In this cross-sectional study, we examined the relationships between dispositional mindfulness, depression, diabetes self-care, and health-related quality of life in patients with type 2 diabetes. Seventy-five participants (mean age = 63.4, SD = 10.2) completed the Beck Depression Inventory-II, the Five Facets of Mindfulness Questionnaire, the Summary of Diabetes Self-Care Activities, and the Short-Form-12v2 Health Survey. We used correlational analyses and hierarchical regression analyses. Mindfulness was not correlated with diabetes self-care. However, mindfulness was negatively correlated with depression and positively correlated with mental health-related quality of life. In a hierarchical multiple regression analysis, acting with awareness, nonjudging of inner experience, and nonreactivity to inner experience were significant predictors of lower depression scores and better mental health-related quality of life scores after controlling for age and medical comorbidities. Dispositional mindfulness and, in particular, the ability to accept and respond to moment-to-moment experiences in a nonreactive way is associated with better mental health in type 2 diabetes. Longitudinal studies linking changes in various mindfulness facets over time, with and without training, to changes in diabetes outcomes are needed to further understand the role of mindfulness in this population.
In this cross-sectional study, we examined the relationships between dispositional mindfulness, depression, diabetes self-care, and health-related quality of life in patients with type 2 diabetes. Seventy-five participants (mean age = 63.4, SD = 10.2) completed the Beck Depression Inventory-II, the Five Facets of Mindfulness Questionnaire, the Summary of Diabetes Self-Care Activities, and the Short-Form-12v2 Health Survey. We used correlational analyses and hierarchical regression analyses. Mindfulness was not correlated with diabetes self-care. However, mindfulness was negatively correlated with depression and positively correlated with mental health-related quality of life. In a hierarchical multiple regression analysis, acting with awareness, nonjudging of inner experience, and nonreactivity to inner experience were significant predictors of lower depression scores and better mental health-related quality of life scores after controlling for age and medical comorbidities. Dispositional mindfulness and, in particular, the ability to accept and respond to moment-to-moment experiences in a nonreactive way is associated with better mental health in type 2 diabetes. Longitudinal studies linking changes in various mindfulness facets over time, with and without training, to changes in diabetes outcomes are needed to further understand the role of mindfulness in this population.
PurposeThis study aims to examine if mindfulness is associated with pain catastrophizing, depression, disability, and health-related quality of life (HRQOL) in cancer survivors with chronic neuropathic pain (CNP).
Method
We conducted a cross-sectional survey with cancer survivors experiencing CNP. Participants (n = 76) were men (24 %) and women (76 %) with an average age of 56.5 years (SD = 9.4). Participants were at least 1 year post-treatment, with no evidence of cancer, and with symptoms of neuropathic pain for more than three months. Participants completed the Five Facets Mindfulness Questionnaire (FFMQ), along with measures of pain intensity, pain catastrophizing, pain interference, depression, and HRQOL.
Results
Mindfulness was negatively correlated with pain intensity, pain catastrophizing, pain interference, and depression, and it was positively correlated with mental health-related HRQOL. Regression analyses demonstrated that mindfulness was a negative predictor of pain intensity and depression and a positive predictor of mental HRQOL after controlling for pain catastrophizing, age, and gender. The two mindfulness facets that were most consistently associated with better outcomes were non-judging and acting with awareness. Mindfulness significantly moderated the relationships between pain intensity and pain catastrophizing and between pain intensity and pain interference.
Conclusion
It appears that mindfulness mitigates the impact of pain experiences in cancer survivors experiencing CNP post-treatment.
Psychoneuroimmunology is a framework for mind–body practice and research that combines cutting-edge scientific exploration with holistic philosophy to appreciate and understand stress responses. The rapidly growing research literature provides a foundation for building an integrative stress management model with the potential to positively influence the stress–disease relationship and, ultimately, health outcomes. This article introduces a novel tai chi intervention and provides quantitative and qualitative data from a randomized clinical trial indicating its effects on psychosocial variables in individuals living with various stages of HIV disease.
School counselors promote student social and emotional learning (SEL), which is fundamental to a school's academic mission. However, while recognizing the importance of SEL, many school stakeholders view it as secondary and/or important for only some students. To ensure delivery of SEL to all students, school counselors must embrace a service model based on prevention and reposition themselves as SEL consultants. This calls for advocacy, collaboration, and leadership, focused on systemic change in the schools.
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Patricia A. Jennings explains why teachers should cultivate moment-to-moment awareness of thoughts, feelings, and surroundings.
<p>ABSTRACT: Many programs have been developed to help schools enhance students' health and reduce the prevalence of drug use, violence, and high-risk sexual behaviors. How should educators choose among these? This article describes selection criteria based on theory, research, and best educational practice that identify key social and emotional learning (SEL) competencies and program features. The SEL competencies for students include 17 skills and attitudes organized into four groups: awareness of self and others; positive attitudes and values; responsible decision making; and social interaction skills. The 11 program features critical to the success of school-based SEL programs emphasize curriculum design, coordination with larger systems, educator preparation and support, and program evaluation. Developed by the Collaborative to Advance Social and Emotional Learning (CASEL), the SEL framework can be used to guide selection of research-based prevention programs that address health, substance abuse, violence prevention, sexuality, character, and social skills.</p>
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School personnel encounter numerous occupational stressors unique to their profession, and these stressors place educators at risk of job-related stress and burnout. Given the prevalence of stress and burnout among school personnel, concrete interventions designed to address the unique demands and enhance coping resources of school personnel are necessary. One promising mindfulness-based intervention (MBI) for school personnel, Cultivating Awareness and Resilience in Education (CARE), is introduced and explored. Using semi-structured interviews, the current study investigated how participants applied mindfulness strategies learned through the mindfulness-based intervention CARE. Participants reported shifting their emotional reactivity and approach to students by applying mindfulness through (1) present-centered awareness of emotions, (2) emotional reappraisal of situations, and (3) use of metaphors introduced through the CARE program. Results suggest that the CARE program is a promising approach to support school personnel experiencing stress and burnout.
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Through social and emotional learning (SEL), individuals develop skill in negotiating relationships successfully and expressing emotions appropriately. The socially and emotionally intelligent child reaps benefits in school and later life. Counselors are best qualified to promote children's SEL and the task group in the classroom provides an excellent opportunity for them to do so. In the task group, students can learn and practice crucial skills in vivo while they work together to complete a task. The counselor's strategic attention to promoting task completion while facilitating SEL can serve to highlight the benefits of group work in the school learning environment.
ObjectivesMindfulness has the potential to prevent compassion fatigue and burnout in that the doctor who is self‐aware is more likely to engage in self‐care activities and to manage stress better. Moreover, well doctors are better equipped to foster wellness in their patients. Teaching mindfulness in medical school is gaining momentum; we examined the literature and related websites to determine the extent to which this work is carried out with medical students and residents.
Methods
A literature search revealed that 14 medical schools teach mindfulness to medical and dental students and residents.
Results
A wide range of formats are used in teaching mindfulness. These include simple lectures, 1‐day workshops and 8–10‐week programmes in mindfulness‐based stress reduction. Two medical schools stand out because they have integrated mindfulness into their curricula: the University of Rochester School of Medicine and Dentistry (USA) and Monash Medical School (Australia). Studies show that students who follow these programmes experience decreased psychological distress and an improved quality of life.
Conclusions
Although the evidence points to the usefulness of teaching mindful practices, various issues remain to be considered. When is it best to teach mindfulness in the trajectory of a doctor's career? What format works best, when and for whom? How can what is learned be maintained over time? Should mindfulness training be integrated into the medical school core curriculum?
ObjectivesMindfulness has the potential to prevent compassion fatigue and burnout in that the doctor who is self‐aware is more likely to engage in self‐care activities and to manage stress better. Moreover, well doctors are better equipped to foster wellness in their patients. Teaching mindfulness in medical school is gaining momentum; we examined the literature and related websites to determine the extent to which this work is carried out with medical students and residents.
Methods
A literature search revealed that 14 medical schools teach mindfulness to medical and dental students and residents.
Results
A wide range of formats are used in teaching mindfulness. These include simple lectures, 1‐day workshops and 8–10‐week programmes in mindfulness‐based stress reduction. Two medical schools stand out because they have integrated mindfulness into their curricula: the University of Rochester School of Medicine and Dentistry (USA) and Monash Medical School (Australia). Studies show that students who follow these programmes experience decreased psychological distress and an improved quality of life.
Conclusions
Although the evidence points to the usefulness of teaching mindful practices, various issues remain to be considered. When is it best to teach mindfulness in the trajectory of a doctor's career? What format works best, when and for whom? How can what is learned be maintained over time? Should mindfulness training be integrated into the medical school core curriculum?
Little daily hassles can add up to big, big stress.Whether you're stuck in traffic, hauling your kids out the front door in the morning, dealing with a demanding boss, or worrying about money, it's easy to become overwhelmed. Stress is a normal part of daily life; but over time, chronic stress can take its toll on both your mental and physical health, leading to everything from anxiety and depression to weight gain and disease. So how can you move past the little hassles that get in the way of fully enjoying life?
In This Moment will show you how to find a sense of calm and serenity using a breakthrough, evidence-based program grounded in mindfulness and neuroscience. Imagine feeling stressed, and being able to work through it by paying attention to your thoughts and feelings, moment by moment, no matter where you are or what you're doing. It's not as difficult as it sounds!
Written by cofounder of acceptance and commitment therapy (ACT) Kirk Strosahl and pioneering behavioral health researcher Patricia Robinson, the mindfulness exercises in this book will help you strengthen the parts of your brain that support vitality and a sense of being fully present in the here and now. And with a little practice, you will learn to combat stress in healthy ways, stay balanced, and live a happier life, no matter what challenges arise.
Little daily hassles can add up to big, big stress.Whether you're stuck in traffic, hauling your kids out the front door in the morning, dealing with a demanding boss, or worrying about money, it's easy to become overwhelmed. Stress is a normal part of daily life; but over time, chronic stress can take its toll on both your mental and physical health, leading to everything from anxiety and depression to weight gain and disease. So how can you move past the little hassles that get in the way of fully enjoying life?
In This Moment will show you how to find a sense of calm and serenity using a breakthrough, evidence-based program grounded in mindfulness and neuroscience. Imagine feeling stressed, and being able to work through it by paying attention to your thoughts and feelings, moment by moment, no matter where you are or what you're doing. It's not as difficult as it sounds!
Written by cofounder of acceptance and commitment therapy (ACT) Kirk Strosahl and pioneering behavioral health researcher Patricia Robinson, the mindfulness exercises in this book will help you strengthen the parts of your brain that support vitality and a sense of being fully present in the here and now. And with a little practice, you will learn to combat stress in healthy ways, stay balanced, and live a happier life, no matter what challenges arise.
This brief practitioner's guide describes simple and practical strategies for assessing and treating depression using techniques adapted to the fast pace of primary care. The book shows how these strategies may be implemented by physicians alone or in coordination with an on-site mental health provider.The integrated-care program focuses on selecting appropriate medication and behavioral interventions for patients, involving him or her as a partner to treatment. This personal involvement dramatically increases patient treatment compliance. Regular monitoring of progress and formulation of a strong relapse prevention plan rounds out the approach. The book contains necessary clinical forms, excellent patient education materials, and specific protocols for communicating with managed care reviewers.
Yoga, meditation, and use of chiropractors are types of complementary health approaches developed outside of mainstream Western medicine (1-2). Although complementary health approaches as a whole are not widely used among children, previous work has established a rise in the use of selected approaches over time (3). This report presents the most recent national estimates of use of the three most prevalent approaches during the past 12 months, among children aged 4-17 years in the United States. Comparable estimates from 2012 are also included to examine changes over time.
Much of the literature on yoga and psychoanalysis focuses on similarities and dierences between these healing traditions (Brar, 1970; Chakraborty, 1970; Neki, 1967; Vaidyanathan & Kripal, 1999). What would happen if we used yoga and psychoanalysis to complement each other? How would such a partnership aect the progress of an analysis and what adverse consequences might ensue? If we observe that yoga facilitates psychoanalysis, how do we understand such eects in light of current neuro-psychoanalytic concepts?
Much of the literature on yoga and psychoanalysis focuses on similarities and dierences between these healing traditions (Brar, 1970; Chakraborty, 1970; Neki, 1967; Vaidyanathan & Kripal, 1999). What would happen if we used yoga and psychoanalysis to complement each other? How would such a partnership aect the progress of an analysis and what adverse consequences might ensue? If we observe that yoga facilitates psychoanalysis, how do we understand such eects in light of current neuro-psychoanalytic concepts?
Yoga breathing is an important part of health and spiritual practices in Indo-Tibetan traditions. Considered fundamental for the development of physical well-being, meditation, awareness, and enlightenment, it is both a form of meditation in itself and a preparation for deep meditation. Yoga breathing (pranayama) can rapidly bring the mind to the present moment and reduce stress. In this paper, we review data indicating how breath work can affect longevity mechanisms in some ways that overlap with meditation and in other ways that are different from, but that synergistically enhance, the effects of meditation. We also provide clinical evidence for the use of yoga breathing in the treatment of depression, anxiety, post-traumatic stress disorder, and for victims of mass disasters. By inducing stress resilience, breath work enables us to rapidly and compassionately relieve many forms of suffering.
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