Crane, R.S. & Hecht, F.M. “Intervention Integrity in Mindfulness-Based Research.” Mindfulness (2018). https://doi.org/10.1007/s12671-018-0886-3. Full Text.
From the Abstract. Assessing program or intervention fidelity/integrity is an important methodological consideration in clinical and educational research. These critical variables influence the degree to which outcomes can be attributed to the program and the success of the transition from research to practice and back again.
Research in the Mindfulness-Based Program (MBP) field has been expanding rapidly over the last 20 years, but little attention has been given to how to assess intervention integrity within research and practice settings. The proliferation of different program forms, inconsistency in adhering to published curriculum guides, and variability of training levels and competency of trial teachers all pose grave risks to the sustainable development of the science of MBPs going forward.
Chien, W., Bressington, D., Yip, A., & Karatzias, T. (2017). An international multi-site, randomized controlled trial of a mindfulness-based psychoeducation group programme for people with schizophrenia. Psychological Medicine, 47(12), 2081-2096. doi:10.1017/S0033291717000526. Full access.
From the Abstract. Compared with treatment as usual (TAU) and conventional psychoeducation group (CPEG0), mindfulness-based psychoeducation group (MBPEG) improves remission and hospitalization rates of people with schizophrenia spectrum disorders over 24 months.
Cavanagh, K., et al. “A Randomised Controlled Trial of a Brief Online Mindfulness-Based Intervention in a Non-clinical Population: Replication and Extension.” Mindfulness, 2018, online, https://doi.org/10.1007/s12671-017-0856-1. Full text.
From the Abstract. Building on previous research, this study compared the effects of two brief, online mindfulness-based interventions (MBIs; with and without formal meditation practice) and a no intervention control group in a non-clinical sample.
One hundred and fifty-five university staff and students were randomly allocated to a 2-week, self-guided, online MBI with or without mindfulness meditation practice, or a wait list control. Measures of mindfulness, perceived stress, perseverative thinking and anxiety/depression symptoms within were administered before and after the intervention period. Intention to treat analysis identified significant differences between groups on change over time for all measured outcomes.
… Change in perseverative thinking was found to mediate the relationship between condition and improvement on perceived stress and anxiety/depression symptom outcomes. Contrary to our hypotheses, no differences between the intervention conditions were found. Limitations of the study included reliance on self-report data, a relatively high attrition rate and absence of a longer-term follow-up.
This study provides evidence in support of the feasibility and effectiveness of brief, self-guided MBIs in a non-clinical population and suggests that reduced perseverative thinking may be a mechanism of change. Our findings provide preliminary evidence for the effectiveness of a mindfulness psychoeducation condition, without an invitation to formal mindfulness meditation practice. Further research is needed to confirm and better understand these results and to test the potential of such interventions.
Jones, L., et al. (2018). A mindfulness parent well-being course: Evaluation of outcomes for parents of children with autism and related disabilities recruited through special schools. European Journal of Special Needs Education, 33(1), 16-30.
Abstract. Parents of children with intellectual disabilities and/or autism have been shown to experience higher levels of distress than other parents. Despite such data having been available for several decades, the evidence base for psychological interventions to support parental well-being is small. Recent data suggest that both mindfulness and acceptance processes are associated with decreased psychological distress for parents of children with intellectual disability and/or autism. In addition, some controlled evaluations of mindfulness-based interventions for these parents have resulted in positive outcomes for mothers in particular.
In the present study 18 mothers and 3 fathers were recruited via special schools who then attended a Mindfulness Based Well-Being for Parents (MBW-P) group over eight weeks. Parents completed questionnaire measures before and at the end of the course. Statistical analysis showed significant reported increases in mindfulness and self-compassion, and reduced general stress. Parents also reported reductions in anxiety and depression, although these changes were not statistically significant.
No significant reductions in their child’s behaviour problems or increases in the child’s prosocial behaviour were found. Parents also reported high levels of satisfaction with the course. These preliminary data suggest that further research studies testing the effectiveness of the MBW-P course are warranted.
Zimmermann, Fernanda F., et al. (2017). “The acceptability and potential benefits of mindfulness-based interventions in improving psychological well-being for adults with advanced cancer: A systematic review. “Complementary Therapies in Clinical Practice.” Online Dec 12, 2017, https://doi.org/10.1016/j.ctcp.2017.12.014.
From the Abstract:
The acceptability and potential benefits of mindfulness-based interventions (MBIs) for the psychological well-being of people with advanced cancers were described, evaluated and synthesized.
The number of studies identified was notably small, MBIs showed benefits and acceptability, but logistical problems and limitations were reported.
Some adaptations to the MBIs must be considered given the target population’s needs, to allow patients to participate in this kind of treatment.
The ethical and methodological obstacles identified provide insights of what kind of MBIs may appropriately address this population needs.
Veilleux, Colleen M. The Implementation of a Silence Area into the Environment and How it Impacts the Social-Emotional Behavior of the Students. Diss. University of Wisconsin-River Falls, 2017. Full text.
Abstract. Modern children are plagued with struggles that were unheard of decades ago. Due to busy lifestyles and limitless use of technology, the social-emotional and physical well-being of children is at stake. Children today have increased attention problems, anxiety, and a lack of self-regulation and self-awareness. Mindfulness is the practice of sitting still and silent, focusing attention inward. Mindful practices cultivate peace and calm within the child, better equipping him/her to handle the stressors of life.
The implementation of a silence area into a Montessori environment facilitates these practices by providing children with a space devoted to being still and silent. This action research study surrounds the implementation of a silence area as a means to benefit the social-emotional behavior of students. The students’ use of the area was recorded each day. Behavior data was gathered to observe the impact the silence area had on the students. The findings showed a decrease in the amount of behavior that required redirection. Parent surveys were also conducted to gather data and observations of student behavior at home.
Those survey results suggested an increase in self-awareness and self-regulation as observed by the parents. Overall, the results of this study have shown that regular use of the silence area not only provides students with moments of solitude, but also benefits their social-emotional development through gains of self-regulation and self-awareness. Although more research on the topic of “mindfulness and children” is emerging, research concurs with these findings and their promising effects.
Tkatch, R., et al. “A Pilot Online Mindfulness Intervention to Decrease Caregiver Burden and Improve Psychological Well-Being.” Journal of Evidence-Based Complementary & Alternative Medicine, 2017, 2156587217737204. Full text.
Abstract: Interventions to reduce caregiver burden are of great interest as the number of informal family caregivers continues to grow. The purpose of this study was to test the feasibility of an online mindfulness meditation intervention for community-dwelling older adult caregivers and to evaluate its impact on quality of life, caregiver burden, and psychological well-being. A total of 40 caregivers were recruited from 2 community center support groups to participate in an 8-week online mindfulness intervention.
Pre and post surveys were administered. Retention rates were high with 55% completing the post surveys and attending at least 5 out of 8 sessions. Matched pairs t test indicated that the intervention reduced caregiver burden, perceived stress, anxiety, and loneliness and improved mental well-being.
Online interventions offer flexibility for caregivers regardless of their responsibilities. Future research should expand this opportunity and explore the scalability of online mindfulness interventions.