Effects Of Mindfulness Intervention Research Articles

Qualitative Survey Analysis of Higher Education Students' Experience of Mindfulness - Thematic Analysis

The main objective of this article was to explore in depth the subjective experiences of higher education students in their mindfulness meditation practice, with a particular focus on the mental and emotional changes they perceive through their mindfulness practice in their daily academic life, as well as the specific challenges they encountered in the process. The study adopted a qualitative research methodology through semi-structured interviews in order to collect detailed personal narratives from students about their mindfulness meditation practice for thematic analysis. The study was conducted with nine higher education students who were undergraduate and postgraduate students, as well as students in the gap year between their undergraduate and postgraduate degrees, and all participants had either short- or long-term experience of mindfulness meditation. Interviews centred on how students began their mindfulness practice, the impact of mindfulness on their daily lives, and the challenges they encountered in their mindfulness practice. The results of the study revealed that students experienced two main themes in mindfulness meditation: the benefits of mindfulness and the challenges of mindfulness practice. The study showed that mindfulness meditation has significant positive effects among higher education students, such as reducing stress and anxiety, enhancing present moment awareness, and promoting self-reflection and emotional regulation. However, despite the multiple benefits of mindfulness, students still face many challenges in their practice, such as difficulties in sustaining a long-term practice, interference from environmental factors, and negative emotions arising from meditation. These challenges suggest that effective integration of mindfulness practices in higher education settings still needs to be further explored. The study suggests that future mindfulness intervention programmes should be more personalised, taking into account the actual experiences and feelings of students in mindfulness practice, and designing mindfulness programmes that can meet the needs of different students. In addition, future research should further explore gender and ethnicity differences in mindfulness experiences to improve the applicability and effectiveness of mindfulness interventions for different student populations.

Assessing the impact of mindfulness programs on attention-deficit/ hyperactivity disorder in children and adolescents: a systematic review

BackgroundAttention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder which poses challenges for the individuals with the disorder and their families. While stimulant medications are effective, a comprehensive approach, including psychosocial and behavioral interventions, is recommended. There is a growing body of research exploring the potential benefits of mindfulness-based interventions for children with ADHD. Our study aims to assess the effectiveness of mindfulness interventions in reducing ADHD symptoms in children and adolescents through a systematic review of relevant studies.MethodsFollowing PRISMA guidelines, our systematic review searched PubMed, Cochrane library, Psycinfo, and Scopus from January 2000 to August 2022. We included studies focusing on mindfulness for pediatric ADHD, comprising various study designs with a minimum 8-week duration. Descriptive statistics summarized results, while risk of bias was assessed using Cochrane RoB and ROBANS tools. The quality of RCTs was further evaluated using the Correlation of Quality Measures tool.ResultsIn the initial search, 450 records were identified, and after removing duplicates, 339 underwent screening. Forty-one studies underwent full text assessment for eligibility, with 11 studies meeting inclusion criteria, including seven RCTs, two Quasi RCTs, and three cohort studies. These studies, conducted in five countries, involved participants aged 7 to 18 years. Six studies showed improvement in hyperactivity/inattentive symptoms, and five studies showed improvement in impulsivity.ConclusionsThis systematic review demonstrates the potential benefits of mindfulness programs on ADHD symptoms in children and adolescents. This study emphasizes the need for high-quality research to explore mindfulness-based interventions for ADHD management in younger populations.PROSPERO registration number: IDCRD42024520800

Mindfulness interventions in older adults for mental health and well-being: A meta-analysis.

Mindfulness interventions are consistently associated with beneficial effects in younger adults. In this meta-analysis, we seek to quantify the effectiveness of mindfulness interventions for the mental health and well-being of older adults. We include 46 studies that implemented a mindfulness intervention (MBSR = 20; MBCT = 9; ad hoc protocol = 17) with older adults (samples with an average age of 60 or older; healthy adults = 20; adults with underlying symptoms = 26), examining a wide range of outcome measures (e.g., stress, quality of life, sleep). Mindfulness interventions in older adults yielded an estimated Hedges' g of 0.25. Moderator analyses revealed three significant effects. Type of intervention mattered, with the effect size for MBSR not significantly different from zero (Hedges' g = 0.12) while the effect sizes for MBCT (Hedges' g = 0.33) and "other" interventions (Hedges' g = 0.36) were. Outcome measure mattered, with significant beneficial effect sizes for mental functioning (Hedges' g = 0.59), depression (Hedges' g = 0.35), sleep (Hedges' g = 0.39), anxiety (Hedges' g = 0.32), "other" (Hedges' g = 0.24), stress (Hedges' g = 0.22) and mindfulness (Hedges' g = 0.23). Finally, whether the outcome was targeted (e.g., measures of depression in a population suffering from major depressive disorder) mattered: variables that measured targeted outcomes yielded stronger effects (Hedges' g = 0.30). Mindfulness interventions with older adults are effective, but modestly so. The extant literature is limited by reliance on modified interventions that have not been evaluated for effectiveness.

The effect of mindfulness interventions on blood pressure and stress in hypertensive patients: A Literature Review

Introduction: Hypertensive patients have received appropriate treatment, but some still show uncontrolled blood pressure. One way to control blood pressure is to adopt a healthy lifestyle and manage stress, with or without drug therapy. This study aimed to review the literature on the effectiveness of mindfulness interventions on hypertensive patients’ blood pressure and stress, providing a focused and comprehensive understanding of the topic.

Effectiveness of Mindfulness Intervention to Reduce Burnout in Intensive Care Nurses: A Systematic Review

Nurses need proper self-management to deal with emotions caused by burnout. One of the meditations that nurses can do is focus attention or mindfulness. Mindfulness is a form of self-regulation strategy that involves focusing attention, responding to thoughts, sensations, and emotions with an attitude of acceptance, without judgment, and being aware of current situations and events. This study aimed to examine of a mindfulness intervention that can reduce burnout in intensive care nurses. Design study a systematic review, the sample used was intensive care nurses, variables are mindfulness intervention and burnout. Mindfulness-based interventions (yoga or meditation, music therapy, cognitive relaxation, breathing relaxation, stress management). Were searched using four databases published through February 2024. A total of 15 RCT and Quasi-Experimental were included in the final analysis. Mindfulness-based interventions (yoga or meditation, music therapy, cognitive relaxation, breathing relaxation, stress management). Effective mindfulness programs are generally carried out for 12-8 weeks with weekly meetings for 2 hours and intensive training between meetings. Overall, the modalities appeared to alleviate and reduce burnout (p<0,001). Mindfulness-based interventions appear to alleviate can reduce burnout in intensive care nurses. Future studies look at mindfulness-based interventions among nurses using more rigorous approaches and larger samples.

Mindfulness in the English Language Classroom: Student Perceptions of Positive Psychology Curriculum Interventions

Mindfulness has received increased attention recently in educational contexts as a tool helping students mitigate negative emotions, enhance resilience, reduce classroom anxiety, and improve academic performance. Although interventions that teach mindfulness principles have flourished in elementary school and university contexts, limited research has investigated the effects of interventions in educational contexts for English language learning. This study investigates student perceptions of the effectiveness of mindfulness interventions in an intensive English program for non-matriculated university students where teachers taught a 65-minute mindfulness lesson once a week for 13 weeks in addition to their normal English language curriculum. Six teachers and 107 English language learners participated. Teachers were given the flexibility to decide how best to incorporate the mindfulness interventions into their lessons. Survey and focus group data were collected. The qualitative comments were analyzed following a phenomenological approach to understand how students perceived their individual learning experiences. Students’ overall reaction to the mindfulness interventions was positive; they highlighted benefits to both their emotional toolbox and their classroom experience. Implications of this research incorporating mindfulness instruction into the ESL classroom are also included.

Effects of mindfulness intervention on competition state anxiety in sprinters-a randomized controlled trial.

With the rapid growth of China's sprint program's international competitiveness, the psychological problems of sprinters have become a common concern in sports training theory and practice. Hence, the study examined the impact of a 7-week Mindfulness training program on competition state anxiety in Chinese sprinters. Twenty-four sprinters (Mage = 22.46 ± 1.351) were selected in a 2 × 3 mixed design, with the group (mindfulness/control) as the between-subjects variable and test time (pre-test/mid-test/post-test) as the within-subjects variable. The dependent variables corresponded to the mindfulness score and competition state anxiety score. One 60-min session was conducted once a week for 7 weeks, and the control group did not undergo any psychological training. The mindfulness group received mindfulness training, and the control group received regular psychological guidance. The subjects filled in the Five Facet Mindfulness Questionnaire (FFMQ) and the Competition State Anxiety Scale at baseline, followed by additional assessments 3 weeks and 7 weeks later. (1) In terms of competition state anxiety, there were no significant differences in the pre-test between the mindfulness group and the control group. There were significant differences in sprinters' competition state anxiety after mindfulness intervention in terms of time, group, and the interaction between time and groups (p = 0.03, 0.004, and 0.009). (2) In terms of the mindfulness level, the difference between the mindfulness group and the control group was not significant in the pre-test. The sprinters' mindfulness level was significant in the interaction between groups and that between groups and time after mindfulness intervention (p = 0.027 and 0.028). Mindfulness training alleviated sprinters' competition anxiety by reducing sprinters' somatic state anxiety (SSA) and cognitive state anxiety (CSA), as well as improving state self-efficacy. The results provide guidance and references for Chinese sprinters' psychological problems.

Effectiveness of Mindfulness-Based Interventions with Respect to Psychological and Biomedical Outcomes in Young People with Type 1 Diabetes: A Systematic Review.

Type 1 diabetes is a chronic disease especially affecting young people. Mindfulness-based psychological interventions might reduce emotional symptoms post-diagnosis, but the evidence is limited. This systematic review aimed to evaluate the effectiveness of mindfulness interventions on psychological well-being and biomedical variables in young people with type 1 diabetes. A systematic review of trials was conducted that involved a bibliographic search in electronic databases (Web of Science, MEDLINE, SciELO, Scopus, PsycINFO, and Cochrane Library) considering studies published between 2013 and 2024. A total of 434 records were identified, of which 252 underwent selection according to title and abstract, leaving 32 that were evaluated for eligibility and 7 included in this review. From Google Scholar, six more studies were identified and evaluated, and two were selected. Finally, nine studies were subjected to full reading and a detailed analysis of the inclusion criteria. A total of 66.6% of the studies were evaluated as having a methodological quality of moderate or optimal, but the samples analysed tended to be small, and only two articles carried out short-term follow-up evaluations. Mindfulness-based interventions, upon reviewing the preliminary results, may be posited as a viable strategy to enhance psychological (anxiety, diabetes distress, perceived stress, depression, self-efficacy, psychological well-being, and quality of life) and biomedical outcomes (glycaemic control, blood glucose levels, and diastolic blood pressure) for type 1 diabetes in young people. Although promising, further research is required to improve the quality, methodology, and design of studies.

The impact of mindfulness intervention on negative emotions and quality of life in malignant tumor patients: a systematic review and meta-analysis.

This study aims to assess the effect of mindfulness intervention on negative emotions (anxiety and depression) and quality of life in malignant tumor patients. The databases, including CNKI, VIP, Wanfang, Chinese Biomedical Literature Database disc (CBMdisc), PubMed, Embase, Cochrane Library, and Web of Science (WoS), were searched from inception to January 2024. Randomized controlled trials examining the effects of mindfulness intervention on negative emotions and quality of life in malignant tumor patients were selected. Meta-analysis was conducted using RevMan 5.1. A total of 11 studies involving 993 patients were included. Compared with usual care, mindfulness intervention effectively reduced anxiety [SMD = -0.81, 95% CI (-1.01, -0.60), p < 0.00001], depression [SMD = -0.86, 95% CI (-1.01, -0.70), p < 0.00001], and improved patients' quality of life [SMD = 0.64, 95% CI (0.50, 0.78), p < 0.00001]. Mindfulness intervention can effectively alleviate negative emotions such as anxiety and depression in malignant tumor patients and positively impact their quality of life.

The effect of mindfulness intervention on high school students’ eating habits and body image perceptions

The effect of mindfulness intervention on high school students’ eating habits and body image perceptions

Effect of Mindfulness Intervention on Compassion Fatigue Among Nurses: A Randomized Controlled Trial Study.

Compassion fatigue is a syndrome defined by both mental and physical restlessness. Mindfulness intervention can enhance one's emotions with nonjudgmental awareness and greater consciousness of thoughts and feelings. This study aims to examine the effect of mindfulness intervention on compassion fatigue among nurses. A randomized controlled trial was conducted, recruiting 100 nurses from three hospitals and dividing participants into an intervention and a control group. Increased mindfulness awareness was found in the comparison group in the research. The intervention group's mean burnout level was significantly lower than the comparison group. Age, gender, marital status, household size, and household income were among the sociodemographic factors that significantly correlated with compassion fatigue, which was determined through burnout and secondary traumatic stress. Nurses reported significant levels of compassion fatigue; however, this was significantly decreased through mindfulness intervention.

Exploring the Interpersonal Outcomes of Mindfulness-Based Stress Reduction Training Among Police Employees

Police employees have an essential role in sustaining safety and harmony within communities, and they need to stay well as individuals in order to achieve this. Yet, their stressful work environment does not always afford optimal interpersonal interactions. In collaboration with the Dutch police force, the present project explored the effects of a mindfulness-based stress reduction (MBSR) training on the fostering of constructive interpersonal responses as well as individual well-being among employees of the Dutch police. In total, 133 police employees participated in a non-randomized waitlist controlled MBSR intervention. Participants filled out four online questionnaires spread evenly over a period of six months on constructive interpersonal responses and individual well-being. Linear mixed-effects analyses showed increases on various indicators of constructive interpersonal responding and individual well-being from pre-to post-training. These results were largely maintained at two-month follow-up. Interestingly, the positive effects of mindfulness intervention did not generalize across all measures of constructive interpersonal responding. Moreover, more frequent home practice predicted training benefits. We discuss the theoretical and practical implications of these findings.

Mindful Attention Awareness among UM Digos University College Students: A Comparative Analysis

Mindful attention awareness involves intentionally being attentive to the current moment without bias, allowing focus on the current moment and what is most important to you, rather than concentrating on thoughts and feelings. This study explores whether mindful attention awareness has significant differences in sex, year level, and department. This research is quantitative and employs a descriptive-comparative design. The data interpretation is performed by JAMOVI software, together with Excel. The Shapiro-Wilk test was utilized to assess normality, but it did not confirm a normal distribution for continuous variables, while mean and standard deviation were used to measure variable levels. The findings revealed that respondents had a moderate range in all sub-scales in the area of mindful attention awareness. The results showed that females had a high significance difference in mindfulness attention awareness. The test of difference shows that sex has an unequal variance, while in year level, only first, second, and fourth-year students had a significant difference in mindfulness attention awareness, and the department had no significant difference in mindfulness attention awareness. The study recommends future researchers on exploring the longitudinal effects of mindfulness interventions on academic achievement and student well-being, which could provide valuable evidence for integrating mindfulness into educational practices.

A literature review addressing the relationship between mindfulness and stress-level

This review explores the effectiveness of mindfulness interventions, particularly Mindfulness-Based Stress Reduction (MBSR), in reducing stress. Existing research supports the positive impact of mindfulness-based therapy on stress, anxiety, and depression. Despite promising outcomes, the limited number of high-quality studies underscores the need for more comprehensive research. Highlighted studies include an 8-week mindfulness program for medical students, demonstrating significant reductions in stress and anxiety, and a pilot study investigating the impact of MBSR on individuals in substance abuse treatment. In the educational context, mindfulness interventions can improve students’ well-being and attention. A study in Granada, Spain, reports positive outcomes in health, school, and family variables post-intervention.In conclusion, while literature supports the positive impact of mindfulness on stress reduction, further robust research, especially in educational settings, is essential to establish effectiveness and guide future interventions.

The effect of a mindfulness intervention (MI) on sleep disturbance (SD) among nurses

Sleep disturbance (SD) makes it difficult for nurses in intensive care units (ICUs) to perform activities that require focused and continual concentration, which raises the risk of medical errors, health issues, loss of sleep, and patient care mistakes. The mindfulness intervention (MI) was created to give participants the capacity to approach their own emotions with non-judgmental awareness and to become more conscious of their thoughts and feelings, and it reduced psychological symptoms. This study examined the effect of MI on SD among nurses. A randomized control trail (RCT) was conducted and recruited 100 nurses from intensive care and medical-surgical units from three hospitals located at the northern and middle regions of Jordan. Bivariate analysis including independent T-test and multiple linear regressions were used to study the differences between the interventional group (MI) and the comparison group (watching mindfulness videos) in terms of the impact on the SD. Nurses reported significant and high levels of SD. MI significantly reduced the level of SD and improved sleep quality among nurses. MI should be integrated into nursing competences to combat the negative impacts of poor sleep quality on nurses and organizational-sensitive outcomes.

Comparison of the Effectiveness of Mindfulness Intervention and Cognitive-Behavioral Game Therapy on the Psychological Capital of Female

Comparison of the Effectiveness of Mindfulness Intervention and Cognitive-Behavioral Game Therapy on the Psychological Capital of Female

Assessing the mindfulness predictors of mental health: does mindfulness practise or dispositional mindfulness better protect young peoples’ mental health?

ABSTRACT Background University is an important time in a young person's life. Although it is a time of exploration, self-discovery and socialising, it is also a time of increased vulnerability to mental health problems such as anxiety and depression. Studies have shown that engagement in mindfulness activities can have a positive effect on mental health. However, research is limited in its scope in particular in relation to stressful (transitional) periods of life. Methods The current study aims to address this issue by providing evidence on the predictive impact of both mindfulness practice and ‘dispositional' (or trait) mindfulness on students’ mental health. In total, we gathered data from 190 first-year students. Results A multiple regression was utilised for data analysis. This showed that ‘dispositional’ mindfulness, but not mindful activity had a significant impact on mental health scores. Conclusion This provides data for future research into the effectiveness of mindfulness interventions for student adaptation to university and potential interventions.

Adolescents do not benefit from universal school-based mindfulness interventions: a reanalysis of Dunning et al. (2022).

Are universal school-based mindfulness interventions an effective way to reduce risk for mental disorders and improve adolescents' lives? To answer this question, we reanalyzed data from Dunning et al.'s (2022) meta-analysis of randomized controlled trials of mindfulness interventions delivered to children and adolescents. Though Dunning et al. (2022) reported some benefits of universal mindfulness interventions, their analysis did not examine adolescents separately from children. Consequently, their conclusions may not entirely reflect the effectiveness of universal mindfulness interventions specifically for adolescents, a developmental period when mental disorders are known to increase. Using their open-access data tables, we tested impacts of 22 randomized controlled trials (N = 16,558) on eight outcome categories-anxiety/stress, attention, depression, executive functioning, mindfulness, negative behavior, social behavior, and wellbeing-at immediate post-test and longest follow-up. Our reanalysis shows that when compared to passive controls, mindfulness interventions significantly reduced trait mindfulness (d = -0.10). When compared to active controls, mindfulness interventions significantly improved anxiety/stress (d = 0.17) and wellbeing (d = 0.10). When compared to all controls combined, mindfulness interventions did not significantly improve any outcome (ds = 0.01 to 0.26). No effects of mindfulness interventions were observed at follow-up assessment. Overall, results of our analysis cast doubt about the value of existing school-based mindfulness interventions as a universal prevention strategy for adolescents.

The Effect of Mindfulness Training on Core Self-Evaluation and Academic Burnout

Objective: This research aimed to examine the internal mechanism of core self-evaluation between mindfulness and academic burnout, and the effect of mindfulness interventions on reducing academic burnout. Methods: The study involved the assessment of 764 high school students using the Five Facet Mindfulness Questionnaire (FFMQ), Core Self-Evaluation Scale (CSES), and Academic Burnout Scale (ABS) to examine the relation between mindfulness, core self-evaluation, and academic burnout. Following this, a randomized controlled experimental design can be employed to evaluate the impact of interventions and conduct subsequent surveys.

The Influential Mechanisms of Theory of Mind on Prosocial Behavior and the Effect of Mindfulness Intervention

The Influential Mechanisms of Theory of Mind on Prosocial Behavior and the Effect of Mindfulness Intervention