Cultivating mind fitness through mindfulness training: Applied neuroscience

Heydenfeldt, Jo Ann; Herkenhoff, Linda; Coe, Mary

doi:10.1002/pfi.20259

Cited by 8 publications

(5 citation statements)

References 6 publications

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“…Research on mindfulness in organizational literature has been increasing. Current research explores the positive impact of mindfulness interventions in relation to working memory, 29 workplace coping, 75 perceived stress and medical costs, 36 positive leadership development, 53 and employee stress and performance. 85 Research studies in dispositional mindfulness, an already present state of mindfulness without training or intervention in mindfulness, suggest correlations with leaders' mental well-being and reduced employee stress 10 and destructive leadership.…”

Section: Mindfulness In Organizationsmentioning

confidence: 99%

“…Mindfulness is an evidence-based practice within the clinical community with branches in sports medicine [25][26][27][28] and organizational effectiveness. 29 Mindfulness training has been found to decrease pain, 30 increase quality of life, 31 decrease depression, 32,33 decrease anxiety, 34 decrease workplace stress, 35,36 increase emotional regulation, 37,38 positively impact youth leadership development, 39 and positively assist in quality relationship management. 40 Researchers have suggested that mindfulness impacts resilience by improving posttraumatic psychological adjustment, 41 improving positive affect, 42,43 and preventing burnout.…”

Section: Introductionmentioning

confidence: 99%

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The mindful shield: The effects of mindfulness training on resilience and leadership in military leaders

Ihme

Sundstrom

2020

Perspect Psychiatr Care

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Objectives: The purpose of this study was to address military leader perceptions of their resilience, transformational leadership behaviors, and leadership effectiveness before and after experiencing Mindfulness-Based Attention Training (MBAT).Methods: Participants were formal and informal leaders in the Kansas Air National Guard. The study used a mixed-methods sequential exploratory design. Phase I involved analyzing pretest and posttest results obtained from a Jha Lab study for three self-report assessments in an intervention group (n = 36) vs a control group (n = 37). The qualitative data in phase II was obtained from individual interviews of participants (n = 12) following the Jha Lab study. Results:The phase I quantitative results confirmed the null hypotheses-no significant differences found-for all research questions. Phase II resulted in eight thematic codes, six of which were central to the experiences described by participants (Halting, Sensing, Being, Shielding, Considering, and Engaging) and two that were not (Obstructing, and Escaping). Conclusions:The key finding was that the descriptions of mindful thoughts and behaviors were consistent across participants indicating that MBAT accurately presents mindfulness during the course and the training had positive effects on participant mindfulness, primarily in the areas of being present to self, shielding the self through reperceiving, and then consciously altering behavior based on the new perspective.Results should direct future resiliency course development, leadership course curricula, and aid understanding of how leaders mentally conceptualize stress, incorporate resilient behaviors and then apply that knowledge to their own leadership behaviors.

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Section: Mindfulness In Organizationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The mindful shield: The effects of mindfulness training on resilience and leadership in military leaders

Ihme

Sundstrom

2020

Perspect Psychiatr Care

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“…The Be Well model (illustrated in Figure 1) puts the goal of cultivating a mindful workforce at its centre, and encircles the goal with five characteristics of a mindful workforce that have been extrapolated from the literature: focused, self-aware, resilient, connected and adaptable (Rettie, 2003; Tugade & Fredrickson, 2007; O’Connell, McNeely, & Hall, 2008; Dickenson, Berkman, Arch, & Lieberman, 2012; Vago & Silbersweig, 2012). The next circle identifies eight evidence-based strategies; specifically, savouring (Tugade & Fredrickson, 2007; Bryant, Chadwick, & Kluwe, 2011; Jose, Lim, & Bryant, 2012; Smith & Hollinger-Smith, 2015), visualisation and/or gratitude (Sheldon & Lyubomirsky, 2006; Waters, 2012); present moment awareness, intention/focus (Killingsworth & Gilbert, 2010; Heydenfeldt, Herkenhoff, & Coe, 2011; Froeliger, Garland, & McClernon, 2012; Kok & Singer, 2016), empathy (Shapiro, Schwartz, & Bonner, 1998; Block‐Lerner, Adair, Plumb, Rhatigan, & Orsillo, 2007; O’Connor et al, 2015), physical activity such as yoga (Froeliger, Garland, & McClernon, 2012; de Manincor et al, 2015) and breath regulation (Jerath, Edry, Barnes, & Jerath, 2006; Cameron et al, 2011; Froeliger, Garland, & McClernon, 2012).…”

Section: About Worklife Wellnessmentioning

confidence: 99%

Be well: A systems-based wellness intervention using mindfulness in the workplace – A case study

Levett

Coughlan²,

Longridge³

et al. 2017

Journal of Management & Organization

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Introduction: Healthy work environments are essential in determining improved well-being of Australians. Job stress has been identified as a significant factor in psychological distress. This study evaluated the effect of introducing a systems-based workplace wellness programme using mindfulness in the workplace. Methods: The programme ‘Be Well’ was introduced as part of a systems-based approach to workplace health promotion, and evaluated using sick leave as a proxy for workplace stress, and the stress satisfaction offset score to determine the degree of change in stress and satisfaction. Results: There was significant reduction in sick leave (2014 vs. 2012) (p<.001), and significant improvement in stress satisfaction offset score (p<.05). Logistic regression analysis identified the programme components most predictive of reduced stress and higher job satisfaction. Conclusion: The impacts of a systems-based mindfulness workplace wellness intervention, show significant improvements in workers’ sick leave and changes to stress and satisfaction scores. This study has implications for sector-wide policy change in the workplace.

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“…Once learners have been introduced to the practice, they can seamlessly integrate the steps into their day. A somatic approach to learning embodies a whole‐body approach to learning, one that recognizes multiple ways of knowing and positive disruption of typical learning patterns to allow for emerging possibilities (Heydenfeldt, Herkenhoff, & Coe, ; Lupberger, ; Schuyler, ). As we build on the literature to include some of our current practices to support greater collaboration with learners, we include our recent thinking and experiments that we intentionally introduce into the classroom.…”

Section: Using Mindfulness As Our Guiding Framework—abstract Conceptumentioning

confidence: 99%

Cocreating Collaborative Leadership Learning Environments: Using Adult Learning Principles and a Coach Approach

Page

Margolis

2017

New Dir Adult Contin Educ

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7As educators, we seek to answer the following question: "What magic can happen when you believe that people are whole and resourceful and you hold the space for generative, collective wisdom?" This chapter explores collaborative leadership and learning with adult learners. We focus on creative ways to optimize learning and enhance capacity to lead self and others.In this chapter, we share our experiences of collaborative leadership in the classroom. Our overarching premise is that collaborative leadership and collaborative learning are interdependent. Drawing on Kolb' s (1984) experiential learning model, current theories of mindfulness and presence, and coaching principles and practices, we explore the possibilities for meeting learners in the classroom in a way that honors adult learning principles, leadership development, and individual learner needs. We prefer the term learner to student because learner captures the essence of curiosity, discovery, collaboration, self-awareness, and personal mastery we strive to support. These values coexist with our responsibility as educators for clearly articulated competencies, learning outcomes, and assessment guidelines. Our aim is to recognize that adult learners are partners in the learning experience. As such, they can help to cocreate a collaborative leadership learning environment.As we share our examples and experiences, we focus on the opportunities to collaborate with learners in service of enriching their learning experiences and enhancing capacity to lead themselves and others. We continue to explore the following question in our teaching and facilitation practice: "What magic can happen when, as an educator, you believe that people are whole and resourceful and you hold the space for generative, collective wisdom?" This question inspires us to seek creative ways to engage adult learners in collaborative learning spaces that optimize both individual and collective learning and promote collaborative leadership in the learners' own contexts.

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Cultivating mind fitness through mindfulness training: Applied neuroscience

Cited by 8 publications

References 6 publications

The mindful shield: The effects of mindfulness training on resilience and leadership in military leaders

The mindful shield: The effects of mindfulness training on resilience and leadership in military leaders

Be well: A systems-based wellness intervention using mindfulness in the workplace – A case study

Cocreating Collaborative Leadership Learning Environments: Using Adult Learning Principles and a Coach Approach

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