Validity of the 15-item five-facet mindfulness questionnaire among an ethnically diverse sample of university students

How to design a broad mindfulness program: One approach to introducing mindfulness to a STEM community within a university setting

Mindfulness has become popular in recent decades as a tool for psychological well-being. However, mindfulness has yet to find a solid footing as a routine practice within the Science, Technology, Engineering, and Mathematics (STEM) field. Here, we discuss the design of an introductory mindfulness program that provides the STEM community with a broad overview of various mindfulness methods. We also discuss delivery implementation methods and other considerations when designing mindfulness programming. This article provides resources for those interested in incorporating mindfulness into the STEM field, especially within the university setting.

Investigating trait mindfulness in women with a history of unwanted sexual contact

Unwanted sexual contact (USC) is common in women, and may contribute to sexual dysfunction via avoidance coping techniques. Mindfulness-based treatments, which directly challenge avoidance, have been shown to be effective in treating sexual dysfunction, however, it is not yet clear whether there are differences in trait mindfulness between women with and without a history of USC. We used data from four previous studies and compared trait mindfulness on the Five Facet Mindfulness Questionnaire (FFMQ) in women with and without a history of USC. There were no significant differences between the USC and no-USC groups on total FFMQ score, nor on most individual domain scores; however, significant group differences were found on observe and acting with awareness subscales. We speculate on the possible meaning of the USC group having higher observe scores and lower acting with awareness scores compared to the no-USC group.

Multi-modal mindfulness training and well-being for healthcare students

INTRODUCTION

Mindfulness is a mental state attained through focusing awareness on the present with calm acceptance of thoughts, feelings, and bodily sensations. This study evaluated impact of mindfulness activities on well-being of pharmacy and other healthcare students.

METHODS

Research participants completed pre- and post-intervention questionnaires evaluating multi-modal mindfulness interventions. Due to the pandemic, sessions led by a certified mindfulness instructor were offered live online and recorded, supplemented by a well-being mobile app and reflective discussion component. Four composite scales were administered to participants. The Brief Resilient Coping Scale (BRCS), Five Facet Mindfulness Questionnaire (FFMQ-15), Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS), and Depression Anxiety Stress Scales (DASS-21) inventories measured resilient coping skills, awareness, and psychological symptoms, including stress, depression, and anxiety. Exploratory factor analysis and Cronbach's alpha were used to determine scale reliability and validity.

RESULTS

Thirty-six participants completed both pre- and post-intervention questionnaires (n = 36). Significant improvement was found in well-being for BRCS, FFMQ-15, and WEMWBS measures (P < .05). Change in DASS-21 was not significant (P = .19). Mobile app use enhanced foundational mindfulness skills. Awareness, connection, and coping themes were identified from written comments.

CONCLUSIONS

Evaluation of this multi-modal interprofessional intervention provides further evidence of benefits of mindfulness for pharmacy and other healthcare students. The mobile app and mindful movement with reflection improved all attributes measured by the composite scales. Further research may explore alternative multi-modal mindfulness interventions and incorporation into healthcare education curricula. Interprofessional collaboration is encouraged among faculty to enhance mindfulness while connecting healthcare professionals.

Trait mindfulness and personality characteristics in a microdosing ADHD sample: a naturalistic prospective survey study

Background

Microdosing (MD), repeatedly taking psychedelics in small, non-hallucinogenic amounts, has been practiced by individuals to relieve attention deficit hyperactivity disorder (ADHD) symptoms. Generally, adults diagnosed with ADHD have lower levels of mindfulness and differ in personality structure from non-ADHD adults. How MD affects mindfulness and personality in adults with ADHD remains unexplored.

Aim

This study aimed to investigate the effects of 4 weeks of MD on mindfulness and personality traits in adults diagnosed with ADHD and those experiencing severe ADHD symptoms. It was expected that mindfulness and the personality traits conscientiousness, extraversion, agreeableness, and openness would increase and neuroticism would decrease after 4 weeks of MD compared to baseline. It was explored if using conventional ADHD medication alongside MD and/or having comorbidities influenced MD-induced effects.

Methods

An online prospective naturalistic design was used to measure participants before MD initiation and 2 and 4 weeks later. Validated self-report measures were used assessing mindfulness (15-item Five Facet Mindfulness Questionnaire) and personality traits (10-item version of the Big Five Inventory) at three time points.

Results

The sample included n = 233, n = 66, and n = 44 participants at the three time points, respectively. Trait mindfulness, specifically description and non-judging of inner experience, was increased, and neuroticism was decreased after 4 weeks of MD compared to baseline. The remaining personality traits remained unchanged. Using conventional medication and/or having comorbid diagnoses did not change the MD-induced effects on mindfulness and personality traits after 4 weeks.

Conclusion

MD induced changes in otherwise stable traits. Future placebo-controlled studies are warranted to confirm whether these changes occur in a controlled setting.

Web-Based Physical Activity Interventions to Promote Resilience and Mindfulness Amid the COVID-19 Pandemic: A Pilot Study

College students faced unique challenges during the COVID-19 pandemic. Implementing a physical activity intervention can help support the physical and mental health of college students. The purpose of this study was to examine the effectiveness of an aerobic-strength training exercise intervention (WeActive) and a mindful exercise intervention (WeMindful) in improving resilience and mindfulness among college students. Seventy-two students from a major public university in the Midwest participated in a two-arm experimental study over the course of ten weeks. One week before and after the 8-week interventions, participants completed the Five-Facet Mindfulness Questionnaire (FFMQ-15), Connor Davidson Resilience Scale (CD-RISC-10), and demographic and background questionnaire via Qualtrics. Both groups also participated in bi-weekly Peer Coaching sessions, which utilized reflective journaling and goal-setting exercises. ANCOVA showed a significant main effect of time for total mindfulness score (F = 5.177, p < 0.05, η² = 0.070), mindfulness Acting with Awareness (F = 7.321, p < 0.05, η² = 0.096), and mindfulness Non-Judging of Inner Experience (F = 5.467, p < 0.05, η² = 0.073). No significant main effect of group and interaction effects of time with group were observed for the total mindfulness and the five facets of mindfulness as well as resilience. In addition, no significant main effect of time for resilience was found. We conclude that aerobic-strength exercises and mindful yoga exercises, together with reflective journaling, may be effective in increasing mindfulness in the college population.

Job Demands, Resources, and Burnout in Social Workers in China: Mediation Effect of Mindfulness

Internationally, human service professionals, including social workers, experience high burnout and turnover rates. Despite the recent and rapid development of contemporary social work in China, Chinese social workers similarly experience significant rates of burnout. Therefore, there is a need to investigate the factors that contribute to social work burnout. This study applied the job demands and resources (JD-R) model to examine the effects of JD-R on burnout in social workers (n = 897) from Chengdu, China, and whether these relations are mediated by state mindfulness. Structural equation modeling results supported the previously hypothesized dual process by which JD-R affect burnout, specifically in a sample of social workers in China. Job demands (JD) were positively associated with burnout, while job resources (JR) were negatively associated with burnout. These relations were partially mediated by state mindfulness. JR had a strong, positive direct effect on mindfulness (β = 0.38), and its total effect on burnout was high (β = −0.56). Meanwhile, JD had a slight negative direct effect on mindfulness (β = −0.09), and its total effect on burnout was 0.42. The results suggest that the implementation of mindfulness-based interventions for social workers can potentially mitigate the effect of JD on burnout, as well as increase the effect of JR on burnout.