Companies of today tend to invest more and more in workplace health promotion measures to improve employees ́ health. These health promotion measures have in particular been consisted of physical training, while the mental training have not received equal attention. Furthermore, research shows that a big part of how employees describe their well-being is based on how they experience their work situation. A few factors that have been identified to affect the work situation is work-related relationships, work environment and work-related strains. The aim of this study is therefore to contribute to an increased understanding of how employees experience that workplace health promotion in form of mindfulness can affect their work situation. The study has its basis on the Social cognitive theory and Acceptance and commitment therapy (ACT). In order to answer the aim, six semi-structured interviews were conducted at a consulting company in the real estate industry in Stockholm. The result showed that conclusions can be drawn about that mindfulness as a workplace health promotion in this context has a positive impact on employees work situation. The respondents stated that their relationships, work environment and ability to handle work-related strains had improved thanks to the implementation of mindfulness at work. They also stated that factors as their presence, openness and the ability to find their values had improved. The result is also supported by previous research which says that mindfulness has a positive impact on how employees experience their work situation.

This study investigates the concurrent and predictive validity of Power Management (PM), a newly developed online integrative therapeutic assessment. PM consists of a self-report personality inventory, the Relational Modality Evaluation Scale (RMES), a series of self-guided narrative prompts, and a detailed follow-up score-report. The study had three aims: (1) to evaluate the convergent validity of the RMES in relation to the Big Five Inventory-10 (BFI-10) and the Inventory of Interpersonal Problems Short-Circumplex (IIP-SC), (2) to investigate the test re-test reliability of the RMES, and (3) to investigate the therapeutic benefits of PM by comparing it with narrative and mindfulness self-guided interventions over time, on outcome measures evaluating affect, insight, psychopathology, well-being, self-esteem, ability to change, and personal relevance. Aim 3 was investigated using a short-term longitudinal design, in which outcome measures were administered at baseline (before interventions), immediately following interventions (post), and two weeks later (follow-up). The sample was recruited online through Mechanical Turk and at baseline included 82 men and 101 women, mean age = 35.82 years (SD = 9.61). Participants were randomly assigned to one of three interventions: PM (42 men, 56 women), narrative writing (26 men, 25 women), and mindfulness (14 men, 20 women). For Aim 1, partial correlations, controlling for demographics, identified statistically significant relationships between RMES, BFI-10, and IIP-SC subscales predicting personality constructs with high agency and high affiliation, high agency and low affiliation, low agency and high affiliation, low agency and low affiliation, as well as psychopathology. For Aim 2, The RMES showed strong test re-test reliability over a two-week period (r = .84, p < .000). For Aim 3, mixed-model repeated-measures ANOVAs indicated that the PM group had statistically significantly higher scores on outcome measures reflecting increased psychological well-being, insight, and motivation for change compared to the other groups. Scores improved between baseline and post for most psychotherapy outcome constructs across interventions. Gender mostly did not moderate results. Results suggest that PM is a promising therapeutic assessment worthy of further investigation. Mindfulness and narrative writing also showed evidence of effectiveness as delivered in an online format.

The COVID-19 pandemic left no one unaffected as it spread across the world and changed the lives of billions of people. The pandemic has not only resulted in physical sickness and death, but also increased mental health issues due to fear, uncertainty, and social isolation. This review aimed to investigate whether mindfulness interventions can decrease symptoms of mental illness, such as depression, anxiety, stress, and burnout, and increase symptoms of mental well-being, such as psychological well-being, during the pandemic. All studies included in this thesis used different mindfulness interventions and different self-report measures to evaluate various mental health aspects, such as psychological flexibility, tolerance of uncertainty, empathy, self-compassion, and more. Statistically significant improvements in mental health were observed across all studies and is further supported by existing literature on mental health and mindfulness meditation and interventions.

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Abstract Objectives The aim of the study was to examine effects of mindfulness on stress, wellbeing, compassion and burnout, conducting a brief mobile phone-based mindfulness intervention on teachers. Methods Fifty-five teachers from private and public schools, including pre-school, elementary school, middleschool, secondary- and upper secondary school and adult education school was recruited. 25 teachers completed pre- and post-test (mindfulness, N=20, relaxation, N=5). High dropouts in control led to exclusion of this group in pre- to posttest analysis. The mindfulness treatment comprised of ten minutes of mindfulness meditation for ten sessions at a time and place convenient to the teacher. Results Findings showed that the mindfulness group significantly improved mindfulness trait, and wellbeing, a trend of increased compassion was also found. Overall stress, and teacher-specific stress decreased significantly in the mindfulness group. Burnout showed no significant differences. Correlation tests including all teachers at pre-test showed that high mindfulness trait was associated with higher compassion, wellbeing, and lower levels of stress and burnout. At post-test, high mindfulness trait was associated with higher compassion, wellbeing, and lower levels of burnout and stress, however, not teacher-specific stress. Increases in mindfulness trait from pre- to posttest was related to improvements in all five health outcomes. Conclusions This mobile phone-based mindfulness intervention showed significant improvements on several health outcomes on teachers. Findings indicate that mindfulness trait may explain the change in health outcomes. The current study argues for the need of considering teacher-specific context in digital interventions to improve adherence and preventing dropouts. / Sammanfattning Syftet med denna studie var att undersöka effekterna av mindfulness på stress, välmående, medkänsla och utbrändhet, genom en mobil-baserad mindfulness intervention på lärare. Metod: 55 lärare från privat och statligt ägda skolor rekryterades, från förskola, grundskola, gymnasieskola, samt vuxenutbildning. 25 lärare genomförde före- och eftertest (mindfulness, N = 20, relaxation, N = 5). Då bortfallet i kontrollgruppen skapade för lågt antal deltagare, analyserades enbart mindfulnessgruppen. Interventionen innefattade tio sessioner av tio minuter guidad mindfulness meditation vid en tid och plats mest passande för läraren. Resultat: Resultatet visade att mindfulnessgruppen signifikant förbättrade mindfulness och välmående. Stress och arbetsrelaterad stress minskade signifikant i mindfulnessgruppen. En trend upptäcktes även i ökad medkänsla. Utbrändhet visade inga signifikanta skillnader mellan före- och eftertestet. Hög dispositionell mindfulness korrelerade positivt med medkänsla och välmående, varav negativt med stress och utbrändhet. Slutsatser: Denna mobilbaserade mindfulness intervention, visade signifikanta effekter på ett flertal hälsoutfall på lärare. Fynden i denna studie indikerar att dispositionell mindfulness kan förklara förbättringarna i hälsa. I linje med vad tidigare studier föreslår, argumenterar denna studie för behovet av att adressera den lärarspecifika kontexten för att förbättra efterlevnad och förebygga bortfall vid digitala interventioner som denna.

A growing body of research suggests that mindfulness, a receptive attentiveness to one’s present moment experiences, has the potential to adaptively regulate habitual behaviors. No prior study has tested the effect of mindfulness interventions on people’s daily desire experiences to inform the potential for adaptive desire regulation. The present exploratory randomized controlled trial examined the effect of a 14-day smartphone-based mindfulness intervention (versus a coping control intervention) on the frequency, intensity, duration, and enactment of everyday desires in 19 participants. The desire domains included basic need-based desires (i.e., for food, drink, sleep) and secondary desires (e.g., for sex, media, social interactions, work), assessed for 7 days pre- and post-intervention through ecological momentary assessment (EMA). Emotion data collected alongside, also through EMA, permitted examining the role of the mindfulness intervention in altering a potential link between experienced emotion (positive and negative) and desire. Results showed that intervention condition significantly predicted post-intervention desire frequency; those in the mindfulness condition experienced a higher frequency of desires post-training, and specifically, increased secondary desire frequency, but not basic desire frequency. Intervention condition did not predict the other desire outcomes (enactment, strength, or duration). Results also revealed that intervention significant moderated the association between positive emotion and overall desire frequency; those in the mindfulness condition experienced fewer desires when experiencing increased positive emotion, whereas there was no association between positive emotion and desire after coping training. Intervention condition did not moderate associations between positive emotions and other desire variables, or negative emotions and any desire variables.