Meditation Awareness Training (MAT) for Work-related Wellbeing and Job Performance: A Randomised Controlled Trial

Shonin, Edo; Gordon, William Van; Dunn, Thomas J.; Singh, Nirbhay N.; Griffiths, Mark D.

doi:10.1007/s11469-014-9513-2

Cited by 141 publications

(118 citation statements)

References 38 publications

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“…Most of these authors offered little specificity about how such training might be conducted, but several pointed to examples in the published literature. These include spiritual self-schema therapy (Avants and Margolin 2004), meditation awareness training (MAT; Shonin et al 2014a), mindfulness-integrated cognitive behavioral therapy (MiCBT; Cayoun 2011), and mindfulness-based symptom management (MBSM; Monteiro and Musten 2013;Monteiro et al 2010).…”

Section: Teaching Buddhist-based Ethics In Mbismentioning

confidence: 99%

“…Meditation awareness training (MAT; Shonin et al 2014a) is an 8-week intervention delivered in group or individual format. It is described as secular yet designed to provide a more traditional and comprehensive approach to meditation than is found in MBSR and MBCT.…”

Section: Teaching Buddhist-based Ethics In Mbismentioning

confidence: 99%

“…Workers' attitudes toward their employers were examined in a study of MAT Shonin et al 2014a), an 8-week meditation-based intervention described earlier that teaches Buddhist concepts such as nonself and impermanence. Middle managers in a variety of workplaces reported that MAT helped them to be Bless preoccupied with their own agenda and entitlements^and better able to Balign their roles with corporate strategy^ .…”

Section: Mindfulness Training In the Workplacementioning

confidence: 99%

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Ethics, Values, Virtues, and Character Strengths in Mindfulness-Based Interventions: a Psychological Science Perspective

Baer

2015

Mindfulness

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This paper comments on an article by Monteiro, Musten, and Compson (Mindfulness 6: 1-13, 2015) and a series of replies that explored the issue of ethics training for participants in contemporary mindfulness-based interventions (MBIs). The perceived need for explicit ethical training stems from concerns about potentially harmful or misguided applications of secular MBIs, particularly in settings whose activities may be inconsistent with the ethics of the Buddhist traditions from which mindfulness training originates. Much of the discussion in the target article and replies focused on whether ethical foundations of mindfulness in MBIs should remain implicit or should be taught from a Buddhist perspective. The present commentary argues that psychological science provides well developed alternatives for researchers and clinicians interested in secular approaches to ethics-related issues in MBIs. The experimental psychology literature provides a strong foundation for working with personally meaningful, prosocial values in MBIs. Positive psychology provides a complementary perspective on moral virtues and character strengths that have been widely recognized across cultures. Organizational psychology and related disciplines provide empirically based perspectives on the ethical implications of mindfulness training in the workplace. An approach to ethical issues in MBIs that is firmly grounded in psychological science and suitable for secular settings is recommended.

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Section: Teaching Buddhist-based Ethics In Mbismentioning

confidence: 99%

Section: Teaching Buddhist-based Ethics In Mbismentioning

confidence: 99%

Section: Mindfulness Training In the Workplacementioning

confidence: 99%

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Ethics, Values, Virtues, and Character Strengths in Mindfulness-Based Interventions: a Psychological Science Perspective

Baer

2015

Mindfulness

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“…The popularity of MBIs is growing so fast that some authors exhibit big concerns about the authenticity of some of the proposed programs (Grossman, 2011;Shonin et al, 2014a;Purser & Milillo, 2015). Implementing MBIs into organizational settings is more feasible than ever before.…”

Section: Challenges Of Practical Application Of Mbis In Organization mentioning

confidence: 99%

The Emerging Role of Mindfulness Research in the Workplace and its Challenges

Vich¹

2015

CEBR

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This paper focuses on the current state of art in mindfulness research on workplace and identi es some of the necessary steps and risks in the creation of mindful leadership theory. Mindfulness has the potential to e ectively address three topical organizational challenges of growing demands on adaptability, prevailing issues of work-related stress and the necessity to raise the moral level in organizations. Current studies seem to suitably respond to the issues of work-related stress; however, the challenges of adaptability and morality so far lack appropriate empirical validation. Lack of empirical support is also noticeable in the case of mindful leadership theory as most studies still focus solely on individual leader development. However, it is important to start to discuss the suitable core variables of mindful leadership now as a clear di erentiation from other leadership approaches like authentic leadership will be crucial for successful creation of mindful leadership theory. This paper also presents recommendations for entrepreneurs and managers willing to incorporate mindfulness into their organizational settings.

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“…corresponding qualitative study) of MAT that involved middle-mangers working in office-based settings (i.e., Shonin et al, 2014a;Shonin & Van Gordon, 2015). Baer asserted that because participants who received the intervention reported improvements in organisational citizenship (i.e., in conjunction with work-related stress, psychological distress, job satisfaction, and job performance), this meant that interventions such as MAT could foster acquiescence with unethical or oppressive business practices.…”

Section: Baer Highlighted and Discussed Two Studies (A Randomised Conmentioning

confidence: 99%

Teaching Ethics in Mindfulness-based Interventions

2015

Self Cite

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We read with interest the recent commentary paper by Baer (2015). In her paper, Baer discussed the different approaches adopted by first-generation mindfulness-based interventions (FG-MBIs) and second-generation mindfulness-based interventions (SG-MBIs) in terms of how they conceptualise and teach ethics (along with discussion of other principles related to mindfulness practice). The key difference between these two approaches is that Although Baer admittedly made a number of valid and interesting points concerning the most appropriate means of teaching ethics in MBIs, her lack of support for the SG-MBI approach was based on a number of oversights and factual inaccuracies that we would like to challenge and correct:

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Meditation Awareness Training (MAT) for Work-related Wellbeing and Job Performance: A Randomised Controlled Trial

Cited by 141 publications

References 38 publications

Ethics, Values, Virtues, and Character Strengths in Mindfulness-Based Interventions: a Psychological Science Perspective

Ethics, Values, Virtues, and Character Strengths in Mindfulness-Based Interventions: a Psychological Science Perspective

The Emerging Role of Mindfulness Research in the Workplace and its Challenges

Teaching Ethics in Mindfulness-based Interventions

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