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

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

RESILIENCE ATTRIBUTES AMONG UNIVERSITY STUDENTS: A COMPARATIVE STUDY OF PSYCHOLOGICAL DISTRESS, SLEEP DISTURBANCES AND MINDFULNESS

Australian university students report experiencing higher levels of psychological distress compared to other Australians, and are at increased risk of developing mental health problems. Psychological distress has been connected with poor academic performance, higher attrition rates and sleep disturbances. A protective factor associated with sleep-related selfregulation is mindfulness. Mindfulness based programs have shown benefits in stress reduction and resilience. Resilience is considered a protective factor that interacts with stressors to reduce the likelihood of negative outcomes. Resilience is also associated with positive social and personal well-being together with enhanced mental health and adjustment to university life. The current study examines the attributes of resilient university students, by comparing the differences between high and low resilient students on levels of reported psychological distress, sleep disturbances and mindfulness. A total of 89 university students participated in the study aged between 18 to 57 years. Results showed that university students with high levels of resilience reported significantly lower levels of psychological distress and significantly higher levels of mindfulness, compared to university students reporting low levels of resilience. There were no significant differences reported with regard to sleep disturbances. The findings add to extant knowledge of resilience and provide support for universities to develop strategies that promote resilience in university students to reduce the risk of students developing mental health problems, thus enabling students to flourish under academic pressures