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Mindfulness training (MT) is a meditation-based approach that, on its own or in alliance with cognitive therapy, can effectively impact on several therapeutic targets such as recurrent depression, some anxiety problems, and chronic physical pain. This article outlines how mindfulness training complements cognitive-behavioural therapy (CBT), and why it may be particularly useful to older people. The range of potential applications of MT is examined, followed by considerations of the evidence to date and both the advantages and dangers of current developments within the various MT programmes. The author's ongoing research on Mindfulness-based Cognitive Therapy (MBCT) for older people with recurring depression is described, as is the use of Mindfulness-based Stress Reduction (MBSR) in routine clinical practice. Suggestions are provided regarding future research into the range of applications of MT with older people.
Evidence is accumulating that mindfulness training is useful in reducing stress for health care workers and may increase the quality of their interactions with patients. To evaluate how health care workers experience mindfulness training, a review was conducted, synthesising published qualitative papers on the experiences of health care workers currently practising or those in clinical training who had attended mindfulness training. A systematic search yielded 14 relevant studies. Quality appraisal using the Critical Appraisal Skills programme tool identified that four studies were of a lower quality, and as they did not contribute uniquely to the analysis, they were omitted from the review. The synthesis describes health care workers’ experiences of overcoming challenges to practice in mindfulness training, such as shifting focus from caring for others to self-care, leading to an experiential understanding of mindfulness and a new relationship to experience. Perceived benefits of mindfulness training ranged from increased personal wellbeing and self-compassion to enhanced presence when relating to others, leading to enhanced compassion and a sense of shared humanity. Outcomes are discussed in terms of training focus and participant motivation, clinical and theoretical implications and avenues for further research.
Objectives: The study aimed (1) to investigate changes in older adults’ emotional wellbeing (specifically depression, anxiety and stress levels) and mindful ability following a mindfulness-based cognitive therapy (MBCT) course; (2) to explore correlations between mindfulness (measured as an overall ability and as individual components; observe, describe, act with awareness and accept without judgement) and changes in depression, anxiety and stress levels.Method: Twenty-two participants took an eight-week MBCT course. Levels of depression, anxiety and stress were recorded pre- and post-intervention, as was mindfulness ability (measured both as an overall ability and as individual components).
Results: Significant improvements in emotional wellbeing and mindfulness were reported post-MBCT, with large to moderate effect sizes. Increased mindfulness was moderately and significantly associated with improved emotional wellbeing. Increases on all four components of mindfulness were positively associated with greater emotional wellbeing, however only act with awareness and accept without judgement were significantly correlated (with reduced depression). Older adults in our sample reported higher scores on observe and act with awareness than other populations.
Conclusion: This study adds to a growing evidence-base indicating the efficacy of MBCT for depression, anxiety and stress, and extends these finding to older adults. This study found older adults to have elevated levels of certain facets of mindfulness and recommendations are made for researching the possibility that mindfulness may be an extension of the developmental process.
Stress within the teaching profession has a negative impact on the health and well-being of individual teachers and on retention and recruitment for the profession as a whole. There is increasing literature to suggest that Mindfulness is a useful intervention to address a variety of psychological problems, and that Mindfulness-Based Stress Reduction (MBSR) is a particularly helpful intervention for stress. We investigated the effects of teaching a MBSR course to primary school teachers to reduce stress. The MBSR course was taught to a group of primary school teachers and evaluated to establish its effects on levels of anxiety, depression, and stress, as well as movement towards a stated goal and changes in awareness. The results showed improvement for most participants for anxiety, depression, and stress, some of which were statistically significant. There were also significant improvements on two of the four dimensions of a mindfulness skills inventory. These results suggest that this approach could be a potentially cost-effective method to combat teacher stress and burnout.
Stress within the teaching profession has a negative impact on the health and well-being of individual teachers and on retention and recruitment for the profession as a whole. There is increasing literature to suggest that Mindfulness is a useful intervention to address a variety of psychological problems, and that Mindfulness-Based Stress Reduction (MBSR) is a particularly helpful intervention for stress. We investigated the effects of teaching a MBSR course to primary school teachers to reduce stress. The MBSR course was taught to a group of primary school teachers and evaluated to establish its effects on levels of anxiety, depression, and stress, as well as movement towards a stated goal and changes in awareness. The results showed improvement for most participants for anxiety, depression, and stress, some of which were statistically significant. There were also significant improvements on two of the four dimensions of a mindfulness skills inventory. These results suggest that this approach could be a potentially cost-effective method to combat teacher stress and burnout.
Stress within the teaching profession has a negative impact on the health and well-being of individual teachers and on retention and recruitment for the profession as a whole. There is increasing literature to suggest that Mindfulness is a useful intervention to address a variety of psychological problems, and that Mindfulness-Based Stress Reduction (MBSR) is a particularly helpful intervention for stress. We investigated the effects of teaching a MBSR course to primary school teachers to reduce stress. The MBSR course was taught to a group of primary school teachers and evaluated to establish its effects on levels of anxiety, depression, and stress, as well as movement towards a stated goal and changes in awareness. The results showed improvement for most participants for anxiety, depression, and stress, some of which were statistically significant. There were also significant improvements on two of the four dimensions of a mindfulness skills inventory. These results suggest that this approach could be a potentially cost-effective method to combat teacher stress and burnout.
Objectives. To analyse the experiences of participants with Parkinson's disease (PD), who participated in an 8‐week mindfulness‐based cognitive therapy (MBCT) course.Design and method. Interpretative phenomenological analysis guided the design and method used in this study. A total of twelve participants (seven men and five women) with PD were recruited prior to and following participation in an MBCT course and interviewed with a semi‐structured interview schedule. One participant who opted out of the course was also interviewed.
The researcher also participated in another MBCT course to enhance their understanding of the participants' experience, keeping a detailed diary as a means of acknowledging bias in the analysis process.
Themes were summarized from transcripts and later classified into superordinate themes, which were compared across all cases. Transcripts were also read and analysed by a second author and participants were given the opportunity to comment upon emerging themes.
Results. Major themes included (1) changing patterns of coping; (2) the role of mindfulness in consolidating existing coping skills in the context of loss; (3) group support in the context of loss and society that stigmatizes difference; and (4) the dualism of experience between Parkinson's and mindful meditation.
Conclusions. This study has indicated that MBCT could benefit people with PD and was an acceptable form of group intervention.