Assingment Review
Assingment Review
Assingment Review
ABSTRACT
INTRODUCTION
Major mental health conditions that significantly affect people's wellbeing and quality of
life include stress, depression, and phobias. The evidence-based intervention known as
mindfulness-based stress reduction (MBSR) was created by Jon Kabat-Zinn in the late
1970. To manage stress, lessen depressive symptoms, and deal with phobias, MBSR
blends mindfulness meditation techniques with cognitive-behavioral treatments. This
evaluation of the literature uses data from many studies and investigations to examine
the efficacy of MBSR in the treatment of several psychiatric illnesses. Jon Kabat-Zinn
in1994 defined mindfulness as "paying attention in a particular way: on purpose, in the
present moment, and non-judgmentally." This definition encapsulates the key elements
of mindfulness, emphasizing intentionality, present-moment awareness, and non-
judgmental observation. Also Shinzen Young (2002) defines mindfulness as "the clear and
single-minded awareness of what actually happens to us and in us at the successive
moments of perception."
Kumar, Adiga, and George's 2014 study used a quasi experimental pre-test and post-test
control group design to assess the effectiveness of Mindfulness-Based Stress Reduction
(MBSR) on depression in 60 elderly individuals. The study included 30 participants in an
experimental group and 30 in a control group. The data was collected through semi-
structured interviews and the Geriatric Depression Scale. The experimental group
received a five-week program with five sessions over five days, including breathing
observation, body scan, and mindfulness of sound and thoughts and feelings. The results
showed a significant reduction in depression in the experimental group compared to the
control group, and a significant increase in mindfulness among the elderly in the
experimental group after MBSR therapy. The study concluded that MBSR therapy led to a
significant reduction in depression and increased mindfulness among the elderly in the
experimental group.
MBSR helps in
Everyone may not experience the same benefits from MBSR. Individual
characteristics, such as personality qualities and a person's willingness to practice
mindfulness, might affect how well MBSR works. Some people might not find
mindfulness techniques to be helpful or they might not see a lot of change.
After taking part in an MBSR program, people with social anxiety disorder saw a
considerable improvement in their social anxiety symptoms, according to research
by Koszycki et al. (2007) in the treatment of phobias. This highlights the potential
value of mindfulness-based interventions for treating phobias. But more study is
required to see whether these results apply to other phobia kinds and to investigate
the precise causes through which MBSR may work in phobia treatment.
It's crucial to recognize that MBSR might not always be successful. The results of
MBSR interventions can vary depending on an individual's personality attributes,
motivation, and capacity for mindfulness activities. Given that MBSR programs
often involve weekly sessions spread out over an eight-week period, some people
might find it difficult to make the time commitment required to complete them.
These elements highlight the demand for individualized strategies and alternatives
for people who might not find typical MBSR programs appealing or have the time to
participate.
FUTURE IMPLICATIONS
CONCLUSION
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based stress reduction (MBSR) for primary school teachers. Journal of child and family
studies, 19, 184-189.
Khoury, B., Sharma, M., Rush, S. E., & Fournier, C. (2015). Mindfulness-based stress
reduction for healthy individuals: A meta-analysis. Journal of psychosomatic
research, 78(6), 519-528.
Klatt, M. D., Buckworth, J., & Malarkey, W. B. (2009). Effects of low-dose mindfulness-
based stress reduction (MBSR-ld) on working adults. Health Education & Behavior, 36(3),
601-614.
Smith, A., Hopper, I., Herne, D., Tansey, G., & Hulland, C. (2010). Mindfulness-based
stress reduction (MBSR) for primary school teachers. Journal of child and family
studies, 19, 184-189.Gold, E.,