Mindfulness-Based Interventions

The prolific success rates of mindfulness-based therapeutic techniques among the body of evidence only highlights how we can further incorporate mindfulness into not only psychological treatments, but also into our daily lives as preventative measures against unnecessary distress. The cognitive perceptual and interpretive control afforded via mindfulness practices seems to influence the appraisal of the situation at hand affects our reaction and response to it. The advantageous ability to objectively reflect on an issue before responding is not confined only to the realm of treating psychological symptoms.

According to research supporting using mindfulness techniques to decrease stress in students and health professionals has been done in support of the phenomena. Goodman et al. (2014), defines mindfulness as “mindfulness-based interventions teach tolerance and acceptance of negative thoughts, feelings and emotions” (p.339). Of

However, (Kidd, Graor, & Murrock, 2013) proposed a theoretical basis of the self-regulation theory (Schwartz, 1975), which suggests that the regulation of internal physiologic processes such as heart rate, blood pressure, etc., relies upon on the capability to observe internal responses (Schwartz, 1975). The authors noted that emotional eaters might be unable to differentiate between hunger (an internal physiologic process) and automatic, emotion-driven eating, which then leads to overeating and thus contributes to obesity. However, treating the dysfunction of self-regulation may restore balance between emotional and internal physiologic cues, leading to weight regulation (Kidd et al., 2013). Research shows that mindfulness-based interventions have successfully treated disorders of self-regulation, as the psychological and emotional benefits of mindfulness, such as the containment and down-regulation of negative emotional responses (J. J. arch, & Landy, L.N., 2015; J. J. Arch et al., 2016; J. J. Arch & Craske, 2006), may create the space for more positive responses, as evidenced by findings by (J. J. Arch et al., 2016). This study found that their brief mindfulness intervention led to consumption of less calories from unhealthy foods, which was mediated by greater eating enjoyment (Arch et al., 2016). One would think that if the enjoyment of eating were increased through a mindful intervention, one

It is hypothesized that when the subject implements the mindfulness intervention she will experience less rumination. In other words, by improving the participant’s self-care routine we will also improve her SWB.

This article was based on a pilot study that provided mindfulness training to obese individuals. The training was an established curriculum called Mindfulness Eating and Living (MEAL) and was used as an intervention. It was hypothesized that MEAL would be associated with a decrease in weight and inflammation and improvement in metabolic markers. Outcome markers were established at baseline, after completion of the program and in follow up at 12 weeks.

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.

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

Since Introduction to Counseling class, I am biased for Cognitive Behavioral Therapy for its efficacy in treating psychological disorders as well as for its effectiveness in helping individuals to change thinking patterns and modifying people’s behavior by a wide variety of techniques and strategies. However, after researching Mindfulness, I come to realized that Mindfulness-based cognitive therapy (MBCT) is also beneficial in alleviating both psychological and physical conditions such as chronic pain, anxiety, depressive and eating disorders, including fibromyalgia and psoriasis as medical problems ( Keune & Forintos, 2010), which is relevant to the field of psychology. According to the literature, mindfulness has been incorporated in the

This study will contribute valuable data to the existing research, help in understating the effects of MBT (mindfulness based therapy) on the immune system and will provide insights into the phenomenon of MBT as an alternative to medicine, thus potentially leading to a paradigm shift in the understanding of illnesses and possible treatments.

This essay is about the effectiveness of Mindfulness-Based Cognitive Therapy (MBCT) in the treatment of depression. The purpose of this essay is to address the question, how mindfulness works to improve mental health when used as part of psychological treatment? Firstly, a brief overview is given about what depression is and what the symptoms are, based on the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5). Secondly, It will discuss mindfulness, as it is defined in mental health treatments. The main body of this essay will cover a description of what MBTC is, where it comes from, how it works, and how this treatment is activated in mindfulness based therapies. The final section will review three studies that have used MBCT in the treatment of depression.

Professionals working in law enforcement and mental health-related fields often develop compassion fatigue, which is a type of psychological distress caused by helping clients who have had trauma experiences in the past (Conrad & Guenther, 2006; Figley, 1995). Charles Figley (1995) labeled this phenomenon as the “cost of sharing” (p.3), which refers to the damages incurred to the professional helper’s own mental health as a result of their exposure to the traumas of their clients. Over the past

Mindfulness, in particular, is associated with perspective taking and empathetic responding, relatedness and interpersonal closeness, and emotional communication, and anger management. Therefore, mindfulness may help a teacher be more responsive to individual students. Teaching is an extremely emotionally-demanding profession. Fortunately, studies show that mindfulness-based interventions may promote resilience and reduce the emotional exhaustion that precedes burnout. This can help teachers promote their own sense of well being and self care, in turn maintaining their care and compassion for their students.

Mindfulness is about noticing what is happening in the here and now. Mindfulness is about focusing on the present and using that to recognize our current state. Mindfulness allows us to focus on our thoughts emotions sensations and our environment within the current moment. Mindfulness teaches us to notice our feelings and help our mental focus. Mindfulness interventions can help students improve their emotional resilience, self-control, and attention amongst other benefits as well. These practices teach students to self-calm, regulate their emotions, adapt to change, compassion, and resilience. Being mindful and engaging in mindfulness practices gives students the skills to cope with their current situation in a positive manor.

Essentially, the upcoming study may hold an incredible possibility for covering more about the procedures of meditation and the importance of long term training on the brain. There is the need for more investigation to explore other ways of increasing mindfulness. Although existing studies do not show that counselors self-conveyed mindfulness improves client outcomes, better actions of mindfulness may need to be established. Besides diverse research designs that do not rely on self-description measures need to be utilized. Given experiential research for the importance of mindfulness revised in this paper, there is the need for research on effective and applied means of training therapist’s mindfulness based curriculum. As a result, teaching

Mindfulness has enjoyed a massive growth in popularity in the past decade, both in the popular press and in the psychotherapy literature. Recently there has been several studies conducted on Mindfulness. Langer’s (1992) early conceptualization included mindfulness as a ‚state of conscious awareness...openness to novelty in which the individual actively constructs categories and distinctions. From this view mindfulness is a nearly effortful way of attending to the present moment, in contrast to the automatic, shallow processing of mindlessness. In a later conceptualization, Langer and Moldoveanu (2000) revised the definition of mindfulness to emphasize that it is a ‚process of drawing new distinctions, such that a perceiver experiences: greater sensitivity to one’s environment, more openness to new information, the creation of new categories for structuring perception, and enhanced awareness of multiple perspectives in problem solving (Langer & Moldoveanu,