Academic literature on the topic 'Mindfulness inventory'

Among a sample of only female school teachers, we compared a mindfulness meditation (MM) training group ( n = 19) with a waiting-list control group ( n = 20) on several participant-completed questionnaires: the Five Facet Mindfulness Questionnaire, the Big Five Personality Inventory, the Teacher Stress Inventory, and the Maslach Burnout Inventory. With these measures, we assessed the participants’ dispositional mindfulness, personality styles, and their stress and burnout. Following mindfulness training, teachers in the MM group showed higher trait mindfulness and conscientiousness and lower neuroticism and stress and burnout levels than teachers in the waiting-list control group. These results support the beneficial role of MM in individuals’ effective management of stressful conditions in the workplace.

The value of mindfulness-based methods in an undergraduate field placement was investigated in relation to the acquisition of self-care and other basic clinical competencies. The participants were 22 students in an applied behavioral analysis course, which included a mindfulness-based training module, and 20 students enrolled in an experimental psychology course without mindfulness training. The Mindfulness Attention and Awareness Scale, the Freiberg Mindfulness Inventory, and the Kentucky Inventory of Mindfulness Skills were used as measurements before and after intervention. Mindfulness-trained participants kept records and were asked to share their personal experiences during supervision and an exit interview. Results demonstrated that training significantly increased mindfulness. Qualitative data indicated enhanced self-care, attention to well-being, self-awareness, active involvement acquiring skills, and empathy and compassion. The need to expand the utility of mindfulness to the realm of education and the importance of including comparison groups with other self-care modules for future studies were discussed.

In the present study, we examined the relationship between mindfulness and rumination among student-athletes. Ninety-seven young adult student-athletes (38.1% female, 61.9% male; Mage = 22.52, SD = 3.53) completed both the Mindfulness Inventory for Sport and the Ruminative Thought Style Questionnaire. Among these participants, we observed a significant positive correlation between rumination and the awareness sub-dimension of mindfulness. We also observed significant negative correlations between rumination and two scores from the Mindfulness Inventory for Sport: non-judgment and overall mindfulness. Awareness, non-judgment, and mindfulness were all significant predictors of rumination in a linear regression analysis. While these are correlational data that do not permit causal inferences, these findings raise the possibility, in this population, that awareness triggers ruminative thoughts and overall mindfulness might represent a coping tool for rumination. Further research is needed to test this possibility.

Numerous studies have shown that dispositional mindfulness is positively associated with many mental abilities related to sports performance, including psychological skills and mental toughness. The purpose of this study was to explore the relationship between dispositional mindfulness, psychological skills, and mental toughness among different types of athletes. For this cross-sectional study, 101 college athletes were recruited. Their dispositional mindfulness, psychological skills, and mental toughness were measured by the Mindfulness Attention Awareness Scale (MAAS), Athletic Psychological Skills Inventory (APSI), and Traits of Mental Toughness Inventory for Sports Scale (TMTIS). Pearson’s correlation was used to calculate how dispositional mindfulness is associated with psychological skills and mental toughness. The results revealed that dispositional mindfulness is positively associated with comprehensive APSI (r = 0.21–0.36, p < 0.05), TMTIS overall (r = 0.27, p < 0.01), positive effort (r = 0.26, p = 0.01), and pressure (r = 0.30, p < 0.01). These findings suggest a positive linkage between mindfulness and the two examined psychological characteristics related to sports performance. Other approaches to increase mindfulness may be considered in the future.

Abstract Graduate healthcare students can experience stress that affects their ability to perform academically and clinically, decreases empathy, and affects their well-being and clinical competence. The purpose of the current study was to determine the effects of a seminar on a yoga-inspired biopsychosocial-spiritual model of self-care on perceived levels of anxiety, self-compassion, mindfulness, depression, and stress in graduate healthcare students. We used a within-group repeated-measure design with baseline followed by intervention. The intervention was a 5-week seminar with 60-minute sessions that incorporated breathing, mindful movement, meditation, and education for self-care in five areas of a biopsychosocial-spiritual model (spiritual, physical, intellectual, energetic, and psychoemotional-social). The following outcomes measures assessed perceived changes in anxiety, self-compassion, mindfulness, depression, and stress: Beck Anxiety Inventory (BAI), Self-Compassion Scale–Short Form (SCS-SF), Freiburg Mindfulness Inventory (FMI), Kentucky Inventory of Mindfulness Skills (KIMS), Mindfulness Attention Awareness Scale (MAAS), Beck Depression Inventory (BDI), and Perceived Stress Scale (PSS). The Freidman test with Dunn's test post hoc pairwise comparisons was used for the BAI, SCS-SF, FMI, KIMS, and MAAS. A Wilcoxon signed-rank test was used for BDI and PSS. Twenty doctor of physical therapy students and one doctor of dental medicine student participated in the study. Significant improvements (all p &lt; 0.05) were found for self-compassion, mindfulness, anxiety, depression, and stress. A 5-week seminar using a biopsychosocial-spiritual approach for self-care improved self-compassion and mindfulness and diminished anxiety, depression, and stress. Implementing programs that facilitate self-awareness and self-care may provide important benefits to future healthcare providers.

El presente estudio se planteó como objetivo analizar las propiedades psicométricas del Inventario de Friburgo sobre Atención Plena (Freiburg Mindfulness Inventory, FMI-14) en una muestra de adolescentes mexicanos. Participaron 655 alumnos de bachillerato de dos planteles educativos del occidente de México con un rango de edad de 15 a 19 años. Para analizar los datos se llevó a cabo un análisis factorial exploratorio y uno confirmatorio, hallándose un ajuste satisfactorio tanto para un modelo bifactorial como para uno unifactorial, con adecuadas propiedades de validez y confiabilidad. Los resultados muestran que el instrumento posee características adecuadas de validez y confiabilidad para ambos modelos (unifactorial y bifactorial), aunque se sugiere mejorar la confiabilidad de la escala de Presencia para futuros estudios.

This study was conducted to examine the primary theoretical relation between metacognition andmindfulness. 98 university students participated, the possible influence of their age and number ofeducation years on the concepts were also examined. A short version of the MetacognitiveAwareness Inventory along with the Philadelphia Mindfulness Scale were employed to measure theconcepts. The results indicated that awareness, a central component of mindfulness wassignificantly related to metacognition. The results suggest that the concepts to some extent areinterrelated. Comparisons were made between students above, and below the median of age (22),and education years (1.5); no significant differences in metacognition or mindfulness were found.Neither were age and education years together significantly associated with the concepts.

Orientador: Neusa Maria Costa Alexandre
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Enfermagem
Made available in DSpace on 2018-08-25T21:02:10Z (GMT). No. of bitstreams: 1 Hirayama_MarcioSussumu_D.pdf: 25954262 bytes, checksum: b69e3d254b9471c4498a720e369c179e (MD5) Previous issue date: 2014
Resumo: Introdução: A meditação Mindfulness tem sido base para intervenções inovadoras no cuidado à saúde. A sua implementação no Brasil poderá ser auxiliada por instrumentos de medida válidos e culturalmente adaptados. O Freiburg Mindfulness Inventory (FMI) é um dos únicos instrumentos cuja criação recebeu contribuições de especialistas da psicologia budista. Objetivo: estudar o conceito de mindfulnes, realizar a adaptação cultural e avaliar a validade de construto (modelos da estrutura fatorial e sua invariância, correlação com outros instrumentos e comparação de meditadores e não praticantes) e a confiabilidade (consistência interna e reprodutibilidade teste-reteste) da versão brasileira do FMI (FMI-Br). Métodos: a) Adaptação cultural: foram criadas duas traduções, uma versão síntese e duas retrotraduções do FMI; houve a participação de um comitê de 14 especialistas (linguistas, metodologistas, professores de meditação), um primeiro pré-teste (41 indivíduos) e segundo pré-teste (72 indivíduos). b) Estudo de validade: por meio de formulários eletrônicos foram aplicados o FMI-Br, a Escala de Percepção de Estresse, o Inventário de Ansiedade Traço-Estado, o Questionário de Ruminação e Reflexão, o Inventário de Depressão de Beck e o Instrumento de Avaliação da Qualidade de vida da Organização Mundial da Saúde. 570 brasileiros participaram, desta amostra, 204 pessoas responderam a um reteste do FMI-Br com um intervalo de no mínimo 14 dias. c) Revisão narrativa sobre a conceituação de Mindfulness. Resultados: a) O FMI-Br foi criado com a inclusão de explanações adicionais em cada item e apresentou adequados níveis de clareza e equivalência com a versão original. b) A análise fatorial confirmatória apontou para a exclusão do ítem 13, refutou-se os modelos com dois fatores, o modelo com um fator apresentou validade convergente abaixo do ideal porém suficiente para não refutá-lo. O FMI-Br-13 se mostrou invariante nos grupos de não praticantes, meditadores iniciantes e regulares. As pontuações no FMI-Br-13 foram diferentes entre esses três grupos. Conforme hipóteses teóricas Mindfulness mensurado pelo FMI-Br-13 apresentou: correlações positivas significativas e com a qualidade de vida (r=0,33 a 0,51); e correlações negativas significativas com a percepção de estresse (r=-0,63), ansiedade (r=-0,71), ruminação (r=-0,59) e depressão (r=-0,43). O valor alfa de Cronbach variou entre 0,87 e 0,92. No teste-reteste o coeficiente de correlação intraclasse foi de 0,91. c) por meio da revisão das descrições de Mindfulness presentes na literatura, foram identificados dois contextos, as intervenções contemporâneas baseadas em Mindfulness e a Tradição budista as quais foram objeto de uma exploração inicial à luz das dimensões de racionalidade médica. d) o aprofundamento teórico-conceitual foi aplicado na criação e estudo de validade de um novo modelo estrutural com quatro fatores para o FMI-Br, o qual mostrou índices de validade convergente possivelmente superiores ao modelo com um fator. Conclusão: O FMI-Br é apresentado com 13 itens estruturado com um ou quatro fatores (Atenção ao momento presente, Auto-consciência, Aceitação e Abertura). Em ambos os modelos a validade de construto e confiabilidade foram satisfatórias. Considerando um perfil semelhante à da amostra estudada no presente estudo, este instrumento pode ser utilizado para avaliar Mindfulness em praticantes de meditação e na população geral brasileira
Abstract: Introduction: Mindfulness meditation has been the basis for innovative interventions in health care. Developing valid and culturally adapted measurement instruments will support their implementation in Brazil. The Freiburg Mindfulness Inventory (FMI) is one of the only instruments whose creation has received contributions from experts in Buddhist psychology. Objective: To study the concept of mindfulness, to adapt culturally and evaluate the construct validity (factor structure models and its invariance, correlation with other instruments and comparing meditators and non-practitioners) and reliability (internal consistency and test-retest reproducibility) of the Brazilian version of the FMI (FMI-Br). Methods: a) Cultural adaptation: two translations, a synthesis version of the FMI and two back translations were created; there was the involvement of a committee of 14 experts (linguists, methodologists, teachers of meditation), a first pre-test (41 subjects) and second pre-test (72 individuals). b) Validity study: by electronic forms it was applied: FMI-Br, the Perceived Stress Scale, the Trait Anxiety Inventory-State, the Rumination and Reflection Questionnaire, the Beck Depression Inventory and the Quality of Life Instrument of the World Health Organization. 570 Brazilians took part, from this sample 204 people answered to a retest of the FMI-Br with an interval of at least 14 days. c) Narrative review on the concept of Mindfulness. Results: a) The FMI-Br was created with the inclusion of additional explanations in each item and had adequate levels of clarity and equivalence with the original version. b) Confirmatory factor analysis pointed to the exclusion of item 13, has refuted the models with two-factor, and the model with one factor showed suboptimal convergent validity indices but not enough to be refuted. The FMI-Br-13 showed to be invariant in groups of non-practitioners, beginners and regular meditators. Scores on FMI-Br-13 were different among these three groups. In agreement to the theoretical hypotheses Mindfulness measured by the FMI-Br-13 showed: significant and positive correlations with quality of life (r = 0.33 to 0.51); and significant negative correlations with perceived stress (r = -0.63), anxiety (r = -0.71), rumination (r = -0.59) and depression (r = -0.43). The Cronbach alpha value ranged between 0.87 and 0.92. In the test-retest, intraclass correlation coefficient was 0.91. c) By reviewing the descriptions of Mindfulness in the literature, two contexts were identified; the Contemporary Mindfulness-based interventions and the Buddhist Tradition both were subject to an initial exploration according to the dimensions of medical rationality. d) The theoretical and conceptual deepening was applied in the creation and validity study of a new structural model with four factors for the FMI-Br, which showed indices of convergent validity possibly superior to the model with one factor. Conclusion: The FMI-Br is presented with 13 items, structured with one or four factors (Attention to the present moment, Self-Awareness, Acceptance and Opening). In both models the construct validity and reliability were satisfactory. Considering a similar profile to the sample in this study, this instrument can be used to evaluate Mindfulness in meditation practitioners and the Brazilian general population
Doutorado
Enfermagem e Trabalho
Doutor em Ciências da Saúde

Self-compassion denotes a compassionate and empathic attitude toward oneself (Neff, 2003b). In the past decade, the Self-Compassion Scale (SCS) has been used to measure self-compassion in individuals and its effects on social, psychological, and physiological functioning. While many studies have found positive effects of high self- compassion showing promise for the use of the construct in clinical and empirical applications, there is a dearth of literature regarding the psychometric properties of the SCS. Furthermore, previous studies have not evaluated the individual subscales of the SCS as they relate to other inventories. This study evaluated the SCS and its subscales in relation the to the well-established Beck Depression Inventory II (BDI-II). The study included 142 undergraduate Cal Poly students who completed both the SCS and the BDI- II. As predicted, a statistically significant negative correlation was found between total SCS and BDI-II scores (r = -.57). Statistically significant negative correlations were also found between BDI-II total scores and the Self-Kindness (r = -.35), Common Humanity (r = -.37), and Mindfulness (r = -.35) subscales of the SCS. Statistically significant positive correlations were found with BDI-II total scores and the Self-Judgment (r = .49), Isolation (r = .59) and Over-Identified (r = .43) subscales of the SCS. This study evaluated the convergent and discriminant validity of the SCS and its subscales as compared to the BDI-II.

The purpose of this study is to examine the relationship between mindful eating and eating pathology. This was accomplished by using two measures, the Eating Disorder Inventory, Third Edition (EDI-3), and the Mindful Eating Questionnaire (MEQ). Participants included in this study were 134 students from a midsized mid-south university who were asked to complete a demographics measure, EDI-3, and MEQ. Only three scales from the EDI-3 were considered; Drive for Thinness, Bulimia, and Body Dissatisfaction. Combined they provide an Eating Disorder Risk Composite (EDRC) score. Results indicated that there was no significant relationship between the MEQ overall score and the EDRC score, which implies that there is no relationship between mindful eating and eating pathology, specifically eating disorder risk. Additional analyses revealed significant negative correlations between the Awareness, Disinhibition, and Emotional Response subscales of the MEQ and the EDRC score. This study contributes to the limited research on the relationship between mindful eating and eating pathology. Results from this study indicate that the specific aforementioned factors have a greater impact on eating pathology when compared to the overall concept of mindfulness.

The purpose of the current study was to investigate the effect of mindfulness and task-relevant attentional focus on running performance. WKU psychology undergraduate students were assigned to one of two conditions: task-relevant attentional focus experimental training and no training control. Participants in the experimental condition received training designed to optimize the use of attentional focus strategies in a running context. Trait level mindfulness was examined as a covariate. Participants were compared on two mile run times and the use of attentional focus strategies. Differences were expected to reveal the effectiveness of the training by showing faster running times in the experimental group, and higher use of task-relevant attentional focus strategies. Only higher use of task-relevant attentional focus strategies, specifically focus on bodily sensation was supported by the data. Explanations of the results as well as exploratory analyses are provided in addition to suggestions for future research.

Previous research suggests that executive functions (EF), including self-regulation skills, are essential for children's academic readiness and educational production, particularly middle school students, who are identified with learning disabilities (Desmond & Hanich, 2014; Hartman, 2012). Decline in the educational outcomes of middle school students remains an alarming concern for educators and researchers (Anderman, Anderman, & Greisinger, 1999; Bobik, 2010; Jimerson, 2001; Roderick, 1994; Rumberger, 1995). For special education students, who fall short on the "producing" end, academic goals do not address the EF deficits, which are more likely to be addressed by EF development geared for academic production in reading, writing, and mathematics (Denckla, 2002; Hartman, 2012; McCloskey, Perkins, & Van Diviner, 2009).

Furthermore, the wide-range of changes experienced by the early adolescent during the critical development stage is supported by research on the brain—development of adolescent and related cognitive processes, particularly EFs (Sylvan & Christodoulou, 2010; Jensen, 2008; Kellough & Kellough, 2008; Caskey & Ruben, 2007; Manning, 2002; Dorman, Lipsitz, & Verner, 1985). Findings from these researchers have supported a variety of school-based interventions designed to support children's EF development. Limited research has investigated interventions utilizing mindfulness to improve EFs and academic production in middle school. To address the gaps in literature, the study design is a secondary analysis of an existing data set at the item level.

Five questions were investigated in this analysis of a prior study; Desmond and Hanich (2014) conducted a randomized control experiment using a quasi-experimental design, including repeated measures analysis of variance (RMANOVA) and multiple regression analyses. Additional procedures were used for accounting for and handling missing data arising from attrition (Enders, 2013; Little & Rubin, 2002).

The results suggested the following: a refinement of the item pool to produce more valid sub-sets of indicators of positive change in order to create a Scale based on the findings; establishing a basis for a more sound methodology for assessing change in studies of mindfulness; and supporting the research on the continuing plasticity of the early adolescent brain and on school-based interventions for brain development. The recommendations for practice, policy, and research are presented.

O mindfulness tem sido definido como prestar atenção com propósito, no momento presente, e nos últimos anos têm sido desenvolvidos vários instrumentos de medida do mesmo. É um constructo multifacetado, sendo que a sua definição varia de acordo com o contexto (social, psicológico, clinico ou praticante). Existem várias conceitualizações do mindfulness como o traço e o mindfulness disposicional. O objectivo do estudo é verificar a relação entre o mindfulness concebido enquanto traço e as dimensões de personalidade Big Five. Utilizou-se o Questionário das Cinco Facetas do Mindfulness, sendo que as facetas correspondem a Observar, Não Julgamento, Agir com Consciência, Descrever e Não Reagir. Para medir a variável personalidade, usou-se o Inventário da Personalidade BFI-44, constituído por cinco dimensões, a Extroversão, Amabilidade, Conscienciosidade, Abertura á Experiencia e Neuroticismo. A amostra contou com 214 participantes da população geral, de ambos os géneros e com idades compreendidas entre os 20 e os 80 anos. Os resultados revelam que todas as variáveis estão relacionadas entre si de forma significativa (p≤0,01). As correlações mais elevadas observam-se na faceta do mindfulness Observar com as dimensões da personalidade Extroversão (r=0,665), Abertura á Experiência (r=0,561) e Conscienciosidade (r=0,492). A correlação mais baixa verifica-se na faceta do mindfulness Agir com Consciência com as dimensões da personalidade Neuroticismo (r=0,187) e Extroversão (r=0,224). Observa-se uma diferenciação entre todas as facetas do mindfulness e a personalidade, á excepção da faceta Observar.
ABSTRACT: Mindfulness has been defined as paying attention with purpose, in the present moment, and in recent years have been developed several measuring instruments of the same. It is a multifaceted construct, and its definition varies according to the context (social, psychological, clinical or practitioner). There are various conceptualizations of mindfulness like dispositional trait and mindfulness. The aim of the study is to check the relationship between the mindfulness conceived while dash and the Big Five personality dimensions. The Questionnaire of the Five Facets of Mindfulness was used, and the facets correspond to Observing, Not Judging, Acting with Consciousness, Describing and Not Reacting. To measure the personality variable, the BFI-44 Personality Inventory was used, consisting of five dimensions: Extroversion, Kindness, Conscientiousness, Openness to Experience and Neuroticism. The sample consisted of 214 participants from the general population, of both genders and aged between 20 and 80 years. The results show that all variables are significantly related to each other (p≤0.01). The highest correlations are observed in the facet of mindfulness. Observe with personality dimensions Extroversion (r = 0.665), Openness to Experience (r = 0.561) and Conscientiousness (r = 0.492). The lowest correlation occurs in the facet of Mindfulness Act with Consciousness with Neuroticism personality dimensions (r = 0.187) and Extroversion (r = 0.224). A distinction is made between all facets of mindfulness and personality, with the exception of the Observe facet.
Dissertação de Mestrado apresentada no ISPA - Instituto Universitário

The thesis summarizes current findings about mindfulness and presents specifics of and the prospects for work with children and adolescents in that context. It addresses certain programs based on mindfulness used in clinical practice as well as in a school setting, along with a brief evaluation of studies that monitor the impact of these programs on various aspects of child mental health. The empirical part of the study describes quantitative research into the extent of mindfulness in children by way of the Child and Adolescent Mindfulness Measure (CAMM-17) and a comparison group of children with ADHD and intact sample. On the basis of the Mann-Whitney U Test, it was found that the extent of mindfulness in ADHD children does not differ significantly from the intact sample. Statistically, older children scored significantly higher than younger children in ADHD sample as well as in the learning disabilities group and in comparison of older and younger boys. The last part presents a program proposal for cultivating mindfulness in children with ADHD. Keywords: ADHD, children, Child and Adolescent Mindfulness Measure, Mindfulness, mindfulness- based interventions, school, mindfulness research

This chapter provides an overview of character strengths and mindfulness. Character strengths are specific psychological processes that define broader virtues, which are core characteristics that have been identified and valued by moral philosophers and religious thinkers throughout time. The chapter focuses on the contributions of the VIA Inventory of Strengths to research and assessment in character strengths, and the application of this framework to further strengths-based approaches to disability. Mindfulness has been described not only as a practice, but also as a state, a trait, a process, and an outcome. The chapter examines research, practice, and the application of mindfulness to disability contexts. A discussion of areas of connectivity between character strengths and mindfulness and a look at future directions for research and practice in character strengths and mindfulness in disability conclude the chapter.