES: To examine the effects of yoga as a package of care versus standard care. SEARCH METHODS: We searched the Cochrane Schizophrenia Group Trials Register (latest 30 March 2017) which is based on regular searches of MEDLINE, PubMed, Embase, CINAHL, BIOSS, AMED, PsychINFO, and registries of clinical trials. We searched the references of all included studies. There are no language, date, document type, or publication status limitations for inclusion of records in the register. SELECTION CRITERIA: All randomised controlled trials (RCTs) including people with schizophrenia comparing yoga as a package of care with standard-care control. DATA COLLECTION AND ANALYSIS: The review authors independently selected studies, quality rated these, and extracted data. For binary outcomes, we calculated risk difference (RD) and its 95% confidence interval (CI), on an intention-to-treat (ITT) basis. For continuous data, we estimated the mean difference (MD) between groups and its CI. We employed mixed-effect and fixed-effect models for analysis. We examined heterogeneity (I(2) technique), assessed risk of bias for included studies, and created a 'Summary of findings' table using GRADE (Grading of Recommendations Assessment, Development and Evaluation). MAIN RESULTS: Three studies are included in this review. All outcomes were short term (less than eight weeks). Useable data were reported for two outcomes only; leaving the study early and quality of life. None of the participants left the studies early and there was some evidence in favour of the yoga package for quality of life endpoint scores (1 RCT, n=80, MD 22.93 CI 19.74 to 26.12, low-quality evidence). Leaving the study early data were equivocal between the treatment groups (3 RCTs, n=193, RD 0.06 CI -0.01 to 0.13, medium-quality evidence, high heterogeneity). Overall, this review has an inordinate number of missing key outcomes, which included mental and global state, social functioning, physical health, adverse effects and costs of care. AUTHORS' CONCLUSIONS: A small number of small studies were included in this review and these lacked many key outcomes. The sparse data means we cannot state with any degree of certainty if yoga delivered as a package of care is beneficial in comparison to standard care.
BACKGROUND: Yoga is an ancient spiritual practice that originated in India and is currently accepted in the Western world as a form of relaxation and exercise. It has been of interest for people with schizophrenia to determine its efficacy as an adjunct to standard-care treatment. OBJECTIVES: To examine the effects of yoga versus standard care for people with schizophrenia. SEARCH METHODS: We searched the Cochrane Schizophrenia Group Trials Register (November 2012 and January 29, 2015), which is based on regular searches of MEDLINE, PubMed, EMBASE, CINAHL, BIOSIS, AMED, PsycINFO, and registries of clinical trials. We searched the references of all included studies. There were no language, date, document type, or publication status limitations for inclusion of records in the register. SELECTION CRITERIA: All randomised controlled trials (RCTs) including people with schizophrenia comparing yoga to standard-care control. DATA COLLECTION AND ANALYSIS: The review team independently selected studies, quality rated these, and extracted data. For binary outcomes, we calculated risk ratio (RR) and its 95% confidence interval (CI), on an intention-to-treat basis. For continuous data, we estimated the mean difference (MD) between groups and its 95% CI. We employed mixed-effect and fixed-effect models for analyses. We examined data for heterogeneity (I(2) technique), assessed risk of bias for included studies, and created 'Summary of findings' tables using GRADE (Grading of Recommendations Assessment, Development and Evaluation). MAIN RESULTS: We included eight studies in the review. All outcomes were short term (less than six months). There were clear differences in a number of outcomes in favour of the yoga group, although these were based on one study each, with the exception of leaving the study early. These included mental state (improvement in Positive and Negative Syndrome Scale, 1 RCT, n = 83, RR 0.70 CI 0.55 to 0.88, medium-quality evidence), social functioning (improvement in Social Occupational Functioning Scale, 1 RCT, n = 83, RR 0.88 CI 0.77 to 1, medium-quality evidence), quality of life (average change 36-Item Short Form Survey (SF-36) quality-of-life subscale, 1 RCT, n = 60, MD 15.50, 95% CI 4.27 to 26.73, low-quality evidence), and leaving the study early (8 RCTs, n = 457, RR 0.91 CI 0.6 to 1.37, medium-quality evidence). For the outcome of physical health, there was not a clear difference between groups (average change SF-36 physical-health subscale, 1 RCT, n = 60, MD 6.60, 95% CI -2.44 to 15.64, low-quality evidence). Only one study reported adverse effects, finding no incidence of adverse events in either treatment group. This review was subject to a considerable number of missing outcomes, which included global state, change in cognition, costs of care, effect on standard care, service intervention, disability, and activities of daily living. AUTHORS' CONCLUSIONS: Even though we found some positive evidence in favour of yoga over standard-care control, this should be interpreted cautiously in view of outcomes largely based each on one study with limited sample sizes and short-term follow-up. Overall, many outcomes were not reported and evidence presented in this review is of low to moderate quality - -too weak to indicate that yoga is superior to standard-care control for the management of schizophrenia.