Application Of Mindfulness Research Articles

Mindfulness May Buffer Psychological Distress in Adolescents during the COVID-19 Pandemic: The Differential Role of Mindfulness Facets.

The COVID-19 pandemic strongly impacts adolescents’ mental health, a population particularly vulnerable to mental disorders, highlighting the need to identify protective factors against COVID-19 related psychological distress to inform policies and intervention strategies. Previous research suggests that mindfulness may be a promising factor that can lower the risk of detrimental psychological consequences related to the COVID-19 pandemic. However, it is currently unknown which aspects of mindfulness contribute most to its protective effects. Moreover, previous studies mainly focused on adult samples. The present study aimed to address this gap by investigating the impact of specific mindfulness facets on adolescents’ COVID-19 related psychological functioning. 246 Dutch-speaking adolescents were recruited via social media to complete a cross-sectional online survey between June 29 and October 11, 2020. Participants were 16–18 years of age, most of them women (71%), and the majority followed the highest level of Belgian secondary education. Logistic regression analyses were performed to test the differential effects of each mindfulness facet on psychological functioning. Our results identified decentering as the facet of mindfulness that was uniquely associated with decreased worry and stress, improved mental health and quality of life, as well as with an increase in social connectedness with others following the outbreak of the COVID-19 pandemic. Unexpectedly, decentering was negatively associated with adolescents’ helping behaviour during compared to before the pandemic. Implications for research on and application of mindfulness are discussed. Taken together, these findings suggest that the facet of decentering, among all facets of mindfulness, may represent the main protective factor against psychological distress during the COVID-19 pandemic.

Burnout and Well-Being: Evaluating Perceptions in Bone Marrow Transplantation Nurses Using a Mindfulness Application.

Oncology nurses are at increased risk for developing burnout. Although various interventions have been researched, mindfulness has been proven to be beneficial in mitigating burnout while improving well-being. The aim was to evaluate whether the use of a mindfulness mobile application (app), Headspace®, increases perceptions of well-being and decreases perceptions of burnout among inpatient bone marrow transplantation (BMT) staff nurses and nurse practitioners (NPs). This evidence-based practice quality improvement initiative introduced the Headspace app to BMT nurses and evaluated its impact on burnout and well-being at baseline and every 30 days for 90 days. There were significant improvements in burnout and well-being in staff nurses and NPs from baseline to each time point. Sleep hygiene meditations were the most widely used programs within the Headspace app for both nursing groups.

The impact of a smartphone meditation application on anesthesia trainee well-being

Study objectivePhysician burnout is a pervasive problem in the United States. The goal of this study was to investigate use of the smartphone meditation application Headspace® as a well-being improvement tool in anesthesia trainees. DesignProspective self-controlled observational study. SettingAnesthesia training program in an academic hospital. SubjectsResident and fellow trainees in the Department of Anesthesiology and Perioperative Medicine at the University of Pittsburgh Medical Center. InterventionsResident and fellow trainees were given a free 1-year subscription to the mindfulness application. Participation was voluntary and included questionnaires at baseline, 1 month, and 4 months for assessment of burnout and well-being. Questionnaires were linked with the use of de-identified codes and completed via REDCap. Questionnaires included the abbreviated Maslach Burnout Inventory, Becks Depression Index, Cohens Stress Score, Pittsburgh Sleep Quality Index, and a Headspace® Self-Reporting Questionnaire. MeasurementsDepression, stress, sleep quality, emotional exhaustion, depersonalization, and personal achievement. Main resultsOf 112 trainees eligible to participate, 71 completed baseline questionnaires, 54 created application accounts, and 29 completed the entire questionnaire protocol with 4 months of app use. Application use was associated with reduced depression scores and increased feelings of personal achievement at both 1 month (p = 0.003, p = 0.066) and 4 months (p = 0.011, p = 0.005). Burnout from feelings of depersonalization and emotional exhaustion did not improve with application use. Over the study period, trainees completed 786 meditation sessions, accounting for 6123 min of app engagement. ConclusionsFindings of decreased depression scores and improved feelings of personal achievement suggest that Headspace® could serve as a mindfulness tool for incorporating meditation into the daily practice of anesthesia trainees in an effort to improve well-being.

A Mixed-Method Assessment of a 10-Day Mobile Mindfulness Intervention

Mobile mindfulness interventions represent a promising alternative to traditional in-person interventions that are resource demanding and have limited accessibility, preventing use by many populations. Despite greater accessibility and popularity of mobile mindfulness applications (apps), research is needed testing the effectiveness of brief interventions delivered via these platforms. The present study assessed the efficacy of a brief mobile mindfulness intervention compared to an active control for increasing state and trait mindfulness and improving mood, as well as the acceptability of the app, in a sample of undergraduate students. Participants (N=139; Mage=19.43years, 80.6% female, 83.5% White) were randomly assigned to either a 10-day mobile mindfulness (Headspace) or cognitive training (Peak) condition. Trait mindfulness was measured pre- and post-intervention. During the 10-day intervention, participants completed 10-min daily exercises on the assigned app, responded to daily questionnaires of state mindfulness and mood, and completed a daily written log of their reactions to the app exercises. Attrition was low (90% completion rate) and did not differ by condition. Participants in the mindfulness condition spent an average of 88.15min (SD=24.75) meditating out of the full 100min prescribed by the intervention. State mindfulness significantly increased across the 10-day intervention for participants in the mindfulness, but not the cognitive training, condition beginning around days 5 and 6. Some aspects of trait mindfulness increased and mood improved from pre- to post-intervention, but these changes were observed in both conditions (i.e., no significant differences were observed by condition). Qualitative analysis of open-ended reactions to the mindfulness app indicated that participants reported more likes than dislikes. Common themes for likes were that participants experienced feelings of calm and focus following the daily mindfulness exercises. Dislikes included discomfort and anxiety associated with increased awareness of thoughts and physical sensations. These findings suggest that while a brief mobile mindfulness intervention is acceptable to undergraduate college students and effective at increasing state mindfulness, a longer intervention may be needed in order to elicit corresponding changes in trait-level mindfulness or mood.

When the ‘mindfulness wars’ enter the classroom: making sense of the critique of school-based mindfulness

ABSTRACT The introduction of mindfulness into schools and its potential effects on health and wellbeing promotion have received substantial attention among scholars. However, the implications and consequences thematised by critics of school-based mindfulness have yet to receive the same analytical scrutiny. One side has praised mindfulness as a useful instrument to improve students’ wellbeing, mental health, and learning outcomes; by contrast, the opposing side has suggested that such practices are yet another quick fix for neoliberal developments in education. Guided by the prospect of leaving behind the binary understanding of mindfulness practices as either highly beneficial or severely harmful, this paper examines and contextualises the critical discussion of school-based mindfulness through a two-step conceptual analysis. First, I unpack how school-based mindfulness has emerged as a specific topic of discussion within the general field of critical mindfulness research. I argue that the critical discourse within the subfield of school-based mindfulness cannot be viewed in isolation from the wider range of critical agendas concerning general applications of mindfulness. Second, I unpack how the majority of critical scholars have adopted a particular critical approach to mindfulness, accentuating its binding entanglement with neoliberalism. In conclusion, I offer prospects for future critical treatments of school-based mindfulness.

Educating the mindful design practitioner

Mindfulness applications are increasing exponentially across many disciplines. However, mindfulness theory and practice within design pedagogy is relatively scarce. What are the operational concepts and applications of mindfulness for acquiring design skills and ethical awareness? We explore these questions through a theoretical framework and two university-based studies where design students engaged in various mindfulness activities. Results show that meditation practices (formal mindfulness) and adopting a mindful approach to design tasks (informal mindfulness) can facilitate exploratory and creative thinking, increase sensory and spatial awareness, ‘free up’ one’s inner critic, and expand students’ empathetic horizons. These outcomes suggest mindfulness training is fruitful for the holistic development of students, supporting them to be truly reflective practitioners who creatively attend to the wellbeing of others and themselves.

Use of a mindfulness application to promote students' mental well-being during COVID-19-era.

Journal of Dental EducationVolume 85, Issue S3 p. 2049-2051 ADVANCING THROUGH INNOVATION Use of a mindfulness application to promote students’ mental well-being during COVID-19-era Avita Rath MDS, Corresponding Author Avita Rath MDS [email protected] orcid.org/0000-0002-5151-0794 Faculty of Dentistry, SEGi University, Selangor, Malaysia Correspondence Avita Rath, MDS, Lecturer, Faculty of Dentistry, SEGi University, No. 9 Jalan Teknologi PJU5, Kota Damansara, Selangor 47810, Malaysia. Email: [email protected]Search for more papers by this authorMelissa Wong LZ BDS, Melissa Wong LZ BDS Faculty of Dentistry, SEGi University, Selangor, MalaysiaSearch for more papers by this authorNicholas Wong JX, Nicholas Wong JX Faculty of Behavioral Sciences, HELP University, Kuala Lumpur, MalaysiaSearch for more papers by this authorRob Brockman Master of Psychology (Clinical), Rob Brockman Master of Psychology (Clinical) Clinical Psychology, Graduate School of Health, University of Technology, Sydney, New South Wales, AustraliaSearch for more papers by this author Avita Rath MDS, Corresponding Author Avita Rath MDS [email protected] orcid.org/0000-0002-5151-0794 Faculty of Dentistry, SEGi University, Selangor, Malaysia Correspondence Avita Rath, MDS, Lecturer, Faculty of Dentistry, SEGi University, No. 9 Jalan Teknologi PJU5, Kota Damansara, Selangor 47810, Malaysia. Email: [email protected]Search for more papers by this authorMelissa Wong LZ BDS, Melissa Wong LZ BDS Faculty of Dentistry, SEGi University, Selangor, MalaysiaSearch for more papers by this authorNicholas Wong JX, Nicholas Wong JX Faculty of Behavioral Sciences, HELP University, Kuala Lumpur, MalaysiaSearch for more papers by this authorRob Brockman Master of Psychology (Clinical), Rob Brockman Master of Psychology (Clinical) Clinical Psychology, Graduate School of Health, University of Technology, Sydney, New South Wales, AustraliaSearch for more papers by this author First published: 24 April 2021 https://doi.org/10.1002/jdd.12635Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume85, IssueS3Supplement: Advancing Through InnovationDecember 2021Pages 2049-2051 This article also appears in:Advancing Through Innovation in a Challenging Time RelatedInformation

Applications of mindfulness in psychiatry

Mindfulness-Based Therapies (MBT) are more and more frequently used in the treatment of mental disorders. In the paper the efficacy of meditation programs in the treatment of a variety of mental health problems in diverse adult and adolescent populations and psychological and neurobiological mechanisms underlying these effects were analysed. Intervention studies data supports the efficacy of mindfulness interventions in the treatment of depression, anxiety and addictive disorders. It is proved that mindfulness interventions affect emotion regulation, attention regulation, body awareness and perspective of the self. The effect of mindfulness based interventions in the treatment of mental disorders is supported by scientific rationale of its mechanism of action, and the treatment efficacy data is promising. However, further verification of mindfulness interventions efficacy through a greater number prospective, randomized, controlled clinical research trials is required.

Evidence Map of Mindfulness for Stages of Psychosis: State of the Literature and Implications for Future Research

How to best implement mindfulness interventions within different stages of psychosis (high risk for psychosis, first episode psychosis (FEP), established psychosis) remains relatively unexplored. Understanding where and how mindfulness research has been conducted at different stages of illness can guide future research, and improve intervention acceptability and treatment effects. An evidence mapping approach was taken to systematically search and identify where and how mindfulness research has been conducted across stages of psychosis. Papers were examined for intervention approaches and safety concerns, and content analysis examined practitioner recommendations to identify recommendations within and across stages of illness. A paucity of research relating to the application of mindfulness in the treatment of psychotic illness exists for the high risk stage, with some research in FEP. The majority of research examines mindfulness approaches for the chronic stage of illness. Intervention formats for different stages of psychosis varied widely. Across all stages of psychosis, authors recommended adaptations for cognitive impairments (e.g., shorter exercises for impacted attention), longer interventions, and more helpful ways of explaining mindfulness and encouraging practice. Few stage-specific recommendations emerged beyond the potential helpfulness of compassion-based practices within earlier stages of illness where self-stigmatization often emerges. Recommendations for how to best adapt mindfulness to early intervention in psychosis are needed, and future research needs to better understand risks and utility of different mindfulness practices for different stages of illness.

The Daily Dose-Response Hypothesis of Mindfulness Meditation Practice: An Experience Sampling Study.

Because of fast-growing interest in the applications of mindfulness to promote well-being and mental health, there are field-wide efforts to better understand how mindfulness training works and thereby to optimize its delivery. Key to these efforts is the role of home practice in mindfulness-based intervention (MBI) outcomes. Despite its centrality in MBIs, recent reviews have documented limited and mixed effects of home practice on MBI outcomes. However, methodological issues regarding monitoring and quantifying home practice and focus on cumulative or additive effects may limit our understanding of it. Temporally proximate, more transient, and contextually circumscribed effects of mindfulness mediation practice have not been examined. We applied intensive experience sampling to measure daily practice and levels of targeted proximal outcomes (state mindfulness, decentering, emotional valance, and arousal) of training over the course of a 21-day MBI among a community-based sample of 82 meditation-naive adults. Despite intensive experience sampling, we found no evidence of cumulative or additive effects of total mindfulness meditation practice on outcomes at postintervention for mindfulness, decentering, emotional valence, or emotional arousal. However, we found that that daily dose of mindfulness meditation home practice significantly predicted same-day levels of state mindfulness (B = 0.004, SE = 0.001, t = 3.17, p = .000, f2 = 0.24), decentering (B = 0.004, SE = 0.001, t = 2.757, p = .006, f2 = 0.05), and emotional valence (B = 0.006, SE = 0.003, t = 2.015, p = .044, f2 = 0.01) but not daily levels of emotional arousal. Daily dose-response practice effects did not carry over to next-day levels of monitored outcomes. Findings show that effects of daily home mindfulness meditation practice dose on state mindfulness, decentering, and positive emotion are reliable but transient and time-limited. Findings are discussed with respect to the proposed daily dose-response hypothesis of mindfulness meditation practice.

Exploring the Psychosocial Impact of a Mindfulness Workforce Development Program on Instructors of Color: A Qualitative Descriptive Study.

A growing body of literature supports the use of mindfulness-based practices to increase resilience and reduce emotional and behavioral problems of low-income youth of color who are exposed to chronic trauma. The current study, the first of its kind, addresses existing gaps in the literature by examining the social and emotional effects of mindfulness on instructors of color, a largely understudied population. All trainees (n = 25) in a year-long, mindfulness-based workforce development program in Baltimore were invited to participate in this qualitative descriptive study that involved semistructured interviews regarding the personal emotional impact of participating in the program, as well as possible changes in the subjects' perceptions of yoga and the potential role of yoga in their communities. We applied a transcript-based analysis approach to the data from the individual interviews and derived themes using the constant comparative method. Twenty-one trainees (84%) participated in semistructured interviews. Participants were between the ages of 18 and 29 and were predominantly male (71.4%) and African-American (85.7%). We identified four key themes related to participating in the program: (1) changes in emotional functioning and self-perception, (2) changes in interactions with others, (3) changes in perception of yoga and mindfulness, and (4) perceived real-world application of yoga and mindfulness. The current study adds to the literature by exploring the public health implications of mindfulness, particularly in addressing effects of chronic trauma in low-income communities of color. The workforce development program also merits further evaluation as a potential model for enabling local and national nonprofit organizations to offer low-income youth and youth of color employment options that enhance resources in trauma-affected communities.

Mindfulness and Online Music for Channeling Stress in Primary School Students During the COVID-19 Pandemic in Spain

On 11 March 2020, the World Health Organization declared an international pandemic state of emergency, in the face of the public health crisis caused by COVID-19. Since that day, Spaniards have faced the situation of confinement in their homes, while sanitary containment measures have restricted mobility, reducing economic and social activity, in addition to paralyzing productive work in numerous sectors. In these circumstances the scope of which cannot be predicted in all its consequences and dimensions as of now, one of the most affected social sectors has been the population of children, adolescents and young people. At this point, this sector has been affected in its educational work, as well as in leisure time activities, having been deprived of the social interactions necessary for the process of socialization and formation of personality. Based on the aforementioned situation, when an important record was detected on the levels of stress, anxiety and behavioral problems, it was seen fit to implement Mindfulness and Music Education sessions online, with the main objective of channeling the problems of behavior, stress and anxiety generated by confinement through an online methodology. The dynamics was studied with primary school students in Madrid. In order to evaluate the impact of this interventional action, a quasi-experimental design was structured from the methodological point of view, establishing the application of Mindfulness and Online Music Education sessions as an independent variable, and changes as a dependent variable, behavior, stress and anxiety. Next, an incidental non-probabilistic sampling was established, with a total of 130 participants (77% girls and 23% boys), with the mean age of the children of 9.407 (DT = 2.393), 100% of whom were Primary Education students. The following social networks were used as tools for communication and socio-digital interaction: WhatsApp, Zoom and Instagram, in order to implement the exercises used in the MindfulnessBased Stress Reduction (MBSR) program by Kabat-Zinn (1979) of the activities of the Musical Education area corresponding to Primary Education, while for data collection an adaptation of the questionnaire “Five Facet Mindfulness Questionnaire” (FFMQ) by Baer et al. (2006), as well as the JASP 0.13.1 application, SPSS and an excel spreadsheet for processing. Regarding the results and the main objectives, the attempt was made to channel the level of stress and anxiety among the participants, in terms of behavioral problems, achieving a partial reduction. In this way, and based on inferential statistics, the presence of a strong positive linear correlation between age, conceived as a quantitative ratio variable, and online sessions, as the independent variable is deduced, resulting in 0.979. As a recommendation for future work, a larger sample must be taken in order to establish more general results, reinforce the guidelines dictated to teachers both to carry out Mindfulness and Music Education activities online and establish criteria for inclusion and exclusion. Keywords: Mindfulness, Music Education, COVID-19 and Online Music, digital divide, stress and anxiety.

Mindful practicing - Mindfulness and goal setting exercises for fostering self-efficacy

This research explores the creation and application of mindfulness and goal setting exercises and tests its relationship with the construct of self-efficacy for music learning and practicing. Three separate questionnaires and pre- and post-intervention interviews were applied to a sample of 11 conservatory students. All participants but one rated higher scores of self-efficacy for music learning and practicing in one of the questionnaires. The additional questionnaires, interviews and formats that were analyzed give this study a broader scope for identifying distinct factors that may have a relation with the exercises applied and higher self-ratings of self-efficacy. The content of this research provides an analysis of mindfulness practices and goal-setting strategies and their application to the instrumental practice of music conservatory students. The material envisioned for this study is both original and retrieved from external sources. Some of the material is taken from author Vanessa Cornett and her book “The Mindful Musician” (Cornett, 2019), as well as from Sarah Samuel’s book “Mindful Crafting” (2018) and Bernadette Dijkhuizen-Keogh’s work (2019). This research wishes to provide tools not only for students who want to improve their sense of self-efficacy regarding their instrumental practice but also for teachers, who want to explore the material developed in this study with their students.

Mindfulness as an intervention after multisystem trauma

Background There is a known significant risk of negative mental health consequences following traumatic injury, yet no standard approach to prevent psychiatric illness in trauma patients currently exists. Mindfulness-based psychotherapies have been shown to reduce symptoms of post-traumatic stress disorder, depression and anxiety and improve resiliency, however it is unknown whether a mindfulness intervention immediately following traumatic injury would lead to diminished mental health consequences. Methods Multi-system trauma patients at the University of Alberta Hospital (N = 63) and the Foothills Hospital (N = 60) were assigned to the experimental and control groups respectively. Patients in the experimental group were asked to use the guided mindfulness application “Stop, Breathe & Think” for 28 consecutive days. All patients completed the Depression Anxiety Stress Scale (DASS-21) and Connor-Davidson Resilience Scale (CD-RISC) 48 hours and 28 days following admission. An exit interview was conducted for patients in the experimental group. Results There was no significant difference in mean enrollment DASS-21 scores, mean enrollment CD-RISC scores, mean follow-up DASS-21 scores and mean follow-up CD-RISC scores between experimental and control groups. Paired t-tests of mean admission and mean follow-up DASS-21 and CD-RISC scores were not significantly different in the experimental group. Paired t-tests of mean admission and follow-up CD-RISC scores were not significantly different in the control group whereas mean followup DASS-21 scores were decreased in the control group relative to enrolment DASS-21 scores (p = 0.014). Patients reported improved mood after use of mindfulness, and most planned to continue using the therapy and would recommend it to others. Conclusion Our study did not demonstrate an objective benefit of mindfulness intervention immediately following traumatic injury. Exit interview data suggests that a web-based mindfulness intervention may be beneficial for certain trauma patients however further research is required to identify those most likely to realize substantial gains.

Learning and Applying Mindfulness to Relational Client Systems: A Phenomenological Analysis of CMFT Students’ Experiences in a Mindfulness Course

The benefits of mindfulness have been well established in mental health research, and many couple, marriage, and family therapists (CMFTs) incorporate mindfulness techniques into clinical practice. Despite its widespread use, there is a dearth of literature examining CMFTs’ experiences with mindfulness education within the MFT field. Using a participatory research design, our study analyzed 35 journal entries of seven CMFT graduate students (N = 7) enrolled in a 5 week, summer mindfulness course within a COAMFTE-accredited program. Data were analyzed using the immersion/crystallization phenomenological technique. Findings illuminated 12 themes, all relating to CMFTs’ experiences of learning and applying mindfulness techniques in clinical practice. These themes were grouped within three categories that corresponded with our research questions (Role of the Mindfulness Class, Personal Mindfulness Experience, and Application of Mindfulness in Clinical Practice). Clinical and training implications for CMFTs are discussed throughout.

Once Again on External Mindfulness

The proposal to understand an external application of mindfulness to refer to being objective rather than subjective is not well supported by the relevant sources and fails to be directly applicable to actual meditation practice. The most commonly accepted understanding in Buddhist sources and contemporary research, which considers external mindfulness to refer to being aware of other persons, remains the most meaningful and applicable explanation. Adopting this understanding can open the door to new avenues in mindfulness research, proceeding from the widely recognized internal dimensions of mindfulness, concerned with what happens within a practitioner, to giving more explicit room to the potential of the same mental quality in understanding and relating to others.

Mindfulness as a tool for ADHD drivers: a comparative study of higher levels of self-awareness

Learning to become a mindful driver involves the acquisition of skills and striving to reach a level of attention and awareness of the driving activity. This learning process can be of value to drivers in general, and in particular, to those with ADHD, whose impaired attention, inter alia, heightens the risk for collisions. Mindfulness practices which, among other things, cultivate an attentive mind, could help them to overcome their cognitive challenges to become expert drivers. This article compares the practical application of mindfulness to established theory of learning skills. In this regard, the most valid comparison to be made is to the expertise paradigm. Previous research supporting this paradigm has shown that people move from primarily individual concerns for personal gain and the understanding of facts and features relevant to the skills that are being learned to more complex and sophisticated ways of understanding. The progression from novice to expert driver is, similarly, a process that takes the driver through transitions, challenges and transformations. Mindfulness, as a useful psychological construct, is explored in comparison to the theory of acquisition of skills and in relation to the Buddhist scripture Satipaṭṭhāna Sutta.

Mindfulness in Therapy: A Critical Analysis

ABSTRACT Initially inspired by Buddhist philosophy and practice, mindfulness has become ubiquitous in psychotherapy, counseling, and popular psychology. Several mindfulness interventions have been developed and investigated, many of them attaining strong empirical support for a variety of conditions. However, the authors argue that mindfulness interventions should not be used uncritically and indiscriminately, because, for instance, there is not enough efficacy evidence for all the uses and applications of mindfulness (e.g., mobile apps). Second, following the definition of the concept, the authors argue that detachment may decrease motivational relevance in the face of personal goals and may encourage low intensity affect in cases where this would not be either needed or desirable. On the other hand, they argue that mindfulness-based interventions can be particularly useful treating chronic and severe cases, particularly in depression, pain conditions, and addictions.

Mindfulness Based Intervention To Increase Self-Disclosure In Broken Home Children

The purpose of this study was to examine the effectiveness of mindfulness interventions in increasing self-disclosure in broken home children in MTS N 1 Bandar Lampung. This type of research is an experimental study with the Single Subject Research (SSR) method. The subject is 14 years old grade IX student. The research design used is multiple baseline A1-B-A2. The instrument used is a scale developed from Devito's theory, which includes five dimensions, namely amount, valence, accuracy/honesty, intention, and intimacy. The study used interrater reliability to display the reliability of the data findings.The results showed an effective mindfulness intervention to increase self-disclosure in broken home children. The results of the study provide new knowledge about mindfulness interventions in broken home children to increase self-disclosure so that it can be a reference for other research or individual institutions in the provision or application of mindfulness to help improve self-disclosure.

Stress and Coping Among Health Professions Students During COVID-19: A Perspective on the Benefits of Mindfulness.

Many health professions students experience elevated stress and burnout during their professional education and training. With the added challenges of COVID-19, students face a whole new set of stressors. Students in the Spring 2020 semester of our online academic course, “Mindfulness for Healthcare Providers,” began confronting the COVID-19 crisis after several weeks of mindfulness meditation practice as part of the course. Students discussed their experiences using the course discussion boards, providing a unique opportunity to explore the practical application of mindfulness for student well-being during a crisis. Themes from the discussion board revealed a range of novel stressors and concerns due to COVID-19 (physical health, mental health, societal implications, academic and clinical training disruptions). All students reported that mindfulness practice helped them cope by improving specific mindfulness skills (focus, appreciation, cognitive de-centering, non-reactivity). Mindfulness training may be a useful approach to promoting student well-being during a crisis.