Mindfulness-based interventions can improve teachers' capacities for attention and emotion regulation, as well as their prosocial dispositions like compassion and forgiveness. The purpose of this set of research studies (including three case studies and a larger non-randomized treatment -- control group quasi-experimental study) was to examine whether or not capacities like these, learned through participation in a mindfulness training (MT) program for teachers, become embodied and show through as changes in teachers' mindful behavior in the classroom -- specifically, their ability to be calm, clear-minded and kind-hearted in their speech and behavior with students in the classroom. These studies used first-person, teacher reports and third-person, observer measures to assess potential MT-program-related impacts on changes in teachers' classroom speech and behavior over time. Results from survey and interview data showed change in teachers' perceptions of their mindful classroom behavior. The case studies showed evidence of change in teachers' calm, clear and kind classroom speech and behavior as rated by observers. Results in the larger study again showed change in treatment teachers' perception of their mindfulness in the classroom over time compared to controls, but no evidence was found for observed changes in speech or behavior in the classroom. Methodological, developmental and intervention-related interpretations and implications of the findings are presented and directions for future research are discussed.

Mindfulness research is growing considerably, though there is very little research in the area of HIV and mindfulness. This study explored and described the experience of a sample of HIV positive people, before and after an 8 week Mindfulness Based Stress Reduction (MBSR) programme, to ascertain whether mindfulness can positively impact the CD4 count of the participants, with the consequent improvement to their immune systems. The incidence of depression, anxiety and stress levels were also explored. The research sample consisted of 17 participants recruited from a local hospital clinic. Purposive sampling was used to source participants. The mixed method approach of data gathering was made up of a pre-test post-test battery of questionnaires and blood tests. Mindfulness levels were assessed with the Five Facet Mindfulness Questionnaire (FFMQ) and Mindfulness Attention Awareness Scale (MAAS) at 3 intervals, while depression, anxiety and stress were assessed by means of the Depression Anxiety Stress Scale (DASS-21). Key findings included the following: the drop out rate for this population group was large, mindfulness practices do not always have a positive effect on immune functioning when there are other confounding variables at play, all participants reported they benefited from the 8 week MBSR course, though their results did not always indicate this. In conclusion it is proposed that mindfulness is potentially beneficial.

The purpose of this research was to establish the feasibility of delivering a 6-week long adapted Mindfulness for Academic Success (MAS) program to post-secondary students who were experiencing difficulties with their academic performance. Feasibility was established based on recruitment success (70%), program attendance (70% of participants attending at least four sessions), and homework compliance (70% homework completed). In addition, we hoped to establish the MAS program’s preliminary efficacy in improving executive and academic functioning and reducing mind wandering, inattention, symptoms of ADHD, and psychological distress. Forty participants from Carleton University were randomized to the MAS program (n = 20) or waitlist (WL) condition (n = 20). The overall dropout rate in this study was 38 %. Forty-five percent of the MAS program and 80% of the WL condition participants completed the study. MAS program completers complied with 32% of the overall homework during the five week reporting period and no student completed individually more than 57% of the assigned homework tasks. Accordingly, we did not meet the session attendance or homework completion feasibility requirements. Our preliminary efficacy results indicated significant improvements in some program outcomes in the intent-to-treat sample and results were more robust for MAS completers. Specifically executive functioning—self-management to time, self-organization, self monitoring, self-regulation of emotions, and executive function (EF) related ADHD symptoms—improved and ADHD symptoms decreased in the intent-to-treat sample and results were more robust in the completer sample. Psychological distress symptoms (depression and stress) and mind wandering decreased only in MAS program completers, but no changes were noted in students’ ability to pay attention to presented information during the mind wandering task. Academic functioning as measured by selecting main ideas, the use of study aids, and time management improved in both the intent-to-treat and completer samples. Changes in concentration and information processing were only evident for MAS program completers, however, changes were also noted in academic anxiety, motivation, and the use of test strategies, although effects were small. No changes were observed in participants’ self-restraint (EF), generalized anxiety, attitude toward school, and the use of self-testing in exam preparation. Although efficacy results suggest the MAS program may be beneficial, low program compliance and lack of change in students’ levels of mindfulness compromise the internal validity of this study and make drawing causal conclusions about the program’s efficacy difficult. Furthermore, while program attendance and homework compliance were correlated with some program outcomes, the lack of correlation between formal practices of mindfulness and program outcomes suggest that non-specific factors may have contributed to observed improvement in study outcomes.

Då det verkar finnas begränsat med forskning kring människors upplevelse av ”att följa sitt hjärta”, samt hinder och förutsättningar för det, syftade denna studie till att hitta de gemensamma dragen för detta fenomen. En kvalitativ metod med induktiv ansats användes för att studera respondenternas livsvärld. Åtta djupintervjuer och två skriftliga intervjuer genomfördes med fem män och fem kvinnor. Analysen resulterade i sex centrala komponenter, fenomenets essens. En individ som följer sitt hjärta är (1) närvarande i nuet och (2) har modet att våga och då (3) känns det rätt. Om den låter sig hindras av (4) stress och sina (5) rädslor (6) mår den dåligt. En förhoppning är att resultatet skulle kunna leda till ett mentalt uppvaknande samt bidra till ett ökat psykiskt välbefinnande i samhället.

Magister en Psicología Clínica de Adultos / Autor No Autoriza la publicación de su tesis a texto completo en el Portal de Tesis Electrónica / La presente investigación busca explorar y describir la experiencia subjetiva acerca del proceso hacia la liberación del sufrimiento y acceso al bienestar en mujeres con síntomas de ansiedad, que participaron en un taller de mindfulness y autocompasión y que pertenecen a un contexto de vulnerabilidad psicosocial, desde la perspectiva de la psicología budista. La investigación es de tipo exploratorio y utilizó una metodología cualitativa, para lo cual se realizaron entrevistas en profundidad semi-estructuradas, recién concluido el taller y luego de 6 meses. De las entrevistas realizadas se escogieron dieciséis de ellas, diez entrevistas post taller y seis de seguimiento, eligiendo aquellas que respondieran de mejor manera a los objetivos. Los resultados muestran la importancia de reconocer, acoger y aprender a relacionarse con la experiencia de dificultad o sufrimiento, de un modo más amable y de aceptación. Gracias a la experiencia del taller, se genera un cambio en la forma de relacionarse con la experiencia interna y externa, esto a su vez, produce efectos directos asociados al bienestar, disminuyen los síntomas, surgen nuevas estrategias de afrontamiento y mayor consciencia de aspectos difíciles de cambiar. Al incorporar los cambios como parte de su vida, se va configurando un cambio global de visión

Adverse childhood experiences (ACEs) are traumatic events during a person’s early life that can influence their later mental health, physical health, and wellbeing. Internalizing symptoms such as anxiety and depression are common mental health outcomes associated with these events. Two factors, religiosity/spirituality (R/S) and mindfulness, are possible protecting factors to help lessen the effect of traumatic experiences on later mental health. This study examined whether R/S and mindfulness are protective factors in the relationship between ACEs and future internalizing symptoms. Further, this study examined whether the impact of R/S was influenced by an individual’s mindfulness (moderated moderation). Participants (N = 769, age M = 20.43, SD = 4.507) for this study were recruited through the SONA research platform at East Tennessee State University as a part of the REACH (Religion, Emotions, and Current Health) self-report survey. Results from the current study did not support either mindfulness or R/S as moderating factors for the relationship between ACEs and internalizing symptoms. However, exploratory mediation suggested mindfulness was a mediator for this relationship. This study, while it did not demonstrate the buffering capacity of study variables, provides information about the implications of ACEs in a Northeast Tennessee sample. Future research should examine new variables as potential protective factors for this relationship and more detailed information about the mediating effect of mindfulness.

abstract: Research administrators (RAs) are integral to universities and corporations as the first point of contact for faculty in research proposal submissions. RAs are also the intermediary between the university or the institution and the office sponsoring the project. The multiple demands placed upon RAs could potentially lead to burnout. The objective of this mixed-methods action research study was to understand better how incorporating mindfulness practices (e.g., breathing exercises, meditation) may allow RAs to manage or potentially eliminate burnout. Participants learned about mindfulness through a smartphone meditation application, which also shared various coaching techniques for reducing stress in their work-life. Results obtained from the quantitative and qualitative pre- and post-intervention data showed RAs might benefit from managing daily work life by incorporating mindfulness practices. While many were aware of the concept of mindfulness and university trainings, they expressed their demanding work environment is continually changing, and a solution in reducing burnout may need to be continuously redefined. The understanding gained from this action research study is RAs can benefit from mindfulness tools and techniques. Furthermore, other colleges or institutions with pre-award research administrators may benefit from how to aid in lowering burnout in their daily work environments. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020

abstract: Background: Unmanaged stress is a major contributing factor to the development of disease in both men and women. Middle-aged adults (40-64) have some of the highest stress of all age groups and the use of meditation may provide relief for conditions such as stress. A smartphone application (app) may help limit the magnitude of the perceived challenges of meditation. The purpose of this study is to determine the feasibility of a consumer-based meditation app (i.e., Calm) to reduce stress in middle-aged adults who self-report elevated stress. The preliminary effects of Calm on stress and health outcomes related to stress were explored as well as the preliminary effects of Calm on mindfulness and coping behaviors for stress were explored. Methods: Adults were recruited to a 4-week app-based health and well-being study. Participants were randomized into either a mindfulness meditation (i.e. Calm) group or a health education (POD) control group. Participants were asked to participate at least 10 minutes per day. Assessments were conducted for stress, anxiety, depression, mindfulness, physical activity, eating habits, and coping behaviors at pre- and post-intervention and voluntary phone interviews were held post-intervention. App usage data were collected subjectively through weekly participation logs and through objective app usage data provided by Calm. Results: Eighty-three participants were enrolled into the study and 60 completed the intervention and were analyzed. Feasibility and demand benchmarks were met with 96% of participants satisfied with the intervention and 93% found it enjoyable, appropriate, and useful. There was a 70% adherence (minutes/week) to the meditation intervention. Recruitment of men into the intervention group was 38.1% and retention of men was 81.3%. Significant changes were not observed in stress, anxiety, depression, or mindfulness, physical activity, eating habits, and coping behaviors. Conclusion: The findings of this study support the feasibility of a 4-week, mobile app-based mindfulness meditation intervention (i.e. Calm) in middle-aged adults. These finding do not demonstrate preliminary efficacy of Calm to reduce stress, anxiety, and depression or improvement of mindfulness, physical activity, eating habits, or coping behaviors among middle-aged adults who report elevated stress. These results can be applied for improved design of future studies. / Dissertation/Thesis / Masters Thesis Behavioral Health 2020

Då ett högt procentantal av independentmusikproducenter har upplevt någon form psykisk ohälsa är syftet med denna uppsats att se hur aspekter av lek och mindfulness kan gynna musikproducenters mentala hälsa, kreativitet och produktivitet. Frågeställningarna som uppsatsen bygger på är: Hur kan kravlöst men begränsat musikskapande påverka mående? Hur påverkas produktivitet och kreativitet av begränsat musikskapande? Hur kan mindfulness och lek användas för att utveckla färdigheter inom musikproduktion? Det som menas med begränsat musikskapande är musikskapande där någon aspekt är begränsat, till exempel att man bara använder en enda synth eller ett instrument. Teorin och metoden baseras på två begrepp: mindfulness och lekfull lek, varav lekfull lek kommer från Bateson och Martin. För att samla empiri har det använts en kombination av intervjuer och experiment. Under experimentet har musikproducenter fått i uppgift att illustrera sitt mående i musik och därefter svara på frågor om processen. Resultatet visar en positiv effekt på deltagarnas mående, samt finns en potential att påverka kreativitet och produktivitet. I diskussionsavsnittet sker en analys av resultatet, samt blir forskningsfrågorna besvarade. Undersökningen bidrar till kunskap inom ett tidigare mestadels outforskat område: musikproduktion som musikterapi. Avslutningsvis föreslås en självhjälpsmetod för musikproducenter som baserar sig på experimentet som förekommer i uppsatsen.

Mindfulness has woven through American education for decades as an enduring concept aimed at reforming teachers, students, and classrooms. Signified as a quiet revolution in media and education policy today, our youth have been rebranded and schools remarketed as A Nation at Hope, with promises of mindfulness and contemplative Social Emotional Learning (SEL) strategies. Yet, competing discourses of mindfulness incite youth across various goals and subjectivities. While the predominant global and national mindfulness discourse in education marks out students with preferred characteristics from those deemed insufficiently prepared to experience wellness, connectedness, and success, counter-narratives construct mindful students as transcending dominant social norms and movement toward collective freedom. In considering how such highly politicized discourses are mobilized in SEL curricula, this study problematized the decontextualized circulation of mindfulness discourses in the construction of a silenced and mindful subject. As a White teacher attending to the development of a critical lens that questions curriculum and policy, this study disrupts the researcher’s position as a former SEL trainer in a diverse school district. A critical whiteness studies lens established that several commonly used mindfulness-based interventions apprised a construction of students that works better for mass schooling systems rather than for distinct sociocultural identities. This inquiry provided a different lens on curricular decision- making by working from a local schooling context where stakeholders collaboratively decide on students’ social, emotional, and behavioral needs. In drawing on a conceptualization of discourse communities that recognizes how language and agency are mobilized in advocating for community goals, this interpretive case study inquired about community decision-making alongside stakeholders grappling with concepts and power relations to legitimize their work. The case was theoretically bound by critical discourse analysis, which traced the meaning-making of this community across individual andcollective texts. Thus, a collaborative study of individual and collective stakeholder discourse was read alongside the school’s curricular materials for a translocal comparison of discourse across individual and collective responses. This study may explain some ways that anti-racist discourse(s) figure in negotiating mindfulness and SEL for marginalized youth and how practitioners navigate toward humanizing, race-visible responses to mindfulness practices in their communities.