Relationship Between Mindfulness and Non-Suicidal Self-Injury

This research explored whether lack of mindfulness or problems in mindfulness are involved in self-injury.

Non-suicidal self-injury is a complex behaviour, disturbingly prevalent, difficult to treat and with possible adverse outcomes in the long term. Previous research has shown individuals most commonly self-injure to cope with overwhelming negative emotions. Mindfulness has been shown to be associated with emotion regulation, and mindfulness-based interventions have shown effectiveness in a wide range of psychological disorders.

Pairwise comparisons revealed current self-injurers reported significantly lower mindfulness than past self-injurers and non-self-injurers, with medium effect sizes of d = 0.51 and d = 0.77, respectively. In logistic regression, low mindfulness significantly predicted self-injury (B = 0.04, p < .001). These findings have clinical implications, suggesting that mindfulness-based interventions may assist individuals to give up self-injurious behaviours and may be an important part of prevention strategies.

Full reference: Caltabiano, G. & Martin, G. (2017) Mindless Suffering: the Relationship Between Mindfulness and Non-Suicidal Self-Injury. Mindfulness. 8(788)

Prospective Associations Between Peer Victimization and Dispositional Mindfulness in Early Adolescence

Riggs, N.R. & Brown, S.M. (2017) Preventative Science. 18(4) 481-489

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Peer victimization is associated with several mental health and behavioral problems during childhood and adolescence. Identifying prospective associations between victimization and factors known to protect against these problems may ultimately contribute to more precise developmental models for victimization’s role in behavioral and mental health.

This study tested prospective associations between peer victimization and dispositional mindfulness, defined by non-judgmental and accepting awareness of the constant stream of lived experience, during early adolescence.

As hypothesized, baseline victimization predicted significantly lower levels of mindfulness at 4-month posttest. Baseline mindfulness did not predict victimization. Results may reflect victimized youths’ mindful awareness being recurrently diverted away from the present moment due to thoughts of prior and/or impending victimization. Study implications may include implementing mindful awareness practices as an intervention strategy for victimized youth to enhance and/or restore this promotive factor.

Read the abstract here

Mindful Parenting Group Training for Mothers and Their Babies

Potharst, E.S. et al. Mindfulness | Published online: 13 April 2017

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Many mothers experience difficulties after the birth of a baby. Mindful parenting may have benefits for mothers and babies, because it can help mothers regulate stress, and be more attentive towards themselves and their babies, which may have positive effects on their responsivity. This study examined the effectiveness of Mindful with your baby, an 8-week mindful parenting group training for mothers with their babies.

Read the full article here

Improvement of mindfulness skills predicts long-term reductions of neuroticism

Spinhoven, P. et al. (2017) Journal of Affective Disorders.  213(4) pp. 112–117

Highlights:

  • Following MBCT, participants manifested significant improvements in mindfulness skills.
  • At 15-month follow-up, participants showed lower levels of neuroticism.
  • At follow-up, participants also showed higher levels of extraversion and conscientiousness.
  • Improvements in mindfulness skills predicted subsequent changes in personality traits.
  • The mindfulness facets of describing and acting with awareness were most predictive.

Read the full abstract here

Mindfulness and Support and Information Group Interventions for Parents of Adults with Autism Spectrum Disorder

Lunsky, Y. et al. Journal of Autism and Developmental Disorders | Published online: 3 April 2017

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This study evaluated two community based interventions for parents of adults with autism spectrum disorder and other developmental disabilities.

Parents in the mindfulness group reported significant reductions in psychological distress, while parents in the support and information group did not. Reduced levels of distress in the mindfulness group were maintained at 20 weeks follow-up. Mindfulness scores and mindful parenting scores and related constructs (e.g., self-compassion) did not differ between the two groups.

Results suggest the psychological components of the mindfulness based group intervention were effective over and above the non-specific effects of group processes and informal support.

Read the abstract here

A curriculum for wellbeing

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The Department for Education has announced that schools will be trialling several mental health promotion programmes in schools, including mindfulness, relaxation techniques, and programmes teaching children about how to maintain good mental health. 

The announcement follows the Prime Minister’s pledge to prioritise mental health. And it recognises the evidence of the critical role of schools and the high proportion of mental health problems that begin in childhood.

Read more at Centre for Mental Health

Full paper:
Children and young people’s mental health research and evaluation programme

Web-Based Mindfulness Intervention for Families Living With Mental Health Problems

Stjernswärd, S. et al. (2017) Health & Social Care in the Community. 25(2) pp.700-709.

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The aim of this study was to explore the participants’ experiences of using an 8-week web-based mindfulness programme in terms of user value and usability.

The programme’s usability was satisfactory and largely corroborated by the surveys. The programme was experienced as a valuable tool to cope with stress in both private and professional contexts, making it a viable option to support families living with mental health problems. Time for self-care, a widened perspective, a less judgmental and more accepting attitude, deterring automatic reactions and setting limits helped the participants to deal with their situation and health. The programme’s ease and flexibility of use were major advantages, although the training requires discipline.

Motivators and barriers to use were illuminated, which should be considered in the development of further online services and study designs.

Read the full abstract here