Mindfulness-Based Attention Training Research Articles

Self-Compassion and Mindfulness-Based Training Willingness in Preoperative Bariatric Surgery Patients.

The aim of this study is to assess the knowledge and willingness of preoperative bariatric surgery patients to participate in self-compassion- and mindfulness-based attention training to modify their eating behaviors. Patients received feasibility questionnaires including sociodemographic and willingness questions. Based on these results, it was determined that participants had a high degree of knowledge related to self-compassion and mindfulness with confidence to perform mindfulness and self-compassion exercises without many perceived barriers. Self-compassion and mindfulness are holistic modalities that could easily be integrated into bariatric programs, and this study affirms that patients may accept noninvasive tools that encourage preoperative weight loss and postoperative maintenance of weight loss.

Paying attention to attention: a program evaluation of faculty-delivered mindfulness-based attention training to optimize wellness and professionalism in medical students

BackgroundAs physician distress rises, medical schools must provide programs to counter such distress at the earliest stages of training. Mindfulness training (MT) is one intervention that can alleviate stress during medical school. However, framing MT around wellness alone misses the opportunity to connect core cognitive and psychological capacities strengthened by MT to professional goals and skill acquisition inherent to successful medical training. Here, we highlight how the attentional components of MT align with students’ goals of becoming attending physicians while promoting academic, psychological, and interpersonal flourishing. MT courses that focus on strengthening attentional capacities can intuitively link academic and professional development with wellness, appealing to a wide array of students.MethodsWe iteratively recontextualized an existing short-form mindfulness training program for high-stress pre-professionals, known as Mindfulness Based Attention Training (MBAT), to the medical school context (MBAT-Rx). MBAT-Rx was offered by physician trainers to first-year medical students at Warren Alpert Medical School of Brown University as a tool for improving study habits and focus in addition to the development of both self-care and patient care strategies. MBAT-Rx consists of weekly, two-hour sessions over four weeks, with 10–15 min of daily mindfulness practice between sessions. At the end of the four weeks, students submitted voluntary program evaluation responses detailing their experience of the program.ResultsOptional program evaluation responses (n = 67) highlight that students found the program to be useful for their academic success and ability to pay attention, their interpersonal relationships, and their psychological health. By framing MT as an opportunity to boost core attentional capacities and connecting this to professional and academic goals in addition to wellness, MBAT-Rx appealed to a wide variety of students.ConclusionsOur ongoing work suggests that framing MT as both a professional development and wellness promotion tool, taught by physicians themselves, and structured around students’ time demands, may be a successful model for medical schools looking to increase the impact of their mindfulness offerings. Such programs are needed to equip medical students to navigate the demands of a challenging healthcare training landscape.

Investigating the protective effects of mindfulness-based attention training on mind wandering in applied settings.

Mind wandering, a phenomenon in which attention drifts away from the task-at-hand, is associated with deleterious effects on performance and well-being. As such, efforts to curb mind wandering are warranted. Recently, mindfulness training (MT) has been found to protect against mind wandering. Yet, many MT programs are at risk of falling off the implementation cliff due to challenges implementing these programs in applied settings. To mitigate against this, early-stage research in small convenience samples may be necessary to spur stakeholder engagement and collaboration. Herein, the effects of MT on mind wandering were examined via an internal meta-analysis of early-stage studies of a manualized, context-adaptable short-form MT program, referred to as Mindfulness-Based Attention Training (MBAT). Five longitudinal studies (N = 304) were conducted in a variety of organizational cohorts. Self-reported mind wandering and meta-awareness, as well as accuracy (A') and response time variability (intra-individual coefficient of variation, ICV) during performance of the sustained attention to response task (SART) were assessed at baseline (T1) and 4 weeks later (T2) in MBAT and no-training participants. Standardized mean change (SMC) from T1 to T2 significantly differed between MBAT and no-training groups for mind wandering (ΔSMC = -0.387, p < 0.001), meta-awareness (ΔSMC = -0.374, p < 0.001), and ICV (ΔSMC = -0.376, p = 0.043), suggesting potential protective effects in self-reported and performance-based metrics of mind wandering. These results serve as preliminary proof-of-concept support for MBAT's protective effects on mind wandering. Further, they suggest that MBAT is amenable to implementation across a variety of applied and organizational settings and warrants additional research employing larger sample sizes in randomized controlled designs.

The Effect of a Combined Mindfulness and Yoga Intervention on Soldier Mental Health in Basic Combat Training: A Cluster Randomized Controlled Trial

Background. Depression, anxiety, and sleep problems are prevalent in high-stress occupations including military service. While effective therapies are available, scalable preventive mental health care interventions are needed. This study examined the impact of a combined mindfulness and yoga intervention on the mental health of soldiers in Basic Combat Training (BCT). Methods. U.S. Army soldiers ( N = 1,896 ) were randomized by platoon to an intervention or training-as-usual condition. Soldiers in the intervention condition completed Mindfulness-Based Attention Training (MBAT), engaged in daily 15 min mindfulness practice, and participated in 30 minutes of hatha yoga 6 days per week. Surveys were administered at baseline (T1, prior to training), week 4 of BCT (T2), week 6 (T3), and week 9 (T4). Results. A significant time-by-condition interaction predicting positive screens for depression found that screens decreased at a faster rate from T1 to T4 in the intervention condition (-12.6%) compared to training-as-usual (-7.2%) ( b = − 0.18 , SE = 0.07 , p = 0.028 ). While positive anxiety screens decreased over time across conditions, the time-by-condition interaction found no significant differences in the rate of these decreases by condition ( b = 0.09 , SE = 0.09 , p = 0.273 ). A significant time-by-condition interaction predicting positive screens for sleep problems found that sleep problems decreased in the intervention condition (-1.4%) but increased in training-as-usual (2.0%) ( b = − 0.68 , SE = 0.16 , p = 0.027 ). Conclusion. The mindfulness and yoga intervention was associated with a greater reduction in positive screens for depression and sleep problems among soldiers during high-stress training. Limitations include reliance on self-report and the inability to disaggregate the effects of mindfulness versus yoga. Mindfulness and yoga may enable personnel in high-stress occupations to sustain their mental health even in the context of significant psychological demands. This trial is registered with NCT05550610.

Mindfulness-Based Attention Training in the Navy: A Feasibility Study.

Mind wandering is common during daily activities and is even more prevalent under stressful conditions, which could lead to lapses in attention and poor performance. Newly recruited military personnel who undergo demanding training often experience high levels of stress. It is therefore imperative to find ways to foster mental health and avoid performance deterioration related to mind wandering in times of intense military training. This feasibility study investigated the effectiveness of an established low-dose mindfulness-based intervention (MBI), called Mindfulness-based Attention Training (MBAT), on mind wandering, attentional performance, and well-being, delivered by a facilitator who was taught how to deliver MBAT. A sample of newly recruited Royal New Zealand Navy (RNZN) Junior Officers (n = 17) undergoing demanding training participated in the 8-week long MBI with one weekly contact session. Measures of well-being and the Sustained Attention to Response Task (SART) were completed 4weeks prior to the MBAT, at the start of the MBAT, at the end of the MBAT and 4weeks after completion of the MBAT. Results suggest that MBAT might protect from performance decline during intense training and enhance levels of well-being at follow-up. These findings highlight the valuable role of mindfulness as a component in military training.

Impact of mindfulness training on in-the-moment attentional control and emotion dysregulation in older adults: secondary analysis of a pilot, placebo-controlled randomized controlled trial

Mindfulness-based interventions show increasing promise for improving attention and emotion regulation— processes that critically support healthy aging. Given their complex, multi-faceted nature, identifying specific aspects of attention and emotion regulation that are modifiable with training in older adults, particularly compared with active control groups, is an ongoing challenge. We performed pre-registered, secondary analyses of a pilot randomized controlled trial comparing the effects of a four-week mindfulness-based attention training (MBAT) group and a lifestyle education (LifeEd) active control group on attention and emotion dysregulation in older adults. Differential training outcomes were assessed for: (a) in-the-moment effects of mind-wandering on sustained attention, measured by performance decrements preceding self-reported mind-wandering, and (b) self-reported emotion dysregulation. Baseline working memory (WM) performance was tested as a moderator of training effects. There were no significant between-group differences for change in in-the-moment effects of mind-wandering on attention or emotion dysregulation. However, baseline WM moderated training effects, such that older adults with higher WM showed greater reductions in emotion dysregulation following mindfulness training. This has potential implications for identifying aging cohorts that may benefit most from this type of training.

The mindful shield: The effects of mindfulness training on resilience and leadership in military leaders.

The purpose of this study was to address military leader perceptions of their resilience, transformational leadership behaviors, and leadership effectiveness before and after experiencing Mindfulness-Based Attention Training (MBAT). Participants were formal and informal leaders in the Kansas Air National Guard. The study used a mixed-methods sequential exploratory design. Phase I involved analyzing pretest and posttest results obtained from a Jha Lab study for three self-report assessments in an intervention group (n = 36) vs a control group (n = 37). The qualitative data in phase II was obtained from individual interviews of participants (n = 12) following the Jha Lab study. The phase I quantitative results confirmed the null hypotheses-no significant differences found-for all research questions. Phase II resulted in eight thematic codes, six of which were central to the experiences described by participants (Halting, Sensing, Being, Shielding, Considering, and Engaging) and two that were not (Obstructing, and Escaping). The key finding was that the descriptions of mindful thoughts and behaviors were consistent across participants indicating that MBAT accurately presents mindfulness during the course and the training had positive effects on participant mindfulness, primarily in the areas of being present to self, shielding the self through reperceiving, and then consciously altering behavior based on the new perspective. Results should direct future resiliency course development, leadership course curricula, and aid understanding of how leaders mentally conceptualize stress, incorporate resilient behaviors and then apply that knowledge to their own leadership behaviors.

Modulation of respiration pattern variability and its relation to anxiety symptoms in remitted recurrent depression

BackgroundDepression is related to default mode network (DMN) connectivity and higher respiration pattern variability (RPV). In addition, DMN connectivity and RPV are interrelated and predict a poorer clinical course of depression. The association of RPV and depression might further be boosted by anxiety levels. Aim of the present study was to investigate whether a mindfulness-based training in emotionally challenged remitted depressed participants (rMDD) leads to reduced DMN connectivity and lower RPV, and if RPV interacts with anxiety levels. MethodsTo challenge participants, sad mood was induced with keywords of personal negative life events in 49 rMDD during fMRI before and after a 4-week mindfulness-based attention training (MBAT) or progressive muscle relaxation. Respiration was measured by means of a built-in respiration belt. ResultsAfter both trainings, rMDD showed no significant changes in DMN connectivity. However, MBAT was effective in reducing the RPV which was related to lower anxiety levels especially in high anxious individuals. ConclusionsRPV can be influenced by training which may hint to an underlying biological pathway of training effects. Importantly, these effects seem to be associated with anxiety levels. Therefore, respiration focused training might be an important tool assisting the treatment of depression and anxiety.

Bolstering Cognitive Resilience via Train-the-Trainer Delivery of Mindfulness Training in Applied High-Demand Settings

ObjectivesMindfulness training (MT) guidelines recommend that trainers have familiarity and knowledge of the training group as well as extensive MT expertise. Herein, a “train-the-trainer” (TTT) dissemination model was investigated for military service members whose access to MT is threatened by a scarcity of qualified trainers.MethodsUS Army Master Resilience Trainer-Performance Experts (PEs), who had extensive familiarity with soldiers but no prior MT experience, participated in an MT practicum, and then delivered a 4-week MT program (Mindfulness-Based Attention Training, MBAT) contextualized for military personnel. Soldiers (n = 180) undergoing intensive military field training over the study interval were recruited as participants. MBAT was delivered to soldiers by PEs (n = 89) or by a trainer with extensive MT experience (Mindfulness Expert; ME, n = 45) but no military familiarity. The remaining participants served as no-training controls (NTC, n = 46). Soldiers’ performance on sustained attention and working memory (WM) tasks was assessed before (week 0, T1) and after MBAT delivery (week 5, T2), and again 4 weeks later (week 10, T3).ResultsFor all participants, sustained attention and WM performance declined over the high-demand field training interval (p < 0.001). Yet, the PE group declined significantly less in attentional (p = 0.040) and WM (p < 0.001) performance relative to the other groups.ConclusionsThese results suggest that TTT delivery of short-form MT by context-familiar trainers may be an expeditious route by which to increase access to MT in the service of promoting cognitive resilience in high-demand groups.

Mindfulness Training and Attentional Control in Older Adults: a Randomized Controlled Trial

Mindfulness-based interventions have been found to improve facets of attentional control. However, comparison with active control groups has been scarce, and few studies have examined mindfulness as a means to ameliorate age-related cognitive deficits. This rigorously designed randomized controlled trial investigated the effects of mindfulness-based attention training (MBAT) on attentional control in older adults relative to an active control group. Seventy-four community-dwelling older adults were randomized to 4 weeks of MBAT or an active lifestyle education control group. Pre- and post-intervention, participants completed two computerized measures of attentional control with intermittent assessments of self-reported mind-wandering, with metrics of attentional control and mind-wandering being the primary outcome variables for the study. Additionally, participants completed trait and state measures of mindfulness, the positive and negative affect scale, and homework logs to assess intervention-related engagement. Although we found some evidence for greater reductions in mind-wandering in the MBAT than the active control group, the MBAT group did not exhibit greater improvements in attentional performance. Exploratory analyses revealed working memory as a significant moderator of the observed effects, such that those in the MBAT group with higher working memory showed greater improvement in attentional control. We found partial evidence that brief mindfulness training improves mind-wandering, but not attentional control in older adults. Our study provides preliminary support for working memory as an important moderator of short-duration mindfulness training; however, given the exploratory nature of these effects, replication is warranted.

Mindfulness-Based Attention Training: Feasibility and Preliminary Outcomes of a Digital Course for High School Students

Digital mindfulness-based interventions (d-MBIs) present an unprecedented opportunity to share mindfulness training at scale. However, the feasibility of digital mindfulness training for high schools remains unknown. Using a one-group pre–post design, this feasibility study evaluated the adoption of a digital mindfulness course in a public high school. The 22-day course was delivered on laptops, tablets, or phones via a custom digital learning platform. The course included a total of 2.25 h of instruction designed to improve focus, stress management, and emotion regulation. The intervention was implemented across 11 classrooms with 9th–12th grade students. On average across all classes, students completed 80% of lessons and 77% of daily exercises. Although the one-group design precludes definitive conclusions about the intervention’s effects, paired t-tests from pretest to post-test (N = 190) revealed improved emotional regulation and stress management despite students experiencing significantly increased life demands toward the end of the academic term. Results suggest that students also adopted a stronger growth mindset about their ability to focus, and they felt more motivated and confident to train this ability. A total of 64% of students indicated that the course improved their focus. Among the 81.6% of students who reported at baseline that they paid attention in class less than they should, focus during class increased significantly. This investigation supports the feasibility of digital mindfulness training for high schools and highlights strategies for increasing fidelity of implementation of digital interventions in school settings.

Mindfulness training as cognitive training in high-demand cohorts: An initial study in elite military servicemembers.

Cognitive ability is a key selection criterion for entry into many elite professions. Herein, we investigate whether mindfulness training (MT) can enhance cognitive performance in elite military forces. The cognitive effects of a short-form 8-h MT program contextualized for military cohorts, referred to as Mindfulness-Based Attention Training (MBAT), were assessed. Servicemembers received either a 2-week (n=40) or 4-week (n=36) version of MBAT or no training (NTC, n=44). Sustained attention and working memory task performance along with self-reported cognitive failures were assessed at study onset (T1) and 8-weeks later (T2). In contrast to both the NTC and 2-week MT groups, the 4-week MT group significantly improved over time on attention and working memory outcome measures. Among the 4-week more so than the 2-week MBAT participants, working memory performance improvements were correlated with their amount of out-of-class MT practice. In addition to these group-wise effects, all participants receiving MBAT decreased in their self-reported cognitive failures from T1 to T2. Importantly, none of these improvements were related to self-reported task motivation. Together, these results suggest that short-form MT, when delivered over a 4-week delivery schedule, may be an effective cognitive training tool in elite military cohorts.

Effectiveness of an application for mindfulness-based attention training

Effectiveness of an application for mindfulness-based attention training