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.

This study examined if levels of self-reported mindfulness and experiential avoidance were associated with subjective and physiological outcomes following exposure to distressing film clips. Participants consisted of 108 college-aged young adults who completed self-report measures assessing levels of mindfulness, experiential avoidance, and negative affect. Several devices designed to monitor physiological activity, specifically sympathetic nervous activation, were also attached to participants. Participants were shown four brief film clips of neutral and unpleasant stimuli while these devices were attached. After each film, subjective distress ratings were gathered every 20 seconds for a period of two minutes to determine extent of emotional recovery. Results showed that, contrary to predictions, self-reported mindfulness was positively correlated with subjective distress following particular emotional film clips. Furthermore, self-reported mindfulness was largely unrelated to changes in physiological activity during the film clips, in addition to subjective and physiological recovery from the films. Although most findings were nonsignificant, this investigation contributes to the existing literature by being the first to include a measure of self-report mindfulness in combination with an array of subjective and physiological instruments to evaluate responses to aversive stimuli.

Characterized as a loss of empathy, compassion fatigue is experienced by many in the helping professions. Also known as secondary traumatic stress, compassion fatigue occurs when those in the helping professions experience trauma through interacting with the traumatic experiences of the people they are helping. Previous literature has found the development of compassion fatigue to be inevitable due to the amount of empathy those professionals must utilize on a daily basis. Mindfulness practices, such as Mindfulness Based Cognitive Therapy (MBCT) and Mindfulness Based Stress Reduction (MBSR) have been found to be a helpful learning tool for those in the helping professions to reduce their levels of stress. Using a convenience sample of 74 therapists, the present study utilized attachment as a framework for exploring factors of predicting and preventing compassion fatigue. Attachment styles in romantic relationships was predicted to be associated with the development of compassion fatigue, while mindfulness levels were predicted to be preventative in the development of compassion fatigue. Findings indicated that levels of compassion fatigue were higher for females, and that higher levels of mindfulness was associated with lower levels of compassion fatigue for both males and females. Implications for therapists, supervisors, and therapists-in-training are addressed.

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.

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.

This thesis aims to explore the doctrine of sukkhavipassaka (“dry-insight practitioner”) in Pāli Buddhism. The focus of the thesis is to utilize the canonical and commentarial sources of the various Buddhist schools to evaluate the position of this doctrine in the history of early Buddhism. Since the early 20th century the sukkhavipassaka doctrine and its practice have been reemphasized by eminent meditation monks in Burma, and later they spread to other Buddhist countries in Asia and beyond. Some scholars, nevertheless, have cast doubts on the authenticity of the sukkhavipassaka doctrine. They argue that it is a later development, not recorded in the Pāli Nikāyas since the form-sphere jhāna (Skt. dhyāna) is always necessary for the realization of arahantship, or even for stream-entry, the first stage of enlightenment. The first part of this thesis investigates the concept of the sukkhavipassaka in the four Nikāyas. Many suttas in the Pāli Nikāyas imply an acknowledgement of noble beings who lack form-sphere jhānas; also many meditative techniques described in the suttas can be practised in the so-called dry-insight way. However, it is in the Pāli commentarial literature, which is discussed in the second part of this thesis that the sukkhavipassaka doctrine appears in a full-fledged form. The Pāli commentaries not only specify the concentration that dry-insight practitioners use to develop insight knowledge, but also reveal the advantages and disadvantages of the dry-insight meditative approach. In the third part of this thesis, the canonical and commentarial materials related to the Susīma Sutta which are preserved in schools other than the Theravāda are investigated. This thesis reveals that the concept of arahants who lack the first form-sphere jhāna is accepted not only by the Theravāda but also by the Sarvāstivāda, the *Satyasiddhisāstra, and the Yogacārabhūmiśāstra. Since various Buddhist schools in India unanimously advocate the idea that there are arahants who have not achieved the form-sphere jhāna, this research concludes that the dry-insight meditative approach and dry-insight arahants are not an invention by Theravādin commentators, but a common heritage which was most probably handed down from the time of the Buddha and then shared by various Buddhist schools.

Doctor of Philosophy (PhD) / Although the field of coaching psychology has witnessed some theoretical and empirical advances in recent years, this has yet to translate into a commonly accepted theoretical and empirical foundation for coaching practice. Rather, coaching practice has run well ahead of related theory and research, and resulted in the establishment of an industry that lacks firm foundations. This doctoral dissertation reports on a series of reviews and empirical studies designed to further the development of evidence-based coaching practice (EBCP). A review of the relevant literature revealed that the development of solid evidence-based foundations is critical if coaching is to realise its promise and potential. As events surrounding the decline of the human potential movement (HPM) in the 1960s and 1970s indicate, the absence of theoretically-based rationales and solid research support may be a reliable predictor of decline for particular treatment modalities. Whilst the development of EBCP has important implications for the formal preparation of coaches, pedagogical recommendations to industry educators are difficult whilst the characteristics of the coaching industry remain hidden. In order to develop the profile of the Australian coaching industry, a survey was conducted of 148 practicing coaches. The results of this study revealed the presence of a diverse local industry. Despite the existence of a small core of highly experienced practitioners, the majority of coaches appeared to have little coaching experience and greatly varied skills and experience. Interestingly, only 20% of respondents reported any formal training in psychology or the other helping professions. Given recent data that suggests mental health issues may sometimes be encountered in coaching (Green, Oades, & Grant, 2006; Spence & Grant, in press), it is concluded that the majority of coaches lack the skills and knowledge to identify and deal effectively with such eventualities. As the development of an informed strategy for dealing with mental health issues would move the practice of coaching onto a more professional footing, it is recommended that coaches receive basic training in the identification and appropriate referral of such issues. Much of the work presented in this dissertation is based on the presupposition that client outcomes can be optimised through the use of EBCP. However, as this assumption has yet to be empirically tested, a total of 63 participants took part in a 10-week life coaching program. The results showed that when life coaching was conducted by coaches trained in cognitive-behavioural solution-focused (CB-SF) coaching methods (i.e. professional coaching), as opposed to untrained peers (i.e. peer coaching), participants were more engaged in coaching and reported significantly greater goal attainment, goal commitment and environmental mastery. Effective goal-directed self-regulation requires that individuals remain focused on their goals overtime, whilst managing a steady stream of disturbances that can destabilise goal directed effort. In this regard, the construct of mindfulness has much conceptual relevance. Mindfulness reflects the unique human capacity for directing conscious awareness via the controlled deployment of attention. After an extensive review of the scholarly literature, three alternative conceptualisations are presented (i.e. Eastern religious, socio-cognitive and cognitive-attentional perspectives), accompanied by a description of the mindfulness skills training practices associated with each. A total of 72 participants then took part in a study to assess the impact of three mindfulness training (MT) programs on mindfulness, goal-directed self-regulation, mental health and wellbeing. The results revealed that all the MT programs were effective in significantly increasing mindfulness and a variety of mental health and wellbeing indicators. Importantly, MT was also found to significantly increase goal attainment; suggesting that MT may be a valuable addition to EBCP. Goal attainment is a key dependent variable in coaching research. However, the measurement of goal attainment has yet to receive much attention in the coaching literature. As most empirical coaching studies have reported findings based on measures that rely exclusively on subjective measures of performance (measures that are susceptible to several forms of distortion and bias), some key issues relating to the measurement of goal attainment are reviewed and explored in detail. From this review, goal attainment scaling (GAS) is identified as a potentially useful methodology with which both researchers and practitioners can document and evaluate coaching outcomes. The final study pulls together the threads from work presented to that point, and integrates them into a practice framework for coaching. A total of 42 participants took part in this study, which investigated the efficacy of using MT and CB-SF coaching to facilitate the attainment of health goals. The results showed that the delivery of MT prior to (rather than after) CB-SF coaching was more effective in facilitating these outcomes. This suggests MT may be important in coaching for helping people prepare for change.

Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references. Also available on the World Wide Web.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Craig Cashwell; submitted to the Dept. of Counseling and Educational Development. Title from PDF t.p. (viewed May 6, 2010). Includes bibliographical references (p. 137-167).

Fibromyalgia Syndrome (FMS) is a disease of unknown etiology that affects up to 3 million Canadians, or 2-10% of the general population (Carruthers & van de Sande, 2005). Acceptance-based behavioural therapy (ABBT) is a relatively recent approach to treating human suffering in general and chronic pain in particular (Hayes, Strosahl, & Wilson, 1999; McCracken, 2005). ABBT treatments have been shown to effectively treat pain, pain-related anxiety, depression, and other behavioural measures of disability (McCracken, 2005; McCracken, Vowles, Gregg, & Almada, 2010; Pear & Simister, 2016, p. 160). In-person treatments can place significant burden on patients and the overall health-care system. Outcomes for online programs can be similar to those for in-person treatment while allowing for increased flexibility for both patients and professionals (Ritterband & Tate, 2009; Strecher, 2007). The current study extended a pilot study (Shay, Tkachuk, Simister, Bailly, & Skrabek, 2011), modifying the previous treatment to a 6 unit program that could be delivered online. Sixty-one participants completed the study, being randomly assigned to an online ABBT plus treatment-as-usual (online ABBT + TAU) group or a treatment-as-usual alone (TAU) group. All participants completed a series of self-report measures at baseline, at post-treatment, and at a 3-month follow-up. Linear mixed modelling supported significant differences between the groups in favour of the ABBT + TAU treatment group on the primary outcome measure (Fibromyalgia Impact Questionnaire-Revised (FIQ-R); F (2, 52.82) = 20.10, p < .0001) following treatment. The online ABBT + TAU group also had significantly greater improvements in depression, pain, acceptance, perceived helplessness, and kinesiophobia. Increased acceptance mediated the effects of treatment on improvements in FMS quality of life and FMS impact, while reduced helplessness mediated the effects of treatment on improvements in level of reported pain. Comments and subjective ratings of improvement were consistent with the quantitative results. Participants rated mindfulness (contact with present moment experience) as the most useful treatment unit. / February 2016