A week-long intervention for five school-age children who stutter was implemented using techniques of fluency shaping, stuttering management, and mindfulness training. The purpose of this study was to investigate if children who stutter stuttered less frequently, stuttered with less struggle, and demonstrated changes in mindfulness measures after the completion of this week-long intervention. Pre- to post-treatment measures were analyzed by individual and group-level results. A comparative analysis between reading and narrative tasks was also performed. Findings indicate that three out of five children reduced the total number of disfluencies during the reading task, and two children reduced this total during the narrative task. Four out of five children decreased the level of struggle in both tasks. Two children improved their overall mindfulness scores; however, additional changes in sub-divisions of mindfulness varied by participant. As a group, the total number of disfluencies decreased during the reading task, while the total number of disfluencies did not change from pre- to post-treatment measures during the narrative task. The group demonstrated improvements in mindfulness in the areas of communication attitudes, cognitive reappraisal, and expressive suppression. A comparison between reading and narrative tasks suggest that performance on these tasks approximated to one another by the end of the treatment. The results of this study should be interpreted with caution as this was a pilot study with clinical limitations; however, future studies are necessary to verify and support these findings.

This report is a proposal for a compassion based recovery program for the treatment of chemical dependence. Chemical dependency is a growing problem with many individuals and families worldwide. Mindfulness and self-compassion are two new constructs in the new wave of positive psychology that have shown to be effective in alleviating many of the symptoms that are related to those whom are chemically dependent This report will list the current approaches to the treatment of chemical dependency. This report will also define mindfulness and self-compassion as well as give a basic framework on how a compassion-based recovery program might look as well as a basic design on testing the effectiveness of such a program. / text

This study investigated the relationship between student ratings of teaching and the mindfulness attributes of teaching assistants in freshmen courses consisting mostly of discussion. Regression analyses were run to determine whether teaching assistant data (n = 19), related to their teaching efficacy, trait mindfulness, mindfulness practices, self-compassion, and teacher concerns, were predictive of student ratings of teaching assistants' combined scores on three concatenated Likert-scale evaluation items--the teaching assistant is kind and respectful of me, is patient with my questions, and is receptive to my questions. As modeled, there was no significant relationship between these teaching assistant characteristics and the components that were examined. A subset of the population (n = 6), participated in follow-up interviews. A comparative and interpretative analysis of the interview data followed, which examined the teaching assistant narratives using the following variables as filters--teaching efficacy, trait mindfulness, mindfulness practices, self-compassion, and teacher concerns--in addition to the metacognitive constructs of Knowledge of Cognition and Regulation of Cognition. Overall, the interview component of the study found that teaching assistants who could better articulate their teaching processes and instructional goals reported purposefully engaging in the internal and external dialogic processes of instruction. Moreover, interview analysis suggests that teaching assistant evaluations were a poor means of assessing instructional skills, aptitude, or performance. In addition, while the tools used in this study, the Five Facet Mindfulness Questionnaire, the Mindfulness Process Questionnaire, the Self-Compassion, Scale, the Teacher's Sense of Efficacy, and the Teacher's Concerns Checklist, might reliably assess attributes of good instructors, they do not appear to capture the whole essence of one's instructional narrative. Whether it is through interviews, or intricate scenarios, instructional evaluation, especially when its purpose is to improve instruction, should have a qualitative and reflective component. / text

Section A summarises theory and research relevant to understanding the interaction between intimate-partnership and depressive relapse. Interpersonal theories of depression are introduced. Following this, extant empirical studies examining the effects of interpersonal processes on depressive relapse are critically evaluated. As these studies do not consider how depressive relapse might affect the intimate-partner over time, a separate body of literature examining the impact of depression on intimate-partners is reviewed. Limitations and gaps in the existing evidence-base are discussed, and areas for future research are outlined, such as studies to understand the bidirectional interaction and to explore alternative interventions that enable both partners to cope with relapses. Section B presents a Grounded Theory study of the process of engaging in mindfulness-based cognitive therapy (MBCT), which is a relapse prevention strategy for depression, as an intimate-partnership. Twelve participants took part in a semi-structured interview about their experience of the MBCT course. These data were triangulated with sessional data from an MBCT course and facilitator validation. The proposed theory captured the ‘process of learning new mindfulness skills together’. While intimate-partnerships who engaged in an MBCT course seemed to learn similar mindfulness skills as in individual MBCT courses, learning as a partnership seemed to facilitate home practice, attendance and a sense of mutual support, which led to unique outcomes for the partnership and their sense of responsibility for each others’ wellbeing. Limitations and implications are discussed. Section C provides a critical appraisal of the process of conducting this research study, including the researcher’s learning experience, implications for clinical practice and future research.

Research has shown mindfulness-based interventions (MBIs), such as mindfulness-based cognitive therapy (MBCT), to be effective for adults with clinical difficulties, but little research has focused on MBIs for mental health difficulties in adolescents. This study investigated a 6-week MBCT-based intervention, testing the hypotheses that mindfulness-training would reduce anxiety, and depression, and improve mindfulness, self-compassion and executive function, in adolescents with anxiety disorders. It also explored the experience of mindfulness-training and the changes experienced with mindfulness practice. The study used a mixed-methods multiple-case AB design with 6- and 12- week follow-up. Adolescents aged 14-17 (N=8), meeting DSM-IV criteria for an anxiety disorder, completed personal anxiety measures weekly during baseline, intervention and follow-up phases. The resulting time-series were analysed using simulation modelling analysis (Borckardt et al., 2008). Adolescents and parents also completed standardised measures at the start and end of each phase. Qualitative analysis of post-intervention interviews used Critical Incident Analysis (Butterfield et al., 2009) to identify helpful and hindering themes. Significant reductions in anxiety and/or concern about anxiety were found from baseline to follow-up for three participants. Reliable reductions were also found for some participants in anxiety and/or depression, and improvements in mindfulness, self-compassion, and executive function, on self- and/or parent-reported standardised measures, mostly maintained at follow-up. Qualitative themes included the importance of the group and usefulness of mindfulness practices in everyday life. The study concludes that an MBCT-based intervention may be effective for anxiety in adolescents, but further research with a randomised controlled trial is required.

While there is evidence to support the efficacy of mindfulness-based treatment for substance use, the mechanisms through which they lead to therapeutic outcomes have received less attention. A growing body of literature suggests that the ways in which people respond to cravings may be an important mediator of change. Individuals with substance use problems may use them to cope with or avoid negative experiences, which could include the experience of craving itself. Thought suppression in particular has been investigated as a specific form of experiential avoidance, and findings suggest that thought suppression strategies may interfere with attempts to quit using substances. While mindfulness training should be expected to reduce the tendency to suppress or avoid cravings, evidence to support this expectation is limited, largely because no measures yet exist that assess the suppression of craving. Therefore, the purpose of the present study was to develop a self-report measure of the suppression of craving. Existing measures of other types of thought suppression and experiential avoidance were examined to identify items that could be adapted for use in the Craving Suppression Scale (CSS). To assist with the item development process, a focus group was also conducted at a local residential treatment facility. Participants were asked to discuss what they do when they are experiencing cravings and what thoughts go through their minds when cravings come up. Their responses were used to guide content development for the CSS items. Items were developed for two sub-scales: suppression of craving and beliefs about craving. Items were administered to a sample of inpatients in substance use treatment and an online sample of individuals reporting current or previous substance use problems (total N = 208). Factor analysis of the remaining items supported a two-factor structure for the CSS as hypothesized. Relationships were examined between the CSS and other measures of other forms of experiential avoidance/suppression, craving, and emotional distress. The CSS scales correlated well with other measures of suppression but had mixed relationships with other constructs of interest. Evidence for the validity and potential utility of the CSS are discussed along with theoretical and treatment implications.

The cognitive model of obsessions (Rachman, 1997, 1998) proposes the escalation from normal intrusive thought into clinical obsession begins with the appraisal of thoughts as being significant or dangerous. The cognitive theory of obsessions also posits through targeting and dismantling maladaptive thought related beliefs and thought control strategies, one can reduce the frequency of and discomfort associated with obsessive thoughts. The current study first set out to obtain additional empirical support for the proposed relationship between maladaptive thought related beliefs, thought management strategies, and obsessive thinking. Next, this study explored the potential impact of targeting and altering maladaptive thought related beliefs and thought management strategies, through mindfulness-based training (thought acceptance), in comparison to relaxation-based training (thought control). Finally, this study assessed which, if any, participant characteristics were associated with positively responding to mindfulness training. Results highlighted the strong relationship between maladaptive thought related beliefs, thought management strategies and obsessive thinking, with mindfulness mediating the relationship between maladaptive thought related beliefs and obsessive thinking. Research results also lend support for the potential efficacy of both mindfulness as well as relaxation based training, for the treatment of obsessive thinking. Participants assigned to both conditions exhibited decreased obsessive thinking as well increased positive mood state and decreased maladaptive thought related beliefs. Process related analysis uncovered a significant relationship between decreased maladaptive thought related beliefs and decreased obsessive thinking for the mindfulness condition, providing initial evidence for changes in meta-cognitive beliefs as an active ingredient in mindfulness training. In contrast, a significant relationship between decreased maladaptive thought related beliefs and decreased obsessive thinking was not found for the relaxation condition. Finally, when assessing participant characteristics associated with positively responding to mindfulness training, level of obsessive thinking predicted self reporting to have obtained a significant benefit from engaging in mindfulness training, with study participants experiencing higher levels of obsessive thinking interpreting the mindfulness intervention as more beneficial than study participants who experienced lower levels of obsessive thinking. These findings offer initial evidence that mindfulness training may be a useful treatment approach, in targeting and altering maladaptive thought related beliefs, for the treatment of obsessive thinking. / text

The present study involved an extension and evaluation of a mindfulness-based training program for families of adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). MYmind: Mindfulness training for Youth with ADHD and their parents (Bogels et al., 2008) is an eight-week manualized treatment incorporating elements of mindfulness meditation, ADHD psychoeducation and cognitive behavioural therapy. MYmind focuses on helping families cultivate mindfulness through training in formal meditation practices and integrating this skill into the context of everyday life as a means of managing ADHD symptoms, stress, family relations and difficult emotions. A North American sample of 13 parents and 9 adolescents (ages 13-18) participated in MYmind; during the intervention, parents and adolescents attended separate groups that ran simultaneously. Using a time-series multiple baseline design, constructs of stress, distress from family conflict, ADHD symptomatology and meditation practice were measured via short questionnaires emailed daily to both parents and adolescents throughout baseline, treatment and six months of follow-up. For multiple baseline purposes, intervention was introduced in a time-lagged fashion. Results from parent and adolescent reports indicated reductions in parent and adolescent stress, parent and adolescent distress due to family conflict, and increased frequency and duration of meditation practice. Parent reports suggested a decrease in their adolescents’ inattention, hyperactivity and impulsivity symptoms after participating in MYmind, a reduction that was not confirmed by adolescent reports. Most treatment gains were maintained up to six-months following treatment completion. Meditation practice was significantly correlated with reduced stress levels for both groups. Both parents and adolescents reported high satisfaction with the MYmind program overall. Mindfulness training appears to hold considerable potential for improving the multiple difficulties experienced by adolescents with ADHD and their parents.

Objective: To describe the effect of mindfulness on perceived health, perceptions of transit walking and transit walking behaviours by using qualitative and quantitative methods in hopes of assessing the feasibility of future mindfulness interventions in transit users. Method: Fifty-three residents of Kitchener-Waterloo were recruited at transit stops and public buildings. All participants took part in a cross-sectional mixed-methods telephone survey, including qualitative questions designed by the researcher, quantitative questions from validated surveys and the Mindful Attention Awareness Scale. Both a qualitative measure and a quantitative measure of transit mindfulness were used. Four participants who scored low on transit mindfulness but walked more than 30 minutes per day took part in a qualitative interview. Results: Walking to transit was perceived to be a good way to get exercise, but participants thought that the value of this exercise depends on the distance walked. Although the majority of study participants were mindful of the value of walking to transit they did not attain enough exercise doing so. Most observed associations between mindfulness, perceptions of transit walking, transit walking behaviours and perceived health were positive but did not reach significance, likely due to issues of statistical power and small sample size. Of the tested covariates age and gender appeared to influence the observed positive associations. Conclusions: There is potential for successful mindfulness interventions with transit users who are older or female, especially when increased levels of transit walking are encouraged. Younger males could be targeted in future interventions, targeting their lack of mindfulness and adequate transit walking. Future research on mindfulness should focus on creating measures that can be used to measure mindfulness in daily life and also retain the Buddhist definition of mindfulness in-the-moment. Reliance on self-report measures should be avoided. The results of this study could be useful at the local level to design research that examines perceptions of transit and transit-related exercise as light rail is implemented to replace bus transit.

Research suggests that pro-social skills and self-regulatory abilities are necessary for healthy child development and are prerequisites for interacting in the school classroom in ways that avoid disruption and distress. Children without pro-social skills struggle to engage in positive social interaction with peers and may respond disruptively to classroom challenges. Increasing concerns in schools regarding problem behaviour displayed by students such as kicking, hitting and talking out of turn have been reported in the research. These behaviours often lead to a disruptive classroom environment, negative peer interaction and, according to teachers, remain the most challenging aspect of classroom management. Schools typically deal with problem behaviour by implementing rules and expectations for desired student behaviour. While these expectation-focused approaches have shown some positive effects, they do not directly teach skills for positive interaction and effective self-management of emotions. Conflict resolution education and mindfulness programmes have shown positive effects for improved pro-social skills and self-regulatory abilities in children. This thesis describes a combined conflict resolution-mindfulness group intervention that was implemented in one primary school classroom with children aged between six and seven years. The intervention involved teaching children four skills for effective conflict resolution and self-regulation over a period of four weeks. Repeated measures and teacher ratings of positive and negative peer interaction were used to assess programme effects. A single case AB replication design was used. The repeated measures findings indicated no change in positive or negative peer interactions for all nine focus children. Teacher reports of behaviour related to positive and negative peer interaction for all children in the classroom showed good effects. Possible reasons for the lack of change in the repeated measures findings include the young age of the children and an insufficient number of sessions and skill practice opportunities.