Reducing depression and anxiety symptoms in patients with Parkinson's disease: The effectiveness of group cognitive behavioral therapy

INTRODUCTION

/Objective: The aim of this study was to investigate the effectiveness of group cognitive behavioral therapy in depression and anxiety symptoms in patients with Parkinson's Tehran city.

METHODS

This quasi-experimental study was conducted with experimental and control groups at pretest, posttest, and follow-up. Patients 60-75 years old with Parkinson's disease centers and psychiatric services made up the study population. Based on a random sample of 90 people in Tehran city who scored highly on both the Beck Anxiety Inventory and the Beck Depression Scale, in two 45-person groups-the experimental group and the control group-were randomly assigned. The experimental group underwent group cognitive behavioral therapy for 8 weeks, while the control group just received training once per week. Methods of analysis of variance with repeated measures were employed to test the hypotheses.

RESULTS

The outcomes showed the independent variable is successful in lowering symptoms of anxiety and depression. Patients with Parkinson's disease who participated in group cognitive behavioral therapy for stress reduction showed a reduction in their anxiety and depressive symptoms.

CONCLUSION

Effective psychological interventions, like group cognitive behavioral therapy, can improve mood, lessen anxiety and depression, and help patients adhere more closely to treatment guidelines. As a result, these patients can help prevent the complications of Parkinson's disease and take effective action to raise their level of physical and mental health.

Tri-process model of interpersonal mindfulness: theoretical framework and study protocol

According to the Center for Disease Control and Prevention, over 14% of the US population practice mindfulness meditation. The effects of mindfulness training on physical and mental health have been consistently documented, but its effects on interpersonal relationships are not yet fully understood or investigated. Interpersonal relationships play a crucial role in the wellbeing of individuals and society, and therefore, warrants further study. The aim of this paper is to present a tri-process theoretical model of interpersonal mindfulness and a study protocol to validate the proposed model. Specifically, according to the proposed model, mindfulness meditation training increases the self-awareness, self-regulation, and prosociality of those receiving the training, which ameliorates the quality of interpersonal interactions and the socioemotional support provided to other individuals. Finally, better socioemotional support increases the support receiver's ability to regulate their emotions. Using a multiphasic longitudinal design involving 640 participants randomized into 480 dyads, the proposed protocol aims to validate the tri-process model and to investigate its mechanisms of actions. The proposed study has important theoretical and social implications and will allow devising new and more effective interpersonal mindfulness programs with applications in multiple fields.

Interpersonal Mindfulness Questionnaire: Scale Development and Validation

Objectives

Previously developed mindfulness measures focused on its intrapersonal dimensions and did not measure the interpersonal aspects of mindfulness. Furthermore, recently developed interpersonal mindfulness measures were either specific to a certain context (e.g., parenting, conjugal, teaching) or omitted/minimized the role of the body in the interpersonal dynamic. The proposed Interpersonal Mindfulness Questionnaire (IMQ) aims to operationalize the theoretical notion of embodied and embedded mindfulness by grounding it into four dimensions, each representing a set of skills that can be cultivated through training and practice: (1) Detachment from the Mind, (2) Body-Anchored Presence, (3) Attention to and Awareness of the Other Person, and (4) Mindful Responding.

Methods

The IMQ subscales were developed through consultations with a panel of eight graduate students and ten experts in the field. Three studies were conducted to evaluate the construct, internal consistency, reliability, convergent validity, and utility of the IMQ.

Results

Findings from the three studies supported the proposed four subscales of IMQ and suggested that these four subscales are independent and supported by convergent evidence. In addition, results suggested that IMQ subscales' scores are sensitive to meditation experience and are associated with better intrapersonal and interpersonal outcomes.

Conclusions

IMQ subscales are valid and are consistent with the proposed embodied and embedded conception of interpersonal mindfulness. IMQ subscales are associated with intrapersonal mindfulness, but not strongly enough to be conceived as the same phenomenon. Limitations, as well as theoretical and practical implications of IMQ subscales, are thoroughly discussed.

Supplementary Information

The online version contains supplementary material available at 10.1007/s12671-022-01855-1.

A Mindfulness-Based Compassion Workshop and Pre-Session Preparation to Enhance Therapist Effectiveness in Psychotherapy: A Pilot Study

We investigated the impact of a 1.5 hr workshop based on mindfulness-based compassion practices (MBCP) for 6 doctoral student therapists, followed by these therapists engaging in pre-session preparation for each of their clients in one of 3 randomly assigned conditions (MBCP, self-supervision, preparation-as-usual) over a 1-month period. State mindfulness and meditation self-efficacy increased following the workshop. Therapist ratings of session effectiveness were higher following pre-session meditation relative to preparation-as-usual, although there were no client-rated differences in session outcome. In a focus group, therapists reported that the workshop was generally helpful, and noted that pre-session MBCP led to a positive state of being and increased selfcare. However, they felt rushed to fit in the exercises and some doubted their meditation self-efficacy. They suggested that longer, at-home practice might be more beneficial than pre-session exercises. We encourage replication in larger samples varying the amount and format of meditation training for improving outcomes.

Protocol for the Implementation and Evaluation of a Mindfulness-Based Intervention for Caregivers of Children with Mental Disorders in a Clinical Setting

Being a parent is complicated in typical circumstances, with a great psychological impact as well as feelings and experiences of great intensity. This impact is greater in families in vulnerable situations, such as those with children with mental health problems, receiving treatment in a clinical setting. Due to these challenges, parenting in these circumstances is often accompanied by experiences of stress. An approach that has shown evidence of effectiveness in mitigating the negative impact of stress is mindfulness-based interventions, including the Mindfulness-Based Stress Reduction intervention program. The Mindfulness-Based Stress Reduction intervention program is designed as a psychoeducational, instructional, multimodal, and structured program whose main objective is to provide strategies for the management, coping, and awareness of stress in order to reduce it. In this paper, a protocol for the implementation and evaluation of the original Mindfulness-Based Stress Reduction intervention program with the added positive parenting component is presented, in order to systematize the incorporation of a parenting component in the Mindfulness-Based Stress Reduction intervention program, analyze its effectiveness for parents whose children have mental health problems (in terms of stress, mindfulness, emotional intelligence, general health, and parental role), explore the mechanisms of change operating in this intervention as perceived by the participants, and examine the application of acquired strategies to daily life.

Student counsellor experiences of mindfulness-based intervention training: A systematic review of the qualitative literature

AIMS

This systematic review aimed to critically synthesize research examining trainee therapists' experiences of learning and using mindfulness. It explored the personal and professional benefits and challenges of mindfulness training, and whether there is merit including it in core education programmes.

METHODS

Key article databases (including PsycINFO, Web of Science, ERIC, Academic Search Premier, Medline, CINAHL Complete, Scopus, Google Scholar) were systematically searched for qualitative studies on post-graduate counselling, psychology and psychotherapy students' experiences of mindfulness courses. Reference sections of highly relevant studies were also searched. Thirteen identified studies were subjected to data extraction, critical appraisal using the JBI Critical Appraisal Checklist for qualitative research, and synthesis.

RESULTS

Thematic synthesis highlighted positive personal and professional experiences of mindfulness, such as enhanced emotional regulation and wellbeing, better therapist-client boundaries, and stronger therapeutic relationships. These followed some minor initial challenges, such as discomfort and difficulty concentrating.

CONCLUSION

Although participants of included studies were more likely to have a predisposition for mindfulness, results clearly endorse the potential of mindfulness training to complement existing counsellor training by fostering essential clinical skills, qualities and attitudes, and self-care. As some students initially find mindfulness to be challenging, issues such as individual readiness need consideration.

Dear Mental Health Practitioners, Take Care of Yourselves: a Literature Review on Self-Care

Stress, burnout, and professional impairment are prevalent among mental health professionals and can have a negative impact on their clinical work, whilst engagement in self-care can help promote therapist well-being. This literature review examines the role of self-care in the promotion of well-being among mental health practitioners. Specifically, empirical research is presented in relation to specific domains of self-care practice, including awareness, balance, flexibility, physical health, social support, and spirituality. Findings from this review underscore the importance of taking a proactive approach to self-care and, in particular, integrating self-care directly into clinical training programs and into the quality assurance processes of professional organizations within the field of mental health.

Enhancing Sense of Coherence and Mindfulness in an Ecclesiastical, Intercultural Group Training Context

Sense of coherence (SOC) and mindfulness (MI) are believed to promote the health and well-being of individuals and organisations. The aim of this longitudinal study was to contribute to the literature on the development of SOC through training and interventions and thereby explore the development of these constructs in a group of senior professionals in the German Catholic Church. A sample of eight participants voluntarily enrolled for a 12-day training programme spread over a period of nine months to develop intercultural and inter-religious competencies, SOC and MI. Quantitative scores of the pre- and post-test SOC and MI questionnaires were qualitatively analysed. Results indicate that the majority of participants scored lower in the post-test on SOC and slightly higher in MI. The discussion explores the pitfalls in the development of these constructs in the study's participants and highlights the implications for theory and practice. Practical training implications for developing SOC and MI are offered.

Exploring personality traits, mindfulness and sense of coherence of women working in higher education

Orientation: Previous research shows that personality traits (PT), mindfulness (MI) and sense of coherence (SOC) are connected to psychological well-being and of importance to Human Resource Management (HRM).Purpose: The purpose of this article was to determine the relationship between PT, MI and SOC of women working in South African Higher Education Institutions (HEIs).Motivation for study: The study explores the relationships of PT, MI and SOC in women in HEIs to contribute to a deeper understanding of these relationships within the HRM context, particularly with regard to training and development in HEIs.Research design, approach and method: A cross-sectional, survey-based research design was used to address the research objective. Both snowball and convenience sampling were utilised to obtain the sample (n = 125). The sample was derived from the Higher Education Resource Services network. The Life Orientation Questionnaire, Freiburger MI Inventory and Big Five PT Questionnaire were utilised and showed acceptable levels of reliability. Exploratory factor analysis with either a direct oblimin or varimax rotation was used to investigate the factor structure of the questionnaires (λ < 1 were used), because one of the questionnaires had not been used in the South African context before. Descriptive statistics, factor analysis, Spearman/ Pearson correlations, canonical correlations and multiple regressions were used to determine the relationship between the variables.Main findings: The results showed a significant relationship between the components PT, MI and SOC. It appears that PT plays a significant role in influencing MI and SOC.Practical/managerial implications: Managers and human resource practitioners need to recognise how PT, MI and SOC interrelate and need to become aware of the impact of these positive psychological constructs on women in HEIs.Contribution: These findings contribute new knowledge that can be used to create healthy HEIs through empirically-based, gender-specific training programmes.

Medical and Psychology Student's Experiences in Learning Mindfulness: Benefits, Paradoxes, and Pitfalls

Mindfulness has attracted increased interest in the field of health professionals' education due to its proposed double benefit of providing self-help strategies to counter stress and burnout symptoms and cultivating attitudes central to the role of professional helpers. The current study explored the experiential aspects of learning mindfulness. Specifically, we explored how first-year medical and psychology students experienced and conceptualized mindfulness upon completion of a 7-week mindfulness-based stress reduction program. Twenty-two students participated in either two focus group interviews or ten in-depth interviews, and we performed an interpretive phenomenological analysis of the interview transcripts. All students reported increased attention and awareness of psychological and bodily phenomena. The majority also reported a shift in their attitudes towards their experiences in terms of decreased reactivity, increased curiosity, affect tolerance, patience and self-acceptance, and improved relational qualities. The experience of mindfulness was mediated by subjective intention and the interpretation of mindfulness training. The attentional elements of mindfulness were easier to grasp than the attitudinal ones, in particular with respect to the complex and inherently paradoxical elements of non-striving and radical acceptance. Some participants considered mindfulness as a means to more efficient instrumental task-oriented coping, whilst others reported increased sensitivity and tolerance towards their own state of mind. A broader range of program benefits appeared dependent upon embracing the paradoxes and integrating attitudinal elements in practising mindfulness. Ways in which culture and context may influence the experiences in learning mindfulness are discussed along with practical, conceptual, and research implications.

Paediatric death and dying: exploring coping strategies of health professionals and perceptions of support provision

Without question a child's death is a devastating event for parents and families. Health professionals working with the dying child and family draw upon their expertise and experience to engage with children, parents and families on this painful journey. This is a delicate and sensitive area of practice and has strong and penetrating effects on health professionals. They employ physical, emotional, spiritual and problem solving strategies to continue to perform this role effectively and to protect their continued sense of wellbeing.

AIM

To explore health professionals' perceptions of bereavement support surrounding the loss of a child.

METHODS

The research was underpinned by social constructionism. Semi-structured interviews were held with 10 health professionals including doctors, nurses and social workers who were directly involved in the care of the dying child and family in 7 cases of paediatric death. Health professional narratives were analysed consistent with Charmarz's (2006) approach.

RESULTS

For health professionals, constructions around coping emerged as peer support, personal coping strategies, family support, physical impact of support and spiritual beliefs. Analysis of the narratives also revealed health professionals' perceptions of their support provision.

CONCLUSION

Health professionals involved in caring for dying children and their families use a variety of strategies to cope with the emotional and physical toll of providing support. They also engage in self-assessment to evaluate their support provision and this highlights the need for self-evaluation tools in paediatric palliative care.

'Feel the Feeling': Psychological practitioners' experience of acceptance and commitment therapy well-being training in the workplace

This empirical study investigates psychological practitioners' experience of worksite training in acceptance and commitment therapy using an interpretative phenomenological analysis methodology. Semi-structured interviews were conducted with eight participants, and three themes emerged from the interpretative phenomenological analysis data analysis: influence of previous experiences, self and others and impact and application The significance of the experiential nature of the acceptance and commitment therapy training is explored as well as the dual aspects of developing participants' self-care while also considering their own clinical practice. Consistencies and inconsistencies across acceptance and commitment therapy processes are considered as well as clinical implications, study limitations and future research suggestions.

Women leaders in higher education: a psycho-spiritual perspective

Demands on women in middle and senior leadership positions in higher education institutions inevitably challenge their well-being. How they manage these demands is strongly related to their sense of coherence and their spirituality, constructs that have demonstrated positive relations with general and work-related well-being. This study aims to explore the construction of sense of coherence and spirituality of women leaders in higher education institutions. It adopts a qualitative research approach, applying constructivist grounded theory. The sample comprises 13 academic and support services women working in higher education, who belong to the Higher Education Resource Services South Africa network, a non-profit organisation that promotes leadership development and representation of women in senior positions in higher education. This study contributes to knowledge on gender-specific well-being concepts by presenting qualitative findings on women leaders’ life-orientation in terms of sense of coherence and spirituality in a higher education institution in South Africa. Themes from the interview data provide key insights on three subcomponents of sense of coherence: manageability, comprehensibility, and meaningfulness. Spirituality furthermore emerged as constructed in inner-connectedness, trans-personality, and a coping resource in the work context. Meaningfulness emerged as central to the life-orientation and spirituality of women leaders in higher education. Finally, a core theoretical idea is presented in proposing an integrated psycho-spiritual perspective, with meaningfulness as central, grounded in a motivational and relational orientation, and facilitating the potential well-being of women leaders in higher education institutions. Recommendations are made for future research and to inform leadership development and well-being interventions targeting women in higher education.

Relational mindfulness, spirituality, and the therapeutic bond

Mindfulness training, which emphasizes deliberate non-judgmental attention to present moment experiences, has become increasingly mainstream over the past several decades. With accumulating evidence for the physical and mental health benefits of mindfulness, it has been integrated into medical and psychological treatments and is increasingly accepted in the fields of psychology and psychiatry. However, several elements of mindfulness practice which potentially contribute to its benefits have been largely neglected. These include the connections between mindfulness, interpersonal relationships, spirituality, and the psychotherapeutic alliance. The emerging concept of "relational mindfulness" focuses attention on the oft-neglected interpersonal aspects of mindfulness practices. Relational mindfulness is potentially relevant to the psychotherapeutic process, due to its cultivation of the types of qualities that enhance the therapeutic relationship, including warmth, empathy, curiosity, acceptance, self-attunement, and emotional intelligence. In addition, mindfulness practices, especially relational ones, can contribute to the development of spiritual qualities, such as transcendence, boundlessness, ultimacy, and interconnectedness. Several recent studies suggest that meditation/mindfulness interventions may be explained and or enhanced by an emphasis on spiritual components. In this paper, we suggest that focusing on the oft-neglected relational and spiritual aspects of mindfulness practice has the potential to deepen its benefits, especially within the context of the psychotherapeutic relationship.