The Science of Mindfulness and the Practice of Law

Strikingly, like physical exercise, the more time servicemembers spent engaging in mindfulness exercises, the more they benefited. [...]while stress may degrade well-being, mindfulness training protects against this. Strikingly, the benefits from KabatZinn's exercises were maintained for more than a year after the program's formal end, and patients reported continuing the exercises on their own. Since that pioneering study, hundreds of studies have been conducted on MBSR and are now being aggregated into "metaanalyses" to compile results from thousands of participants. Reductions in physiological ailments and symptoms of chronic pain, fibromyalgia, and arthritis have been reported. [...]there is growing evidence that mindfulness training improves wellness in the body. [...]Epel suggested in her paper that "A present attentional state may promote a healthy biochemical milieu and, in turn, cell longevity" (Elissa S. Epel, Eli Puterman, Jue Lin, et al., "Wandering Minds and Aging Cells," Clinical Psychological Science, 2013 (1:1), at 75-83)

Mindfulness Training for Judges: Mind Wandering and the Development of Cognitive Resilience

The benefits of mindfulness practices for lawyers have been the subject of broad discussion within the profession for a number of years. Increasingly, this discussion has expanded to include judges and the work of the judiciary. In this article we explore more deeply the relevance of mindfulness to judges, and in particular, how it can support their resilience, health, and well-being, as well as their cognitive functioning. We hope to educate and support judges who would like to gain greater mastery over their cognitive capacity and emotional well-being. Recognizing that the full breadth of this subject is beyond an article of this length, we focus on a primary vulnerability to which we are all susceptible but which can be especially consequential for judges in their high-stakes world of decision making: mind wandering. We consider some ways this vulnerability may limit judges’ performance and well-being and review a growing body of scientific research, which examines the benefits of mindfulness training to mitigate this vulnerability by helping to bolster attention and working memory capacity. We then offer simple mindfulness practices, which have been found to be useful in developing attention and working memory capacity, which we term “skills” as they may be developed through ongoing mindfulness practice

Deploying Mindfulness to Gain Cognitive Advantage: Considerations for Military Effectiveness and Well-being

Mindfulness involves paying attention to present moment experience without discursive commentary or emotional reactivity. Mindfulness training (MT) programs aim to promote this mental mode via introduction to specific mindfulness exercises, related in-class discussion, and ongoing engagement in mindfulness exercises. MT is being increasingly offered to high-demand, high-stress military/uniformed and civilian cohorts with a wide array of reported benefits. Herein, we begin by discussing recent theoretical models regarding MT’s mechanisms of action from a cognitive training/cognitive neuroscience perspective, which propose that MT engages and strengthens three key processes [e.g., 1]. These are: 1) attentional orienting, which is the ability to select and sustain attention on a subset of information while remaining undistracted; 2) meta-awareness, which is the ability to monitor one’s ongoing experience with an awareness of doing so; and 3) decentering, which is the ability to view one’s experience at a psychological distance so that biases, mind-sets, and interpretations are viewed as mental processes rather than accurate depictions of reality. Next, we review evidence of MT’s beneficial effects on cognitive, social, and emotional dimensions of human behavior, which are aligned with military frameworks describing the human dimension [e.g., 2]. We then discuss attitudinal impediments to broad adoption of MT in military settings, and propose counterarguments so as to facilitate its implementation. We end by arguing that MT should be considered a key cognitive training tool by which to achieve cognitive advantage in the service of improved operational readiness and effectiveness, as well as greater resilience and well-being in military/uniformed cohorts

Emotional cue validity effects: The role of neurocognitive responses to emotion

The beneficial effect of valid compared to invalid cues on attention performance is a basic attentional mechanism, but the impact of emotional content on cue validity is poorly understood. We tested whether the effect of cue validity on attention performance differed when cues were angry, happy, or neutral faces. Moreover, we used scalp-recorded event-related potentials (ERPs) reflecting the capture of early visual attention (P1, N170) to test whether effects were strengthened when neurocognitive responses to angry or happy cues were enhanced (larger P1 and N170 amplitudes). Twenty-five participants completed a modified flanker task using emotional face cues to measure the effects of emotion on conflict interference. Attention performance was enhanced following valid versus invalid cues, but effects did not differ by emotion cue type. However, for participants showing relatively larger N170 amplitudes to angry face cues, attention performance was specifically disrupted on those trials. Conversely, participants with relatively larger N170 amplitudes to happy face cues showed facilitated performance across all valid trials. These findings suggest that individual neurocognitive sensitivities to emotion predict the impact of emotional content on the basic attentional phenomenon of cue validity

Cultivating Forgiveness and Compassion Through a Mindfulness-based Program for Teachers: Results from Two Field Interventions

The aim of this research was to determine if a mindfulness-training (MT) program for teachers cultivated habits of mind (e.g., mindfulness, emotion regulation, compassion and forgiveness) conducive to effective teaching. Data were gathered in two randomized control trials. Results from pre- to post-test and follow-up showed that MT was associated with increases in mindfulness, efficacy for regulating emotion on the job, and the tendency to forgive others. Linguistic analyses revealed that teachers who underwent MT expressed more positive affect when discussing their most challenging student than those in the waitlist control group. Results warrant further investigation using behavioral-, observational-, and third-person measures of these habits of mind in the target individual

Cultivating Forgiveness and Compassion Through a Mindfulness-based Program for Teachers: Results from Two Field Interventions

The aim of this research was to determine if a mindfulness-training (MT) program for teachers cultivated habits of mind (e.g., mindfulness, emotion regulation, compassion and forgiveness) conducive to effective teaching. Data were gathered in two randomized control trials. Results from pre- to post-test and follow-up showed that MT was associated with increases in mindfulness, efficacy for regulating emotion on the job, and the tendency to forgive others. Linguistic analyses revealed that teachers who underwent MT expressed more positive affect when discussing their most challenging student than those in the waitlist control group. Results warrant further investigation using behavioral-, observational-, and third-person measures of these habits of mind in the target individual