(adapted from http://www.apa.org/monitor/2012/07-08/ce-corner.aspx )
Several disciplines and practices can cultivate mindfulness, such as yoga, tai chi and qigong, but most of the literature has focused on mindfulness that is developed through mindfulness meditation — those self-regulation practices that focus on training attention and awareness in order to bring mental processes under greater voluntary control and thereby foster general mental well-being and development and/or specific capacities such as calmness, clarity and concentration (Walsh & Shapiro, 2006).
Researchers theorize that mindfulness meditation promotes metacognitive awareness, decreases rumination via disengagement from perseverative cognitive activities and enhances attentional capacities through gains in working memory. These cognitive gains, in turn, contribute to effective emotion-regulation strategies.
More specifically, research on mindfulness has identified these benefits:
Reduced rumination. Several studies have shown that mindfulness reduces rumination. In one study, for example, Chambers et al. (2008) asked 20 novice meditators to participate in a 10-day intensive mindfulness meditation retreat. After the retreat, the meditation group had significantly higher self-reported mindfulness and a decreased negative affect compared with a control group. They also experienced fewer depressive symptoms and less rumination. In addition, the meditators had significantly better working memory capacity and were better able to sustain attention during a performance task compared with the control group.
Stress reduction. Many studies show that practicing mindfulness reduces stress. In 2010, Hoffman et al. conducted a meta-analysis of 39 studies that explored the use of mindfulness-based stress reduction and mindfulness-based cognitive therapy. The researchers concluded that mindfulness-based therapy may be useful in altering affective and cognitive processes that underlie multiple clinical issues.
Those findings are consistent with evidence that mindfulness meditation increases positive affect and decreases anxiety and negative affect. In one study, participants randomly assigned to an eight-week mindfulness-based stress reduction group were compared with controls on self-reported measures of depression, anxiety and psychopathology, and on neural reactivity as measured by fMRI after watching sad films (Farb et al., 2010). The researchers found that the participants who experienced mindfulness-based stress reduction had significantly less anxiety, depression and somatic distress compared with the control group. In addition, the fMRI data indicated that the mindfulness group had less neural reactivity when they were exposed to the films than the control group, and they displayed distinctly different neural responses while watching the films than they did before their mindfulness training. These findings suggest that mindfulness meditation shifts people’s ability to use emotion regulation strategies in a way that enables them to experience emotion selectively, and that the emotions they experience may be processed differently in the brain (Farb et al., 2010; Williams, 2010).
Boosts to working memory. Improvements to working memory appear to be another benefit of mindfulness, research finds. A 2010 study by Jha et al., for example, documented the benefits of mindfulness meditation among a military group who participated in an eight-week mindfulness training, a nonmeditating military group and a group of nonmeditating civilians. Both military groups were in a highly stressful period before deployment. The researchers found that the nonmeditating military group had decreased working memory capacity over time, whereas working memory capacity among nonmeditating civilians was stable across time. Within the meditating military group, however, working memory capacity increased with meditation practice. In addition, meditation practice was directly related to self-reported positive affect and inversely related to self-reported negative affect.
Focus. Another study examined how mindfulness meditation affected participants’ ability to focus attention and suppress distracting information. The researchers compared a group of experienced mindfulness meditators with a control group that had no meditation experience. They found that the meditation group had significantly better performance on all measures of attention and had higher self-reported mindfulness. Mindfulness meditation practice and self-reported mindfulness were correlated directly with cognitive flexibility and attentional functioning (Moore and Malinowski, 2009).
Less emotional reactivity. Research also supports the notion that mindfulness meditation decreases emotional reactivity. In a study of people who had anywhere from one month to 29 years of mindfulness meditation practice, researchers found that mindfulness meditation practice helped people disengage from emotionally upsetting pictures and enabled them to focus better on a cognitive task as compared with people who saw the pictures but did not meditate (Ortner et al., 2007).
More cognitive flexibility. Another line of research suggests that in addition to helping people become less reactive, mindfulness meditation may also give them greater cognitive flexibility. One study found that people who practice mindfulness meditation appear to develop the skill of self-observation, which neurologically disengages the automatic pathways that were created by prior learning and enables present-moment input to be integrated in a new way (Siegel, 2007a). Meditation also activates the brain region associated with more adaptive responses to stressful or negative situations (Cahn & Polich, 2006; Davidson et al., 2003). Activation of this region corresponds with faster recovery to baseline after being negatively provoked (Davidson, 2000; Davidson, Jackson, & Kalin, 2000).
Relationship satisfaction. Several studies find that a person’s ability to be mindful can help predict relationship satisfaction — the ability to respond well to relationship stress and the skill in communicating one’s emotions to a partner. Empirical evidence suggests that mindfulness protects against the emotionally stressful effects of relationship conflict (Barnes et al., 2007), is positively associated with the ability to express oneself in various social situations (Dekeyser el al., 2008) and predicts relationship satisfaction (Barnes et al., 2007; Wachs & Cordova, 2007).
Other benefits. Mindfulness has been shown to enhance self-insight, morality, intuition and fear modulation, all functions associated with the brain’s middle prefrontal lobe area. Evidence also suggests that mindfulness meditation has numerous health benefits, including increased immune functioning (Davidson et al., 2003; see Grossman, Niemann, Schmidt, & Walach, 2004 for a review of physical health benefits), improvement to well-being (Carmody & Baer, 2008) and reduction in psychological distress (Coffey & Hartman, 2008; Ostafin et al., 2006). In addition, mindfulness meditation practice appears to increase information processing speed (Moore & Malinowski, 2009), as well as decrease task effort and having thoughts that are unrelated to the task at hand (Lutz et al., 2009). Last, mindfulness cultivates also empathy, compassion and contribute to better quality of life.
The Positive Psychology – basics is part of online learning tools for personal and professional development of youth workers. The course is developed under the project “ACHIEVE” – innovative methods for training and development of youth workers (2016-2-BG01-KA205-023835) funded by European Erasmus + Programme. The content of the course is based on a literature review.
“There is only one person who could ever make you happy, and that person is you!”
In this course you can find out the key elements of positive psychology, the study of happiness.
Being happy is something that all people want, no matter where or how old they are. But are the benefits of happiness a worthwhile goal or is it just about feeling good? A review of the available literature has revealed that happiness does indeed have numerous positive effects, which appear to benefit not only individuals, but also families, communities, and the society at large (Lyubomirsky, King, & Diener, 2005). The benefits of happiness include higher income and better work outcomes (greater productivity and higher quality of work), larger social rewards (stronger social support and richer social interactions), more activity, energy, and flow, and better physical health (a bolstered immune system, lowered stress levels, and less pain) and even longer life. Happy people are more creative, helpful, charitable, and self-confident, have better self-control, and show greater self-regulatory and coping abilities.
The science of happiness has flourished the last 2 decades. It has been applied in various fields of science, in psychology, business, health and more importantly in education. It is called “Positive Education”. Positive education focuses on developing both well-being and social responsibility, without changing its primary goals. It contributes in identifying and developing strengths, nurturing gratitude, and visualizing best possible selves (Seligman et al., 2005; Sheldon & Lyubomirsky, 2006). It is proven that it makes people more successful and showed to have a more lasting impact and change on having pro-social behaviour. It increases happiness and reduces depressive symptoms significantly (Sin and Lyubomirksy, 2009). Compared to unhappy learners, happier learners pay better attention, are more creative, and have greater levels of community involvement. It increases engagement, creates more curiosity and helps develop and overall love of learning (Fisher, 2015).
With this course we aim to introduce positive education into youth work and initiate a “Positive Non-Formal Education (NFE)”. Having unhappy youth who focus on the complains and the hassles will not solve the problems of unemployment, inactive participation and social exclusion. Instead, having happy youth will contribute in reinforcing their learning, their personal development, their professional progress, their authentic self, their health state, their sense of initiative, volunteering and involvement in society and their connection with people and nature. We believe that this time has come!
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