Academic literature on the topic 'Mindfulness training book'

Background There is growing research support for the use of mindfulness training (MT) in schools, but almost no high-quality evidence about different training models for people wishing to teach mindfulness in this setting. Effective dissemination of MT relies on the development of scalable training routes. Objective To compare 4 training routes for school teachers wishing to deliver MT differing in intensity and potential scalability, considering teaching competency, training acceptability, and cost-effectiveness. Methods Schools were randomized to an existing route comprising an 8-session instructor-led personal mindfulness course, combined with 4-day MT program training, or 1 of 3 more scalable, lower intensity, alternatives: an instructor-led personal mindfulness course combined with 1-day MT program training, a self-taught personal mindfulness course (delivered through a course book) combined with 4-day MT program training, and a self-taught personal mindfulness course combined with 1-day MT program training. Results Attrition from training was substantial across all routes. The instructor-led course was more effective than the self-taught course in increasing teachers’ personal mindfulness skills. Even the most intensive (existing) training route brought only 29% of the teachers commencing training, and 56% of those completing the study protocol, to the required minimum competency threshold (an advanced beginner rating on an adapted version of the Mindfulness-based Interventions Teaching Assessment Criteria). The differences in levels of competency achieved by existing training compared with the more scalable alternatives were modest, with economic evaluation suggesting that the existing route was both more expensive and more effective than lower intensity alternatives, but with no statistically significant differences between routes. Conclusions This research questions the move toward abbreviating teacher training to increase scalability and suggests instead that many teachers require additional support to ensure competency from first delivery of MT in the classroom.

Based on a unique approach to creativity presented in a revolutionary new book, Deep Creativity, the authors introduce important, often-ignored processes and aspects of processes that are important to both learning and creativity. They focus on the qualities of thoughtfulness, which is complete receptivity to all possible ways of thinking, and sensationality, which is the experience of pure awareness devoid of all thought, as two aspects of mindfulness. They focus more on the underlying experience of mindfulness than on the use of mindfulness meditation methods and provide many ways for educators, parents, and community members to enhance learning and creativity. To stimulate thoughtfulness, the authors propose that students be given the opportunity to expand their receptivity to new ways of thinking through the practice of Repose, a simple technique that can be carried out virtually anywhere with minimal training. Sensationality can be heightened through immersion in free-form, non-competitive forms of play. Throughout this article, the authors offer specific strategies for integrating Repose and play into learning experiences and educational settings, including the exciting new concept of Centers for Creativity and Innovation in ways that increase learners’ productivity as well as their passion for learning.

Background: There is a paucity of research on the long-term impact of stress-reduction in Hispanic/Latina breast cancer (BC) survivors, a growing minority. In this article, we assess the long-term efficacy of an 8-week training program in mindfulness-based stress reduction (MBSR) on quality of life (QoL) in Hispanic BC survivors. Methods: Hispanic BC survivors, within the first 5 years of diagnosis, stages I to III BC, were recruited. Participants were enrolled in bilingual, 8-week intensive group training in MBSR and were asked to practice a- home, daily. They were also provided with audio recordings and a book on mindfulness practices. Patient-reported outcomes for QoL and distress were evaluated at baseline, and every 3 months, for 24 months. Results: Thirty-three self-identified Hispanic women with BC completed the MBSR program and were followed at 24 months. Statistically significant reduction was noted for the Generalized Anxiety Disorder measure (mean change −2.39, P=0.04); and Patient Health Questionnaire (mean change −2.27, P=0.04), at 24 months, compared with baseline. Improvement was noted in the Short-Form 36 Health-related QoL Mental Component Summary with an increase of 4.07 (95% confidence interval = 0.48-7.66, P=0.03). However, there was no significant change in the Physical Component Summary. Conclusions: Hispanic BC survivors who participated in an 8-week MBSR–based survivorship program reported persistent benefits with reduced anxiety, depression, and improved mental health QoL over 24 months of follow-up. Stress reduction programs are beneficial and can be implemented as part of a comprehensive survivorship care in BC patients.

Stress in young children can interfere with academic achievement. To help address stress and aid in developing beneficial lifelong coping skills, educational systems are more widely incorporating programs that teach social and emotional regulation, such as mindfulness-based programs. The effects of these programs may be strengthened through parental support in the home environment. This study examined the feasibility and acceptability of a new Parent-Child Mindfulness-Based Training (PC-MBT) program, which delivered mindfulness-based training to parents and children simultaneously in the home environment. This study also implemented a working memory training after PC-MBT to assess the feasibility of completing two trainings sequentially. Healthy children, ages 8-10 ( n = 14), and their parents participated in the PC-MBT program. They met with an instructor at home and online each week for 6 weeks and were provided resources including books, worksheets, audio recordings, and daily practices to reinforce mindfulness skills. A control group ( n = 8) participated in the working memory training only. All PC-MBT and control children, except one, participated in the working memory training. All PC-MBT assigned families completed the PC-MBT program, and a majority utilized all types of the mindfulness training materials. A majority of participants also reported high levels of enjoyment and understanding of the PC-MBT program. This study establishes the feasibility and acceptability of the PC-MBT program and lays the foundation for future studies to assess program efficacy in healthy and clinical populations as well as the utility of PC-MBT to improve engagement and outcomes of other cognitive training programs.

This article explores the Art and Science of Mindfulness from the perspective of a Buddhist Monk, Thich Nhat Hanh, an author of five books in the Mindfulness Essentials series and that of an American medical doctor, Jon Kabat Zinn, who founded the Mindfulness-Based Stress Reduction (MBSR) clinic at the University of Massachusetts. Mindfulness training for stress reduction is discussed with positive results in pain reduction, blood pressure reduction, and a greater sense of well-being. Mindfulness practices used with educators are examined including the Cultivating Awareness and Resilience in Education (CARE) program developed by Patricia Jennings, a professor at the University of Virginia; Stress management and Using Relaxation Techniques (SMART) designed by Margaret Cullen, a therapist and MBSR instructor; and MindUp a mindfulness program for elementary and middle school students sponsored by the Hawn Foundation. Mindfulness practices have the capacity for transformation in students and their teachers, as well as in parents and their children.

ABSTRACT Simulation-based training is currently embedded in most health professions education curricula. Without evidence for how trainees think about their simulation-based learning, some training techniques may not support trainees' learning strategies.Background This study explored how residents think about and self-regulate learning during a lumbar puncture (LP) training session using a simulator.Objective In 2010, 20 of 45 postgraduate year 1 internal medicine residents attended a mandatory procedural skills training boot camp. Independently, residents practiced the entire LP skill on a part-task trainer using a clinical LP tray and proper sterile technique. We interviewed participants regarding how they thought about and monitored their learning processes, and then we conducted a thematic analysis of the interview data.Methods The analysis suggested that participants considered what they could and could not learn from the simulator; they developed their self-confidence by familiarizing themselves with the LP equipment and repeating the LP algorithmic steps. Participants articulated an idiosyncratic model of learning they used to interpret the challenges and successes they experienced. Participants reported focusing on obtaining cerebrospinal fluid and memorizing the “routine” version of the LP procedure. They did not report much thinking about their learning strategies (eg, self-questioning).Results During simulation-based training, residents described assigning greater weight to achieving procedural outcomes and tended to think that the simulated task provided them with routine, generalizable skills. Over this typical 1-hour session, trainees did not appear to consider their strategic mindfulness (ie, awareness and use of learning strategies).Conclusions

Abstract Introduction Core surgical training programmes are associated with a high risk of burnout. This study aimed to assess the influence of a novel enhanced stress-resilience training (ESRT) course delivered at the start of core surgical training in a single UK statutory education body. Method All newly appointed core surgical trainees (CSTs) were invited to participate in a 5-week ESRT course teaching mindfulness-based exercises to develop tools to deal with stress at work and burnout. The primary aim was to assess the feasibility of this course; secondary outcomes were to assess degree of burnout measured using Maslach Burnout Inventory (MBI) scoring. Results Of 43 boot camp attendees, 38 trainees completed questionnaires, with 24 choosing to participate in ESRT (63.2 per cent; male 13, female 11, median age 28 years). Qualitative data reflected challenges delivering ESRT because of arduous and inflexible clinical on-call rotas, time pressures related to academic curriculum demands and the concurrent COVID-19 pandemic (10 of 24 drop-out). Despite these challenges, 22 (91.7 per cent) considered the course valuable and there was unanimous support for programme development. Of the 14 trainees who completed the ESRT course, nine (64.3 per cent) continued to use the techniques in daily clinical work. Burnout was identified in 23 trainees (60.5 per cent) with no evident difference in baseline MBI scores between participants (median 4 (range 0–11) versus 5 (1–11), P = 0.770). High stress states were significantly less likely, and mindfulness significantly higher in the intervention group (P < 0.010); MBI scores were comparable before and after ESRT in the intervention cohort (P = 0.630, median 4 (range 0–11) versus 4 (1–10)). Discussion Despite arduous emergency COVID rotas ESRT was feasible and, combined with protected time for trainees to engage, deserves further research to determine medium-term efficacy.

Background: Stress is a reaction to physical, psychological and emotional events. Respective to other chronic diseases, breast cancer (BC) is a dire stressful situation greatly disheartening the patients. Therefore, patients with BC need long lasting physical and emotional support to cope with the stress. The purpose of this study was to systematic studies concerning with supportive stress management interventions in patients with BC. Methods: In this review, the literature search was performed in scientific databases including Google Scholar, Scientific Information Database (SID), Magiran, and Irandoc, Web of Science, Science Direct, PubMed [including Medline], and Elsevier. The keywords were retrieved from Medical Subject Headings (Mesh). The articles published from 1997 to 2017 were included. Accordingly, 440 articles were initially retrieved. After reading titles and abstracts, 152 articles were selected for reading full-texts. Finally, 54 articles including 3 books were used to structure the review. Results: All the included studies had an interventional design focusing on stress management approaches and their related covariates in women with BC. The findings were assessed regarding two distinct approaches. First, the studies assessing stress management interventions were scrutinized. Next, the impacts of the duration of the interventional sessions, the number of the participants and the contents of sessions were explored. Of the selected articles, 6 were about mindfulness, 2 about relaxation, and 7 about stress-related cognitive-behavioral therapy. In addition, one study was related to resilience training and 2 studies investigated problem-based approaches. Conclusion: Stress management interventions can be helpful in reducing stress in BC patients. Therefore, it is advisable to incorporate stress management strategies along with routine pharmaceutical therapies in these patients.

Gedrag & Organisatie start een nieuwe reeks, waarvoor we auteurs uitnodigen een bijdrage te schrijven. Deze reeks gaat over mythes en hypes in de A&O psychologie.Volgens Van Dale is een mythe een gangbare, als onaantastbaar beschouwde, maar ongegronde opvatting. Binnen de A&O psychologie kan dit bijvoorbeeld gaan over een populaire (maar gefalsificeerde) theorie, een populair (maar invalide) meetinstrument of een populair (maar betekenisloos) concept. Een voorbeeld van een mythe zou de behoeftepiramide van Maslow (1943) kunnen zijn. De behoeftepiramide is nog altijd populair in cursussen en trainingen, terwijl er tot nu toe weinig bewijs is voor de centrale veronderstellingen van de theorie (zie Wahba & Bridwell, 1976). Een artikel binnen de reeks zou dus over de behoeftepiramide van Maslow kunnen gaan. Het zou ook kunnen gaan over populaire opvattingen, zoals ‘diversiteit is goed voor innovatie’, ‘ongestructureerde interviews zijn een goede manier om personeel te selecteren’ of ‘teambuilding verhoogt teamprestaties’. Ook populaire meetinstrumenten, zoals de Myers-Briggs Type Indicator (MBTI; Myers & McCaully, 1985) of de Belbin Team Role Inventory (1981) zouden onderwerp van een artikel kunnen zijn.Een hype wordt door Van Dale gedefinieerd als iets nieuws dat tijdelijk sterk de aandacht trekt, maar weinig voorstelt. Te denken is aan een term, theorie, benadering of manier van werken die opeens zeer populair wordt, maar waarvan die populariteit ongegrond lijkt te zijn (zie Abrahamson, 1996). Een mooi voorbeeld van een hype – in de zin van een plotselinge populariteit – is het begrip emotionele intelligentie. Het begrip werd in 1983 geïntroduceerd door Payne (al zijn lang voor die tijd al soortgelijke constructen gesuggereerd), en werd in 1996 opeens zeer populair na het verschijnen van het boek Emotional intelligence van Daniel Goleman. Op dat moment ontbrak een empirische validatie van het concept grotendeels. Inmiddels zijn echter een aantal meetinstrumenten ontwikkeld en is er veel onderzoek verricht naar de houdbaarheid van de theorie. Een bijdrage in de reeks zou dus bijvoorbeeld kunnen gaan over emotionele intelligentie. Andere voorbeelden zijn ‘Het Nieuwe Werken’, ‘Mindfulness’ of ‘Talent Management’.De termen mythe en hype hebben een negatieve lading, en we gebruiken deze woorden bewust om wetenschappers en practitioners te prikkelen. Daarmee willen we niet suggereren dat alle ideeën, theorieën, benaderingen of meetinstrumenten die populair zijn, ook onzin zijn. De conclusie van een artikel kan dan ook zijn dat iets een mythe of hype lijkt, maar dat het idee wel degelijk hout snijdt.In een nieuwe reeks van Gedrag & Organisatie nodigen we auteurs uit om een bijdrage te schrijven over een bepaalde theorie, benadering, overtuiging of meetschaal die populair is in de praktijk of in de wetenschap. In de bijdrage gaat de auteur in op het betreffende concept, de theorie erachter en de meetinstrumenten die worden gebruikt (indien van toepassing). De auteur bespreekt deze zaken kritisch op basis van de wetenschappelijke evidentie. Het gaat dus uitdrukkelijk niet (alleen) om de mening van een auteur, maar vooral over de houdbaarheid in het licht van wetenschappelijk onderzoek. Uiteindelijk resulteert dit in een conclusie over de wetenschappelijke houdbaarheid en bruikbaarheid in de praktijk van de A&O psychologie.De bijdragen mogen relatief kort zijn (ongeveer 1000 woorden), maar langere bijdragen zijn eveneens welkom. Iedere bijdrage ondergaat de normale review-procedure, waarbij experts hun oordeel geven over de geschiktheid van de bijdrage voor publicatie in GenO.De redactie bestaat uit Bernard Nijstad, Reinout de Vries en Annet de Lange. Bijdragen kunnen rechtstreeks worden gestuurd naar de redactie van de reeks: b.a.nijstad@rug.nl