Tracing the roots of mindfulness: Transcendence in Buddhism and Christianity

The field of social work has embraced mindfulness skills in the training of social workers and as an intervention used in practice. However, there is little discussion regarding the theoretical or religious roots of mindfulness. In addition, social workers often employ mindfulness by practicing within a behaviorist frame. Missing from this behaviorist frame are the historic religious definitions, aims, and values of mindfulness, which lead to a fuller understanding of mindfulness in social work practice. This article traces the religious roots of mindfulness to clarify its goals in both Buddhism and Christianity, with an emphasis on the Mahayana branch of Buddhism and the contemplative and mystical traditions within Christianity. In both religions, mindfulness leads one to an experience of transcendence, assisting the follower to realize that the self belongs in relationship with a divine oneness in Buddha nature, that is believed to be intrinsic to all sentient beings (in Buddhism), or a divine God through the person of Jesus Christ (in Christianity) where the self is retained. Social workers uphold the values of mindfulness and the profession itself when being sensitive to root mindfulness practice within its historical and religious contexts, particularly within Buddhist and Christian faith systems.     

Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial

Objective: Given the importance of developmental transitions on young adults' lives and the high rates of mental health issues among U.S. college students, first-year college students can be particularly vulnerable to stress and adversity. This pilot study evaluated the effectiveness and feasibility of mindfulness training aiming to promote first-year college students' health and wellbeing. Participants: 109 freshmen were recruited from residential halls (50% Caucasian, 66% female). Data collection was completed in November 2014. Methods: A randomized control trial was conducted utilizing the Learning to BREATHE (L2B) program, a universal mindfulness program adapted to match the developmental tasks of college transition. Results: Participation in the pilot intervention was associated with significant increase in students' life satisfaction, and significant decrease in depression and anxiety. Marginally significant decrease was found for sleep issues and alcohol consequences. Conclusions: Mindfulness-based programs may be an effective strategy to enhance a healthy transition into college.     

A Pilot Study of 2 Brief Forms of Dialectical Behavior Therapy Skills Training for Emotion Dysregulation in College Students

Abstract

Objective: To examine the feasibility and initial efficacy of 2 abbreviated dialectical behavior therapy (DBT) skills training groups: emotion regulation skills only and emotion regulation with mindfulness skills. Participants: Participants were 24 undergraduates (aged 18–29) with significant emotion dysregulation who participated between February and May of 2010, 2011, and 2012. Methods: Participants participated in 2-hour weekly group sessions for 8 weeks and completed outcome measures at baseline, midtreatment, posttreatment, and 4-week follow-up. Results: Participants in both conditions made significant gains, with large effect sizes, across measures of emotion regulation, affect, skills use, and functioning. There were no differences between the 2 groups, suggesting no additive benefit of mindfulness skills. Conclusions: This pilot study provides support for the acceptability and efficacy of abbreviated DBT skills training in colleges, given significant improvements, positive feedback, and low attrition. Impediments to feasibility included recruitment difficulties, particularly due to scheduling constraints.     

Mindful of the Intersession Break in Family Therapy: The Time to Think Experiment

The Time to Think Experiment researches the experience of clinicians, consumers, and families of an intersession break, which has been used historically in various models of family therapy training. This qualitative pilot study explores the experiences of 21 clinicians, 19 consumers, and six family members using this break for reflection, across the domains of family and couple therapy, individual therapy, group work, and supervision in a mental health service covering the whole age range. Using a phenomenological design, the analysis included narrative, thematic, content, and comparative techniques. The paper considers the impact of privileging reflection in the therapy process, in a climate where models, work cultures, and general lifestyles may not encourage it. Using the intersession break to create space to ‘be’ in the therapy process is one way to integrate mindful and family therapy practice. The emerging themes of an intersession break to promote a richer and deeper therapy experience, and the apparent shift of responsibility for change from clinicians to consumers is discussed.     

Cultivating students’ reflective capacity through group-based mindfulness instruction

ABSTRACT

Cultivating critically reflective practitioners is a vital professional competency for social work students. However, few reflective models support undergraduate students to foster nonconceptual skills important to developing reflective capacity. This article presents a group-taught mindfulness teaching intervention applied in a professional practice course to facilitate reflective capacity of social work students preparing for their first placement. Trial data derived from pre–post course administration of the Five Facet Mindfulness Questionnaire show significant gains in awareness were produced on two of the questionnaires’ five mindfulness facets of describe and nonjudgment. A developmental model detailing these shifts and its implications for group-based learning is outlined.     

Mindfulness in financial literacy

ABSTRACT

Financial education is becoming imperative in a society that has pitfalls for unwary consumers. To ensure effectiveness, educational strategies must take into consideration the readiness of consumers to learn the curriculum. Behavioral economics highlights the obstacles that educators face in promoting financial efficacy. Such obstacles include envy, fear, greed, and other all too familiar human failings. One innovative model, mindfulness, provides insight into the human dynamics of personal financial behaviors. This article ties together financial education, mindfulness techniques, and transtheoretical stages of readiness. The impact of gradually introduced educational tasks is presented with an eye toward clients’ stages of readiness, and mindfulness addresses the emotional burdens of altering a financially profligate lifestyle.     

Trauma-Informed Mindfulness-Based Stress Reduction: A Promising New Model for Working with Survivors of Interpersonal Violence

This article addresses the benefits of modifying the Mindfulness-Based Stress Reduction (MBSR) program by Kabat-Zinn for survivors of interpersonal trauma. MBSR, originally designed for those dealing with chronic health conditions, is being offered to individuals with a variety of issues around the country, including people who have histories of surviving interpersonal violence. Discussed here are the psychosocial needs of women who have survived interpersonal trauma and the rationale for creating a phase I trauma-intervention based on the MBSR model. An example of one model of a trauma-informed MBSR intervention developed by the author is presented, as well as a summary of findings derived from a randomized controlled pilot study of the model with a community-based sample of women survivors of interpersonal trauma. Outcomes include statistically and clinically significant improvements in reducing symptoms of posttraumatic stress disorder and depression, as well as decreases in a measure of anxious attachment. Qualitative findings are also summarized.     

Reflections on a Quantitative,Group-Based Mindfulness Study with Social Work Students

Emerging research demonstrates that mindfulness is effective in reducing health care worker burnout. The aim of this quantitative pilot study was to examine the effectiveness of a mindfulness intervention on social work students. The investigation utilized a pretest/posttest design. Findings from the study demonstrated an increase in knowledge (p < .001), self-efficacy (p < .001), and beliefs (p < .005) related to mindfulness following a group-based mindfulness intervention. Reflections on the first author’s need to resist her group work instincts to test the effectiveness of the mindfulness intervention are shared.     

Childhood trauma and problem behavior: Examining the mediating roles of experiential avoidance and mindfulness processes

Objective: Childhood trauma is associated with a variety of risky, unhealthy, or problem behaviors. The current study aimed to explore experiential avoidance and mindfulness processes as mechanisms through which childhood trauma and problem behavior are linked in a college sample. Participants: The sample consisted of college-aged young adults recruited November-December, 2016 (N = 414). Methods: Participants completed self-report measures of childhood trauma, current problem behavior, experiential avoidance, and mindfulness processes. Bootstrapped mediation analyses examined the mechanistic associations of interest. Results: Mediation analyses indicated that experiential avoidance was a significant mediator of the association between childhood trauma and problem behavior. Additionally, multiple mediation analyses indicated that specific mindfulness facets–act with awareness and nonjudgment of inner experience–significantly mediated the same association. Conclusions: Interventions for college students who have experienced childhood trauma might profitably target mechanisms such as avoidance and mindfulness in order to minimize engagement in problem behavior.     

Influence of Culture on Premarital Sexual Permissiveness among Nigerian and Black American Young Adults

Abstract

This study examined the differences in premarital sexual permissiveness among two black young adult populations with different cultural backgrounds, one in Nigeria and the other in the United States. The degree of cultural influence that may be attributed to religious affiliation, parental control, and other potential determinants of attitudes was also examined. A standardized twelve-item sexual permissiveness scale (Reiss) plus questions on religious inclination and other background information were administered to 500 unmarried and unengaged black college students enrolled in health education classes in two collegiate institutions in these countries. In both institutions, the returns represented 80% of the sample population. Chi-square was utilized to analyze data. A statistically significant difference in permissive attitude was found between the two populations, consistent with the hypothesis that Nigeria's restrictive culture would be associated with less a permissive attitude concerning premarital sexual relations than the culture influencing black Americans. However, those of religious bent were less permissive than those with little religious inclination in both samples. Sex and other personal background characteristics were not reliable determinants of permissiveness.