Knowledge and Perception of the Present Moment and Emotions

Because emotional intelligence (EI) relies on one’s own awareness of emotions, it may be helpful to see if there is a relationship with mindfulness. Previous research has measured both constructs using self-report measures and suggests that there is a positive relationship between them. However, a drawback of self-report measures of EI is that individuals may not be able to accurately report on their abilities. In contrast to self-report measures, other researchers have argued that behavioral measures better capture ability of EI. Therefore, this study will replicate previous research that examined the relationship between mindfulness and EI by administering a self-report measure of both constructs, and build upon this research by utilizing behavioral measures of EI. Specifically, this study will be looking at undergraduate students and observing whether students with higher mindfulness will have higher levels of self-reported EI and perform better on behavioral measures of EI

Implementing a Web-Based Cognitive Defusion Program to Target Negative Self-Referential Thoughts in College Students: A Pilot Study

Cognitive defusion may enhance healthy coping with negative self-referential thoughts amongst college students. However, research is needed to examine how to effectively introduce and teach defusion to this population. The current pilot study tested the usability of and satisfaction with the D-FUSE program, a single-session, web-based program for a mixed sample of undergraduates and its effectiveness in producing improvements in cognitive defusion and self-criticism. In an undergraduate sample (N = 141), the D-FUSE program was found to be usable and satisfactory. Program engagement rendered significant reductions in the believability of and emotional discomfort produced by negative self-referential thoughts. Further improvements to program development and administration are considered

A Web-Based Self-Guided Program to Promote Valued-Living in College Students: A Pilot Study

Web-based programs that focus on values, a core process within acceptance and commitment therapy (ACT), may be a promising approach to cultivate positive psychosocial adjustment among undergraduates. The current study tested the usability, acceptability, and receptivity of the Living Your Values (LYV) program, a single-session, web-delivered, self-guided values intervention for undergraduates and its utility to promote valued-living and psychological wellbeing. In an undergraduate sample (N = 133), while the LVY program was deemed moderately usable, acceptability and receptivity findings were more attenuated. At follow-up (n = 98), a significant pre-intervention to follow-up increase in valued-living was evidenced both overall and for leisure/recreation/community/citizenship values. No significant changes in psychological well-being were demonstrated. Further program development considerations are discussed

Efecto de una guía de intervención clínica basada en la Terapia de Aceptación y Compromiso, sobre la flexibilidad psicológica en excombatientes colombianos

Trabajo de investigaciónEl objetivo de esta investigación fue determinar el efecto de la guía de intervención clínica basada en la Terapia de Aceptación y Compromiso ACT) en el aumento de los procesos de aceptación experiencial, defusión cognitiva, atención plena y acción comprometida asociados a la flexibilidad psicológica en tres participantes excombatientes del conflicto armado en Colombia.RESUMEN JUSTIFICACIÓN Y PLANTEAMIENTO DEL PROBLEMA 1. ANTECEDENTES TEÓRICOS Y EMPÍRICOS 2. OBJETIVOS 3. MÉTODO 4. RESULTADOS 5. DISCUSIÓN REFERENCIAS APÉNDICESMaestríaMagister en Psicologí

The assessment of present-moment awareness and acceptance: the Philadelphia Mindfulness Scale

AssessmentThe purpose of this project was to develop a bi-dimensional measure of mindfulness to assess its two key components: present-moment awareness and acceptance. The development and psychometric validation of the Philadelphia Mindfulness Scale (PHLMS) is described, and data are reported from expert raters, two nonclinical samples (n = 204 and 559), and three clinical samples including mixed psychiatric outpatients (n = 52), eating disorder inpatients (n = 30), and student counseling center outpatients (n = 78). Exploratory and confirmatory factor analyses support a two-factor solution, corresponding to the two constituent components of the construct. Good internal consistency was demonstrated, and relationships with other constructs were largely as expected. As predicted, significant differences were found between the nonclinical and clinical samples in levels of awareness and acceptance. The awareness and acceptance subscales were not correlated, suggesting that these two constructs can be examined independently. Potential theoretical and applied uses of the measure are discussed

Change is not always linear: The study of nonlinear and discontinuous patterns of change in psychotherapy.

Abstract The study of discontinuities and nonlinear change has been a fruitful endeavor across the sciences, as these shifts can provide a window into the organization of complex systems and the processes that are associated with transition. A common assumption in psychotherapy research has been that change is gradual and linear. The research designs and statistics used to study change often reflect this assumption, but some recent research reveals other patterns of change. We briefly review relevant literature on dynamical systems theory and on life transition and post-traumatic growth to highlight the significance of nonlinear and discontinuous change across areas of psychology. We describe recent applications of these ideas and methods to the study of change in psychotherapy and encourage their use to complement more traditional clinical trial designs. © 2007 Elsevier Ltd. All rights reserved. Some change can be gradual and incremental, but many systems in nature show periods of turbulence and instability, with dramatic changes or growth spurts. Ilya Prigogine, a Nobel laureate known for his theory of dissipative structures in chemistry, argues that instabilities play an important role in transformation and that "most of reality, instead of being orderly, stable, and equilibrial, is seething and bubbling with change, disorder, and process" (Prigogine & Stengers, 1984, p. xv). The study of discontinuities has been a fruitful endeavor across the sciences, as these shifts can provide a window into the organization of a system and the processes that are associated with transition. A common assumption in psychotherapy research is that change is gradual and linear. The research designs and statistics used to study change often reflect this assumption. The hypothesized predictors of change are measured once or twice and then compared between groups or correlated with symptom change at the end of treatment. Most research also focuses on group averages, with much less emphasis on the rich information available in individual time course Clinical Psychology Review 27 (2007) 715 -72

Effects of a brief mindfulness-based intervention on emotional regulation and levels of mindfulness in senior students

Mindfulness-based interventions have been applied in diverse populations and achieved mental health benefits. This study examined the effects of a brief mindfulness program for emotional regulation and levels of mindfulness on senior students in Brazil. The intervention consisted of six weekly meetings attended by 30 participants. It is a pre-experimental research, with pre- and post-test comparative and correlation measurements. The preliminary results, which relied on parametrical and non-parametrical tests, revealed a reduction in total emotional regulation difficulties (p = 0.0001; r = − 0.55). Also, there was an increase in the levels of mindfulness in the subtests for both dimensions under evaluation: “Awareness” (p = 0.0001; d = 0.77) and “Acceptance” (p = 0.048; d = 0.37). By associating the amount of meditative practices performed by students with the variables, a significant positive correlation was found with the mindfulness dimension “Awareness” (rP = 0.422; p = 0.020), and there was a significant negative correlation with Difficulties in emotion regulation (rS = − 0.478; p = 0.008) and with its respective subscales “Non-acceptance” (rS = − 0.654; p = 0.0001) and “Clarity” (rS = − 0.463; p = 0.010). In conclusion, the application of a brief mindfulness-based intervention is promising in Brazilian university contexts; moreover, it can bring benefits to students, e.g., an increase in emotion regulation as well as in levels of mindfulness. We suggest that further research should use an experimental design and follow-up.info:eu-repo/semantics/publishedVersio

Conceptualizing and Treating Social Anxiety in Autism Spectrum Disorder: A Focus Group Study with Multidisciplinary Professionals.

BACKGROUND: Individuals who have autism spectrum disorders (ASD) commonly experience social anxiety (SA). Disentangling SA symptoms from core ASD characteristics is complex, partly due to diagnostic overshadowing and co-occurring alexithymia. Causal and maintaining mechanisms for SA in ASD are underexplored, but it is feasible that there is an ASD specificity to the clinical presentation, with implications for the development of targeted treatments. METHODS: Five focus groups were conducted with multidisciplinary professionals to investigate their perspectives about, and approaches to, working with individuals with ASD and SA. Data were analysed thematically. RESULTS: Data analysis revealed two overarching themes: conceptualizing SA in ASD and service provision. Our results suggest that adaptations to service provision are pertinent, so as to accommodate inherent impairments that can mediate assessment and intervention. CONCLUSIONS: Future studies should establish how aspects of the care pathway can be improved for individuals with ASD and SA

Nursing students' trait mindfulness and psychological stress: A correlation and mediation analysis

Background Nursing students face a great amount of psychological stress during their nursing education. Mindfulness-based training has received increased recognition from nurse educators regarding its effect on reducing students' psychological stress. Study evidence has supported that cultivation of trait mindfulness through Mindfulness-based training was the key to this effect. However, there is a lack of research that focuses on intricate relationships between various facets of trait mindfulness and psychological stress. Objective Examining the relationships between various trait mindfulness facets and psychological stress. Design A cross-sectional design was used to collect data on trait mindfulness facets and psychological stress. Participants A convenience sample of 99 undergraduate nursing students from a Bachelor of Nursing program completed this study. Setting This study was conducted in a university in the south-eastern United States. Method Participants completed an online questionnaire, which collected their demographic information, trait mindfulness (the Five Factor Mindfulness Questionnaire), and psychological stress (the Perceived Stress Scale-10). Correlation and mediation analyses were applied. Results Other than the trait mindfulness facet of observing, the remaining three facets (acting with awareness, non-judging, and non-reactivity) were negatively correlated with psychological stress. Observing had little to low correlations with non-judging and acting with awareness, but attained a moderately positive correlation with non-reactivity. Moreover, observing could indirectly predict psychological stress, when non-reactivity served as a mediator. Finally, non-judging partially mediated the relationship between acting with awareness and psychological stress. Conclusions The results of the current study can help nurse educators better understand the intricate relationships between various facets of trait mindfulness and psychological stress. Specifically, facets of acting with awareness, non-judging, and non-reactivity are directly relevant to the reduction of psychological stress. Therefore, regardless of formal or informal practices of mindfulness, nurse educators ought to assist students in cultivating these facets as means toward stress management