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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.
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.