Benefits Of Mindfulness Training Research Articles

Benefits of Mindfulness Training on the Mental Health of Women During Pregnancy and Early Motherhood: A Randomized Controlled Trial

ObjectiveThis study aimed to evaluate the effects of a mindfulness-based psychosomatic intervention on depression, anxiety, fear of childbirth (FOC), and life satisfaction of pregnant women in China. MethodsWomen experiencing first-time pregnancy (n = 104) were randomly allocated to the intervention group or a parallel active control group. We collected data at baseline (T0), post-intervention (T1), 3 days after delivery (T2), and 42 days after delivery (T3). The participants completed questionnaires for the assessment of the levels of depression, anxiety, FOC, life satisfaction, and mindfulness. Differences between the two groups and changes within the same group were analyzed at four time points using repeated-measures analysis of variance. ResultsCompared with the active control group, the intervention group reported lower depression levels at T2 (P = 0.038) and T3 (P = 0.013); reduced anxiety at T1 (P = 0.001) and T2 (P = 0.003); reduced FOC at T1 (P < 0.001) and T2 (P = 0.04); increased life satisfaction at T1 (P < 0.001) and T3 (P = 0.015); and increased mindfulness at T1 (P = 0.01) and T2 (P = 0.006). ConclusionThe mindfulness-based psychosomatic intervention effectively increased life satisfaction and reduced perinatal depression, anxiety, and FOC.

Mindful of authority: A snapshot of the meditation and contemplative practices of some Canadian Commissioned Police Officers

Research into the benefits of mindfulness training, meditation, and other contemplative practices for the workplace has grown dramatically. Within the context of Canadian policing, the wellness benefits of these mental practices are beginning to be understood. However, little is known about Canadian police officers’ current use of these practices. This information is important for future research exploring the effects of these practices over time, and for police agencies considering introducing mindfulness or meditation training programs into their organizations. This article shares initial findings from a broader, yet unpublished, qualitative study of a cohort of Commissioned Officers from a large Canadian police service who self-identified as having regular meditation practices. Invitations to participate in a study exploring the perceived influence of meditation on leadership were e-mailed to all 605 Commissioned Officers. Of the 13 individuals who responded, 11 met the study criteria. Qualitative content analysis of the data yielded the following results: Commissioned Officers in a wide variety of roles in this police service are engaged in a broad spectrum of contemplative practices; each participant engaged in multiple practices; and the most common reason for beginning to practice meditation was to assist in recovery from a psychological or physical injury. These findings suggest that police organizations introduce a variety of mental training practices early in officers’ service to ensure their career is more positive, resilient, and rewarding.

The Impact of Mindfulness Training on Police Officer Stress, Mental Health, and Salivary Cortisol Levels

Unaddressed occupational stress and trauma contribute to elevated rates of mental illness and suicide in policing, and to violent and aggressive behavior that disproportionately impacts communities of color. Emerging evidence suggests mindfulness training with police may reduce stress and aggression and improve mental health, but there is limited evidence for changes in biological outcomes or the lasting benefits of mindfulness training. We conducted a randomized controlled trial (RCT) of 114 police officers from three Midwestern U.S. law enforcement agencies. We assessed stress-related physical and mental health symptoms, blood-based inflammatory markers, and hair and salivary cortisol. Participants were then randomized to an 8-week mindfulness intervention or waitlist control (WLC), and the same assessments were repeated post-intervention and at 3-month follow-up. Relative to waitlist control, the mindfulness group had greater improvements in psychological distress, mental health symptoms, and sleep quality post-training, gains that were maintained at 3-month follow-up. Intervention participants also had a significantly lower cortisol awakening response (CAR) at 3-month follow-up relative to waitlist control. Contrary to hypotheses, there were no intervention effects on hair cortisol, diurnal cortisol slope, or inflammatory markers. In summary, an 8-week mindfulness intervention for police officers led to self-reported improvements in distress, mental health, and sleep, and a lower CAR. These benefits persisted (or emerged) at 3-month follow-up, suggesting that this training may buffer against the long-term consequences of chronic stress. Future research should assess the persistence of these benefits over a longer period while expanding the scope of outcomes to consider the broader community of mindfulness training for police.Clinical Trial Registration: ClinicalTrials.gov#NCT03488875.

Promoting Third Graders' Executive Functions and Literacy: A Pilot Study Examining the Benefits of Mindfulness vs. Relaxation Training.

Research suggested that developing mindfulness skills in children improves proximal outcomes, such as attention and executive functions, as well as distal outcomes, such as academic achievement. Despite empirical evidence supporting this claim, research on the benefits of mindfulness training in child populations is scarce, with some mixed findings in the field. Here, we aimed to fill in this gap, by examining the effects of a mindfulness training on third graders’ proximal and distal outcomes, namely, attention and executive functions (viz., inhibitory control, working memory, and cognitive flexibility) as well as literacy-related achievement (viz., handwriting fluency, text quality, Portuguese grades). These outcomes were measured with behavioral tasks and teacher ratings. Sixty-six Portuguese children were randomly allocated to an experimental group receiving mindfulness training (n = 29) or an active control group receiving relaxation training (n = 37). Both training programs were implemented by psychologists in two 30-min weekly sessions for 8 weeks. All students were assessed before and after the interventions. Three main findings are noteworthy: (a) mindfulness training enhanced teacher-rated cognitive flexibility and a performance-based composite score of executive functions among children with higher pretest scores; (b) relaxation training improved performance-based cognitive flexibility and the composite score of executive functions among children with lower pretest scores; (c) children receiving mindfulness training had higher handwriting fluency and better grades in Portuguese than those receiving relaxation training. These findings provide preliminary evidence on the benefits of mindfulness training in educational settings and highlight the moderating role of baseline performance on those benefits.

Improving emotion regulation and mood in teacher trainees: Effectiveness of two mindfulness trainings.

Background/ObjectiveThe present research investigated potential effects of mindfulness training on emotion regulation and mood of future schoolteachers in a nonrandomized pre–post design, and whether these are influenced by the yoga component of mindfulness‐based stress reduction (MBSR) and/or by homework practice.Method N = 169 university students received either mindfulness training (experimental groups), awareness activities (active control group), or no training (passive control group), in the context of university seminars. Allocation to groups was bound by the seminar chosen by participants, and in that sense was self‐selected. Mindfulness was trained in two adapted MBSR courses, one of which including yoga, and the other excluding yoga.ResultsSpecific benefits of both mindfulness training groups were observed for emotion regulation in terms of an increase in cognitive reappraisal and a reduction in symptom‐focused rumination as well as depressive mood. No benefits of mindfulness training were observed for reductions in expressive suppression, self‐focused rumination, anxious, and negative mood or an increase in distraction and positive mood respectively. Mindfulness training with and without yoga was mostly equally effective. Outcomes were largely not moderated by practice quantity or quality, but reductions in depressive mood were mediated by gains in reappraisal and distraction.ConclusionsMindfulness training can be implemented in the context of university seminars to foster advantageous emotion regulation strategies and lower depressive mood in future schoolteachers. Discontinuing yoga within mindfulness interventions does not seem to reduce training benefits.

The serene student: Evaluating a group-based mindfulness training program for MSW students

ABSTRACTSocial work educators are exploring the benefits of mindfulness training for social work pedagogy. The authors evaluate the outcomes of a mindfulness program for MSW students. The authors assessed changes in mindfulness, self-compassion, affect, mood, and impairment due to emotional distress before and after the program, and at 4-month follow-up. The authors examine how the group process may facilitate the development of mindfulness and consider how mindfulness practices can support group development and student learning. Results demonstrate that mindfulness training supports student self-regulation and well-being and suggest that the active ingredients of the group process may play a role in mindfulness training outcomes.

Mindfulness in love and love making: a way of life

Increasing evidence is accumulating on the real benefits of mindfulness training. It is also emerging as a core, effective component of modern sex therapy practice. Some neuro-endocrine and neuro-imagery studies reviewed here provide an evidence base to the treatment protocol that this psycho-sexual therapy practice, called Visually Enhanced Psycho-Sexual Therapy, introduced in 1975. The definition and mode of application of two basic mindfulness principles: Present Centred (PC) and Process Absorbed (PA), are outlined as an integrated, effective, fundamental therapeutic modality, in work with couples and with single women and men with sexual dysfunctions. The important role of training the autonomic nervous system, and the integrative and sensory components of the central nervous system, are also emphasized. The “graduates” of this 10–15 session independent (private) practice program learn to become mindful not only in their loving and love-making behavior, but also generalize this way of being in the world in their daily lives.