Stress is one of life’s greatest health threats and increases susceptibility to mental illness. Physical activity and mindfulness are lifestyle factors that are protective against mental health concerns. Critically, those with high levels of physical activity also tend to have high levels of trait mindfulness—the tendency to be more mindful in everyday life. However, the relationship between physical activity and mindfulness, and their impact on acute stress and mental health, remains unclear. The current study aimed to explore this association between physical activity and mindfulness, and their relative impact on acute stress reactivity and mental health. Specifically, we examined whether trait mindfulness accounted for unique variance after controlling for physical activity. In a sample of young adult participants (N = 50) we first assessed their physical activity, trait mindfulness, and mental health and then exposed them to the Trier Social Stress Test, during which we recorded using heart rate, blood pressure, salivary cortisol samples, and state anxiety. Hierarchical linear regression revealed a distinct pattern, such that physical activity was more strongly associated with acute stress (heart rate and state anxiety reactivity), whereas trait mindfulness was more strongly associated with mental health even after controlling for physical activity. The results suggest that physical activity and trait mindfulness may work via synergistic mechanisms to enhance wellbeing with physical activity reducing stress reactivity and trait mindfulness improving overall mental health. / Thesis / Master of Science in Kinesiology

The field of mindfulness research is rapidly growing as mindfulness is being utilized as a tool to improve mental and cognitive health. Mindfulness is paying attention in the present moment with non-judgmental awareness. As the research body increases, weaknesses in mindfulness research have surfaced. There is a need for improved measurement tools, an increased understanding of, meditation techniques used, the dose of meditation, and the population samples being studied. Meditation and movement are both tools that can improve an individual's mindfulness. The proposed dissertation will investigate mindfulness through three studies. Study 1 was completed in a population of individual members of the International Quit and Recovery Registry and met the Diagnostic and Statistical Manual, 5th edition criteria for substance use disorder. It was found that individuals with higher mindfulness and engagement with Integrative Health Practices demonstrate success in recovery, measured by the World-Health Organization Quality of Life Scale, craving, and Days in Recovery and are more likely to have reached remission. Engagement with meditation showed more and higher correlations with success in recovery than other Integrative Health Practices measured. Study 2 investigated how mindfulness is taught. Participants were divided into two groups, comparing traditional cueing to compassion cueing. Participants received neuroscience education paired with weekly meditation techniques. There were no group differences; however, all participants expressed improvements in mindfulness, self-compassion, decreased depression symptoms, and gains in neuroscience knowledge. The impact of mindfulness curriculum development can be seen through differences in daily outcomes assessing participants' thoughts, emotions, and body on a 10-point Likert scale from settled to active. Study 3 validated a new tool to measure the multidimensional impacts of movement based on a traditional yogic framework and validated with neuroscience tools. The Multidimensional Impacts of Movement Scale (MIMS) is a valid and reliable tool showing stability over time (r = 0.737, p<0.001) and strong Cronbach's Alpha for each scale ranging from α = 0.775 to α = 0.840. These three studies combine as a body of work supporting continued research in the field of mindfulness by adding new knowledge about teaching mindfulness, measuring mindfulness, and how mindfulness can be applied to improve quality of recovery for individuals with substance use disorder. / Doctor of Philosophy / The field of mindfulness research is rapidly growing as mindfulness is being utilized as a tool to improve mental and cognitive health. Mindfulness is paying attention in the present moment with non-judgmental awareness. As the research body increases, weaknesses in mindfulness research have surfaced. There is a need for improved measurement tools, an increased understanding of, meditation techniques used, the dose of meditation, and the population samples being studied. Meditation and movement are both tools that can improve an individual's mindfulness. The proposed dissertation will investigate mindfulness through three studies. Study 1 was completed in a population of individual members of the International Quit and Recovery Registry and met the Diagnostic and Statistical Manual, 5th edition criteria for substance use disorder. It was found that individuals with higher mindfulness and engagement with Integrative Health Practices demonstrate success in recovery, measured by the World-Health Organization Quality of Life Scale, craving, and Days in Recovery and are more likely to have reached remission. Engagement with meditation showed more and higher correlations with success in recovery than other Integrative Health Practices measured. Study 2 investigated how mindfulness is taught. Participants were divided into two groups, comparing traditional cueing to compassion cueing. Participants received neuroscience education paired with weekly meditation techniques. There were no group differences; however, all participants expressed improvements in mindfulness, self-compassion, decreased depression symptoms, and gains in neuroscience knowledge. The impact of mindfulness curriculum development can be seen through differences in daily outcomes assessing participants' thoughts, emotions, and body on a 10-point Likert scale from settled to active. Study 3 validated a new tool to measure the multidimensional impacts of movement based on a traditional yogic framework and validated with neuroscience tools. The Multidimensional Impacts of Movement Scale (MIMS) is a valid and reliable tool showing stability over time (r = 0.737, p<0.001) and strong Cronbach's Alpha for each scale ranging from α = 0.775 to α = 0.840. These three studies combine as a body of work supporting continued research in the field of mindfulness by adding new knowledge about teaching mindfulness, measuring mindfulness, and how mindfulness can be applied to improve quality of recovery for individuals with substance use disorder.

The transition from partnership to parenthood can be a time of excitement and rapid change for couples. After the birth of a first child, many couples also experience declines in relationship satisfaction leading to increased risk of relationship dissolution, postpartum depression, and negative child outcomes. Considering the frequency of this transition and the connection between parent relationship quality and health, it is surprising that relatively few intervention programs have focused on preparing couples for this life transition. Hence, I have developed a four week relationship enhancement intervention entitled the Mindful Transition to Parenting Program. This program is based on interpersonal neurobiology, which states that mindfulness training can change brain structures that can lead to increased attunement abilities and sustained improvements in relationship quality. The program focuses on improving mindfulness, empathy, emotionality, and relationship satisfaction for couples expecting their first child. In this research study, I determined the outcomes for couples who participate in this program through mixed methods research with a randomized experimental design. Thirty-three couples were randomly assigned by a coin-toss to either a waitlist control group, or the Mindful Transition to Parenting Program treatment group. Results demonstrated that men in the treatment group significantly improved in relationship satisfaction, negative affect, and mindfulness when compared to the control group. Women had no significant treatment effects, though treatment group women had small effect size improvement in three measures of empathy. The emergent qualitative themes for participants in the program included: (1) positive changes for self, (2) improvements in couple relationship, (3) feeling more prepared for baby, and (4) male involvement. Mixed methods analyses revealed that men in particular benefited from the social support, increased connection with their babies, and more identification with the role of father that the program provided. These are promising results, showing that a brief intervention including mindfulness and skill-based learning can have positive effects on couples in the transition to parenthood. I conclude by discussing clinical implications and future research directions. / Ph. D.

Increased stress levels due to parenting have been shown to correlate to harsher parenting responses towards children (Belsky, 1984). Mindfulness, however, suggests the ability to focus on the present moment in a nonjudgmental and nonreactive manner. Similarly, parents with increased mindfulness have reported more open dialogue and warmth with their child (Williams & Wahler, 2010). Few studies have examined an ecologically valid test measuring the constructs of stress reactivity together with parent and child observed interaction. This study examined the moderating role of mindfulness and its effect on the relationship between parenting stress reactivity and parent response to child. Thirty-nine mother and child dyads participated in a validated activity-based parent-child interaction task designed to measure the level of maternal criticism directed toward child via behavioral coding. Mother's heart rate (HR) was monitored to determine the physiological measure of stress reactivity. Mothers also completed self-report forms to indicate levels of mindfulness, perceived stress-reactivity and parenting feelings. Results demonstrated significant main effects for parent self-reported levels of stress reactivity to social challenges and mindful non-reactivity on self-reported parent negative feelings; however, these main effects were better accounted by mother depression, stress, and child age. Mindfulness significantly predicted in-lab levels of mother critical response to child. Additionally, results indicated a significant interaction between mindfulness and perceived stress reactivity, such that mindfulness predicted less criticism toward the child in parents who reported low stress reactivity. Given the low sample size and subsequent low power, results should be viewed with caution. / Master of Science

Key to designing instruction for situated learning is ensuring the ability of learners to transfer acquired knowledge to a variety of situations. Common to models of instruction and frameworks for situated learning is the importance of including activities for promoting reflection within the design of the learning environment. However, these models currently do not include detailed support for reflective practice that will help instructional designers prepare learners to meet the demands of situated learning. One method to meet the demand of the ill-structured nature of situated learning and provide adaptability for instructional design is through reflection-in-action and mindfulness. The purpose of this study was to apply design and development research methodologies to develop a conceptual model of reflection that incorporates mindfulness to enhance reflection-in-action within a situated learning environment. This model illustrates the relationship of incorporating mindfulness to help learners increase and direct attention to the present moment in order to improve performance through reflection-in-action. Based on the results of the study, mindfulness and reflection strategies are incorporated before, during, and after the learning experience to enhance reflection-in-action. / Ph. D.

The COVID 19 pandemic posed a great challenge to the education system in the United States. Although in person learning resumed, many challenges in the transition were observed in the school systems. Reports of high teacher turnover and burnout among school staff were reported in the media and new articles (Ozamiz-Etxebarria et al. 2021;Sunawan et al, 2021). Occupational therapists were also reporting difficulty managing job burnout due to a multitude of factors such as high caseloads, lack of school support and role ambiguity (Goffredo et al., 2022; Poulsen et al., 2012; Shin et al., 2022 ). Research focusing on school based occupational therapy burnout is scarce, however what has been published discusses a need to assist this population in the school systems. This issue has led to the creation of the Ready for School online program. The Ready for School online program is designed to assist school based occupational therapists, with 0–8 years of experience in the Southern California region, gain tools and access to manage the many factors that lead to burnout in the school based setting. The program uses evidence-based research to target the main factors that lead to burnout and create a support system to allow new and novice school based occupational therapy practitioners (OTPs) to thrive. OTPs have the important role of supporting students through their educational journey, therefore it is paramount to properly prepare and equip them and their mental health needs.

Thirty-four parents were referred by their CPS caseworkers to participate in one of two ACT for Parenting workshops. These workshops followed a 12 hour treatment protocol based on an acceptance and commitment therapy philosophy of parenting. Briefly, an ACT philosophy of parenting maintains that effective parenting requires awareness and acceptance of thoughts and feelings as they occur in the context of the parent-child relationship. An ACT philosophy of parenting also relies heavily on the identification and commitment to parenting values. Participants were asked to track acceptance and valuing behavior on a daily basis for 25 days prior to the intervention and 25 days post-intervention, as well as to complete a package of self-report instruments designed to measure both ACT specific and general psychological processes, at three different points (pre-, post- and follow-up). Nineteen parents received the treatment, and of those, seventeen provided follow-up data 3-4 months post-intervention. Results indicate statistically significant changes in the expected directions for scores on the BASC-2 Externalizing Composite as well as on the Meta-Valuing Measure. A total of 10 parents also evidenced clinically significant change in the expected directions on a variety of outcome measures.

Yes / The nursing profession is being threatened by staff shortages. Catherine Best explains why building resilience from within the profession is vital to safeguarding its future, by keeping newly qualified nurses in the job and preventing emotional ‘burnout’ across disciplines Resilience in nursing has been critiqued and challenged throughout the nursing literature. Trends in nursing have led to many nurses leaving the profession early in their career, often due to the immense pressures that they work under. There are many opinions on how nurses can develop the resilience needed to maintain professional integrity and continue to provide safe and effective care, while attempting to shoulder the considerable impact of political and professional drivers. This not only leaves nurses exhausted but often without hope. By taking collective action, this article argues that nurses may benefit from sharing ideas and learning from others, and in so doing rekindle hope and a belief that things can change.

Despite the rising prevalence of autism spectrum disorders (ASD), interventions for the adult population, most of whom do not achieve independent living, are limited (Seltzer, Shattuck, Abbeduto, and Greenberg, 2004). Additionally, many individuals with ASD experience impaired emotion regulation (ER), which is thought to contribute to higher rates of psychiatric comorbidities among adults with ASD as well as indirect effects upon adaptive functioning, interpersonal relationships, and vocational status ( Mazefsky et al., 2013; Samson, Huber, and Gross, 2012). The primary purpose of the current study was to investigate the initial feasibility and efficacy of an adapted mindfulness-based individual therapy for adults with ASD to target ER difficulties, and evaluate ER as a potential change process. Initial feasibility of mindfulness-based approaches among adults with ASD was supported by acceptable treatment fidelity and participant satisfaction ratings. Efficacy of the intervention was partially supported; four of the participants demonstrated significant improvements in impulse control, access to ER strategies, and emotional acceptance, and two of the participants evidenced significant decreases in emotional symptom distress. Analysis of ER as a potential change process found significant improvement for four participants, but slopes demonstrated that improvement initiated before treatment, a confound for determination of change processes. Further research is recommended, including additional timepoints, a clinical cutoff-derived sample, and further understanding of the role of self-regulatory deficits for individuals with ASD. / Ph. D. / Despite the rising numbers of people with autism spectrum disorders (ASD), interventions for adults with ASD, most of whom do not achieve independent living, are limited (Seltzer, Shattuck, Abbeduto, & Greenberg, 2004). Many adults with ASD have impaired emotion regulation (ER), which is thought to contribute to higher rates of co-occurring diagnoses such as depression and anxiety disorders, and reduces overall quality of life (Mazefsky et al., 2013; Samson, Huber, & Gross, 2012). The primary purpose of the current study was to investigate the practicality and usefulness of an adapted mindfulness-based individual therapy for adults with ASD to target these difficulties in ER, and to judge whether ER is a potential change process in the improvement of overall functioning. Nine individuals with ASD who were between the ages of 18-25 participated in the study. After their diagnosis of ASD was confirmed, they were assigned to either 3- or 4-week baseline period in order to assess their functioning before the treatment, and then began the 6 weekly therapy sessions on mindfulness. Initial practicality to conduct mindfulness-based approaches among adults with ASD was supported by acceptable treatment fidelity (adherence) and participant satisfaction ratings. Helpfulness of the intervention was partially supported; four of the participants saw significant improvements in control of emotional impulses, learned to use more ER strategies, and accepted their emotions more often, and two of the participants showed significant decreases in emotional distress. Study of ER as a potential change process found that four participants had significant improvements in their overall ER skills, but graphs showed that improvement began before the treatment, leading to questions about whether the intervention was the only reason for improvement. Further research is recommended.

The purpose of this project was to explore mindfulness based on the literature Mindfulness från början by Charlotte Mandrup and Mindfulness i hjärnan by Åsa Nilsonne. The research was based on the following three questions: What view of mindfulness is mentioned in Mandrup´s and Nilsonne´s books? What similarities and differences are there between the books? How can the interpretations of mindfulness that Mandrup and Nilsonne have presented be understood?   Both Mandrup and Nilsonne agree that mindfulness does not have a formal and clear definition. Mindfulness is about being conscious of the present and being mentally aware. The main differences between the two books were that Mandrup claims that mindfulness lets people handle the big and small issues that they might face in life whilst Nilsonne means that mindfulness has its place in the human brain.   The conclusion is, therefore that when a definition of the concept is not clear or formal, it can cause some issues. A big thing that separates the books is that Nilsonne focuses on the connection between mindfulness and the human brain, how with the help of mindfulness an individual can train and shape their own brain. Mandrup focuses instead on mindfulness as a method and a technique to effectively limit the stress and break negative patterns of life.