A Framework for the Empirical Investigation of Mindfulness Meditative Development
Millions of people globally have learned mindfulness meditation with the goal of improving health and well-being outcomes in both clinical and non-clinical contexts. An estimated half of these practitioners follow mindfulness teachers’ recommendations to continue regular meditation after completion...
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| Vydané v: | Mindfulness Ročník 14; číslo 5; s. 1054 - 1067 |
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| Hlavní autori: | , , , , , , , , |
| Médium: | Journal Article |
| Jazyk: | English |
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New York
Springer US
01.05.2023
Springer Nature B.V |
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| ISSN: | 1868-8527, 1868-8535 |
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| Abstract | Millions of people globally have learned mindfulness meditation with the goal of improving health and well-being outcomes in both clinical and non-clinical contexts. An estimated half of these practitioners follow mindfulness teachers’ recommendations to continue regular meditation after completion of initial instruction, but it is unclear whether benefits are strengthened by regular practice and whether harm can occur. Increasing evidence shows a wide range of experiences that can arise with regular mindfulness meditation, from profoundly positive to challenging and potentially harmful. Initial research suggests that complex interactions and temporal sequences may explain these experiential phenomena and their relations to health and well-being. We believe further study of the effects of mindfulness meditation is urgently needed to better understand the benefits and challenges of continued practice after initial instructions. Effects may vary systematically over time due to factors such as initial dosage, accumulation of ongoing practice, developing skill of the meditator, and complex interactions with the subjects’ past experiences and present environment. We propose that framing mindfulness meditation experiences and any associated health and well-being benefits within integrated longitudinal models may be more illuminating than treating them as discrete, unrelated events. We call for ontologically agnostic, collaborative, and interdisciplinary research to study the effects of continued mindfulness meditation and their contexts, advancing the view that practical information found within religious and spiritual contemplative traditions can serve to develop initial theories and scientifically falsifiable hypotheses. Such investigation could inform safer and more effective applications of mindfulness meditation training for improving health and well-being. |
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| AbstractList | Millions of people globally have learned mindfulness meditation with the goal of improving health and well-being outcomes in both clinical and non-clinical contexts. An estimated half of these practitioners follow mindfulness teachers’ recommendations to continue regular meditation after completion of initial instruction, but it is unclear whether benefits are strengthened by regular practice and whether harm can occur. Increasing evidence shows a wide range of experiences that can arise with regular mindfulness meditation, from profoundly positive to challenging and potentially harmful. Initial research suggests that complex interactions and temporal sequences may explain these experiential phenomena and their relations to health and well-being. We believe further study of the effects of mindfulness meditation is urgently needed to better understand the benefits and challenges of continued practice after initial instructions. Effects may vary systematically over time due to factors such as initial dosage, accumulation of ongoing practice, developing skill of the meditator, and complex interactions with the subjects’ past experiences and present environment. We propose that framing mindfulness meditation experiences and any associated health and well-being benefits within integrated longitudinal models may be more illuminating than treating them as discrete, unrelated events. We call for ontologically agnostic, collaborative, and interdisciplinary research to study the effects of continued mindfulness meditation and their contexts, advancing the view that practical information found within religious and spiritual contemplative traditions can serve to develop initial theories and scientifically falsifiable hypotheses. Such investigation could inform safer and more effective applications of mindfulness meditation training for improving health and well-being. Millions of people globally have learned mindfulness meditation with the goal of improving health and well-being outcomes in both clinical and non-clinical contexts. An estimated half of these practitioners follow mindfulness teachers’ recommendations to continue regular meditation after completion of initial instruction, but it is unclear whether benefits are strengthened by regular practice and whether harm can occur. Increasing evidence shows a wide range of experiences that can arise with regular mindfulness meditation, from profoundly positive to challenging and potentially harmful. Initial research suggests that complex interactions and temporal sequences may explain these experiential phenomena and their relations to health and well-being. We believe further study of the effects of mindfulness meditation is urgently needed to better understand the benefits and challenges of continued practice after initial instructions. Effects may vary systematically over time due to factors such as initial dosage, accumulation of ongoing practice, developing skill of the meditator, and complex interactions with the subjects’ past experiences and present environment. We propose that framing mindfulness meditation experiences and any associated health and well-being benefits within integrated longitudinal models may be more illuminating than treating them as discrete, unrelated events. We call for ontologically agnostic, collaborative, and interdisciplinary research to study the effects of continued mindfulness meditation and their contexts, advancing the view that practical information found within religious and spiritual contemplative traditions can serve to develop initial theories and scientifically falsifiable hypotheses. Such investigation could inform safer and more effective applications of mindfulness meditation training for improving health and well-being. |
| Author | Wright, Malcolm Galante, Julieta Van Dam, Nicholas T. Sanguinetti, Joseph L. Grabovac, Andrea Ingram, Daniel M. Sacchet, Matthew D. Sparby, Terje van Lutterveld, Remko |
| Author_xml | – sequence: 1 givenname: Julieta orcidid: 0000-0002-4108-5341 surname: Galante fullname: Galante, Julieta email: julieta.galante@unimelb.edu.au organization: Contemplative Studies Centre, Melbourne School of Psychological Sciences, The University of Melbourne, Department of Psychiatry, University of Cambridge – sequence: 2 givenname: Andrea surname: Grabovac fullname: Grabovac, Andrea organization: Department of Psychiatry, University of British Columbia – sequence: 3 givenname: Malcolm surname: Wright fullname: Wright, Malcolm organization: School of Communication, Journalism and Marketing, Massey University – sequence: 4 givenname: Daniel M. surname: Ingram fullname: Ingram, Daniel M. organization: Emergent Phenomenology Research Consortium – sequence: 5 givenname: Nicholas T. surname: Van Dam fullname: Van Dam, Nicholas T. organization: Contemplative Studies Centre, Melbourne School of Psychological Sciences, The University of Melbourne – sequence: 6 givenname: Joseph L. surname: Sanguinetti fullname: Sanguinetti, Joseph L. organization: University of Arizona – sequence: 7 givenname: Terje surname: Sparby fullname: Sparby, Terje organization: Department of Psychology, Integrated Curriculum for Anthroposophic Psychology (ICURAP), Steiner University College – sequence: 8 givenname: Remko surname: van Lutterveld fullname: van Lutterveld, Remko organization: Department of Psychiatry, University Medical Center, Brain Research and Innovation Centre, Ministry of Defence – sequence: 9 givenname: Matthew D. surname: Sacchet fullname: Sacchet, Matthew D. organization: Center for Depression, Anxiety, and Stress Research, McLean Hospital, Harvard Medical School |
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