Abbreviated Mindfulness-Based Therapy for a Depressed College Student

Abstract

Mindfulness-based therapy (MBT) has shown promise in reducing depression and psychological distress among individuals presenting with various medical and psychiatric problems. This case study examined the implementation of MBT with an undergraduate student with recurrent major depression and generalized anxiety disorder. A novel four-session MBT protocol was utilized and the patient demonstrated significant decreases in depressive and anxiety symptoms and an overall increase in quality of life at the posttreatment assessment. Treatment gains were maintained at the 1-month follow-up assessment. Consistent with previous treatment outcome studies examining the efficacy of comprehensive MBT interventions, results indicate that an abbreviated MBT protocol may be effective in treating depression and anxiety in younger adults.

Interpersonal Psychotherapy and Mindfulness for Treatment of Major Depression With Anxious Distress

“…Furthermore, deep breathing meditation aids in the reduction of physical symptoms of stress and anxiety exhibited in emotional disorders such as depression (Kabat-Zinn, 2003). A single case study by Preddy, McIndoo, and Hopko (2013) showed the reduction in depressive and anxious symptoms in a college student with major depression with mixed anxiety using short-term mindfulness-based treatment. There is also evidence that mindfulness can have interpersonal benefits in improving relational conflicts and relationship success (Davis & Hayes, 2011).…”

Development and validation of the Zadrian-Ifdil Problem Checklist (ZIPC) for college students

“…However, when viewed from the balance of the instrument's contents, holistically, the measuring instrument has been able to explain individual problems' conditions and map the conditions of the measurement targets well (Fogaca, 2019;Klanecky et al, 2019;Reiland, 2017). The accuracy of the measurement results is also inseparable from the items' demographic diversity and condition by face validity, which is adjusted to the measuring instrument targets' characteristics (Li et al, 2008;Preddy et al, 2013).…”

“…Changes or revisions to measuring students' problems should adjust to the characteristics of the measuring objectives themselves. Research that researched out in the last decade shows that there has been a change in generations' characteristics, especially concerning exposure to technology cross-cultural changes brought about by technology itself (Li et al, 2008;Preddy et al, 2013). The measuring instrument's target character for the condition of these psychological problems is often called the millennial generation; where the character is faster in mastering technology, is more likely to want simple literacy, is quick in making decisions so that he tends to dislike measuring instruments with many items (Fogaca, 2019;Klanecky, Ruhnke, & Meyer, 2019;Reiland, 2017).…”

“…Besides, the measuring instrument should also be upgraded and adjusted to its validity and reliability. If the measuring instrument is no longer able to meet the requirements as an excellent measuring instrument, adjustments and changes should be made by re-standardizing or developing a new measuring instrument that is more comprehensive, complex, but effective (Li et al, 2008;Preddy et al, 2013). With the complexity and need to map the problems experienced by students and for the benefit of counseling and mental health services, it is necessary to develop instruments that adapt to students' problems.…”

The effect of mindfulness-based programs on coping with test anxiety: A systematic review <p>Sınav kaygısıyla başa çıkmada bilinçli farkındalık temelli programların etkiliği: Sistematik bir derleme

“…Yapılan çalışmalar, bilinçli farkındalık temelli müdahelelerin özellikle kaygıyı ve kaygı semptomlarını (kalp çarpıntısı, terleme, titreme vb.) azaltmada büyük başarı elde ettiğini ortaya koymaktadır (Hofmann, Sawyer, Witt ve Oh, 2010;Preddy, McIndoo ve Hopko, 2013). Çünkü bilinçli farkındalık düzeyi yüksek olan bireylerin daha çok aktif stresle başa çıkma becerilerini kullandıkları ve stresli durumlardan daha az kaçarak onlarla daha fazla yüzleştikleri görülmektedir (Brown ve Ryan, 2003;Palmer ve Rodger, 2009).…”