Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses.

Abstract

Contemplative practices are believed to alleviate psychological problems, cultivate prosocial behavior and promote self-awareness. In addition, psychological science has developed tools and models for understanding the mind and promoting well-being. Additional effort is needed to combine frameworks and techniques from these traditions to improve emotional experience and socioemotional behavior. An 8-week intensive (42 hr) meditation/emotion regulation training intervention was designed by experts in contemplative traditions and emotion science to reduce "destructive enactment of emotions" and enhance prosocial responses. Participants were 82 healthy female schoolteachers who were randomly assigned to a training group or a wait-list control group, and assessed preassessment, postassessment, and 5 months after training completion. Assessments included self-reports and experimental tasks to capture changes in emotional behavior. The training group reported reduced trait negative affect, rumination, depression, and anxiety, and increased trait positive affect and mindfulness compared to the control group. On a series of behavioral tasks, the training increased recognition of emotions in others (Micro-Expression Training Tool), protected trainees from some of the psychophysiological effects of an experimental threat to self (Trier Social Stress Test; TSST), appeared to activate cognitive networks associated with compassion (lexical decision procedure), and affected hostile behavior in the Marital Interaction Task. Most effects at postassessment that were examined at follow-up were maintained (excluding positive affect, TSST rumination, and respiratory sinus arrhythmia recovery). Findings suggest that increased awareness of mental processes can influence emotional behavior, and they support the benefit of integrating contemplative theories/practices with psychological models and methods of emotion regulation.

If I Cry, Do You Care?

“…Indeed, previous research has found reliable associations between individual differences in RT latencies in an LDT and actual behaviour (e.g. Campos-Melady & Smith, 2012;Kemeny et al, 2012). Further research could extend the current work by examining whether and how the differences in RT latencies found in the present study translate into behaviour.…”

Neuroimaging Data From a Single Participant Before and After a Meditation Retreat: a Proof of Concept Study

“…The program was designed by experts in contemplative traditions and emotional science, and aimed at reducing Bdestructive enactment of emotions^and enhancing prosocial responses. Results of a first study about this program suggested that increased awareness of mental processes can influence emotional behavior, and supported the benefit of integrating contemplative theories/practices with psychological methods of emotional regulation (Kemeny et al 2012).…”

“…Classes were theoretical and practical. Training was centered upon emotion, emotional characteristics, emotional recognition in oneself and others, emotional balance (Ekman 2003), and secularized forms of Shamatha, Four Immeasurables, and Vipassana, in order to help participants achieve relaxation, stillness, clarity, and a better emotional balance (Kemeny et al 2012). During breaks and free time, trainees were recommended to keep their routine with as little stimulus and as much silence as possible, avoiding, for example, Internet or computer use to maintain their mind relaxed, stable, and vivid.…”

CARE for Teachers: A Mindfulness-Based Approach to Promoting Teachers’ Social and Emotional Competence and Well-Being

“…Tested on a sample of 82 female teachers (preK-12) utilizing a randomized, controlled trial design, the training signifi cantly reduced self-reported depressive symptoms and rumination and increased emotional self-awareness (Kemeny et al, 2012 ). Female teachers were chosen for the study because measures of cortisol reactivity were included and there can be differential effects by sex.…”