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Mindfulness-based cognitive therapy (MBCT) has been demonstrated to be successful in the prevention of relapse in patients with recurrent major depressive disorder (MDD). With regard to its working mechanisms, it is hypothesized that mindfulness meditation influences the processing of emotional information and that it could therefore reduce cognitive vulnerability factors that are observed during and after remission of depressive episodes. In this study we investigated the effects of an 8 week MBCT training versus no intervention on the facilitation and inhibition of attention for sad versus happy faces in a group of people with a history of MDD, N = 45. The comparison group consisted of a non-treatment seeking group with a history of MDD, recruited from the community, N = 26. At baseline, we found that formerly depressed patients who applied for MBCT training inhibited attention for positive information, and showed facilitation of attention for negative information. However, the comparison group did not show similar attentional characteristics. After MBCT, participants showed a reduced facilitation of attention for negative information and a reduced inhibition of attention for positive information, which is indicative of open attention towards all emotional information.
Mindfulness-based cognitive therapy (MBCT) has been demonstrated to be successful in the prevention of relapse in patients with recurrent major depressive disorder (MDD). With regard to its working mechanisms, it is hypothesized that mindfulness meditation influences the processing of emotional information and that it could therefore reduce cognitive vulnerability factors that are observed during and after remission of depressive episodes. In this study we investigated the effects of an 8 week MBCT training versus no intervention on the facilitation and inhibition of attention for sad versus happy faces in a group of people with a history of MDD, N = 45. The comparison group consisted of a non-treatment seeking group with a history of MDD, recruited from the community, N = 26. At baseline, we found that formerly depressed patients who applied for MBCT training inhibited attention for positive information, and showed facilitation of attention for negative information. However, the comparison group did not show similar attentional characteristics. After MBCT, participants showed a reduced facilitation of attention for negative information and a reduced inhibition of attention for positive information, which is indicative of open attention towards all emotional information.
We investigated state effects of two forms of meditation on electroencephalography prefrontal α-asymmetry, a global indicator of approach versus withdrawal motivation and related affective state. A clinical series of previously depressed individuals were guided to practice either mindfulness breathing meditation (N = 8) or a form of meditation directly aimed at cultivating positive affect, loving kindness or metta meditation (N = 7). Prefrontal asymmetry was assessed directly before and after the 15-min meditation period. Results showed changes in asymmetry towards stronger relative left prefrontal activation, i.e., stronger approach tendencies, regardless of condition. Further explorations of these findings suggested that responses were moderated by participants' tendencies to engage in ruminative brooding. Individuals high in brooding tended to respond to breathing meditation but not loving kindness meditation, while those low in brooding showed the opposite pattern. Comparisons with an additionally recruited "rest" group provided evidence suggesting that changes seen were not simply attributable to habituation. The results indicate that both forms of meditation practice can have beneficial state effects on prefrontal α-asymmetry and point towards differential indications for offering them in the treatment of previously depressed patients.
We investigated state effects of two forms of meditation on electroencephalography prefrontal α-asymmetry, a global indicator of approach versus withdrawal motivation and related affective state. A clinical series of previously depressed individuals were guided to practice either mindfulness breathing meditation (N = 8) or a form of meditation directly aimed at cultivating positive affect, loving kindness or metta meditation (N = 7). Prefrontal asymmetry was assessed directly before and after the 15-min meditation period. Results showed changes in asymmetry towards stronger relative left prefrontal activation, i.e., stronger approach tendencies, regardless of condition. Further explorations of these findings suggested that responses were moderated by participants' tendencies to engage in ruminative brooding. Individuals high in brooding tended to respond to breathing meditation but not loving kindness meditation, while those low in brooding showed the opposite pattern. Comparisons with an additionally recruited "rest" group provided evidence suggesting that changes seen were not simply attributable to habituation. The results indicate that both forms of meditation practice can have beneficial state effects on prefrontal α-asymmetry and point towards differential indications for offering them in the treatment of previously depressed patients.
We investigated state effects of two forms of meditation on electroencephalography prefrontal α-asymmetry, a global indicator of approach versus withdrawal motivation and related affective state. A clinical series of previously depressed individuals were guided to practice either mindfulness breathing meditation (N = 8) or a form of meditation directly aimed at cultivating positive affect, loving kindness or metta meditation (N = 7). Prefrontal asymmetry was assessed directly before and after the 15-min meditation period. Results showed changes in asymmetry towards stronger relative left prefrontal activation, i.e., stronger approach tendencies, regardless of condition. Further explorations of these findings suggested that responses were moderated by participants' tendencies to engage in ruminative brooding. Individuals high in brooding tended to respond to breathing meditation but not loving kindness meditation, while those low in brooding showed the opposite pattern. Comparisons with an additionally recruited "rest" group provided evidence suggesting that changes seen were not simply attributable to habituation. The results indicate that both forms of meditation practice can have beneficial state effects on prefrontal α-asymmetry and point towards differential indications for offering them in the treatment of previously depressed patients.
As inclusive practice becomes more embedded in the policy and practice of schools around the globe, there remains groups of children and young people for whom education is a problem because of the behaviours, poor emotional development and lack of social skills. These pupils often display disaffection towards education and are to be found on the margins of mainstream schools too often they dropout of schooling altogether. Drawing on papers and discussions at the third International Conference of SEBDA in 2010 at Keble College, Oxford, UK, the papers in this volume both describe and critically examine strategies and interventions in meeting the educational and well being needs of these children and young people. The contributions provide insights into the ways in which these pupils can remain engaged, or even be persuaded to re-engage, in education provided in both mainstream and specialist schools.
As inclusive practice becomes more embedded in the policy and practice of schools around the globe, there remains groups of children and young people for whom education is a problem because of the behaviours, poor emotional development and lack of social skills. These pupils often display disaffection towards education and are to be found on the margins of mainstream schools too often they dropout of schooling altogether. Drawing on papers and discussions at the third International Conference of SEBDA in 2010 at Keble College, Oxford, UK, the papers in this volume both describe and critically examine strategies and interventions in meeting the educational and well being needs of these children and young people. The contributions provide insights into the ways in which these pupils can remain engaged, or even be persuaded to re-engage, in education provided in both mainstream and specialist schools.