What is Mindfulness?, Christopher Germer, 2004
Excerpt from the first chapter of Germer’s book, “Mindfulness and Psychotherapy”: “Psychotherapists are in the business of alleviating emotional suffering. Suffering arrives in innumerable guises: stress, anxiety, depression, behavior problems, interpersonal conflict, confusion, despair. It is the common denominator of all clinical diagnoses and is endemic to the human condition. Some of our suffering is existential, such as sickness, old age and dying. Some suffering has a more personal flavor. The cause of our individual difficulties may include past conditioning, present circumstances, genetic predisposition, or any number of interacting factors. Mindfulness, a deceptively simple way of relating to experience, has long been used to lessen the sting of life’s difficulties, especially those that are seemingly self-imposed. In this volume we will illustrate the potential of mindfulness for enhancing psychotherapy.”
MINDFULNESS: What is it? Where does it come from?, Siegel, Germer, Olendzki, 2008
Excerpt from the “Clinical Handbook of Mindfulness”: “As this book will show, mindfulness is a deceptively simple way of relating to all experience that can reduce suffering and set the stage for positive personal transformation. It is a core psychological process that can alter how we respond to the unavoidable difficulties in life—not only to everyday existential challenges, but also to severe psychological problems such as suicidal ideation (Linehan, 1993), chronic depression (Segal, Williams & Teasdale, 2002), and psychotic delusions (Bach and Hayes, 2002).”
THE BENEFITS OF BEING PRESENT: Mindfulness and Its Role in Psychological Well-Being, Brown & Ryan, 2003
This research provides a theoretical and empirical examination of the role of mindfulness in psychological well-being An experience-sampling study shows that both dispositional and state mindfulness predict self-regulated behavior and positive emotional states. In addition, a clinical intervention study with cancer patients demonstrates that increases in mindfulness over time relate to declines in mood disturbance and stress.
The Power of Mindfulness, The Child Mind Institute
Article on the power of mindfulness and its impact on children with autism, ADHD, anxiety, and depression.
MINDFUL PRACTICE IN ACTION (I): Technical Competence, Evidence-Based Medicine, and Relationship-Centered Care, Epstein, 2003
First of a two-part series of articles on mindfulness in the medical profession. Mindfulness is defined as a purposeful, non-anxious, reflective presence that can be applied to an aspect of medical practice. It is a state of mind that permits insight, presence and reflection. The article uses clinical stories and observations to invoke examples of mindfulness in the medical field and its importance in medical training. Levels of mindfulness extend from mindless imitation to embodied presence, and are described in the text.
MINDFUL PRACTICE IN ACTION (II):: Cultivating Habits of Mind, Epstein, 2003
Second of a two-part series of articles on mindfulness in the medical profession. Epstein proposes an eight-fold method for promoting mindful practice in medicine: (a) Priming – setting the expectation of self-observation, (b) Availability – creating physical and mental space for exchange, (c) Reflective questions to open up possibilities and invite curiosity, (d) Active engagement – direct observation and exchange, (e) Modeling while “thinking out loud” to make mental processes more transparent, (f) Practicing attentiveness, curiosity, and presence, (g) Praxis – consolidation of learning by experience, and (h) Assessment and confirmation. Examples are included from medicine, music and meditation.
AN EXPLORATION IN MINDFULNESS: Classroom of Detectives, Reid & Miller (Teachers College Record, December 2009)
An exploratory study on a mindfulness program used in a fifth-grade classroom. The primary aim of the study was to investigate the feasibility of a mindfulness training workbook written for young children. The goal of the book was to help children understand and access their own mindfulness within the classroom setting without instruction by teachers and without using meditation techniques. The findings show that the mindfulness program was feasible and overall improvements in attention were evident. They also found that children who needed the most help at the onset of the program showed the greatest improvement by the end.
MINDFULNESS TRAINING IN CHILDHOOD, Lyons & Zelazo, 2011
The authors address mindfulness training in children. It is explained that mindfulness is a skill and its goal is staying with the present moment by focusing on breathing, and can be developed in people of all ages.