<p>Join Kelli and guest Michelle Moorhead from MoorMindfulness as Michelle shares her experience with anxiety, cancer, and mindfulness.</p>
Background: Post-traumatic stress disorder (PTSD) is a cluster of symptoms in which a person persistently relives a traumatic event, through recurring thoughts, nightmares, and flashbacks for at least 1 month or more. There are various behavioral and medical treatment options for PTSD. Mind-body techniques, such as biofeedback and breathing-based stress reduction, have shown some promise in the treatment of PTSD symptoms. The purpose of this case series was to examine controlled yogic breathing as a complementary treatment of PTSD in military veterans. A retrospective review was performed from 2012 to 2016 in 3 cases, and participant demographics, member statements, and PTSD Checklist-Military Version (PCL-M) scores, pre-and-post course, were extracted. Cases: Three military veterans with PTSD participated in a standardized 5-day course designed to teach them controlled rhythmic yogic breathing exercises. Results: Subjectively, all 3 participants reported a decrease in PTSD symptoms after the course. Objectively, all 3 participants had a reduction in their overall PCL-M scores after the course. Among all 3 participants, there were score decreases in the Avoidance and Increased Arousal categories. The most dramatic improvement occurred in the participant with the most severe symptoms. Conclusions: Controlled yogic breathing, specifically Sudarshan Kriya (SKY), appeared to reduce the symptoms of PTSD in 3 veterans of the Armed Services.
Background: Post-traumatic stress disorder (PTSD) is a cluster of symptoms in which a person persistently relives a traumatic event, through recurring thoughts, nightmares, and flashbacks for at least 1 month or more. There are various behavioral and medical treatment options for PTSD. Mind–body techniques, such as biofeedback and breathing-based stress reduction, have shown some promise in the treatment of PTSD symptoms. The purpose of this case series was to examine controlled yogic breathing as a complementary treatment of PTSD in military veterans. A retrospective review was performed from 2012 to 2016 in 3 cases, and participant demographics, member statements, and PTSD Checklist—Military Version (PCL-M) scores, pre-and-post course, were extracted. Cases: Three military veterans with PTSD participated in a standardized 5-day course designed to teach them controlled rhythmic yogic breathing exercises.Results: Subjectively, all 3 participants reported a decrease in PTSD symptoms after the course. Objectively, all 3 participants had a reduction in their overall PCL-M scores after the course. Among all 3 participants, there were score decreases in the Avoidance and Increased Arousal categories. The most dramatic improvement occurred in the participant with the most severe symptoms.
Conclusions: Controlled yogic breathing, specifically Sudarshan Kriya (SKY), appeared to reduce the symptoms of PTSD in 3 veterans of the Armed Services.
This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher-led program designed to promote cognitive-social-emotional (CSE) skills, including student self-efficacy, problem solving, social-emotional competence, and a positive classroom climate, with the dual goal of preventing youth behavioral problems and promoting academic learning. During 2 consecutive school years, 119 students and their teachers were assessed in the fall and spring of Grade 4 and again in the spring of Grade 5. As compared to students in the comparison school, students in the intervention showed gains in student self-efficacy, problem solving, social-emotional competencies, and math grades. Incremental gains within CSE domains were found after 1 and 2 years of intervention. (Contains 1 table.)
This study evaluated the efficacy of a newly developed, home-based depression intervention for people with epilepsy. Based on mindfulness-based cognitive therapy (MBCT), the eight-session, weekly intervention was designed for group delivery via the Internet or telephone. Forty participants were randomly assigned to intervention or waitlist. Depressive symptoms and other outcomes were measured at baseline, after intervening in the intervention group (~ 8 weeks), and after intervening in the waitlist group (~ 16 weeks). Depressive symptoms decreased significantly more in the intervention group than the waitlist group; Internet and telephone did not differ. This effect persisted over the 8 weeks when those waitlisted received the intervention. Knowledge/skills increased significantly more in the intervention than the waitlist group. All other changes, though not significant, were in the expected direction. Findings indicate that distance delivery of group MBCT can be effective in reducing symptoms of depression in people with epilepsy. Directions for future research are proposed.
Social emotional learning (SEL) programs have demonstrated positive outcomes with universal audiences in several categories. Studies show teachers are competent at administering such programs, yet there is limited research on educators ability to create an effective teaching program that meets SEL educational outcomes. This study explored early childhood educators use of a SEL resource and its effect on childrens social emotional development. Paired sample t-tests explored changes to development over an eight-week period between an intervention (n = 15) and control centre (n = 17). Checklists and journal entries provided insight into the educators teaching program and related activities. Findings suggest early childhood educators can design a teaching program targeting SEL instruction using evidence-based practices. Results indicate the resource had a significant effect on childrens social emotional development, particularly in targeted areas. These findings may assist early childhood educators in their planning, documentation and assessment of SEL outcomes, and may contribute to the literature on SEL in universal education settings. Genre/Form: Journal Article
Social emotional learning (SEL) programs have demonstrated positive outcomes with universal audiences in several categories. Studies show teachers are competent at administering such programs, yet there is limited research on educators ability to create an effective teaching program that meets SEL educational outcomes. This study explored early childhood educators use of a SEL resource and its effect on childrens social emotional development. Paired sample t-tests explored changes to development over an eight-week period between an intervention (n = 15) and control centre (n = 17). Checklists and journal entries provided insight into the educators teaching program and related activities. Findings suggest early childhood educators can design a teaching program targeting SEL instruction using evidence-based practices. Results indicate the resource had a significant effect on childrens social emotional development, particularly in targeted areas. These findings may assist early childhood educators in their planning, documentation and assessment of SEL outcomes, and may contribute to the literature on SEL in universal education settings. Genre/Form: Journal Article
BackgroundThis article will look at the viability of the inclusion of mindfulness into the nursing curriculum. In nursing, the environment rarely allows the time for contemplation, though reflection is encouraged specifically in regard to the care we confer on our patients and how that impacts on us professionally. Student nurses are taught to hide their feelings to a point where they cannot find it themselves under their professional armour. Mindfulness is a possible way of bridging this gap.
Discussion
Our nursing code is geared to safeguard the patient from any harm as well as our colleagues but little is done or said in support of our own personal psychological or emotional health. The helping professions are restricted by legislation which has had an impact of fostering caution and fearfulness. In using mindfulness it can be seen as a possibility in building a bridge between what actually happens in a nurse's professional life and the possibility of reengaging with that internal emotional space. If student nurses begin to incorporate mindfulness techniques, in reality this should make a difference. This was experienced with students doing these exercises, who reported anecdotally feeling more centred. As they have progressed in the course feedback from the students using the techniques has been positive not only for the students but also for them using the skills in a clinical setting, benefiting patients.
Conclusion
Mindfulness has been used as a part of the modality of health care. It is clear that mindfulness is another way of dealing with the stressors of the modern heath service in which the students are being introduced. Incorporating this coping strategy into the curriculum ensures that students will have the tools to deal with the stressors of the course, which in turn will enhance the student experience.
People with chronic diseases are at high risk for depression, resulting in a need for effective and accessible treatment options. Project UPLIFT is a program based on cognitive-behavioral therapy and mindfulness that is aimed at reducing depressive symptoms among people with epilepsy. It is designed to be delivered to small groups of people over the phone or Internet. This study describes the formative and process evaluations of Project UPLIFT; the purpose of these evaluations was to assess the acceptability and feasibility of the program, looking at both the program components and delivery methods. The formative evaluation, conducted prior to program implementation, included nine participants in three focus groups. The process evaluation included qualitative comments and responses to the Client Satisfaction Questionnaire from 38 Project UPLIFT pilot study participants. Overall, the results from both evaluations indicate that participants felt that Project UPLIFT was acceptable and perceived to be beneficial.
"This handbook is designed for use by practicing professionals who are charged with accommodating the needs of students having emotional and behavioral disorders and problems within the context of schooling. This handbook consists of 32 chapters and is divided into six sections: (1) foundations, (2) screening, performance monitoring, and assessment, (3) interventions targeting specific disorders, settings and/or developmental levels, (4) generic intervention approaches, (5) early intervention, and (6) research. The editors view the book as a compendium of accessible best practices that, if practitioners adopt and apply with high levels of treatment integrity, will produce a strong impact on the emotional and behavioral problems that challenge the school success of EBD students"--Provided by publisher.
"This handbook is designed for use by practicing professionals who are charged with accommodating the needs of students having emotional and behavioral disorders and problems within the context of schooling. This handbook consists of 32 chapters and is divided into six sections: (1) foundations, (2) screening, performance monitoring, and assessment, (3) interventions targeting specific disorders, settings and/or developmental levels, (4) generic intervention approaches, (5) early intervention, and (6) research. The editors view the book as a compendium of accessible best practices that, if practitioners adopt and apply with high levels of treatment integrity, will produce a strong impact on the emotional and behavioral problems that challenge the school success of EBD students"--Provided by publisher.
This article explores the ways in which a university Foundation Degree programme supports undergraduate Early Years students to develop critical thinking, mindfulness and self-actualisation through their lived personal and professional experiences. It considers the impact of this on graduates employed within the Early Years sector. Findings inform future design of a university Foundation Degree programme situated within Early Childhood Education and Care (ECEC). As undergraduates, students engage in higher-level learning aligned to their practice within the workplace. An interpretive participatory qualitative research methodology is used to gather the views of six alumni who completed their studies in 2014. They participated in the research freely within ethical parameters approved by a university ethics committee. Findings revealed that the development of critical thinking is empowered by having a personal or professional impetus, which in the case of Early Years is the child as being at the heart of values-based practice. This, with the inclusion of mindfulness, drives students to a sustainable deeper layer of thinking to achieve self-actualisation. The acquisition of critical thinking has assisted students in being able to subsequently take up positions of authority within the Early Years workforce.
A new study explores the impact TVs, computers, smartphones, and tablets have on kids' developing brains.
This book addresses how educators can develop mindful alignment as a foundation for flourishing in schools. It presents three arts of mindful alignment-well-being as wholeness; positive relationships; and living from strengths, passions, and purposes-that can be applied in educators' work and lives.
For millennia, humans have focused their attention on the breath to develop mindfulness, but finding a scientific way to harness mindful breathing has proven elusive. Existing attempts to objectively measure and feedback on mindfulness have relied on specialist external hardware including electroencephalograms or respirometers that have been impractical for the majority of people learning to meditate. Consequently, training in the key skill of breath-awareness has lacked practical objective measures and guidance to enhance training. Here, we provide a brief technology report on an invention, The MindfulBreather® that addresses these issues. The technology is available to download embedded in a smartphone app that targets, measures and feedbacks on mindfulness of breathing in realtime to enhance training. The current paper outlines only the technological concept with future studies quantifying efficacy, validity and reliability to be reported elsewhere. The MindfulBreather works by generating Motion Guided Mindfulness through interacting gyroscopic and touchscreen sensors in a three phase process: Mindfulness Induction (Phase I) gives standardized instruction to users to place their smartphone on their abdomen, breathe mindfully and to tap only at the peak of their inhalation. The smartphone’s gyroscope detects periodic tilts during breathing to generate sinusoidal waveforms. Waveform-tap patterns are analyzed to determine whether the user is mindfully tapping only at the correct phase of the breathing cycle, indicating psychobiological synchronization. Mindfulness Maintenance (Phase II) provides reinforcing pleasant feedback sounds each time a breath is mindfully tapped at the right time, and the App records a mindful breath. Lastly, data-driven Insights are fed back to the user (Phase III), including the number of mindful breaths tapped and breathing rate reductions associated with parasympathetic engagement during meditation. The new MGM technology is then evaluated and contrasted with traditional mindfulness approaches and a novel Psychobiological Synchronization Model is proposed. In summary, unlike existing technology, the MindfulBreather requires no external hardware and repurposes regular smartphones to deliver app-embedded Motion-Guided Mindfulness. Technological applications include reducing mindwandering and down-regulation of the brain’s default mode through enhanced mindful awareness. By objectively harnessing breath awareness, The MindfulBreather aims to realize the ancient human endeavor of mindfulness for the 21st century.
<p>Cognitive-behavioral approaches to alcohol and drug use disorders have received considerable empirical support over the past 20 years. One cognitive-behavioral treatment, relapse prevention, was initially designed as an adjunct to existing treatments. It has also been extensively used as a stand-alone treatment and serves as the basis for several other cognitive and behavioral treatments. After a brief review of relapse prevention, as well as the hypothesized mechanisms of change in cognitive and behavioral treatments, we will describe a "new" approach to alcohol and drug problems called mindfulness-based relapse prevention. Preliminary data in support of mindfulness-meditation as a treatment for addictive behavior are provided and directions for future research are discussed.</p>
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This study examined relationships between mindfulness and indices of happiness and explored a five-factor model of mindfulness. Previous research using this mindfulness model has shown that several facets predicted psychological well-being (PWB) in meditating and non-meditating individuals. The current study tested the hypothesis that the prediction of PWB by mindfulness would be augmented and partially mediated by self-compassion. Participants were 27 men and 96 women (mean age=20.9years). All completed self-report measures of mindfulness, PWB, personality traits (NEO-PI-R), and self-compassion. Results show that mindfulness is related to psychologically adaptive variables and that self-compassion is a crucial attitudinal factor in the mindfulness–happiness relationship. Findings are interpreted from the humanistic perspective of a healthy personality.
The Five Facet Mindfulness Questionnaire (FFMQ), a widely used and comprehensive assessment of mindfulness, has demonstrated promising psychometric properties among non-clinical and clinical samples and among diverse international samples. Yet, to date, no studies have examined its factor structure, reliability, and validity in a clinical sample of United States (USA) underrepresented minorities. The current study addressed this by investigating the factor structure, internal consistency, test-retest reliability, and construct validity of the FFMQ among 283 low-income African American adults with a recent suicide attempt. Exploratory factor analysis revealed a 20-item, five-factor measure: acting with awareness, describing, non-judging, observing, and non-reacting. Confirmatory factor analysis supported this reduced item five-factor structure. Internal consistency coefficients ranged from 60–86, but test-retest reliability coefficients did not support the temporal stability. Construct validity was supported; FFMQ facets were correlated with theoretically related constructs, such as self-compassion and self-criticism. Several facets were negatively associated with depressive symptoms and suicidal ideation, and the describing facet demonstrated unique predictive validity for depressive symptoms. These findings support the cultural relevance and utility of the FFMQ with African Americans with significant psychological distress.
Objective: Chronic pain is a disabling illness, often comorbid with depression. We performed a randomized controlled pilot study on mindfulness-based cognitive therapy (MBCT) targeting depression in a chronic pain population.Method: Participants with chronic pain lasting ≥ 3 months; DSM-IV major depressive disorder (MDD), dysthymic disorder, or depressive disorder not otherwise specified; and a 16-item Quick Inventory of Depressive Symptomatology-Clinician Rated (QIDS-C16) score ≥ 6 were randomly assigned to MBCT (n = 26) or waitlist (n = 14). We adapted the original MBCT intervention for depression relapse prevention by modifying the psychoeducation and cognitive-behavioral therapy elements to an actively depressed chronic pain population. We analyzed an intent-to-treat (ITT) and a per-protocol sample; the per-protocol sample included participants in the MBCT group who completed at least 4 of 8 sessions. Changes in scores on the QIDS-C16 and 17-item Hamilton Depression Rating Sale (HDRS17) were the primary outcome measures. Pain, quality of life, and anxiety were secondary outcome measures. Data collection took place between January 2012 and July 2013.
Results: Nineteen participants (73%) completed the MBCT program. No significant adverse events were reported in either treatment group. ITT analysis (n = 40) revealed no significant differences. Repeated-measures analyses of variance for the per-protocol sample (n = 33) revealed a significant treatment × time interaction (F1,31 = 4.67, P = .039, η2p = 0.13) for QIDS-C16 score, driven by a significant decrease in the MBCT group (t18 = 5.15, P < .001, d = 1.6), but not in the control group (t13 = 2.01, P = .066). The HDRS17 scores did not differ significantly between groups. The study ended before the projected sample size was obtained, which might have prevented effect detection in some outcome measures.
Conclusions: MBCT shows potential as a treatment for depression in individuals with chronic pain, but larger controlled trials are needed.
Objective: Chronic pain is a disabling illness, often comorbid with depression. We performed a randomized controlled pilot study on mindfulness-based cognitive therapy (MBCT) targeting depression in a chronic pain population.Method: Participants with chronic pain lasting ≥ 3 months; DSM-IV major depressive disorder (MDD), dysthymic disorder, or depressive disorder not otherwise specified; and a 16-item Quick Inventory of Depressive Symptomatology-Clinician Rated (QIDS-C16) score ≥ 6 were randomly assigned to MBCT (n = 26) or waitlist (n = 14). We adapted the original MBCT intervention for depression relapse prevention by modifying the psychoeducation and cognitive-behavioral therapy elements to an actively depressed chronic pain population. We analyzed an intent-to-treat (ITT) and a per-protocol sample; the per-protocol sample included participants in the MBCT group who completed at least 4 of 8 sessions. Changes in scores on the QIDS-C16 and 17-item Hamilton Depression Rating Sale (HDRS17) were the primary outcome measures. Pain, quality of life, and anxiety were secondary outcome measures. Data collection took place between January 2012 and July 2013.
Results: Nineteen participants (73%) completed the MBCT program. No significant adverse events were reported in either treatment group. ITT analysis (n = 40) revealed no significant differences. Repeated-measures analyses of variance for the per-protocol sample (n = 33) revealed a significant treatment × time interaction (F1,31 = 4.67, P = .039, η2p = 0.13) for QIDS-C16 score, driven by a significant decrease in the MBCT group (t18 = 5.15, P < .001, d = 1.6), but not in the control group (t13 = 2.01, P = .066). The HDRS17 scores did not differ significantly between groups. The study ended before the projected sample size was obtained, which might have prevented effect detection in some outcome measures.
Conclusions: MBCT shows potential as a treatment for depression in individuals with chronic pain, but larger controlled trials are needed.
It's called Bringing Down the Flame, and it's not your ordinary Salutation.
Anxiety may begin at the moment a person is diagnosed with cancer and may fluctuate throughout the cancer trajectory as physical illness improves or declines. The purpose of this article is to present current evidence for nurses to implement interventions to reduce anxiety in patients who have cancer. The PubMed and CINAHL (R) databases were searched to identify relevant citations addressing interventions that treat or prevent anxiety symptoms in patients with cancer. Based on available evidence, the interventions addressed herein are categorized according to the Putting Evidence Into Practice (PEP (R)) rating schema. Interventions include pharmacologic and nonpharmacologic approaches to care, and meet criteria for three PEP categories: likely to be effective, effectiveness not established (the largest category of results), or effectiveness unlikely.
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