Exploring Children’s Experiences of Participating in a Mindfulness Intervention

In recent years there has been a rapid growth in mindfulness practices being applied to improve the health and wellbeing of those who participate. As a result mindfulness-based interventions (MBI’s) have been applied in medical and educational settings. The purpose of this piece of research is to explore children’s understanding of mindfulness following their involvement in a 12 week mindfulness based intervention. The research provides an in-depth explorative interpretation of both the pupils and the mindfulness practitioner’s experience of mindfulness. Interpretative phenomenological analysis (IPA) was employed as a method of analysis which resulted in 3 master themes being identified. The themes include ‘physiological activities promote mindfulness’, ‘cognitive elements’ and ‘states of being’. Interpretation of the findings considered participants experiences in relation to the 7 attitudinal foundations as proposed by Kabat–Zinn (1990). A number of similarities between the participants were evident, as represented in the 3 master themes. However the degree to which each individual participant expressed their awareness and understating of mindfulness varied. Therefore the findings indicated that the participants were in the process of developing their understanding of mindfulness which differed between them on a conceptual level. This study is considered of relevance for those in the profession of Educational Psychology and those interested in the application of mindfulness-based interventions to improve the health and wellbeing outcomes for children and young people. The research has made a distinctive contribution within the field of mindfulness in light of the findings. Recommendations are made to inform the practices of Educational Psychology Services with reference to the work of Educational Psychologists. Suggestions for further research have also been made to aid the direction of future research.

Integrating Mindfulness into Positive Psychology: a Randomised Controlled Trial of an Online Positive Mindfulness Program

The purpose of the present study was to test the efficacy of an 8-week online intervention-based Positive Mindfulness Program (PMP) that integrated mindfulness with a series of positive psychology variables, with a view to improving wellbeing scores measured in these variables. The positive mindfulness cycle, based on positive intentions and savouring, provides the theoretical foundation for the PMP. The study was based on a randomised wait-list controlled trial; and 168 participants (128 females, mean age = 40.82) completed the intervention which included daily videos, meditations, and activities. The variables tested included wellbeing measures, such as gratitude, self-compassion, self-efficacy, meaning, and autonomy. Pre- and post- intervention data, including one month after the end of the intervention, were collected from both experimental and control groups. The post-test measurements of the experimental participants showed a significant improvement in all the dependent variables compared with the pre-test ones and were also significantly higher than those of the control group. One month after the intervention, the experimental group participants retained their improvement in 10 out of the 11 measurements. These positive results indicate that PMP may be effective in enhancing wellbeing and other positive variables in adult, non-clinical populations.

The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature

Given the potentially demanding nature of teaching, efforts are underway to develop practices that can improve the wellbeing of educators, including interventions based on mindfulness meditation. We performed systematic review of empirical studies featuring analyses of mindfulness in teaching contexts. Databases were reviewed from the start of records to January 2016. Eligibility criteria included empirical analyses of mindfulness and wellbeing outcomes acquired in relation to practice. A total of 19 papers met the eligibility criteria and were included in the systematic review, consisting of a total 1,981 participants. Studies were principally examined for outcomes such as burnout, anxiety, depression and stress, as well as more positive wellbeing measures (e.g., life satisfaction). The systematic review revealed that mindfulness was generally associated with positive outcomes in relation to most measures. However, the quality of the studies was inconsistent, and so further research is needed, particularly involving high-quality randomised control trials.