Showing posts with label Mindfulness and Children. Show all posts
Showing posts with label Mindfulness and Children. Show all posts

Thursday, January 21, 2016

MINDFUL PARENTING REDUCES CHILD STRESS

Mindfulness in parenting significantly reduces children's stress levels, according to a new study by Professor Lea Waters [pictured left], who holds the Gerry Higgins Chair in Positive Psychology and is the Director of the Centre for Positive Psychology, Melbourne Graduate School of Education, at The University of Melbourne

Professor Waters said that child stress is becoming increasingly widespread with 31 per cent of Australian children feeling ‘very stressed,’ and 40 per cent feeling that they worry too much.

‘This stress and tension often leads to children having physical symptoms such as headaches, abdominal pain and difficulty sleeping,’ Professor Waters said. ‘We know from past research that when a child is stressed they draw on their parents for support, and that their parents have the power to diminish or increase their children's stress levels. We now have strong evidence that children benefit when they're parents are more mindful of their emotions, and pause before they react with anger, stress or frustration.’

Professor Waters said mindfulness can aid emotional support by helping parents to regulate their own attention and emotion.

‘Mindfulness is more than just a “buzzword”. It's about being present and giving each task your full attention,’ said Professor Waters. ‘Taking the time to listen and understand your child's problems, promotes trust and emotional connection leading to a richer and more authentic relationship.

‘It also teaches children how to be open and aware of the whole situation including their own thoughts, feelings and sensations, which in turn makes them less stressed.’


Resource: Waters, L. ‘The Relationship between Child Stress, Child Mindfulness and Parent Mindfulness.’ Psychology, 2016, 7, 40-51. Published Online Jan 2016 in SciRes. http://www.scirp.org/journal/psych http://dx.doi.org/10.4236/psych.2016.71006


IMPORTANT NOTICE: Please read the Terms of Use and Disclaimer. The information provided on or linked to this blog is not a substitute for professional medical advice, diagnosis or treatment. Never delay or disregard seeking professional medical advice from your medical practitioner or other qualified health provider because of something you have read on this blog or elsewhere. For immediate advice or support call (in Australia) Lifeline on 13 1 1 14 or Kids Helpline on 1800 55 1800. For information, advice and referral on mental illness contact (in Australia) the SANE Helpline on 1800 18 SANE (7263) go online via sane.org. In other countries call the relevant mental health care emergency hotline or simply dial your emergency assistance telephone number and ask for help.




Friday, December 25, 2015

NEW STUDY FINDS MINDFULNESS HELPS LOW-INCOME MINORITY YOUTHS

A school-based mindfulness program led to improved psychological functioning and lower levels of post-traumatic stress symptoms in low-income, minority youths, according to a recent randomized, controlled study.

The study analysed the effect of mindfulness instruction in fifth- through eighth-graders at two Baltimore City Public Schools. More than 99 per cent were both African-American and eligible for free lunch.


Researchers randomly assigned students to receive mindfulness-based stress reduction (MBSR) instruction adapted from an adult program or general education on health topics (HT). Self-report survey data collected at baseline and post-program from 300 students were analysed in the report.

At baseline, the two groups had similar scores on measures of psychological functioning, mindfulness and trauma symptoms. At the end of the 12-week program, MBSR students reported significantly lower levels of depressive symptoms, somatization, negative affect, negative coping, rumination, self-hostility and post-traumatic symptom severity than HT students.

Study: Sibinga E M S, Webb L, Ghazarian S R, and Ellen J M. ‘School-based mindfulness instruction: an RCT.’ Pediatrics. December 18, 2015.



Addenda.

Here are two recent news items from Australia on the subject of mindfulness and school children:

1. Mindfulness relaxation undertaken by a Canberra ACT school has seen overwhelming benefits for its young students, teachers say. Thomas Neilson, from the University of Canberra, says schools nationwide need to look at implementing similar models to defuse rising stress levels in their students.

2. Following the successful Canberra trial, Clarence Valley NSW mindfulness coach John Shearer wants the NSW State Government to introduce mindfulness into the school curriculum.


IEJ. 10 January 2016.


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Friday, August 14, 2015

MINDFULNESS THROUGH THE EYES OF A CHILD

One of my favourite books as a child was one entitled The Magic Shell

In many ways this book is like another in my collection which I loved as a child (and still do)---The Red Balloon---in that the book consists primarily of photographs. The two books are very similar in other respects as well. Both beautifully capture, in a highly lyrical way, all the whimsy, imagination and free spirit of the child. In both books, the text is minimal; it is the photos that tell the story. In the case of The Magic Shell the photos were taken by the book's author, Nadine Amadio (1929-2009) [pictured below right], with a Rolleiflex camera using Kodak Tri-X film.

Nadine Amadio, who was married to the famed Australian jazz musician Ray Price from 1953 to 1968, came from a very artistic and musical family. She was an Australian writer, poet, journalist, arts critic, mythographer, photographer and film producer, with her works and interests encompassing fiction, biography, poetry, fine arts, art appreciation, music, mythology (myth 'is a life-force that combats the futility and potentially suicidal emptiness of a purely materialistic society', she wrote) and native folklore, editing, photography and  painting as well as scriptwriting and executive producing for films and documentaries

In 1976 Ms Amadio received a New Writers Fellowship from the Literature Board of the Australia Council. (To be technical, Ms Amadio was hardly a ‘new writer’ by 1976, for she had already authored and published a few books including Amanda and the Dachshund in 1965 as well as The Magic Shell in 1958.) For many years Ms Amadio collaborated with the distinguished Australian painter and close friend of hers Charles Blackmanmy favourite work of theirs being The New Adventures of Alice in Rainforest Land. She published two books about Blackman and his work---Charles Blackman: The Lost Domains and Orpheus, the Song of Forever---and set up the Blackman Trust for his benefit. She was also close to many other prominent Australian artists and put together a book about the celebrated Australian Aboriginal artist Albert Namatjira entitled Albert Namatjira: The Life and Work of an Australian Painter. There were several other literary and scholarly works of hers (for example, Pacifica: Myth, Magic and Traditional Wisdom from the South Sea Islands) but I will stop there. Suffice to say she was quite versatile.

The Magic Shell is a book of 60-odd photos and captions photographed, written and arranged by Ms Amadio. The photographs depict a Sydney of the late 1950s, both the central business district itself ('wide streets and narrow streets, along with hundreds of double-decker buses') and the northern beaches of Sydney, where I now live, in particular, Palm Beach ('White sand stretched for miles and miles and all the while the sea came rolling in, breaking on the shore in a mass of foam'). There are also photos of what we Australians call ‘the bush’, in this case country (rural) New South Wales. All the photos freeze in time and space an era, and a place, that for the most part have gone. Ditto The Red Balloon.


The Magic Shell is about a small boy’s ‘magical’ journey from the country, where he lives on a farm, to Sydney to visit his Aunt Marie at Potts Point, through Sydney's central business district ('even more wonderful than he had imagined'), to the wonder of the sea at Palm Beach ('all so vast, so blue and so wonderful'). On the book's inside front cover, the author has written these charmingly evocative words:

This is Sydney. …

It is a big city full of tall, new buildings towering upwards and quaint old buildings nestling in their long familiar places. Like all big cities, it is filled with people---the rich and the poor, the seeing and the unseeing. And there is always something special to be seen in this city: perhaps it is the harbor, edged by gardens and coves, docks and ships; perhaps the narrow, straggling streets, packed with surprises; or maybe the long golden arms of beaches stretching to the north and the south. Many strange and enchanted things have been known to happen in this city. And sometimes there comes a stranger who, especially if he is very young, sees it for the first time and is filled with wonder. …

Yes, life is full of ‘strange and enchanted things’, if only we would experience them as such. Even the seemingly drab, commonplace, ordinary and familiar can be, and in truth are, a source of great wonder and enchantment. Children are expert at seeing this. Sadly, adults are not. Somehow, in growing up---in many ways I hate those words---most of us lose our capacity to appreciate the wonder and mystery of life. We must become like a ‘stranger’ if we are to see things as if ‘for the first time’ and ‘filled with wonder’. As one great teacher expressed it some 2,000 or more years ago, we must 'change and become like little children' (Mt 18:3 [NIV]). 

While at the beach Mark, the boy in the story, explored the rocks by the water’s edge and the rock pools:

The rocks were full of mysterious little pools. Tiny fish were swimming around amongst the bright pebbles, starfish and large spiky shapes that reminded Mark of porcupines. Every pool had new and exciting things to discover and Mark ran eagerly from pool to pool, wondering what he’d find next. He hoped he might find his magic shell but he only found small ones with shellfish still living inside.

In due course Mark found that elusive ‘magic’ shell---a ‘great shining shell’. 'It was more beautiful than any shell he had ever dreamed of.' Mark put the shell to his ear and ‘the sea gave him her own song.’ The author writes, ‘Now he would have it to listen to always. It was indeed a magic shell.’

I loved this book as a child, and, now aged 60, I still love it. I will not part with the book. 

The book is no literary masterpiece--it doesn't purport to be---but it does has an unmistakable charm and quaintness. As I re-read the book this morning it occurred to me that Ms Amadio had captured, both in her photos and text, the essence of mindfulness, not to mention the essence of childhood as well. Yes, the author captured that wonderful ability, which we all need, to see things as they really are, to appreciate events and occurrences, and the small things of life, as they are unfolding. Such is the ‘magic’ of life. It is nothing supernatural. It is something very natural---so natural that we take it for granted and fail to see it. The wonder and mystery of life lies in its very ephemerality and transience. The fact that one day we will lose it all---whatever 'it' may be---makes life all that more special.

Life is indeed filled with wonder and awe. The child, so it seems, is intuitively mindful. In becoming adults we were taught---conditioned---to analyse, criticise, judge, compare and interpret. In so doing, we lose much of our innate ability to see and experience things as they actually happen. That is a very sad thing. The regular practice mindfulness enables us to regain that joyous, childlike ability to see things for the first time and filled with wonder.

May you find your ‘magic shell' today.




The photographs in this post (other than that of Nadine Amadio)
are
from The Magic Shell (Sydney: Ure Smith Pty Limited, 1958).
Copyright © The Estate of the Late Nadine Amadio.
The photograph of Ms Amadio is by Peter Morris.
All rights reserved.


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Friday, August 1, 2014

MINDFULNESS FOR PARENTS WHOSE CHILDREN HAVE SPECIAL NEEDS

Just when you might have been tempted to think that no more probative medical and scientific evidence could possibly emerge as to the positive, beneficial, and life-changing effects of the regular practice of mindfulness, one more study emerges. I’m sure it won’t be the last.

The New York Times recently featured an article titled ‘When the Caregivers Need Healing.’ The article focused on a recent study, published in the journal Pediatrics, showing that just 6 weeks of mindfulness training produced lower rates of stress, anxiety and depression in parents raising a child with developmental disabilities, genetic syndromes or psychiatric issues.

Of course, children with special needs may have mild learning disabilities or they may have profound cognitive impairment. Special needs embraces food allergies as well as a terminal illness. Then there are such things as developmental delays, debilitating panic attacks, and more serious psychiatric problems. What I’ve just mentioned is by no means exhaustive.

Researchers at Vanderbilt University randomly assigned 243 mothers of children with developmental disabilities, genetic syndromes or psychiatric issues to mindfulness training or ‘positive adult development.’ At the start of the study, 85 per cent of the participants reported significantly elevated stress, 48 percent said they were clinically depressed, and 41 per cent reported anxiety disorders.

The first group practiced meditation, breathing exercises, and qigong practices to hone mental focus. The second group received instructions on curbing negative thoughts, practising gratitude and reclaiming an aspect of adult life. Both groups were led by specially trained mentors, themselves the parents of special-needs children.

The mindfulness treatment and positive adult development led to significant reductions in stress, anxiety, depression as well as improved sleep and life satisfaction among participants, with the mothers in the mindfulness group having the greater improvements in anxiety, depression and insomnia than those who received positive adult development training.


Resource
: Dykens E M, Fisher M H, Taylor J L, Lambert W, and Miodrag N. ‘Reducing Distress in Mothers of Children With Autism and Other Disabilities: A Ran
domized Trial.’ Pediatrics. 2014 Jul 21. pii: peds.2013-3164. [Epub ahead of print.]
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IMPORTANT NOTICE: See the Terms of Use and Disclaimer. The information provided on this blogspot is not a substitute for professional medical advice, diagnosis or treatment. Never delay or disregard seeking professional medical advice from your medical practitioner or other qualified health provider because of something you have read on this blogspot. For immediate advice or support call Lifeline on 13 1 1 14 or Kids Helpline on 1800 55 1800. For information, advice and referral on mental illness contact the SANE Helpline on 1800 18 SANE (7263) go online via sane.org


Saturday, September 7, 2013

MINDFULNESS TRAINING IMPROVES CHILDREN’S ATTENTION SPAN

Yet another study has found that even a small amount of training in mindfulness improves children's attention span, in particular, their ability to ignore distractions and concentrate better.

These are the findings of a recent study carried out by Dominic Crehan and Dr Michelle Ellefson at the University of Cambridge and presented at the British Psychological Society's Cognitive Developmental Psychology Annual Conference at the University of Reading.


‘Mindfulness involves paying attention in a particular way---on purpose, in the present moment, and non-judgmentally,’ says Crehan. ‘It has been shown to reduce levels of stress and depression, and to improve feelings of well-being, but to date researchers have not established a link between mindfulness and attention skills in children.’

The researchers recruited 30 children (girls and boys aged 10 to 11 years old) to take part in a mindfulness course as part of their school curriculum. The children took part in the mindfulness course in 2 groups at different times, and so the researchers were able to compare the groups and see the effects of the course. To do this, they measured the children's levels of mindfulness using a questionnaire. They also measured their attention skills, using a computer game designed specifically for this purpose. They made these measurements on three occasions, at three month intervals, so that they could measure changes in attention skills over time as a result of the mindfulness course. The results indicated that an improvement in the children's ability to focus and deal with distractions was associated with the mindfulness course.


‘The ability to pay attention in class is crucial for success at school,’ says Crehan. ‘Mindfulness appears to have an effect after only a short training course, which the children thoroughly enjoyed. Through their training, the children actually learn to watch their minds working and learn to control their attention. These findings could be particularly important for helping children with attention difficulties such as ADHD.’


Resource: British Psychological Society (BPS) (2013, September 5). Mindfulness training improves attention in children. ScienceDaily. Retrieved September 7, 2013, from http://www.sciencedaily.com­/releases/2013/09/130905202847.htm

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Sunday, August 4, 2013

MINDFULNESS IN SCHOOLS WORKS WONDERS

It has been well-known for many years that mindfulness-based approaches for adults are effective at enhancing mental health, but few controlled trials have evaluated their effectiveness among young people.

The aim of a recent British study, reported in the August 2013 edition of the British Journal of Psychiatry, was to assess the acceptability and efficacy of a schools-based universal mindfulness intervention---known as the Mindfulness in Schools Programme (MiSP)---to enhance mental health and well-being.

The MiSP curriculum’s primary aim is to teach young people skills to work with mental states, everyday life and stressors so as to cultivate well-being and promote mental health. One of the strengths of the study was the choice of a follow-up period in the most stressful part of the school year to test whether the MiSP curriculum conferred protection as evidenced through less self- reported stress and greater well-being.

A total of 522 young people aged 12-16 in 12 secondary schools either participated in the MiSP (intervention), which has been operating in the United Kingdom for some time now, or took part in the usual school curriculum (control).

The results of the study were more than acceptable, even allowing for the fact that the study had several limitations noted in the report. Rates of acceptability were high. Relative to the controls, and after adjusting for baseline imbalances, children who participated in the intervention reported fewer depressive symptoms post-treatment (P = 0.004) and at follow-up (P = 0.005) and lower stress (P = 0.05) and greater well-being (P = 0.05) at follow-up. The degree to which students in the intervention group practised the mindfulness skills was associated with better well-being (P<0.001) and less stress (P = 0.03) at 3-month follow-up.

The findings provide promising evidence of the programme’s acceptability and efficacy, with the authors concluding:
'In summary, although schools-based interventions can sometimes be implemented as a result of short-term policy drivers or charismatic innovators, interventions that demonstrate acceptability, efficacy, cost-effectiveness and potential for implementation are most likely to be sustainable. This feasibility study is the first step towards evaluating the MiSP curriculum and provides preliminary evidence of acceptability and efficacy.'


Resource: Kuyken W, Weare K, Ukoumunne O C, Vicary R, Motton N, Burnett R, Cullen C, Hennelly S, and Huppert, F. ‘Effectiveness of the Mindfulness in SchoolsProgramme: non-randomised controlled feasibility study,’ British Journal of Psychiatry (2013) vol 203, issue 2 (August), 126–131. doi: 10.1192/bjp.bp.113.126649


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