Mindfulness Therapy Essay

In the article with Cohen and Semple (2009), mindful interventions can help families grow in their behaviors. Parental distress has reactions on their children. Interventions can improve a relationship between a parent and their child (Cohen & Semple, 2009). Interventions can treat eating disorders, generalized anxiety disorder, obsessive-compulsive disorder, and alcohol and substance abuse programs, as well as mood-related disorders (Cohen & Semple, 2009).

Mindfulness is another way of meditation. Meditation was used to seek to improve one’s psychological or physical health, or spiritual growth. (Brantley, 2007). The history of Mindfulness comes from Buddhism and his search for enlightenment and a foundation of the four noble truths. The Buddha teaching focus on the four noble truths which consist of knowing suffering exists, there is a cause of suffering, there is cessation of suffering and there is a path that leads to the cessation of suffering. (Van Gordon, 2015). The four noble truths were not only there to represent the Buddha’s experiential understanding of suffering, but also to express the truth (Van Gordon, 2015). Studies of Buddhism and the Four Noble Truths teach us that there is always going to be suffering in our life but to find ways to overcome suffering (Tsering, 2005).

This paper is about my experience with mindfulness based meditation and scientific inquiry of these experiences. Mindfulness based meditation is describes as technique used to cultivate nonreactive, non-judgmental and stable awareness of the present moment (Garland and Gaylord, 2009). The end goal is to sustain this meta-cognitive state for a long period of time. I practiced non-denominational form of mindfulness based meditation for the first time in my psychology class, which was devoted towards intellectual and experiential examination of meditation. The practice was conducted in a group it was instructed by our own professor and it begun at the end of class. There was one sessions per week and each session was structured meaning it was

From what I have read, there are a few researchers that have found cognitive-behavioral therapy to be effective in treating these offenders and reducing their likelihood of reoffending (Moster, Wnuk, & Jeglic, 2008), (Lipsey, Landenberger, & Wilson, 2007), & (Schaffer, Jeglic, Moster, & Wnuk, 2010). All of these researchers agree that the primary and most common method used to treat these offenders is cognitive-behavioral therapy. Moster, Wnuk, and Jeglic (2008) disclose that their findings suggest that cognitive-behavioral therapy is used to treat all offenders including sex offenders, and produces very modest effects. In the study they analyzed they not that there are differences in the recidivism rates for those who complete treatment and those who do not, with those who do not complete treatment having higher rates of recidivism, overall. Therefore, implying that though the effects are modest they exist, and are likely the reason that

J. R. van Aalderen, et al (2011) examined the efficacy of mindfulness-based cognitive therapy (MBCT) in addition to treatment as usual (TAU) for recurrent depressive patients and found that MBCT resulted in a comparable reduction of depressive symptoms for patients. Analyses also suggest that the reduction of depressive symptoms was mediated by decreased

In it's simplest form, Cognitive Behavioral Therapy, (or CBT as it will be referred to from here on out), refers to the approach of changing dysfunctional behaviors and thoughts to realistic and healthy ones. CBT encompasses several types of therapy focusing on the impact of an individual's thinking as it relates to expressed behaviors. Such models include rational emotive therapy (RET), rational emotive behavioral therapy (REBT), behavior therapy (BT), Rational Behavior Therapy (RBT), Schema Focused Therapy, Cognitive therapy (CT). Most recently a few other variations have been linked to CBT such as acceptance and commitment therapy (ACT), dialectic behavioral therapy (DBT), and

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Throughout this paper, I will describe my motivation for selecting the text, “10-Minute Mindfulness: 71 Simple Habits For Living In The Present Moment” (Scott & Davenport, 2012). I will explain the contributing factors that lead to a lasting impact on my personal and professional life. I will also provide coorborative literature references that contribute to its effectiveness. Motivation I chose to read the book “10-Minute Mindfulness: 71 Simple Habits For Living In The Present Moment” (Scott & Davenport, 2012).

Almost everyone is preoccupied with happiness but yet the population seems to be increasingly unhappy. As society and human experience changes we can’t help but ask ourselves how can we fix an increasingly unhappy and dissatisfied society? Mindfulness meditation is a progressively popular solution to this issue. Mindfulness meditation stems from Buddhist tradition and is a practice that includes focusing one’s attention. Does mindfulness meditation have real psychological effects? And if so can they help improve quality of life? Many studies have been conducted proving that mindfulness meditation does have real psychological effects and can help individuals live a more meaningful and happy life. This can be proven through research related to neuroscience, depression and happiness.

Design A between-participant design will be used to test whether mindfulness before a task will affect reaction time in various cognitive tasks. The independent variable will be between two groups where one group has a mindfulness task and another group (control) who did not have a mindfulness task. Participants who take part in the experiment will be randomly allocated to the two different conditions to reduce the effect of bias. The dependent variable is the average time taken for participants to complete a computer generated game in five trials, this is measured in milliseconds.

negative effect on my ability to do well in school and other areas. I also found it interesting that

Meditation is very difficult to describe and can only truly be explained once experienced. It is the practice of mental concentration leading ultimately through a sequence of stages to the final goal of spiritual freedom, nirvana. The purpose of Buddhist meditation is to free ourselves from the delusion and thereby put an end to both ignorance and craving. The Buddhists describe the culminating trance-like state as transient; final Nirvana requires the insight of wisdom. The exercises that are meant to develop wisdom involve meditation on the true nature of reality or the conditioned and unconditioned elements that make up all phenomena. The goal of meditation is to develop a concept in the mind.

Mindfulness is “a practice of learning to focus attention on moment-by-moment experience with an attitude of curiosity, openness, and acceptance” (Marchand, 2012). Although the origin of mindfulness resides in the principles and wisdoms of Buddhism, recent research has demonstrated the beneficial effects in a multiple of clinical settings, including major depressive disorder and episodes. Previous research has substantiated that MBCT has broad-spectrum antidepressant and antianxiety effects (Marchand, 2012), and mindfulness-based approaches have been efficaciously applied to manage a wide range of stress-related and health problems (Hofmann, Sawyer, Witt, & Oh, 2010). As mindfulness has rapidly gained attention by clinicians, doctors, and other

According to Malow and Austin (2016), mindfulness is a research-based intervention that has been proven to reduce stress and anxiety in school-aged children. The article, “Mindfulness for Students Classified with Emotional/Behavioral Disorder”, looks into the idea of mindfulness and how students with emotional and/or behavioral disorders can benefit from using it (Malow & Austin, 2016, p. 86). The authors focused on “whether the integration of mindfulness activities, taken from a published, publically available mindfulness curriculum, could be successfully integrated into a classroom setting by a certified teacher who was not formally trained in mindfulness” (Malow & Austin, 2016, p. 85). The study occurred at a residential school that serves adolescent students with emotional and behavioral needs. The six week study consisted of 15 students ages fifteen to seventeen years old who receive special education services for emotional and