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Pediatric Health
Published in Gia Merlo, Kathy Berra, Lifestyle Nursing, 2023
The ability to cope with stress is an important skill for children and adolescents. Mindfulness-based interventions (MBI) have been found to be effective for alleviating stress in a variety of populations. “Mindfulness is the practice of paying attention to what is happening in the present moment without judgment” (Malachowski, 2015, p. 62). Within pediatrics, much of the mindfulness-based research has focused on children at-risk for or who have chronic illnesses. One of the most frequently studied areas of mindfulness in children and adolescents is in the area of weight loss/obesity prevention. This is important because of obesity’s link to the future development of heart disease and type 2 diabetes. If obesity can be prevented, children may avoid developing these conditions and the resulting sequelae. When studying MBI in adolescents, researchers have found that mindfulness skills were negatively associated with emotional eating in adolescents with overweight/obesity. This finding is important because emotional eating may contribute to future weight gain, which contributes to continuing obesity (Gouveia et al., 2019). A later study supported these findings. In a sample of pediatric patients, Leung and colleagues (2021) conducted a six-session mindfulness-based pilot intervention comprising three components: Yoga, mindful eating, and stress reduction. Their findings revealed that the intervention increased mindful eating awareness in their study population. Mindful eating has been associated with a lower likelihood of eating in response to stress.
Complementary and Alternative Medicine Use in Rheumatic Disease
Published in Jason Liebowitz, Philip Seo, David Hellmann, Michael Zeide, Clinical Innovation in Rheumatology, 2023
Mindfulness is a form of meditation that focuses on present-moment awareness and experiencing the world without judgment.48 Mindfulness can be practiced individually or in group-based formats. Some common mindfulness programs include mindfulness-based stress reduction (MBSR), mindfulness-based cognitive therapy (MBCT), vitality training program (VTP), internal family systems (IFS), and mindful awareness and acceptance therapy (MAAT). There are also several different website / mobile mindfulness applications, including Calm™, Headspace™, and Insight Timer™, among others. Mindfulness has been increasingly embraced by both the mental health and medical communities given that participation has been linked to improved health-related quality of life.49
Lifestyle Medicine in the Care of Adolescent Girls
Published in Michelle Tollefson, Nancy Eriksen, Neha Pathak, Improving Women's Health Across the Lifespan, 2021
Neeta B. Agarwal, Michelle Dalal
We should encourage teens to develop balance by including relaxation in their daily activities by spending time outdoors, connecting with others in person when possible, exercising, and enjoying hobbies. Some teens may connect with volunteer organizations, faith-based organizations, or other age-appropriate community programs. Providers should also introduce and recommend mindfulness strategies, including mindful breathing exercises, yoga, and meditation. For relaxation to be beneficial and to develop resilience, teens need to develop regular practice. Setting SMART goals and tracking their progress with new habits will help make habits sustainable for the long run. While external stress will be unavoidable, developing strategies to combat stress will have significant impact on their emotional and physical well-being and help build resilience.
The art of seeing: The impact of a visual arts course on medical student wellbeing
Published in Medical Teacher, 2023
Ariella R. Noorily, Anne Willieme, Mikaela Belsky, Katie Grogan
Mindfulness builds on the state of self-awareness and is characterized by a nonjudgmental acceptance of emotions, feelings, and experiences as they happen. By encouraging a person to focus on the present moment, mindfulness eases the feelings of anxiety and depression that often accompany rumination over the past and apprehension about the future, and has been proven to reduce stress (Brown and Ryan 2003; Hofmann et al. 2010; Ireland et al. 2017; Verweij et al. 2018; Fendel et al. 2021). In this study, the MAAS post test scores demonstrate that students became more mindful after the course. Additionally, students showed increased focus on the present in their free responses to the works of art of the post test, suggesting that they were practicing mindfulness upon completion of the course.
Risks and resources for college students’ mental health: ACEs, attachment, and mindfulness
Published in Journal of American College Health, 2023
Holly Hatton-Bowers, Caitlin McPherran Lombardi, Blakelee Kemp, Kalli B. Decker, Elita Amini Virmani, Holly E. Brophy-Herb, Claire D. Vallotton
Mindfulness may serve as one important resource in equipping college students with adaptive coping skills and promoting their mental well-being.45 Though there are many definitions for mindfulness, the most common definition is that mindfulness is a practice of “paying attention in a particular way: on purpose, in the present moment and nonjudgmentally.”46(p4) Mindfulness consists of an intention to pay attention to the present moment and also the action of paying attention with curiosity, openness, and acceptance of feelings, thoughts, and external experiences.47 It can be characterized as an activity that one practices and develops, or as a disposition that characterizes a skill level regardless of one’s practice. Dispositional mindfulness is positively associated with greater emotion regulation, less rumination, and fewer depressive symptoms.48 In undergraduate students, dispositional mindfulness may serve as a resource for individuals experiencing depression.49 With increasing research demonstrating the benefits of increased mindfulness, mindfulness-based interventions and trainings are found to be a promising way to bolster the mental well-being of college students.50–54
Mindfulness and Sex Education for Sexual Interest/Arousal Disorder: Mediators and Moderators of Treatment Outcome
Published in The Journal of Sex Research, 2023
Lori A. Brotto, Bozena Zdaniuk, Meredith L. Chivers, Faith Jabs, Andrea D. Grabovac, Martin L. Lalumière
The MBCT plus psychoeducation intervention focused the first hour of each session on an in-session mindfulness practice plus a guided inquiry. Mindfulness practices included an eating meditation, body scan, breath awareness practice, mindfulness of thoughts (to promote metacognitive awareness), mindful movement, and eliciting a difficulty meditation. Self-compassion was embodied in how the facilitators guided the mindfulness exercises, and in how they asked questions during the guided inquiry, though there was no specific compassion meditation, consistent with MBCT for depression (Segal et al., 2012). There were also several mindfulness practices that were done following exposure to touching the body or after interacting with a sexual stimulus (e.g., vibrator, fantasy, or erotica) at home. The second half of the MBCT session included psychoeducational information, which is below on in more detail in the section describing STEP. Notably, this psychoeducational material was delivered in a didactic way and did not include validation or support among the group members. Following each session, participants were emailed a link to audio guided mindfulness practices and they were encouraged to practice at home daily prior to the next session. They were also encouraged to record their observations of the practice on a daily log in addition to whether they did the practice and for how many minutes.