Mindfulness in mental health: a critical reflection

Mindfulness derives from Buddhist practice and is fundamentally concerned with the development of present moment awareness. It is arguably one of the fastest growing areas of mental health research with the last decade witnessing a tenfold increase in the number of published scientific papers concerning the applications of mindfulness in mental health contexts. Given the demonstrable growth of interest into the clinical utility of mindfulness, this paper provides a: (i) timely and evidence-based appraisal of current trends and issues in psychopathology-related mindfulness research, and (ii) discussion of whether the empirical evidence for mindfulness-based interventions actually merits their growing popularity and utilization amongst mental health stakeholders. It is concluded that mindfulness-based interventions have the potential to play an important role in psychiatric treatment settings as well as in applied psychological settings more generally. However, due to the rapidity at which mindfulness has been taken out of its traditional Buddhist setting, and what is possibly evidence of media and/or scientific hype concerning the effectiveness of mindfulness, it is recommended that future research seeks to: (i) consolidate and replicate research findings, (ii) assess the maintenance of outcomes over longer time periods, (iii) investigate potential adverse effects, and (iv) fully control for potential performance bias in mindfulness-based intervention studies. It is further recommended that future research seeks to investigate the Buddhist position that sustainable improvements to mental and spiritual health typically require consistent daily mindfulness practice over a period of many years (i.e., they do not arise after attending eight two-hour classes with some self-practice in between)

The emerging role of Buddhism in clinical psychology: Toward effective integration.

Research into the clinical utility of Buddhist-derived interventions (BDIs) has increased greatly over the last decade. While clinical interest has predominantly focused on mindfulness meditation, there has also been an increase in the scientific investigation of interventions that integrate other Buddhist principles such as compassion, loving kindness, and ‘non-self’. However, due to the rapidity at which Buddhism has been assimilated into the mental health setting, issues relating to the misapplication of Buddhist terms and practices have sometimes arisen. Indeed, hitherto, there has been no unified system for the effective clinical operationalization of Buddhist principles. Therefore, this paper aims to establish robust foundations for the ongoing clinical implementation of Buddhist principles by providing: (i) succinct and accurate interpretations of Buddhist terms and principles that have become embedded into the clinical practice literature, (ii) an overview of current directions in the clinical operationalization of BDIs, and (iii) an assessment of BDI clinical integration issues. It is concluded that BDIs may be effective treatments for a variety of psychopathologies including mood-spectrum disorders, substance-use disorders, and schizophrenia. However, further research and clinical evaluation is required to strengthen the evidence-base for existent interventions and for establishing new treatment applications. More importantly, there is a need for greater dialogue between Buddhist teachers and mental health clinicians and researchers in order to safeguard the ethical values, efficacy, and credibility of BDIs

Mindfulness as a treatment for gambling disorder: current directions and issues

Mindfulness is a form of meditation that derives from Buddhist practice and is one of the fastest growing areas of psychological research. Studies investigating the role of mindfulness in the treatment of behavioural addictions have, to date, primarily focused on gambling disorder. Recent pilot studies and clinical case studies have demonstrated that weekly mindfulness therapy sessions can lead to clinically significant change among individuals with gambling problems. This purpose of this paper is to appraise current directions in gambling disorder research as it relates to mindfulness approaches, and discuss issues that are likely to hinder the wider acceptance of mindfulness as a treatment for gambling disorder. It is concluded that although preliminary findings indicate that there are applications for mindfulness approaches in the treatment of gambling disorder, further empirical and clinical research utilizing larger-sample controlled study designs is clearly needed

Mindfulness and the social media

The number of people engaging in and using social media has increased substantially over the past decade. Recent research has also suggested that a minority of individuals appear to be addicted to social media (e.g., so-called ‘Facebook addiction’). Another area that has seen substantial growth during the same time period is the use of mindfulness. Following a brief overview of both excessive social media use and the basic concepts relating to what mindfulness is, this paper briefly reviews some of the main issues in these two areas and suggests that mindfulness might be a useful therapeutic intervention that alleviates problems associated with social media use (given that mindfulness has been used successfully in the treatment of other behavioral addictions such as addictions to gambling and work). In light of the few studies carried out on excessive social media usage, it is concluded there is a need for more methodologically robust research exploring the prevalence, aetiology, and correlates of maladaptive social media behaviour

Practical tips for teaching mindfulness to children and adolescents in school-based settings

Mindfulness derives from Buddhist practice and is described as “the process of engaging a full, direct, and active awareness of experienced phenomena that is spiritual in aspect and that is maintained from one moment to the next” (Van Gordon, Shonin, Zangeneh, & Griffiths, 2014). In a previous issue of Education and Health, we briefly reviewed research findings and discussed the growing interest amongst educational stakeholders into the applications of mindfulness for improving both the health and learning environment of school-aged children (Shonin, Van Gordon, & Griffiths, 2012). For example, mindfulness has been shown to improve levels of anxiety, depression, somatic distress, self-esteem, and sleep quality in schoolchildren with and without a psychiatric history (Biegel, Brown, Shapiro, & Schubert, 2009; Burke, 2010). Mindfulness has also been shown to improve childrens’ problematic responses to social stress (e.g., thought rumination, intrusive thoughts, emotional arousal, etc.) (Mendelson et al., 2010) as well as teacher-rated classroom social competant behaviours (Schonert-Reichl & Lawlor, 2010). Additionally, there is preliminary evidence to suggest that mindfulness can enhance metacognition and executive functioning in schoolchildren (Flook et al., 2010)