Leveraging Mindfulness to Build Resilience and Professional Quality of Life in Human Service Professionals

Objective: Mindfulness-based interventions (MBIs) have shown promise in cultivating resilience and are widely accepted as efficacious in the treatment of a range of psychological disorders. This paper explores the feasibility of a Mindful-Awareness and Resilience Skills Training (MARST) program to enhance mindfulness and resilience, as a means of increasing psychological well-being and alleviating burnout and compassion fatigue in human service professionals. Method: In this randomised control trial, 46 human service professionals were randomly allocated to either a MARST group or to a no intervention, control group. Results: Multivariate analysis of covariance (MANCOVA), with pre-test scores as the covariates, revealed that the MARST intervention resulted in significant improvements in mindfulness, resilience, compassion satisfaction, and psychological well-being, and significant reductions in burnout and compassion fatigue; at post-intervention. These results were maintained at one month follow-up, with the exception of compassion satisfaction which was non-significant. Mediation analysis using a bootstrap resampling method indicated that mindfulness fully mediated changes in resilience and psychological well-being, as a result of the MARST intervention. Self-reported reductions in burnout following the intervention were mediated by mindfulness and resilience, and decreased compassion fatigue was mediated by resilience. Conclusions: The results of this study suggest that the MARST program may assist in developing resilience and ameliorating burnout and compassion fatigue in human service professionals. The study also provides evidence for the potential of mindfulness-based approaches to enhance resilience.</jats:p

The relationship between motor control and phonology in dyslexic children

Background: The goal of this study was to investigate the automaticity/cerebellar theory of dyslexia. We tested phonological skills and cerebellar function in a group of dyslexic 8-12 year old children and their matched controls. Tests administered included the Phonological Assessment Battery, postural stability, bead threading, finger to thumb and time estimation. Results: Dyslexic children were found to be significantly poorer than the controls at all tasks but time estimation. About 75% of dyslexics were more than one standard deviation below controls in phonological ability, and 50% were similarly impaired in motor skills. However, at least part of the discrepancy in motor skills was due to dyslexic individuals who had additional disorders (ADHD and/or DCD). The absence of evidence for a time estimation deficit also casts doubt on the cerebellar origin of the motor deficiency. About half the dyslexic children didn't have any motor problem, and there was no evidence for a causal relationship between motor skills on the one hand and phonological and reading skills on the other. Conclusion: This study provides partial support for the presence of motor problems in dyslexic children, but does not support the hypothesis that a cerebellar dysfunction is the cause of their phonological and reading impairment

Mass and power modeling of communication satellites

Analytic estimating relationships for the mass and power requirements for major satellite subsystems are described. The model for each subsystem is keyed to the performance drivers and system requirements that influence their selection and use. Guidelines are also given for choosing among alternative technologies which accounts for other significant variables such as cost, risk, schedule, operations, heritage, and life requirements. These models are intended for application to first order systems analyses, where resources do not warrant detailed development of a communications system scenario. Given this ground rule, the models are simplified to 'smoothed' representation of reality. Therefore, the user is cautioned that cost, schedule, and risk may be significantly impacted where interpolations are sufficiently different from existing hardware as to warrant development of new devices

The ethics of sociocultural risk research

In socio-cultural risk research, an epistemological tension often follows if real hazards in the world are juxtaposed against the essentially socially constructed nature of all risk. In this editorial, we consider how this paradox is manifest at a practical level in a number of ethical dilemmas for the risk researcher. (1) In terms of strategies for seeking informed consent, and for addressing the power inequalities involved in interpretative and analytical work, researchers can find themselves pushing at the boundaries of standard understandings of ethical practices and ways of engaging informants in their studies. (2) Impact on participants is another key area of concern, since the subject matter on which data are collected in risk research may be a source of uncertainty, anxiety or unwanted self knowledge. (3) Risk researchers also face the possibility of institutional repercussions of raising risk issues with people who usually normalize the risks, thereby stimulating distrust in the institutions or organizations with formal responsibilities for risk management. There are no simple formulae to guide the researcher in dealing with such ethical issues and paradoxes. It is important, though, to recognize their specificity in risk studies, including the ambiguous status of questions about vulnerability since judgements about 'who is vulnerable' and 'in what ways' are themselves influenced by the situational framings and understandings of participants and researchers

Examining the differences between university students' levels of resilience on mindfulness, psychological distress and coping strategies

University students can face numerous stressors which can contribute to the development of psychological distress shown to be associated with decreasing completion and retention issues throughout Australian universities (Willcoxson, Cotter, &amp; Joy, 2011). A positive predictor and outcome of successful student coping and adjustment to university and retention outcomes is resilience, the ability to cope in difficult situations and bounce back from adversity. Mindfulness has also been shown to be promote resilience. The present study examined differences in psychological distress, mindfulness, and coping strategies (adaptive vs. maladaptive) in university students (N = 122) with high and low levels of resilience. The results of a one-way MANOVA were consistent with hypotheses, revealing higher resilience scores were associated with greater mindfulness, higher adaptive coping scores, lower maladaptive coping, and reduced psychological distress. Students in the low resilience group were also found to have significantly lower levels of mindfulness, higher levels of psychological distress, reduced use of adaptive coping, and greater use of maladaptive coping, when compared to students with high resilience levels. Overall, findings of the current study are consistent with previous research and highlight the potential benefit of mindfulness-based coping interventions to foster resilience in university students