The more, shall we say, cynical readers will recognise the 'buzz words' that constitute the title of this piece.
Mindfulness has been, for a number of years now, the at the forefront of the popular psychological press and, if the hype is to be taken at face value, is a global panacea for mental wellbeing.
Of course I would be one of the first to comment on the benefits of the practice of mindfulness, but to claim it is a magical cure-all is one step too far.
Recently, mindfulness seems to have faded in popularity and we are reading more and more about Resilience.
Resilience and being resilient is the new 'thing'. Of course, like its compatriot buzz word mindfulness, resilience is something that has been around for a long while now.
Let's get our terms defined...
RESILIENCE - is recognized as a developmental process, reflecting the capacity for positive adjustment in difficult life circumstances as opposed a set ability people are born with.
MINDFULNESS - as defined by psychology and not Buddhism, is a skill, which enhances adaptive coping to stressful events by the self-regulation of attention towards the immediate experience, and an open and accepting orientation towards one’s experience of the present (Bishop et al 2004).
One would imagine that an individuals ability to 'bounce back' from life's challenges and the ability to pay attention to internal processes would actually have an effect on an individuals perception of themselves.
This was the theme of a 2013 research paper by Keye & Pidgeo (link below) in which a link between mindfulness, resilience and 'self efficacy' were explored. They found that academic self-efficacy (ability of the individual to take control of their own efficient behaviours) were linked.
To be strict in our definitions, academic self-efficacy is defined as the interpretation individuals give to their own performance and achievement.
In the 2013 research suggests ...
"if mindfulness and academic self-efficacy predict resilience in students, then developing interventions that target increasing students’ mindful- ness and academic self-efficacy may be beneficial in strengthening resilience."
Extending some of the ideas in this paper, we could suggest the following...
Does this cycle suggest a clear link between these four 'abilities'.
This being the case then we might be able to discover points at which we could create coaching and therapeutic interventions.
Of course resilience is a bigger issue, and is something which develops within a framework of personal, social and environmental experiences, but this simple idea could open up some interesting discussion.
Alan
Link to the 2013 Research Paper
Mindfulness has been, for a number of years now, the at the forefront of the popular psychological press and, if the hype is to be taken at face value, is a global panacea for mental wellbeing.
Of course I would be one of the first to comment on the benefits of the practice of mindfulness, but to claim it is a magical cure-all is one step too far.
Recently, mindfulness seems to have faded in popularity and we are reading more and more about Resilience.
Resilience and being resilient is the new 'thing'. Of course, like its compatriot buzz word mindfulness, resilience is something that has been around for a long while now.
Let's get our terms defined...
RESILIENCE - is recognized as a developmental process, reflecting the capacity for positive adjustment in difficult life circumstances as opposed a set ability people are born with.
MINDFULNESS - as defined by psychology and not Buddhism, is a skill, which enhances adaptive coping to stressful events by the self-regulation of attention towards the immediate experience, and an open and accepting orientation towards one’s experience of the present (Bishop et al 2004).
One would imagine that an individuals ability to 'bounce back' from life's challenges and the ability to pay attention to internal processes would actually have an effect on an individuals perception of themselves.
This was the theme of a 2013 research paper by Keye & Pidgeo (link below) in which a link between mindfulness, resilience and 'self efficacy' were explored. They found that academic self-efficacy (ability of the individual to take control of their own efficient behaviours) were linked.
To be strict in our definitions, academic self-efficacy is defined as the interpretation individuals give to their own performance and achievement.
In the 2013 research suggests ...
"if mindfulness and academic self-efficacy predict resilience in students, then developing interventions that target increasing students’ mindful- ness and academic self-efficacy may be beneficial in strengthening resilience."
Extending some of the ideas in this paper, we could suggest the following...
Does this cycle suggest a clear link between these four 'abilities'.
This being the case then we might be able to discover points at which we could create coaching and therapeutic interventions.
Of course resilience is a bigger issue, and is something which develops within a framework of personal, social and environmental experiences, but this simple idea could open up some interesting discussion.
Alan
Link to the 2013 Research Paper
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