Associations between psychological distress and facets of mindfulness: Implications for campus-based university wellness services.

OBJECTIVES: To investigate associations between components of psychological distress and five facets of mindfulness (i.e. observing; describing; acting with awareness; non-reactivity; non-judging). PARTICIPANTS: Students from a university in South Africa (n = 174). METHODS: This cross-sectional study assessed psychological distress and mindfulness using the K10 and Five Facet Mindfulness Questionnaire. Multivariate regression analysis identified associations between psychological distress and facets of mindfulness, controlling for demographics. RESULTS: Prevalence of psychological distress was 56.9% (95% CI 49.2%-64.4%). Acting with awareness, non-reactivity, and non-judging predicted significantly lower psychological distress, whereas observing and describing did not. Acting with awareness was the only facet of mindfulness that consistently predicted lower levels of negative affect, fatigue, nervousness, and agitation. CONCLUSIONS: Acting with awareness appears to be a key component of psychological wellbeing. To advance theory and practice, future research should consider why and how various facets of mindfulness predict lower psychological distress and its components among university students.

Examining the impact of a Mindfulness-Based Stress Reduction intervention on the health of urban South Africans.

BACKGROUND: Mindfulness-based stress reduction (MBSR) has been found to have significant health benefits in studies conducted in the global North. AIM: This study examined the effects of MBSR on stress, mood states and medical symptoms among urban South Africans to inform future research and clinical directions of MBSR in local settings. SETTING: Participants completed an 8-week MBSR programme based in central Cape Town. METHOD: A retrospective analysis of 276 clinical records was conducted. Mindfulness, stress, negative and positive mood, medical symptoms and psychological symptoms were assessed before and after the intervention using self-report questionnaires. We compared pre and postintervention scores and examined the relationship between changes in mindfulness and changes in stress, mood and medical symptoms. RESULTS: Mindfulness scores were significantly higher after intervention, both on the Kentucky Inventory of Mindfulness Skills (KIMS) and the Mindful Attention Awareness Scale (MAAS). Changes on the KIMS were associated with reductions in stress, negative mood, psychological symptoms and total medical symptoms, and improvement in positive mood. Changes in mindfulness, as measured by the MAAS, were significantly correlated only with reduced total number of medical symptoms. CONCLUSION: This study provides preliminary evidence for the positive health impact of MBSR on urban South Africans, and in turn acceptability and feasibility evidence for MBSR in South Africa and supports the case for larger trials in different local settings.

Examining the effects of a mindfulness-based distance learning professional training module on personal and professional functioning: a qualitative study.

BACKGROUND: Training people to deliver mindfulness-based interventions (MBI) is becoming an important activity as mindfulness has been shown to have clinical benefits across a variety of conditions. Training courses must not only address the principles, skills and theory of mindfulness, but the trainers themselves must be able to embody the practice. There is limited research on the ability of teachers-in-training to embody the practice as a result of teacher training programmes. This study explored the extent to which a short course enabled future teachers to embody mindfulness practice. This first module was part of a larger course of four modules to prepare future teachers of MBIs. METHODS: Qualitative data was obtained from 10 out of 35 end of course written assignments that asked respondents to reflect on their experience of mindfulness practice during the course. These were systematically selected and a focus group interview was also conducted with local participants. Data was analysed by means of the framework method and key themes identified. RESULTS: The combination of a retreat and on-line learning was perceived to be effective. Students reported significant changes in personal functioning as a result of daily mindfulness practice: self-awareness, improved relationships, enhanced connectedness, better self-regulation, enhanced compassion and curiosity towards self and others and self-acceptance. Participants began to introduce elements of mindfulness into their professional practice. CONCLUSIONS: The first module of a post-graduate training programme for health professionals who want to teach MBIs successfully supported students to embody, explore and apply mindfulness in their lives. The integrated teaching modalities of residential retreat and distance-based on-line learning appeared effective.