Aikens, K. A., et al. (2014). Mindfulness Goes to Work: Impact of an Online Workplace Intervention. Journal of Occupational and Environmental Medicine, 56(7), 721-731.
Abstract. The objective of this study was to determine whether a mindfulness program, created for the workplace, was both practical and efficacious in decreasing employee stress while enhancing resiliency and well-being.
Participants (89) recruited from The Dow Chemical Company were selected and randomly assigned to an online mindfulness intervention (n = 44) or wait-list control (n = 45). The results indicated that the mindfulness intervention group had significant decreases in perceived stress as well as increased mindfulness, resiliency, and vigor. This intervention seems to be both practical and effective in decreasing employee stress, while improving resiliency, vigor, and work engagement, thereby enhancing overall employee well-being.
Krusche, A., Cyhlarova, E., & Williams, J. M. G. (2013). Mindfulness online: an evaluation of the feasibility of a web-based mindfulness course for stress, anxiety and depression. BMJ Open, 3(11), e003498. Full text.
From the Abstract: Face-to-face mindfulness interventions have been shown to significantly decrease perceived stress, anxiety and depression and research is beginning to show similar benefits for such courses delivered via the internet. We investigated the feasibility and effectiveness of an online mindfulness course for perceived stress, anxiety and depression.
Perceived stress, anxiety and depression significantly decreased at course completion and further decreased at 1 month follow-up, with effect sizes comparable to those found with face-to-face and other online mindfulness courses and to other types of intervention, such as cognitive behavioural therapy for stress. The amount of meditation practice reported did affect outcome when controlling for baseline severity.
The online mindfulness course appears to be an acceptable, accessible intervention which reduces stress, anxiety and depression. However, there is no control comparison and future research is required to assess the effects of the course for different samples.
Reid, D.T. (2013). Teaching mindfulness to occupational therapy students: Pilot evaluation of an online curriculum. [Abstract]. Canadian Journal of Occupational Therapy, 80(1), 142-48.
Background. How mindfulness can be learned by occupational therapy students to manage their own self-care processes has not been fully examined as yet.
Purpose. This article describes an online curriculum approach for teaching a general introductory mindfulness course and examines outcomes with master’s entry-level occupational therapy students.
Method. Fifteen students participated in an 8-week online mindfulness curriculum and completed a pre- and post-training survey. The Mindfulness Attention and Awareness Scale (MAAS) was used to measure mindfulness. Demographic, MAAS-scored mindfulness, and clinical utility data were collected.
Results. Results showed a statistically significant change in MAAS mindfulness scores from the program start to end. Informal practice exercises and guided meditations were perceived by participants as being more helpful ways for developing an understanding and approach to mindfulness than were readings about mindfulness.
Implications. This study suggests that mindfulness can be taught using an online approach.