What defines mindfulness-based programs? The warp and the weft

Abstract

There has been an explosion of interest in mindfulness-based programs (MBPs) such as Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy. This is demonstrated in increased research, implementation of MBPs in healthcare, educational, criminal justice and workplace settings, and in mainstream interest. For the sustainable development of the field there is a need to articulate a definition of what an MBP is and what it is not. This paper provides a framework to define the essential characteristics of the family of MBPs originating from the parent program MBSR, and the processes which inform adaptations of MBPs for different populations or contexts. The framework addresses the essential characteristics of the program and of teacher. MBPs: are informed by theories and practices that draw from a confluence of contemplative traditions, science, and the major disciplines of medicine, psychology and education; underpinned by a model of human experience which addresses the causes of human distress and the pathways to relieving it; develop a new relationship with experience characterized by present moment focus, decentering and an approach orientation; catalyze the development of qualities such as joy, compassion, wisdom, equanimity and greater attentional, emotional and behavioral self-regulation, and engage participants in a sustained intensive training in mindfulness meditation practice, in an experiential inquiry-based learning process and in exercises to develop understanding. The paper's aim is to support clarity, which will in turn support the systematic development of MBP research, and the integrity of the field during the process of implementation in the mainstream.

Research Review: The effects of mindfulness‐based interventions on cognition and mental health in children and adolescents – a meta‐analysis of randomized controlled trials

“… Study design: the effects of mindfulness were compared against a control condition (either no contact, waitlist, active or attention placebo control) and the participants were randomly assigned to condition; Participants: the participants were aged 18 years or younger; Intervention I: The core of the mindfulness training program consisted of the essential elements laid out by Crane et al., including: Present moment focus and decentring; The development of greater attentional and behavioural self‐regulation; Engaging the participant in sustained mindfulness meditation practice Intervention II: The MBI was delivered over more than one session Mindfulness practice was the central component of the intervention, rather than it being substantially combined with another activity (e.g., mindful yoga, mindful colouring) or a subcomponent of a broader complex intervention (e.g., Acceptance Commitment Therapy); The mindfulness intervention was delivered by a trained mindfulness teacher; Outcome variables: The outcome measures provided quantitative data from which effect sizes could be calculated. If the paper did not provide this then the authors were contacted. …”

Mindfulness-Based Interventions in Psychiatry

“…Additionally, these programs also often include a 1-day retreat. A key feature of MBIs is the education in formal and informal mindfulness meditation practices to train both the attentional control component as well as the non-judgemental attitudinal aspects of mindfulness as described above (7). …”

Quality of life among women diagnosed with breast Cancer: A randomized waitlist controlled trial of commercially available mobile app‐delivered mindfulness training

“…Variants of mindfulness training can be adapted to accommodate patient needs while adhering to the fundamental structure of the training (eg, shorten length of sessions; remote delivery) . However, as with other cognitive and behavioral skills‐based approaches to improve QOL, mindfulness requires consistent practice in order to maximally obtain therapeutic benefit .…”

“…Due, in part, to these qualities, mindfulness has been recognized in the literature as having the potential to expand reach and accessibility by capitalizing on lower‐intensity technology‐based delivery, such as smartphone apps . App‐based delivery may appeal to some women by enabling autonomous, portable, and inexpensive access to training content, and a means for practice and skills mastery outside of a structured environment …”