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Mindfulness-based and mindfulness-informed programs such as mindfulness-based stress reduction (MBSR), mindfulness-based cognitive therapy (MBCT), or dialectic behavior therapy (DBT) have gained widespread attention over the past few decades. One way of bringing mindfulness programs into clinical practice is via a planned implementation process where empirically validated interventions are disseminated and implemented on a large scale. However, besides this planned process, it can be observed that mindfulness has diffused into current society as well as into psychotherapy practice in an unsystematic way. To date, however, little is known about the proliferation of mindfulness in clinical practice. We investigated a randomly drawn sample of German psychological psychotherapists with regard to their use of mindfulness in clinical practice using a web survey. Additionally, the psychotherapists’ personal mindfulness practice was assessed. The overwhelming majority (82%) of psychotherapists reported using mindfulness practices at least sometimes with their patients. Programs such as MBSR and MBCT are rarely applied. Rather, therapists use individual mindfulness practices in an eclectic way. Our results show that in addition to investigating the implementation of empirically underpinned mindfulness-based programs, mindfulness researchers should also investigate the ways in which mindfulness-based practices have diffused into clinical work with individuals. Guidelines on best practice for this work will support the future integrity of mindfulness programs.
The aim of this study was to evaluate a trauma-adapted intervention for survivors of interpersonal violence that combines psychoeducation and specific mindfulness-based exercises developed for patients with posttraumatic stress disorder (PTSD) with formal practices from mindfulness-based stress reduction and loving-kindness meditation. Fourteen patients with PTSD after interpersonal violence participated in eight treatment sessions. The intervention was evaluated in a nonconcurrent multiple-baseline across-individuals design. From baseline (2, 3, and 4 weeks, randomly assigned) until 8 weeks after the intervention, self-reported PTSD symptoms and well-being were measured on a weekly basis. The intervention was further assessed through self-ratings and the Clinician-Administered PTSD Scale (CAPS-5) administered prior to treatment, immediately after treatment and at a 6-week follow-up. Tau-U analyses showed for the majority of the 12 completers a significant reduction of PTSD symptoms and a significant increase in well-being. Furthermore, we found large effects on PTSD symptoms as measured by the CAPS-5 (Hedges’ g = 1.66), as well as on depression (Hedges’ g = 1.08) and psychological distress (Hedges’ g = 0.85), complemented by relevant increases in mindfulness skills and self-compassion. This study contributes evidence that mindfulness and loving-kindness are useful for reducing PTSD in victims of interpersonal violence, especially when the intervention is tailored to the specific needs of these patients.
Mindfulness in Trainee Psychotherapies with Children and Adolescents The implementation of mindfulness-based interventions (MBIs) in cognitive-behavioral therapy has greatly increased over the past few years. However, there is little research about the implementation of MBIs in individual child and adolescent psychotherapy. The present paper gives an overview of current MBIs and their efficacy in children and adolescents. A depiction of the implementation of MBIs in individual therapy and a description of the "Mindfulness and Relaxation Study - Children and Adolescents" (MARS-CA) is given. The study aims to examine the effects of short session-introducing interventions with mindfulness elements on juvenile patients' psychopathological symptomatology and therapeutic alliance. For this reason, the authors compare session-introducing interventions with mindfulness elements with session-introducing relaxation interventions and no session-introducing intervention. Qualitative results of the pre-study show that both interventions with mindfulness elements and relaxation interventions work well with juvenile patients.
Kognitive Verhaltenstherapie (KVT) wird als psychotherapeutisches Verfahren am häufigsten in der Praxis angewendet. In der evangelischen Seelsorgelehre wurde diese Form der Therapie hingegen bislang in ihrer Vielfalt kaum angemessen wahrgenommen. Dem Anspruch der aktuellen Poimenik, verschiedene psychologische und psychotherapeutische Strömungen kritisch zu diskutieren und zu rezipieren, wird mit diesem dialogischen Ansatz Rechnung getragen. Der vorliegende Tagungsband versammelt die Beiträge namhafter Autoren aus den Bereichen der Psychologie, Psychotherapie und Seelsorgelehre. Er trägt damit wesentlich zum Schließen dieser Wahrnehmungs- und Forschungslücke bei. Im Fokus des Bandes stehen dabei die Fragen um Spiritualität und Sinn, die in den Feldern von Seelsorge und Psychotherapie disziplinübergreifend von Bedeutung sind.
Purpose:
Hazardous alcohol consumption among university students represents a prime health risk for this population. Due to a lack of appropriate German-language (online) prevention programs, an existing U.S.-American program was transferred to the German higher education area and then evaluated.
Method:
For this purpose, both qualitative focus groups and a quantitative evaluation were undertaken. The guided focus groups allowed a further adaptation of the prevention program: An improved frequency–quantity questionnaire for the drinking behavior of German-speaking students was developed, and thresholds for hazardous consumption were included.
Results:
The additional quantitative verification of the adaptation found that 65.9% of the surveyed students found the adapted program suitable for the higher education context and 62.6% stated that every university should provide such a program.
Discussion:
The adaptation process described here made it possible to develop an online prevention program tailored to the lifeworld of students in the German-speaking region.
Research suggests that online interventions preventing risky substance use can improve student health. There is an increasing interest in transferring evidence-based online programs into university health promotion practice. However, little is known about how to best tailor the implementation process to capacities and context of individual universities. The purpose of this study was to assess the level of readiness (capacity) of German universities concerning the implementation of evidence-based online programs for risky substance use prevention employing an adapted Community Readiness Assessment (CRA) and to develop tailored action plans for implementation. The CRA involved 43 semi-structured interviews with key persons at 10 German universities. The interviews addressed five dimensions (knowledge of efforts, leadership, community climate, knowledge of the issue, and resources) at nine possible readiness stages (no awareness—ownership) and additional contextual factors. Overall, readiness for implementing online interventions across universities was rather low. Universities readiness levels ranged between the denial stage with a score of 2.1 and the preplanning stage with a score of 4.4. University-specific readiness was very heterogeneous. On the basis of the results of the CRA, universities received feedback and options for training on how to take the necessary steps to increase readiness and to prepare program implementation. The adapted version of the CRA was well suited to inform future implementation of evidence-based online programs for the prevention of risky substance use at participating universities.
All around the world, the COVID-19 pandemic is accompanied by an ostensible increase in appreciation for the work of professional caregivers. As valuable as the public recognition may seem at first glance, it entails the danger that self-care of those who care professionally might fall into oblivion. Relating it to the challenges that the pandemic poses, we will outline the professional duty of care . We will then discuss the demanding situation of moral insecurity and moral stress as well as the health-related consequences it may lead to. Following this, we will deduce suggestions for the design of workplace factors and the practice of self-care. Finally, we will come to the conclusion that self-care of caregivers plays as crucial a role in the COVID-19 pandemic as their professional care for others.
In a recent study, Gebauer et al. addressed a fundamental question regarding the effects of mind-body practices (MBPs) on the self. Does the practice of MBPs in accordance with traditional contemplative traditions quiet the ego or is the practice of MBPs associated with increased self-centrality, which breeds self-enhancement bias? Both hypotheses were investigated in two separate studies with a longitudinal design. Study 1 included 93 participants, who regularly practiced yoga, and study 2 contained 162 participants, who regularly practiced loving-kindness meditation. In both studies, trait questionnaires of self-centrality and self-enhancement were taken after the practice of yoga (over the course of 15 weeks) or meditation (over the course of 4 weeks). Findings from both studies showed that participants scored higher on measures of self-enhancement and self-centrality after practicing yoga and meditation as compared with not practicing yoga and meditation. Based on these findings, Gebauer et al. argued that MBPs such as yoga and meditation do not quiet the ego, but instead lead to self-enhancement bias through increased self-centrality. We have concerns about the far-reaching conclusions made by Gebauer et al. regarding the effects of MBPs on the self. The key concerns refer to the conceptualization of the quiet ego and to the assessment of the psychological constructs investigated in this study. Gebauer et al. addressed a timely and important research question, but their far-reaching interpretations should be reconsidered due to conceptual and methodological ambiguities.
Sprache kommt in psychotherapeutischen Kontexten eine zentrale Rolle zu. Ausgehend von diesem Gedanken stellen wir mit unserem Beitrag das besondere Potenzial von Metaphern für psychotherapeutisches Arbeiten heraus. Die theoretische Basis unseres „metaphernreflexiven“ Vorgehens bildet die kognitive Metapherntheorie von Lakoff und Johnson. Anhand einer überblicksartigen Darstellung des Metaphernverständnisses der verschiedenen Psychotherapierichtungen werden wir zeigen, dass Metaphern schulenübergreifend auf gewinnbringende Weise eingesetzt werden können. Aus dieser Übersicht ergeben sich zwei grundlegend verschiedene Sichtweisen auf Metaphern: zum einen die einer umfassenden sozialwissenschaftlichen Analyse, zum anderen die (selbst metaphorische) Vorstellung von Metaphern als „Werkzeug“. Unser „metaphernreflexiver“ Vorschlag bewegt sich in der Mitte dieser beiden Pole. Anhand eines fünfschrittigen Vorgehens stellen wir vor, wie sich Metaphern in die psychotherapeutische Praxis aller Schulen integrieren lassen.