Staying In The Moment Book Report

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.

When I think of mindfulness I contemplate of ones empathetic to interpret a situation. For two weeks every night before I went to bed, I wrote down three items I was grateful for. Some of the words were “Health”,” Family”,” Friends”,” Food”, and” Childhood”. This list goes on, what I grasped is whatever I did that day predisposed what I wrote down. On days I lifted I would appreciate my health, when I went away with my family I recognized how much I appreciated my family, when I was home for a day I realized how much I adored my bed. The new custom I obtained made me appreciate how indebted I am in my life to points I didn’t fathom before. This taught me to feel empathy for people who can’t say the same good things as me which gave me very good insight on to be grateful for the life I have.

(Smith 109-112; Diamond Sutra scripture) Explain in detail the practice of mindfulness (step 7) giving two or more specific examples of its role in the Diamond Sutra scripture.

Based on the evidence, mindfulness could be expanded to be included in teaching individuals not only intrapersonal skills but also the

Effective mindfulness meditation requires training and practice and it has distinct measurable effects on our subjective experiences, our behavior, and our brain

Mindfulness should be taught in schools because it has been found to have a positive impact on the students ' mental well-being as mentioned above, as well as having positive impacts on a wide range of physical and mental health conditions, on learning and cognition, and on emotional and social skills and wellbeing among adults, according to Katherin (2012). Very little research has been done about mindfulness among the young people as compared to among the adults, with studies carried out so far having some methodological limitations such as limited use of control groups or randomization and small numbers, which result in tentative conclusions. Nevertheless, work is growing rapidly and the results are promising which suggests that mindfulness in schools is well worth doing.

Mindfulness is an incredible skill, it is a practice that is taking the world by storm and helping more and more people live in their present.

Mindfulness training teaches the teen with a mood disorder, how to use their own natural ability to consciously bring balance to their emotions. It gives them a choice, by teaching them to pause and process the emotion, and it gives them back sense of control. Evidence supports that mindfulness is an effective tool in treating mood disorder symptoms. Professor Filip Raes conducted one of the first studies to examine mindfulness in a large sample in a school-based setting. The study included 400 students ages 13-20, using a randomized controlled design. The results suggest that mindfulness decreased symptoms in students and possible protects against recurrence of symptoms later (Reas, Griffith, Gucht, & Williams, 2013). A similar study was done by Luis Carlos Delgado Pastor at the University of Granada. The study established that mindfulness training is effective in improving rates of anxiety, depression, complaints about health and emotional regulation (2009). According to Dr. William R Marchand, extensive reviews are showing convincing evidence that mindfulness-based practices combined with conventional interventions are effective in treatment in psychiatric symptoms and states that MBSR and MBCT have "broad-spectrum" effects against depression and anxiety (2012).

Recent research into schools’ efforts suggests that meditation might significantly improve children’s performance in school, closing the so-called “achievement gap” that exists between inner-city students and their suburban equivalents.

On post­intervention surveys, students self­reported both decreased state (short­term) and trait (long­term) anxiety (STAI test). Moreover, the teachers reported improvements of students’ social skills and academic performance (SRRS and attitudinal questions surveys). The variables above showed significant improvements in the post­test (all p values < .05). Although not directly assessed, these results suggest that mindfulness

She writes about how mindfulness and meditative practices have transformed from practices to help manage the stresses of life to a business opportunity for American companies, “it revealed to me just how inescapable the great mindfulness monster’s blubbery grip on our culture has become. I decided to look into how exactly schools are using mindfulness and whether I could free myself of the worry that this cult would shape my son into a shiny, corporation-ready humanoid.” Strauss is also concerned that teachers will use mindful practices as a punishment to overactive or disruptive kids instead of using it as a reward to help them manage their workloads. Although I agree with Straus up to a point, I feel that her argument against mindfulness in schools fails to address the benefits it has to students in a stressful

These were before the program began, immediately after its completion, and four months after its completion. As the central aim of the study was to investigate the enduring effects of meditation, and as mindfulness meditation was prescribed and relatively consistently used as homework, these thee data points essentially represent time frames prior to meditation, immediately after meditation, and at a slightly reduced frequency of meditation. Thus, the enduring effects of mindfulness meditation may not have been accurately assessed. Furthermore, as the intervention was located at a busy office during office hours, consumed nearly three hours per week, and the control group was a wait-list control group, the attribution of all effects to meditation seems unjustified. For instance, the meditation group’s time away from work is a confounding variable. Additionally, via the group’s encouragement to engage in six hours a week of meditation in their personal time, the increased personal time of this group may have also acted as a confounding variable. Accordingly, this study lacks the specificity of variable control required to be considered robust. Likewise, the article lacks a clear explanation of mindfulness meditation, its distinction from other meditations, and a discussion on what aspects of mindfulness meditation may be most important for enduring biological

Instructing mindfulness has been expanded into several studies such as medicine psychology, neuroscience, and education (Meiklejohn et al., 2012).

Many people think that mindfulness meditation consists solely of sitting still and thinking about nothing for twenty or thirty minutes and are put off by the thought. In fact, mindfulness

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.