Follow-up research into the perceived benefits from the mindfulness-based training course found that counsellors participation in mindfulness-based therapy had an overall positive impact on both their personal and professional life. Results suggest the training course had associated benefits in the subjects’ personal life, particularly personal growth/self-care and interpersonal relationships. Firstly, within personal development/self-care, results found participants noticed physical benefits including increased flexibility, energy and circulation. Recorded emotional benefits included a greater sense of emotional control and reduced anxiety. Some participants added that the continuation of mindfulness-based practice allowed them to reduce self-criticism. Increased intellectual abilities participants recorded included a greater ability to focus on a particular thought as well as developing an open mind. Participants also recorded an increased sense of awareness allowing them to be more conscious about their physical and psychological well-being. Here, the results suggest that the mindfulness-based course does lead to increased well-being. Further research into the physical and psychological domains is required due to external factors that may also influence participants’ well-being. Additional results in relation to the mindfulness-based intervention on interpersonal relationships all recorded improved well-being. Subjects were reportedly able to better relate to others.
Click here to unlock this and over one million essaysGet Access
This source discusses the basis of mindfulness and the general aspects of mindfulness itself. This source will be used extensively throughout the paper to provide any necessary information regarding mindfullness. This book is the basis for mindfulness and will be used as so.
Because mental health counselors are susceptible to burnout, which may negatively affect their clients, it is ethically imperative that they practice self-care. There is a growing body of research supporting the positive effects of mindfulness in facilitating counselor effectiveness, but little is known about the link between the practice of mindfulness and the rate of counselor burnout. The research proposal discussed in this article seeks to examine the link between mindfulness and counselors’ ability to practice effectively without experiencing
These two studies are the first to specifically examine the effects of a mindfulness-based program on students and professional caregivers’ emotional competencies. We found that the Peace Program is a feasible and acceptable intervention and that it could achieve an important clinical signal, particularly in a vulnerable population, namely professional caregivers working in pediatric hematology-oncology.
In a study done by Itai Ivtzan, Ryan M. Niemiec, and Charlie Briscoe (2016), they performed an experiment to show that Mindfulness-Based Strengths Practice (MBSP) programs would improve the overall welfare of the lives of those who were part of the MBSP group compared to those who were in the no-intervention control group. The hypothesis of this study was that, “participants in the MBSP group would show higher levels of wellbeing, as predicted by higher scores on the Satisfaction With Life Scale (SWLS), Flourishing Scale (FS), the Positive Psychotherapy Inventory, and the Signature Strengths Inventory (SSI), compared to participants in the control group” (Ivtzan, Niemiec, & Briscoe, 2016). To perform this experiment, two groups of people were created from the general adult public. The first group was made up of twenty participants whom did not receive any intervention. The second group was made up of those that were put into the MBSP group. The MBSP group was made up of nineteen participants, which were later split into two groups, a group of nine and a group of ten. The MBSP groups performed one right after the other, each group was to complete eight weeks of intervention. This intervention was performed online and participants would log on and complete two hours of practices and exercises. Participants in both groups filled out a self-report questionnaire, that took around five minutes to complete, to get a baseline
Due to the composition of the sample, there are some limitations related to the generalizability of the study. Most of the participants were first-year undergraduate students (66%), women (80%), and whites (73%). Therefore, the results may not fully apply to men, nonwhites or non-traditional students. At the same time, the results may not be representative in individuals from non-Catholic religious beliefs. Despite the limitations, this study demonstrates the long-term positive effects of mindfulness
Mindfulness practice has received immense attention in recent years. Specifically, mindfulness practice has been explored by professional athletes, from organizations attempting to improve productivity, and even politicians for stress reduction. Nevertheless, educators have begun to explore mindfulness practice effectiveness for enhancing educational, emotional, and behavioral outcomes for students. Fundamentally, mindfulness practice is established on spirituality principles that teach attention focusing. Moreover, the technique facilitates open communication regarding emotions and feelings. Thus, mindfulness practice aims to silence distractions of the mind while enhancing awareness. As a relatively new practice, it is
The bulk of literature examining the effectiveness of mindfulness consists of qualitative studies. Of those studies, the focus has been on how effective mindfulness interventions and therapies are for clients and not so much regarding mindfulness practices of clinicians and its implications.
Dating all the way back to ancient Buddhist and Yogi practices, Mindfulness-Based Therapy (MBT) has been implemented to treat anxiety and mood based disorders (Hofmann, 2010). Mindfulness is a process that leads a specific mental state where there is a nonjudgmental awareness of what is going inside and outside of the person who is having the experience (Hofmann, 2010). Anxiety is a mental disorder that keeps a person in a constant state of worry, nervousness, and unease. This disorder can cause many disruptions in a person’s life like being unable to properly communication with another person. Alternatively, anxiety can be as extreme as being afraid to leave the house for months at a time. The purpose of this study would be to create a theory
Rosenstreich and Margalit’s (2015) study demonstrated the educational/mental improvements in students because of utilizing mindfulness practices. They found that mindfulness program may alleviate the influences of solitude on students’ educational accomplishments. In the same vein, Harnett, Reid, Loxton, and Lee (2016) found that higher levels of mindfulness resulted in lower levels of anxiety. Beshai, McAlpine, Weare and Kuyken’ s (2016) results indicate that a ‘mindfulness-based program’ made for teachers is an encouraging way to reduce stress and enhance welfare and self-kindness among secondary school instructors.
With Mindfulness training, individuals will be encouraged to intentionally attend in an open, accepting, and discerning way in distressing thoughts and feelings, and consistent engagement rather than avoiding it (Black, 2011). In addition, mindfulness will also allow an individual to consciously appraise situations in a non-judgmental manner, wherein their emotions and beliefs about the present situations are detached. With this, it will enable them to properly process the situation, which will give rise to their respective emotional responses and stop a person from having dysfunctional beliefs or distorted thought
In other words, mindfulness also reduce mental thought pattern, improve attention as well as self-regulation (Keune & Forintos, 2010). With all that said, it is evident that we can applied mindfulness in our daily basis as well as embrace every moment and live it at the fullest without worries about the future or past events that only bring unhappiness as sadness. In addition, mindfulness not only brings the opportunity to be aware regarding experiences but also accept them in a positive and equanimity way. It is just about letting go the negatives thoughts, accepting, and paying attention to what we have in front of us because mindfulness is not only about embracing every present moment is more than that because indeed, it contribute to our quality of live and life satisfaction. Surprisingly, mindfulness is an open door to positives emotions, enjoyment and understanding and more importantly is that mindfulness is an important tool for an individual self-change and improved well-being (Baumgardner & Crothers, 2009, p.
In this paper, I will describe my initial thoughts about the practice of mindfulness and my development regarding practicing it. Furthermore, I will explore the idea of being a mindful therapist and how I am hoping to apply this with patients in the future.