CHAPTER 4. SAVOURING, FLOW & MINDFULNESS

CHAPTER 4. SAVOURING, FLOW & MINDFULNESS

LEARNING OBJECTIVES Understand how savouring, flow, and mindfulness are conceptualized within positive psychology Understand the main theories of savouring, flow, and mindfulness Know how to assess savouring, flow, and mindfulness Identify the main research findings linking savouring, flow, and mindfulness to wellbeing and health Be able to engage in exercises designed to enhance savouring, flow, and mindfulness

SAVOURING, FLOW & MINDFULNESS

SAVOURING, FLOW, & MINDULNESS Savouring, flow, and mindfulness meditation are related, yet distinct processes that enhance wellbeing Savouring. We actively focus on lengthening and strengthening positive experiences and present emotions, e.g., listening to a favourite piece of music. We may attempt to block negative emotions and distractions Mindfulness. We focus attention on a specific stimulus in the present moment, for example, the breath, and observe other sensations, thoughts, and feelings as they arise and dissolve in awareness. We are non-judgmental and don’t try to strengthen & prolong positive sensations or block out negative emotions Flow. The focus is on carrying out a skilled activity to the limits of our ability, for example, playing a computer game or musical instrument. During flow, we lose awareness of the self and the emotions that we are experiencing as we become absorbed in skilful activity, and experience a strong sense of control over our actions

SAVOURING, FLOW, & MINDFULNESS Present focus. In savouring, flow, and mindfulness, attention is intentionally focused on a specific aspect of present experience: Pleasant sensations in savouring The breath or some other stimulus in mindfulness meditation Skilled activity in flow The 3 are correlated. Mindfulness is moderately correlated with both savouring and aspects of flow, notably the sense of control over skilled actions

SAVOURING, FLOW, & MINDULNESS Positive effects. Savouring, flow, and mindfulness have a range of positive effects on Well-being Mental health and adjustment to physical illness Relationships Performance in work, education, & sports Mindfulness has the largest evidence-base, especially its positive effects on physical and mental health, e.g. preventing relapse in chronic depression PERMA Theory. Research on savouring and flow supports two predictions of PERMA theory (mentioned in chapter 1) Savouring increases positive emotions Flow increases engagement in skilled activities at work, sports, or leisure activities

SAVOURING

SAVOURING Fred Bryant and Joseph Veroff initiated contemporary research on savouring Savouring is the process of paying attention to, appreciating, and enhancing positive experiences When you stop and smell the roses instead of walking past without noticing them, you are savouring. There are parallels between coping and savouring Coping refers to strategies that reduce the extent to which adverse events lead to negative emotions Savouring refers to strategies that increase the extent to which good events lead to positive emotions Savouring strategies from Bryant and Veroff’s Ways of Savouring Scale are on the next slide Fred Bryant Joseph Veroff

SAVOURING STRATEGIES Sharing Including others in, or telling them about positive experiences Memory building Actively creating memories of positive experiences by, for example, taking mental photographs Self-congratulation Acknowledging or celebrating personal successes Comparing Comparing positive experiences to less favourable situations Sensory-Perceptual sharpening Focusing attention on specific stimuli to heighten positive experiences Absorption Complete immersion in positive experiences Behavioural expression Expressing positive feelings by, for example, laughing, hugging, clapping, screaming, or jumping up and down Temporal awareness Being aware of the transience of positive experiences Counting blessings Appreciating good fortune Avoiding kill-joy thinking Not worrying, feeling guilty, or thinking negative thoughts such as ways positive experiences could have been better

FOUR PRIMARY SAVOURING PROCESSES AND RELATED POSITIVE FEELINGS Type of mentation Cognitive reflection Experiential absorption Attentional Focus External world Internal world Thanksgiving Basking (Gratitude) (Pride) Marvelling Luxuriating (Awe) (Physical pleasure)

PAUSE & PRACTICE - SAVOURING Measurement of Savouring - Perceived ability to savour positive outcomes scale (PASPO) This questionnaire assesses your capacity to savour positive emotions in the present moment. For each item, circle the answer that applies to you. Sum item scores to get a total. Scores range from 5 to 25, with high scores indicating a greater capacity to savour positive emotions in the present moment. 1. When good things have happened in your life, how much do you feel you have typically been able to appreciate or enjoy them? 2. Compared to most other people you know, how much pleasure have you typically gotten from good things that have happened to you? 3. 4. 5. Not at all 1 Not at all 1 A little bit 2 A little bit 2 Some A lot 3 Some 4 A lot 3 4 When something good happens to you, compared to most other people you know, how long does it usually affect the way you feel? Not for very long 1 Some Never 1 2 Once in a while 3 For a long time 4 Sometimes 4 For a very long time 5 When good things have happened to you have there ever been times when you felt like everything was really going your way; that is, when you felt on top of the world, or a great deal of joy in life, or found it hard to contain your positive feelings? How often would you say you felt like that? For a little bit 2 Rarely How often would you say you feel like jumping or shouting for joy? Never Rarely 2 Sometimes 4 Often 1 Once in a while 3 3 A great deal 5 A great deal 5 Often 5 5 Reproduced with permission of Blackwell from Table 1, Items used to measure beliefs about avoiding, coping, obtaining, and savouring, p.782 in Bryant, F. B. (1989). A four-factor model of perceived control: Avoiding, coping, obtaining, and savouring. Journal of Personality, 57(4), 773-797. https://doi.org/10.1111/j.1467-6494.1989.tb00494.x, Copyright 1989 Blackwell. Permission conveyed through Copyright Clearance Center, Inc.

SAVOURING THEORY Conditions essential for savouring Freedom from social and esteem needs A sense of being in the here and now Focusing attention mindfully on positive experiences Situations that intensify savouring Novel situations Situations that require effort Rare or bitter sweet situations (e.g. first or last time doing something) Savouring leads to more intense positive feelings when Attention is focused on pleasurable sensations The experience is lengthened The experience is complex The experience leads to greater stress reduction Processes that intensify both savouring positive events and coping with negative events Sharing feelings with supportive others Creating a meaningful narratives by writing or talking about significant events Acknowledging the fleetingness of life experiences Appreciating how fortunate it is that unlikely positive events actually occurred Taking a humorous perspective Taking a spiritual or religious perspective Personality traits that enhance savouring High self-esteem Trait mindfulness Sensation seeking Achievement motivation Tolerance for ambiguity A present-focused time orientation A low level of impatience

SAVOURING RESEARCH FINDINGS Demographic & social factors associated with savouring Women savour more than men and use three specific savouring strategies more Sharing with others Behavioural expression of positive feelings Counting blessings Western culture. People in western culture have stronger beliefs about the value of savouring and so engage in it more often Social support. People with supportive confiding relationships are savour more, and experience greater wellbeing Having managed adversity. A history of successfully managing adverse stressful life events Modest resources. Not having an abundance of positive resources Impatience. Not being prompted to be impatient

SAVOURING RESEARCH FINDINGS Personality traits associated with savouring Greater savouring ability is associated with high levels Greater savouring is also associated with low levels of Self-esteem Neuroticism Wisdom Guilt Mindfulness Hopelessness Extraversion Negative schizotypy (which includes Optimism introversion and a limited ability to derive pleasure from social and physical stimulation) Secure adult attachment style Insecure adult attachment style Harmonious passion Obsessive passion

SAVOURING RESEARCH FINDINGS Wellbeing, health, relationships & work Wellbeing. Savouring positive experiences has a significant effect on wellbeing, especially positive emotions Mental Health. Savouring is is associated with better mental health and fewer anxiety and depressive symptoms in vulnerable groups with Non-optimal early family experiences Older adults Members of gender and sexual minorities Cancer patients War veterans Patients with schizophrenia spectrum disorders Relationship satisfaction. Savouring is associated with better quality couple relationships Work engagement & Performance. Savouring enhances work engagement and performance

SAVOURING INTERVENTIONS RESEARCH FINDINGS In a meta-analysis of 16 studies involving over 1,700 participants, Jennifer Smith found that savouring interventions had a small but significant effect on positive emotions Longer interventions had a greater effect than shorter interventions Past, present, and future oriented interventions had similar effects Past oriented savouring interventions Thinking about one’s deepest thoughts and feelings concerning a specific positive event Using imagery and memorabilia to support reminiscence about positive events Vividly recalling and writing about three positive daily events Basking in achievement arising from personal efforts Reflecting on personal acts of kindness Present-focused savouring interventions Taking a 20 minute walk each day and noticing as many positive things as possible Focusing on two pleasurable experiences each day for two to three minutes and making them last as long as possible Increasing the use of savouring strategies such as sharing positive experiences, taking mental photographs, and counting blessings Spending 15 minutes twice a week taking mindful photographs of friends or scenes, making the photographs as beautiful and pleasing as possible Future oriented savouring exercises Vividly imagining four positive events that might reasonably be expected to happen tomorrow Focusing on scarcity, by thinking about how few opportunities remain to engage in a particular positive experience

Prepare PAUSE & PRACTICE - SAVOURING Today, take a brief vacation for about 20 minutes Have your vacation where you will not be interrupted or distracted Set aside your worries, concerns, and responsibilities for the duration of your vacation Do something that you find intrinsically enjoyable like going for a walk, reading a novel, taking a bath, listening to music, eating a favourite fruit, or looking at a painting Use many savouring strategies to strengthen and lengthen positive feelings Experience things as if for the first time Notice and savour each sensation or action that you find pleasurable Take mental photographs so that you construct vivid positive memories Label each positive feeling that you experience, so it will be easy to recall Outwardly express your positive emotions in some way that feels right to you Assess effects of savouring on positive emotions. Later today before sleeping, reminisce about your daily vacation, recalling and reliving the positive feelings you savoured If you wish, write a brief account of your daily vacation Before and after your vacation, rate the strength of your positive emotions on a scale from 1 to 10, noticing the extent to which it increased your positive emotions Note: This exercise is based on the daily vacation exercise on page 211 in Bryant, F. B., & Veroff, J. (2007). Savouring: A new model of positive experience. Mahwah, NJ: Lawrence Erlbaum.

FLOW

FLOW Mihaly Csikszentmihalyi initiated contemporary research on flow Flow. When we become absorbed in challenging skilled tasks that are intrinsically motivating we experience flow Flow activities. Flow may occur when absorbed in work and education; sports, running, and challenging physical activities; music and art; and computer based activities including video games Flow & enjoyment. During flow there is a profound sense of enjoyment in doing skilled activities that we find intrinsically rewarding Flow & identify. After flow experiences we may experience a strengthened sense of identity Flow has 9 dimensions shown in the next slide Mihaly Csikszentmihalyi

9 FLOW DIMENSIONS Antecedents 1-Challenge-skill balance 2-Clear goals Momentary experiences Consequences The challenges posed by the task are at the limits of available skills Tasks are carried out to achieve well defined goals, using well-developed automatic skills 3-Immediate feedback Immediate feedback is available to indicate progress towards goals 4-Focused concentration Tasks require total concentration 5-Absorption & automaticity We become so absorbed that we don’t see ourselves as separate from our actions, & experience our actions as automatic 6-Sense of control There is a heightened sense of control over our actions 7-Loss of self-consciousness During flow self-awareness disappears; the sense of identity is strengthened after the task is completed 8-Distorted time perception Time appears to speed up or slow down 9-Autotelic experience Activities that lead to flow are intrinsically rewarding or autotelic; autotelic comes from the Greek words for self (auto) and goal (telos)

PAUSE & PRACTICE – FLOW Assessment – Flow Short Scale After you have completed an activity you can assess the intensity of your flow experience with this scale. Rate each item on a scale of 1 to 7 where 1 means not at all 4 means partly, and 7 means very much. Sum the 10 item scores to give an overall score between 10 and 70. Higher overall scores indicate that you experienced a higher level of flow. 1. 2. 3. 4. 5. 6. 7. I feel just the right amount of challenge My thoughts/activities run fluidly and smoothly I don’t notice time passing I have no difficulty concentrating My mind is completely clear I am totally absorbed in what I am doing The right thoughts or movements occur of their own accord 8. I know what I have to do each step of the way 9. I feel that I have everything under control 10. I am completely lost in thought 1 1 1 1 1 1 1 2 2 2 2 2 2 2 3 3 3 3 3 3 3 4 4 4 4 4 4 4 5 5 5 5 5 5 5 6 6 6 6 6 6 6 7 7 7 7 7 7 7 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 6 6 6 7 7 7 Note: From Engeser, S., & Rheinberg, F. (2008). Flow, performance and moderators of challenge-skill balance. Motivation and Emotion, 32(3), 158-172. https://doi.org/10.1007/s11031-008-9102-4, appendix, p. 170,

FLOW HIGH CHALLENGE & HIGH SKILL USE High Flow occurs when we do highly challenging tasks that require a high level of skill Arousal Flow Challenges Anxiety Worry Control Apathy Relaxation Low Boredom Low Skills High Note: Based on a diagram on p. 31 in Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York: Basic Books.

AUTOTELIC PERSONALITY Csikszentmihalyi proposed that people with an autotelic personality had 7 traits that facilitate the more frequent and intense experience of flow Curiosity Persistence Low self-centeredness Intrinsic motivation High capacity for concentration and attentional control Enjoyment of challenges and transformation of threats into challenges Transformation of boredom and tedium into stimulating experiences Research shows that people with an autotelic personality have more intense and frequent flow experiences which leads to greater wellbeing

FLOW - RESARCH FINDINGS Experience sampling research has shown that flow occurs more often in engaging activities V e ry O fte n F r e q u e n c y o f flo w e x p e r ie n c e s O fte n Som et im e s H o u sew o rk M e d ia H o b b ie s S p o rts M o v ie s Sex S o c ia liz in g S tu d y in g W o r k in g D r iv in g I d lin g R e s tin g E a t in g G r o o m in g R a r e ly V ery R a r e ly Note: Based on data on p. 37 of Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York: Basic Books.

FLOW - RESARCH FINDINGS Genetic factors. Flow-proneness is moderately heritable Neurobiology. Rene ́ Weber found that flow experiences are associated with the synchronization of attentional and reward neural networks Autotelic personality. People with an autotelic personality and frequent flow experiences have higher levels of Extraversion Emotional stability (or low neuroticism) Conscientiousness Mindfulness Mental toughness Wellbeing. Flow correlates with subjective wellbeing satisfaction with life, and positive affectivity Mental health. Autotelic personality and flow experiences are protective factors for people vulnerable to depression, suicide risk and & burnout. Interventions that foster flow experience (e.g. walking, gardening, cooking) may contribute to the wellbeing of individuals with mental health difficulties

FLOW, ACTIVITIES & SPORT- RESEARCH FINDINGS Activities. Many activities induce flow Sports and athletics Skilled work Skilled recreational activities Education and scholarship Sport. Flow enhances performance in Running Rock climbing Basketball Netball Soccer Tennis Cycling Reading and writing fiction Appreciating and creating art and music Computer-based activities Skateboarding Figure skating Swimming Chess Horse racing Golf

FLOW & WORK - RESARCH FINDINGS Flow occurs in jobs where workers Have a sense of control Use well-developed skills to do challenging tasks Receive feedback on clear goals Experience organizational support Flow at work is characterized by Absorption in work activities Enjoyment Intrinsic motivation Flow at work leads to Job satisfaction Work engagement Service quality Teamwork Creativity

FLOW & EDUCATION - RESARCH FINDINGS Schools that facilitate flow Make learning enjoyable Match educational challenges with pupils’ skills levels Create a positive, collaborative teaching and learning environment Provide pupils with with ‘scaffolding’ during skill acquisition Encourage active involvement in learning activities Promote the development of intrinsic motivation to learn new knowledge and skills Show that things learned in school are relevant life outside school

FLOW & IT- RESEARCH FINDINGS Flow experiences may occur when using IT for Learning Creating Marketing & consuming products, services, art, and music Creating and playing computer games Reading, writing, & corresponding by email Searching for information Flow experiences that occur within IT environments are facilitated by The match between IT skills and challenges in IT environments The vividness, speed, interactivity, importance and attractiveness of IT environments Telepresence (the extent to which we feel present in IT environments) IT-related flow can contribute to internet addiction, especially in anxious people with low self-esteem

FLOW & GROUPS - RESARCH FINDINGS Group flow may occur in sports teams, musical bands, or work groups etc. where individuals collaborate in skilled activities to achieve a challenging shared goal Interactional synchrony (shared state of mind) occurs in group flow Mutual responsiveness (group members responding fluently to each other to achieve a goal) occurs in group flow Antecedents of group flow Positive, trusting, supportive relationships Collaboration Good communication Collective competence Knowledge of group members’ skills Outcomes of group flow Exceptional collective performance Synergy Creativity Enhanced group-efficacy Fusion of personal identity with the group Positive collective experience.

FLOW & FAMILIES - RESARCH FINDINGS Kevin Rathunde found that families characterised by optimal levels of clarity, centring, choice, commitment and challenge reported more frequent flow experiences. Clarity. Goals and feedback were unambiguous and children knew clearly what was expected of them Centring. Children knew that their parents were interested in what they were doing and experiencing now in the present, and were not preoccupied with whether they would get a good job or a place in a good college after they finished school Choice. Children believed that they had a degree of choice over how they behaved and that different choices, including breaking parental rules, were associated with different consequences Commitment. Children felt that the family was sufficiently safe for them to unselfconsciously become involved in activities and sports that really interested them without fear of being judged negatively, criticised or humiliated Challenge. Parents provided children with increasingly complex opportunities for exercising their skills as they became older and more skilful

PAUSE & PRACTICE - FLOW There are two parts to this exercise. In the first do a task that normally leads to flow In the second do a task that does not normally lead to flow, but change the way you do it to increase the chances of experiencing flow Before and after each task rate the intensity of your flow experience using the flow short scale (on the next slide). And compare these ratings to find out how intense your flow experience has been Tasks that normally lead to flow Engage in an activity that you know is normally absorbing Before and afterwards complete the short flow scale and compare these scores to find out how intense your flow experience has been Tasks that normally do not lead to flow Engage in a task that you know is not normally absorbing, and change the way you do it to make it more absorbing Do tedious tasks more quickly and try to make them more challenging Do complex tasks more slowly, and if they are exceptionally complex consider breaking them down into manageable subtasks Set difficult goals and monitor movement towards goals as you are doing your tasks Before and afterwards complete the short flow scale and compare these scores to find out how intense your flow experience has been

FLOW SHORT SCALE After you have completed an activity you can assess the intensity of your flow experience with this scale. Rate each item on a scale of 1 to 7 where 1 means not at all 4 means partly, and 7 means very much. Sum the 10 item scores to give an overall score between 10 and 70. Higher overall scores indicate that you experienced a higher level of flow. 1. 2. 3. 4. 5. 6. 7. I feel just the right amount of challenge My thoughts/activities run fluidly and smoothly I don’t notice time passing I have no difficulty concentrating My mind is completely clear I am totally absorbed in what I am doing The right thoughts or movements occur of their own accord 8. I know what I have to do each step of the way 9. I feel that I have everything under control 10. I am completely lost in thought 1 1 1 1 1 1 1 2 2 2 2 2 2 2 3 3 3 3 3 3 3 4 4 4 4 4 4 4 5 5 5 5 5 5 5 6 6 6 6 6 6 6 7 7 7 7 7 7 7 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 6 6 6 7 7 7 From Engeser, S., & Rheinberg, F. (2008). Flow, performance and moderators of challenge-skill balance. Motivation and Emotion, 32(3), 158-172. https://doi.org/10.1007/s11031-008-9102-4, appendix, p. 170,

MINDULNESS

MIND-WANDERING & MINDFULNESS Mindfulness meditation is a way of training the mind to deal more effectively with mindwandering, and negative mood states that come from the way we react to normal mood fluctuations that occur during mind-wandering Mind-wandering is associated with a particular brain state called the default mode of brain function, which evolved to help our prehistoric ancestors scan the environment for big physical threats (like lions, bears, landslides, and floods) In modern life mind-wandering and the default mode of brain function involves thinking about many minor social threats that lead to normal mood fluctuations Normal mood fluctuations – being a little sad, angry or anxious – do not make us distressed. The way we react to normal mood fluctuations causes a downward spiral of distress, e.g. Ruminating endlessly about small negative past events Worrying about the future and anticipating the worst Making harsh negative judgments about how we managed small past negative events and will handle future challenges Trying to supress normal mood fluctuations Mindfulness meditation allows us to become skilful at recognising that our recollections of, and ruminations about past episodes of distress, and our worries about the future are not objective facts. They are just subjective thoughts.

MINDFULNESS Buddhism. Mindfulness meditation was imported into contemporary positive psychology from Buddhism Mindfulness involves paying attention, on purpose, in the present moment, without judgment to our immediate sensory experience with an attitude of curiosity, openness, and acceptance Thoughts are not facts. Thoughts and feelings are construed as transient subjective phenomena, not permanent facts about the world Mind wandering. During mindfulness meditation, attention will inevitably wander to regrets, sadness, or anger about the past, or worries and anxieties about the future Guiding attention. When this happens, we guide attention back to the breath or awareness of the body Avoid embroilment. By doing this we avoid becoming embroiled in judging these thoughts or feelings, or trying to change them. We accept them for what they are: transient subjective phenomena

MINDFULNESS Mindfulness is both a State induced by meditation and a Trait that refers to the disposition of living mindfully You may assess your level of trait mindfulness by completing the Five Facet of Mindfulness Questionnaire (on the next slide) which assesses the capacity to Observe the world as it is now Describe these immediate experiences Act with awareness by focusing on what is happening in the present moment Be non-judgmental and refrain from making judgments about whether your immediate experience is good or bad, and Be non-reactive to negative thoughts and feelings

PAUSE & PRACTICE – MINDFULNESS ASSESSMENT You may complete this Five Facet of Mindfulness Questionnaire to assess trait mindfulness For each item circle the response that best applies to you in the past week To get your score on each facet, sum item scores and divide by the number of items in the facet To get your overall score sum item scores and divide by 24 Scores range from 1 to 5. Higher scores indicate greater mindfulness Observing Very rarely true Very often true I pay attention to physical experiences, such as the wind in my hair or sun on my face 1 2 3 4 5 Generally, I pay attention to sounds, such as clocks ticking, birds chirping, or cars passing 1 2 3 4 5 I notice the smells and aromas of things I notice visual elements in art or nature, such as colours, shapes, textures, or patterns of light and shadow Describing I’m good at finding the words to describe my feelings 1 1 2 2 3 3 4 4 5 5 1 2 3 4 5 I can easily put my beliefs, opinions, and expectations into words 1 2 3 4 5 Even when I’m feeling terribly upset, I can find a way to put it into words 1 2 3 4 5 It’s hard for me to find the words to describe what I’m thinking 5 4 3 2 1 When I feel something in my body, it’s hard for me to find the right words to describe it 5 4 3 2 1 Acting with awareness I find it difficult to stay focused on what’s happening in the present moment 5 4 3 2 1 It seems I am “running on automatic” without much awareness of what I’m doing 5 4 3 2 1 I rush through activities without being really attentive to them 5 4 3 2 1 I do jobs or tasks automatically without being aware of what I’m doing 5 4 3 2 1 I find myself doing things without paying attention 5 4 3 2 1 Non-judging of inner experience I tell myself that I shouldn’t be feeling the way I’m feeling 5 4 3 2 1 I make judgments about whether my thoughts are good or bad 5 4 3 2 1 I tell myself I shouldn’t be thinking the way I’m thinking 5 4 3 2 1 I think some of my emotions are bad or inappropriate and I shouldn’t feel them 5 4 3 2 1 I disapprove of myself when I have illogical ideas 5 4 3 2 1 Non-reactivity to inner experience I watch my feelings without getting carried away by them 1 2 3 4 5 When I have distressing thoughts or images, I don’t let myself be carried away by them 1 2 3 4 5 When I have distressing thoughts or images, I feel calm soon after 1 2 3 4 5 Usually when I have distressing thoughts or images I can just notice them without reacting 1 2 3 4 5 When I have distressing thoughts or images, I just notice them and let them go 1 2 3 4 5 Note: Adapted from Bohlmeijer, E., ten Klooster, P. M., Fledderus, M., Veehof, M., & Baer, R. (2011). Psychometric properties of the five facet mindfulness questionnaire in depressed adults and development of a short form. Assessment, 18(3), 308-320. http://dx.doi.org/10.1177/1073191111408231. You can complete a 39-item on-line version of the five facets of mindfulness questionnaire at http://awakemind.org/quiz.php

MINDFULNESS In mindfulness meditation we accept that negative, positive, and neutral thoughts will enter the mind and distract attention away from a focus on immediate sensory experiences Each time this happens we gently bring attention back to our immediate sensory experience We acknowledge that the thoughts that distract us from our immediate sensory experience will stay briefly and then dissolve We avoid becoming embroiled in trying to change them, judge them, or stop them We suspend attempts to look to the past for guidance on how to solve problems in the present and plan for the future

PAUSE & PRACTICE – MINDFULNESS: 3 MINUTE BREATHING SPACE Step 1. Become aware Begin by adopting an erect and dignified posture, whether you are sitting or standing. If possible, close your eyes. Then, bringing your awareness to your inner experience, ask: What is my experience right now? What thoughts are going through the mind? As best you can, acknowledging thoughts as ‘just thoughts’, not facts, perhaps putting them into words What feelings are here? Turning toward any sense of emotional discomfort or unpleasant feelings, acknowledging their presence What body sensations are here? Perhaps scanning the body to pick up any sensations of tightness or bracing Step 2. Gathering Then redirect your attention to focus on the physical sensations of the breath breathing itself Move in close to the sense of the breath in the belly feeling the sensations of the belly wall expanding as the breath comes in and falling back as the breath goes out Follow the breath all the way in and all the way out, using the breathing to anchor yourself into the present Step 3. Expanding Now expand the field of your awareness around your breathing, so that, in addition to the sensations of the breath, it includes a sense of the body as a whole, your posture, and facial expression If you become aware of any sensations of discomfort, tension or resistance, zero in on them by breathing into them on each in-breath and breathing out of them on each out-breath, as you soften and open. If you want you might say to yourself on the out-breath, “It’s okay, whatever it is, it’s already here: let me feel it.” As best you can, bring this expanded awareness into the next moments of your day Note: Reproduced with permission of the Licensor through PLSclear from p. 183-184 of Williams M., Teasdale, J., Segal, Z. & Kabat-Zinn, J. (2007). The mindful way through depression. New York, NY: Guilford. Copyright 2007 Guilford

EVIDENCE BASED MINDFULNESS PROGRAMMES Mindfulness Based Stress Reduction (MBSR) was developed by Jon Kabat Zinn for people with painful medical conditions, and to help healthy people manage stress Mindfulness Based Cognitive Therapy (MBCT), an adaptation of MBSR, was developed by Zindel Segal, Mark Williams, & John Teasdale to help people with chronic depression delay or avoid relapsing 8 weekly group sessions. Both MBSR and MBCT are offered as group training or therapy programmes. They include eight weekly 2.5-3 hour sessions, a one day retreat, and regular daily homework of about 45 minutes between sessions, some of which are supported by audio recorded guidance. Jon Kabat Zinn Zindel Segal John Teasdale Mark Williams

MINDFULNESS RESEARCH FINDINGS Healthy adults and children Compared with no-intervention control groups, MBSR, MBCT, mindfulness meditation retreats, and briefer mindfulness interventions have positive effects on many indices of well-being and stress, at 3-6 months follow-up. Effects range from small to large with longer programmes (MBSR & MBCT) having best effects The effects on mindfulness and active interventions like relaxation training are similar Work performance Compared with no-intervention control groups, in businesses, schools, and healthcare services, mindfulness interventions promote job satisfaction, work performance, health and wellbeing at 4 months follow-up Mindfulness has a greater positive effect on job satisfaction than performance Mindfulness is no more effective than other stress management interventions, such as relaxation training and yoga Sport Mindfulness interventions enhance performance athletes, cyclists, dart throwers, hammer throwers, hockey players, hurdlers, judo fighters, rugby players, runners, shooters, and volleyball players Compared with no-intervention control groups, mindfulness interventions have large positive effects on performance, mindfulness, flow, and competitive anxiety

MINDFULNESS RESEARCH FINDINGS Mental health disorders Mindfulness interventions (MBCT and MBSR) have positive effects on Depression, Anxiety, & PTSD Addiction, Eating disorders, & Psychosis ADHD in children Compared with no-intervention or treatment-as usual, they lead to small to medium reductions in symptoms of depression, anxiety and stress, and increases in quality of life at 6-12 months follow-up. Mindfulness interventions have similar effects to other evidence-based interventions, e.g. CBT or medication. Physical health disorders Compared with treatment-as-usual or no-treatment control groups, mindfulness based interventions, have a small positive effect on pain reduction and ameliorating depressive symptoms in people with chronic pain conditions Mindfulness based interventions also improve psychological adjustment to cancer, vascular disease, HIV/AIDS, multiple sclerosis, diabetes, inflammatory bowel disease, and traumatic brain injury Self-help & online mindfulness programmes These yield small to medium positive effects for people with, and without clinical problems on mindfulness, depression and anxiety symptoms, and stress Longer self-help programmes are more effective

MINDFULNESS – BEING & DOING MODES Mindfulness helps us to become skilled at switching from the ‘doing mode” to the ‘being mode’ The doing mode is useful for solving external problems The doing mode is maladaptive when used to solve internal problems, such as managing distressing emotions If feeling a bit sad, in the ‘doing mode’ we may ruminate about why we feel sad, remember previous episodes of sadness, and catastrophise about the future, and feel even sadder At these times, we feel better if we shift gear from the doing to the being mode BEING MODE Conscious choice of actions DOING MODE Automatic pilot when doing things Relating to experience through direct sensation Using abstract thought to solve problems Acceptance of experience as it is Striving to change things Viewing thoughts as mental events Viewing thoughts as facts Approaching unpleasant experiences with curiosity Avoiding unpleasant thoughts Living in the present Mental time travel to the past or future Self-compassion and nourishing activities Self-criticism and depleting activities

MINDFULNESS PERSONALITY TRAITS & PERSONAL CHARACTERISTICS Personality traits People with a high level of trait mindfulness have high scores on the following 3 of the Big 5 personality traits Emotional stability (low level of neuroticism) Conscientiousness Agreeableness Positive characteristics. People with a high level of trait mindfulness have high levels of the following personal characteristics Confidence Life-satisfaction Emotional regulation Mental health Creativity Satisfying relationships Meaning in life Secure adult attachments Pro-social behaviour Job satisfaction and performance Negative characteristics. People with a high level of trait mindfulness have low levels of the following personal characteristics Depression & Anxiety Stress & Burnout Impulsivity Eating and substance use disorders

BRAIN REGIONS INVOLVED IN MINDFULNESS MEDITATION Attention control: anterior cingulate cortex and the striatum Emotion regulation: multiple prefrontal regions, limbic regions including the amygdala and the striatum Self-awareness and empathy: medial prefrontal cortex, the posterior cingulate cortex, the precuneus and the insula Note: Reproduced with permission of Springer Nature from Figure 1 on p. 217 in Tang, Y., Hölzel, B., & Posner, M. (2015). The neuroscience of mindfulness meditation. Nature reviews. Neuroscience, 213-225, https://doi.org/10.1038/nrn3916, Copyright 2015, Springer Nature. Permission conveyed through Copyright Clearance Center, Inc.

CONTROVERSIES ABOUT SAVOURING, FLOW & MINDFULNESS

CONTROVERSIES ABOUT SAVOURING, FLOW & MINDFULNESS The main controversy is: Are savouring, flow and mindfulness always a good thing for all people? Excessive savouring of life’s pleasures may contribute to obesity, addiction, or relationship problems associated with selfishness Some activities that lead to flow may entail significant health risks, e.g., speeding, armed combat, and skydiving; others may lead to adverse social effects, e.g., spending excessive time in work, sports, or ITbased activities Willoughby Britton, in a review found that some adolescent males and acute cancer patients, had adverse responses to mindfulness training including distress and dissociation