Mindfulness In Education Research Articles

Changes in Mental Health and EEG Biomarkers of Undergraduates Under Different Patterns of Mindfulness.

The effects of short-term mindfulness are associated with the different patterns (autonomic, audio guided, or experienced and certified mindfulness instructor guided mindfulness). However, robust evidence for reported the impacts of different patterns of mindfulness on mental health and EEG biomarkers of undergraduates is currently lacking. Therefore, we aimed to test the hypotheses that mindfulness training for undergraduates would improve mental health, and increase alpha power over frontal region and theta power over midline region at the single electrode level. We also describe the distinction among frequency bands patterns in different sites of frontal and midline regions. 70 participants were enrolled and assigned to either 5-day mindfulness or a waiting list group. Subjective questionnaires measured mental health and other psychological indicators, and brain activity was recorded during various EEG tasks before and after the intervention. The 5-day mindfulness training improved trait mindfulness, especially observing (p = 0.001, d = 0.96) and nonreactivity (p = 0.03, d = 0.56), sleep quality (p = 0.001, d = 0.91), and social support (p = 0.001, d = 0.95) while not in affect. Meanwhile, the expected increase in the alpha power of frontal sites (p < 0.017, d > 0.84) at the single electrode level was confirmed by the current data rather than the theta. Interestingly, the alteration of low-beta power over the single electrode of the midline (p < 0.05, d > 0.71) was difference between groups. Short-term mindfulness improves practitioners' mental health, and the potentially electrophysiological biomarkers of mindfulness on neuron oscillations were alpha activity over frontal sites and low-beta activity over midline sites.

Mindful co-optations? Exploring the responses of mindfulness teachers to the risk of co-optation

This paper explores the responses of mindfulness teachers to the risk of co-optation as identified by recent critical research on mindfulness meditation in organizations. As such, this risk is not revelatory to the mindfulness teachers, but rather understood as a basic condition of their work. Through ethnographic observations and interviews with mindfulness teachers, the paper consequently identifies three responses to the dominant conception of the co-optation of mindfulness meditation. Some teachers accordingly view it as (1) a question of intention, in which mindfulness meditation can be framed in a variety of different ways, which may enhance or curb its transformative potential. Others contend that the transformative potential of the practice is, to a degree, independent of discursive and institutional framings, and that cooptation is not necessarily something to be feared. To the contrary, mindfulness meditation can in this view potentially work as (2) a Trojan horse; discursively co-opted for the purpose of productivity, while subtly changing the organization from within through non-discursive layers of being. Finally, some teachers perceive the question of (non)co-optation as misguided, as it exaggerates the transformative potential of the practice to the point of an (3) overblown promise. These findings prompt a subsequent a conceptual discussion, in which a typology including the notions of (1) “intellectual co-optation,” (2) “inverse co-optation” and (3) “empty co-optation” are suggested as means for theoretically explaining the responses of the mindfulness teachers and as nuancing supplements to the prevailing conception of the “structural co-optation” of mindfulness in organization.

Exploring positive teacher-student relationships: the synergy of teacher mindfulness and emotional intelligence

IntroductionThis study delves into the intricate synergy between teacher mindfulness and the quality of teacher-student relationships, with a specific and deliberate focus on the mediating influence of emotional intelligence. The way teachers engage with their students not only impacts the learning outcomes but also contributes significantly to the overall classroom atmosphere. Understanding the underlying mechanisms that drive these relationships is crucial for educators and policymakers alike. This research seeks to shed light on these critical dynamics.MethodsTo investigate this multifaceted interplay, a participant pool of 369 Chinese English teachers was assembled. The research employed a comprehensive approach to data collection, utilizing self-report questionnaires completed by the instructors. Structural equation modeling, a robust statistical technique, was employed to rigorously analyze the collected data.ResultsThe data analysis unveiled a robust and direct association between teacher mindfulness and the quality of teacher-student relationships. Beyond this primary link, a noteworthy revelation emerged: emotional intelligence, as measured through our analysis, was identified as a pivotal mediating factor in this relationship. This finding highlights the intricate web of emotions, awareness, and interpersonal interactions that underpin effective teaching and positive teacher-student relationships.DiscussionThese significant findings underscore the critical roles of teacher mindfulness and emotional intelligence in shaping the educational landscape. The implications of this study reach far beyond academia, extending to the development of tailored educational interventions and support strategies.

Cultural Perspectives on the Concept of Whanau and Health Decisions

This is a combined reflective presentation developed from the series of the Chinese and Pacific cultural perspectives workshops that the authors have designed and delivered at Unitec for the Social Practice, Medical Imaging and Bachelor of Nursing classes since 2019 as requested by their class lecturers. Sharing our own experiences and perspectives of our respective cultures at the 2022 ATLAANZ conference, “Toitū te tangata: The whole person”, we position our teaching in our natural environment, the land, and the culture of the land we currently live in and advocate for a mindful education where staff and students are supported to become culturally conscious to best serve the culturally diverse community in Aotearoa New Zealand.

Effectiveness and cost-effectiveness of an electronic mindfulness-based intervention to improve maternal mental health in the peripartum: study protocol for a randomised controlled trial

BackgroundPerinatal women are highly vulnerable to developing mental health issues and particularly susceptible to a recurrence of psychiatric illness. Poor mental health during the perinatal period can have long-term impacts on the physical and psychiatric health of both mother and child. A potentially useful strategy to improve women’s mental health is through a mobile application teaching mindfulness, an evidence-based technique helping individuals focus on the present moment.MethodsA mixed method, prospective randomised controlled trial. The study group comprise women aged 18 years and over, who are attending the public and private maternity clinics at Mater Mothers’ Hospital. A sample of 360 prenatal women will be randomised into the intervention group (with the use of the mindfulness app) or usual care. Participants will remain in the study for 11 months and will be assessed at four timepoints for changes in postnatal depression, mother-infant bonding, and quality of life. A cost-effectiveness evaluation will also be conducted using quality-adjusted life year (QALY) calculations. A random selection of intervention participants will be invited to attend focus groups to give feedback on the mindfulness app.DiscussionPrevious studies have found mindfulness interventions can reduce stress, anxiety, depression, and sleep disturbances in a prenatal population. The risks of the intervention are low, but could be of significant benefit for women who are unable to attend face-to-face appointments due to geographical, financial, or time barriers; during endemic or pandemic scenarios; or due to health or mobility issues.Trial registrationThis study was approved by the Mater Misericordiae Human Research Ethics Committee (83,589). Australian New Zealand Clinical Trials Registry (ANZCTR) ACTRN12622001581752 (https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=385107&isReview=true). Registered on 22 Dec. 2022.

The Effectiveness Mixed Method of Time Perspective and Mindfulness Education on Marital Commitment and Affective Control in Mothers with Low Marital Satisfaction

The Effectiveness Mixed Method of Time Perspective and Mindfulness Education on Marital Commitment and Affective Control in Mothers with Low Marital Satisfaction

Exploring the Mind-Body Connection: Yoga, Mindfulness, and Mental Well-Being in Adolescent Physical Education

In light of the escalating mental health problems witnessed in recent years, the World Health Organization (WHO) is actively seeking ways to enhance mental health, with an overarching goal to promote mental well-being. Central to this objective is the significant role played by education. As stated by the UNESCO, educational institutions can play a pivotal part in fostering aspects like psychological well-being. Particularly, Physical Education stands out as it addresses specific content related to mental health. Therefore, this study aimed to evaluate the construct of emotional awareness in adolescents and determine whether it is affected by an intervention based on yoga and mindfulness. The study was conducted with a sample of 149 participants, with an average age of 14.6 ± 0.5 years. A quasi-experimental study design was employed, where measurements were taken before (pre) and after (post) the implementation of an intervention with two groups, a control group and an experimental group. The control group underwent a six-session body expression teaching unit, while the experimental group followed the same unit but began with a warm-up based on yoga and mindfulness. The assessment instrument used was the revised Emotional Awareness Questionnaire (EAQ30). To assess the normality of the dataset, the Kolmogorov–Smirnov test was carried out, which indicated a non-parametric sample. Subsequently, the Mann–Whitney U test was executed, revealing no significant differences in any dimension. The Wilcoxon signed-rank test was also conducted, which showed significant differences in two dimensions. The lack of significant results could potentially be attributed to the short duration of the study. Nevertheless, these findings could contribute valuable insights towards understanding the integration of yoga or mindfulness-based programs in Physical Education. These programs have the potential to significantly impact adolescent emotional awareness and mental health, which is particularly crucial given the increasing prevalence of mental health issues in this age group. Therefore, despite the absence of robust findings in this study, it illuminates the necessity and value for further research into the utilization of yoga and mindfulness in the educational context.

Teaching Mindfulness in an Unmindful System

ABSTRACT This article explores a case study of a mindfulness teacher, Beth, and her experiences of teaching mindfulness to 11- to 16-year-olds in several English schools. It shows why Beth was drawn to teaching mindfulness, which was both to alleviate the stress amongst her pupils and improve her own mental health. It illustrates how and why she became a confident, successful mindfulness teacher: she learnt about mindfulness at various classes, retreats and teacher-education training sessions, spending thousands of pounds on her own training. It argues that her positioning as a mindfulness teacher in an unmindful school system created an overwhelming demand for her services, but also huge stress upon her. It develops McCaw’s conceptions of ‘thin’ and ‘thick’ mindfulness (2020), arguing that while Beth began by practising ‘thin’ mindfulness – seeing it as a way of solving exam stress amongst her pupils – she became increasingly a ‘thick’ practitioner; her experiences of mindfulness led to profound personal change and, ultimately, to her becoming very disillusioned about teaching mindfulness in an unwelcoming educational, ‘unmindful’ environment.

Direct and moderating impacts of the CARE mindfulness-based professional learning program for teachers on children’s academic and social-emotional outcomes

Mindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely unexplored. This cluster randomized trial with 36 urban elementary schools, 224 K-5th grade teachers (M age = 41.5) and 5200 children (M age = 7.7 years, tested direct and moderated effects of the Cultivating Awareness and Resilience in Education (CARE) professional development program on eight child academic and social emotional outcomes, most teacher-reported. Positive effects of CARE were found for engagement in learning, motivation for learning, and reading competence. CARE was unexpectedly related to increased conflict. CARE teachers initially low in mindfulness reported children as higher on engagement, motivation, reading competence, and math competence compared to children of control group teachers low in mindfulness. Unexpectedly, CARE teachers high in mindfulness at baseline reported children as lower in social skills compared to high mindfulness teachers in the control condition.

Exploring the relationship between teacher growth mindset, grit, mindfulness, and EFL teachers' well-being.

This study examines the relationship between teacher growth mindset, mindfulness, grit, and teacher well-being, with a particular emphasis on the mediating role of grit. The study involved 547 Chinese EFL teachers as participants. Data collection utilized validated measures of growth mindset, mindfulness, grit, and occupational well-being. Structural equation modeling was employed to analyze the data and investigate the proposed relationships. The findings reveal several important relationships. Firstly, both teacher growth mindset and teacher grit exhibit a direct positive influence on teacher well-being. Secondly, teacher grit acts as a mediator in the connection between teacher mindfulness and teacher occupational well-being. This suggests that the positive impact of mindfulness on well-being is, in part, explained by the presence of grit. These findings significantly contribute to our comprehension of the factors influencing teacher well-being. They underscore the importance of cultivating growth mindset, mindfulness, and grit in educational contexts. Moreover, the implications of these findings for teacher training and support programs are discussed.

Feasibility of a Mindfulness Education Module for Nurses: An Evidence-Based Practice Project.

Nurse burnout is a well-defined problem that has been exacerbated by the coronavirus disease 2019 (COVID-19) pandemic and negatively affects nurses' mental health, nursing shortages, patient safety, and quality of care. Evidence shows that mindfulness is an effective strategy for managing stress and decreasing burnout among nurses. This article describes an evidence-based practice project that translated this evidence into practice via a vetted mindfulness educational intervention for nurses on a pulmonary medicine unit and a medical intensive care unit. The goal of this project was to assess the feasibility of this educational intervention, processes, and outcomes with the goal to extend the project hospital-wide. Preintervention levels of nurse burnout were assessed using the validated Copenhagen Burnout Inventory. For both units, personal and work-related burnout were in the moderate range and patient-related burnout was in the mild range. Postintervention surveys completed by participant nurses and the nurse managers of both units supported the feasibility of this education module. Future implementation of annual mindfulness education was supported through both participant and administrative feedback. [J Contin Educ Nurs. 202x;5x(x):xx-xx.].

Shaping mindful citizens: Practitioners' motivations and aspirations for mindfulness in education.

Mindfulness meditation has enjoyed growing popularity in the UK over the last few decades and is increasingly found in many educational settings. To date, existing empirical research on mindfulness in education has focused primarily on its efficacy, rather than more sociological concerns. This article draws on qualitative data from a major research study entitled 'Mapping Mindfulness in the UK' to investigate the motivations and aspirations of mindfulness practitioners for promoting and delivering mindfulness in educational contexts. The analysis argues that some of the existing theoretical critiques of mindfulness as a neo-liberalising self-technology are too reductive and do not take adequate account of the views and experiences of practitioners. For participants in this study, mindfulness in education was more than an individualised self-help therapeutic tool, but was instead a uniquely versatile practice, representing multiple possibilities for individuals and society. The research makes significant contributions to several fields of sociological inquiry, including on mindfulness, mental health and wellbeing, and education and citizenship.

Lehrer_innenprofessionalität und Achtsamkeit

Abstract Teacher Professionalism and Mindfulness. Theory and Practice Reflection from the Perspective of Mindful Education In the article, we discuss the question how basic concerns of mindful education can be theoretically and systematically addressed in the context of teacher professionalism and how they can be applied in an exemplary case work on gender issues to make a concrete contribution to the professionalization of teachers in that regard.

British Buddhism, secular mindfulness, and the politics of sustainability

ABSTRACT The environment for Buddhist organisations in Britain has changed since the period of their initial establishment. As a result of the rise in popularity of secular mindfulness and the spread of Buddhist teachings, Buddhist groups in Britain are forced to consider their sustainability in a crowded spiritual marketplace. This article examines the recent growth of secular mindfulness teaching by Buddhist groups in Britain, drawing on new qualitative research with British Buddhist groups and teachers. I argue that ‘secular meditation’ approaches have been variously adopted by Buddhist groups to appeal to a wider range of people, bringing in much-needed revenue for financial sustainability as well as carving out greater cultural relevance. However, the boundaries between the ‘secular’ and the ‘Buddhist’ are not always clearly demarcated. As ideas and labels they operate in symbiosis, enabling Buddhist groups to navigate multiple audiences simultaneously, sustaining and developing their position in the public sphere.

Resident Physician Perspectives on Mindfulness Education in Residency: A Multispecialty Qualitative Assessment of Clinical Care Impact.

Mindfulness training positively influences residents personally and professionally. Routine integration into residency may be impacted by limited understanding of the ways in which mindfulness training enhances clinical care. We explored residents' direct experience and personal application of mindfulness in their clinical work following 10 hours of mindfulness training. Mindfulness training sessions were facilitated between 2017 and 2019 for 5 groups of residents: pediatrics, ophthalmology, postgraduate year (PGY)-1 anesthesiology, and 2 different years of PGY-1 family medicine residents. Training was integrated into resident protected didactic time and attendance was expected, although not mandated, with the exception of pediatrics, in which the department mandated the training. Qualitative evaluation was conducted using a voluntary, semi-structured, de-identified phone interview within 2 months post-training. Reviewers independently coded the transcripts and then dialogued to reach consensus around emergent themes. Thirty-six of 72 residents (50%) who participated in the training completed interviews. Themes were similar across specialties. All residents acknowledged the potential usefulness of mindfulness training during residency. Six residents (17%) reported they had not applied the mindfulness training to their daily work by the end of the course. There were 4 emergent themes related to clinical application of mindfulness training: integrating brief moments of mindfulness practice, self-awareness, relational presence with patients, and maintaining perspective during clinical encounters and residency training as a whole. After completing a 10-hour mindfulness training program, residents reported enhanced perspective-taking and relationship-building with themselves and their patients in clinical settings across medical and procedural specialties.

Implementation of a Whole-School Mindfulness Curriculum in an Urban Elementary School: Tier 1 through Tier 3

Mindful education (ME) in schools can address student well-being and stressors, as well as improve the overall school environment. Implementing a whole-school mindfulness curriculum can be challenging, especially when serving students in both general education and emotional behavioral disorder (EBD) settings. We investigated the feasibility, implementation, and benefits of a whole-school mindfulness curriculum (MindUP) in an urban elementary school. This study is unique in that it investigated how to implement mindfulness curriculum within both general education and EBD student populations. Participants included 55 staff and 436 students. This study used a concurrent mixed methods design. The qualitative data included interviews, informal focus groups, and participant feedback, and the quantitative data included participant satisfaction surveys and teacher assessment of student behaviors before/after the curriculum. While implementing MindUP, teacher feedback was incorporated to adapt the program (e.g., decrease lesson length, provide supplemental child-friendly breathing activities). Qualitative data indicated the adapted MindUP program improved school climate and aided teachers with teaching coping skills, especially breathing techniques, to help their students self-regulate when stressed. Data indicated students in regular education improved in their aggression/disruptive behaviors, concentration/attention, and social/emotional competence, whereas students in the EBD program only improved in their aggression/disruptiveness (effect sizes 0.15 to 0.51). An adapted MindUP curriculum was accepted, implemented, effective, and sustainable in both the general education and EBD settings. The program helped students learn mindfulness-based coping strategies with breathing being the most beneficial mindfulness intervention for managing and reducing student stress and for creating a calmer school climate.

(035) Feasibility and Acceptability of a Virtual Group Mindfulness-based Therapy for Women with Lifelong Anorgasmia: A Pilot Study

Abstract Introduction For a woman to experience an orgasm she needs adequate physical, psychological, social and emotional stimulation to be highly aroused and have the ability to let go and be vulnerable. Mindfulness positively impacts attentional control, cognitive control, emotion regulation, and how one processes the perception of one’s self. Research indicates the positive influence of mindfulness training on immune function and overall brain function1, positively influencing outcomes including improved levels of performance on attentional tasks2, increased empathy3, and reduced physical symptoms and stress4, as well as positive changes in anxiety and depression.5 Group-based mindfulness cognitive behavioral therapy in women with sexual interest and arousal disorder have shown an improvement in sexual desire, distress, and function measures.6-8 Objective We expect that we will be able to recruit, enroll and retain females living with anorgasmia into a virtual, group-based mindfulness intervention. Methods Subjects were recruited using social media and flyers for self-referral and physician-referral methods. The study enrolled 10 females with self-reported lifelong anorgasmia with an average age of 39 years (±10.4), 90% white, 10% black. All subjects reported being non-Hispanic or Latina, identified as straight, and in monogamous relationships. Menopause status varied among subjects. We conducted an 8-week virtual, group mindfulness series incorporating mindfulness education, writing exercises, opportunities for meditation practice, with time for discussion and sharing. Subjects received daily reminders to listen to prescribed mindfulness meditations at home. Meditation usage was tracked using REDCap including which recording was listened to, session duration, and session frequency. Results Of 26 women screened, 10 enrolled in the study. Two had scheduling conflicts, 2 never attended a session, and 6 attended at least four sessions. Of these, the average attendance was 75% during each session and each subject attending an average of 6 sessions. Subjects were asked to rate (0-10, where “0” is Not at all Appropriate and “10” is Very Appropriate) the degree to which group and virtual formats were appropriate (8.33 ±1.89, 8.17±2.62), and the weekly meeting schedule (7.33 ±2.56). At-home recording platform was deemed easy to use (8.83 ±1.67), however, subjects felt the recordings were moderately beneficial and convenient (6.33 ±1.11 and 5.17 ±1.86). Mindfulness meditations were listened to 173 times, with a subject mean of 28.8 (±20.7) times. When session duration was adjusted for excessive time, the mean mindfulness duration was 15.5 (±9.2) minutes. With a sample of only 8 subjects, we cautioned against reporting any pre-to-post analyses for the Female Sexual Function Index, the Five Facet Mindfulness Questionnaire, Perceived Stress Scale-10, PROMIS-Sexual Function, PROMIS-Depression SF or PROMIS-Anxiety SF. Completion rates at both the pre- and post- time points was 75%. Conclusions The virtual group-based mindfulness intervention was generally perceived to be appropriate and easy to use for females presenting with anorgasmia and enabled participation from all over the US. With this success, future research with a larger sample size and a comparison group are warranted. Disclosure No.

Inner transitions in higher education in Sweden: incorporating intra-personal skills in education for sustainable development

PurposeHumanity is facing an unprecedented challenge of climate crises. Rapid changes to the physical environment and living conditions will be accompanied by challenges to mental health and well-being. Consequently, education for sustainable development should also include coping strategies for stress and anxiety. Adding intra-personal skills to the curriculum, such as self-reflection and mindfulness training, could aid in this education. This case study aims to explore the barriers to and drivers for fostering inner transitions through intra-personal skills training and mindfulness.Design/methodology/approachThis case study from Lund University, Sweden, constitutes a critical case for investigating inner transitions in education. Data collection was designed around semi-structured qualitative interviews, to investigate the barriers to and drivers for intra-personal skills and mindfulness in education for sustainable development at all institutional levels of the university.FindingsThe results indicate that education for sustainable development already includes elements of introspection, albeit informally. However, there is a lack in a fundamental understanding of intra-personal skills and how they relate to other key competences for sustainable development. To make intra-personal skills training a formal component of the education, it must receive the full support from all levels of the university.Originality/valueThe study outlines general recommendations for universities to challenge existing policies while also finding ways to work around them. In the meantime, universities should make intra-personal skills training an informal learning activity. Recognizing that the students’ prior knowledge in this area is a potential asset, universities should collaborate with their students to support student-led intra-personal skills training.

Virtual Forest Bathing Programming as Experienced by Disabled Adults with Mobility Impairments and/or Low Energy: A Qualitative Study

Background: Although access to nature is demonstrated to benefit health and wellbeing, adults with mobility impairments and/or low energy often face barriers in accessing nature environments and nature-based programs. This study aimed to examine the experiences and impacts of virtual forest bathing by capturing the perspectives of disabled adults with mobility impairments and/or low energy. Methods: A total of 26 adults with mobility impairments provided written and spoken qualitative feedback during and following virtual forest bathing programs and 23 participants provided feedback at a one month follow-up. Virtual programs were presented online, using an accessible format, 2D videos, and images of nature accompanied by guidance led by a certified forest bathing guide and mindfulness teacher. The programs involved disabled facilitators and participants, which created a social environment of peer support. Results: Qualitative thematic analysis revealed 10 themes comprising intervention themes (virtual delivery and soothing facilitation); process themes (nature connection, relaxation, embodiment, and memories with complex emotions); and outcome themes (happiness, agency, metaphor making, and belonging). Conclusions: Virtual forest bathing may offer an effective adjunct to improve wellbeing and provide peer support for disabled adults with mobility impairments and/or low energy.

Comparison of two brief mindfulness interventions for anxiety, stress and burnout in mental health professionals: a randomised crossover trial.

Anxiety, stress and burnout are a growing reality among mental health professionals, impacting negatively on them and their clients. Mindfulness-based interventions (MBIs) have demonstrated effectiveness in mitigating these sufferings. Nevertheless, there is a lack of knowledge on the impact of MBIs in Cuba. To compare the effectiveness of two brief mindfulness-based interventions for reducing anxiety, work stress and burnout. A total of 104 mental health professionals from Havana (Cuba) participated in a randomised crossover trial. Group A received first an intervention involving body-centred practices (body scan and Hatha yoga) and a second intervention involving mind-centred practices (focused attention and open monitoring meditation). Group B received the same interventions but in reverse order. Four measures (anxiety, stress, burnout syndrome, and antecedents of burnout) were measured at baseline, posttest1, posttest2, and 6-months follow-up. After the first intervention, there was a between-group difference for burnout syndrome, but the ES was similar for both groups. After the second intervention (implementing both practises), groups showed the largest effect sizes, and there was a between-group difference for antecedents of burnout. Results were partially maintained at 6-month follow-up. These results suggest that mind-centred practises can be as effective as body-centred practises for stress, anxiety and burnout reduction. The combination of both types of practises could be the most effective way of teaching mindfulness. About the sequence of implementation, teaching mind-centred practises first and then body-centred practises could be most effective for reducing antecedents of burnout.Clinical Trial Registration: www.clinicaltrials.gov NCT03296254.