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A Component of Mindfulness: Attention

Yıl 2024, Cilt: 16 Sayı: 3, 505 - 516, 30.09.2024
https://doi.org/10.18863/pgy.1371368

Öz

The use of mindfulness-based interventions in many areas is increasing day by day. Having knowledge of the components of mindfulness is also important to know the mechanisms in which mindfulness-based interventions are effective. This study has aimed to examine potential attentional mechanisms of mindfulness. In this context, mindfulness has been defined and attention and attention models have been briefly discussed in the study. Then, the relationship between mindfulness and attention has been examined, and previous research findings examining mindfulness and attention are included. The studies on attention and mindfulness seem to have more inconsistent results when conducted with adults, whereas the studies in adolescents and children seem to have more consistent results revealing that mindfulness-based interventions improve the attentional skills of the youth. Knowing the relationship between mindfulness and attention will aid to maximize the efficacy of mindfulness-based interventions and it will be a crucial step in identifying the people that might benefit from mindfulness-based interventions

Kaynakça

  • Aboalola AN (2023) The effectiveness of a mindfulness-based intervention on improving executive functions and reducing the symptoms of attention deficit hyperactivity disorder in young children. Appl Neuropsychol Child, doi: 10.1080/21622965.2023.2203321.
  • Ainsworth B, Eddershaw R, Meron D, Baldwin DS, Garner M (2013) The effect of focused attention and open monitoring meditation on attention network function in healthy volunteers. Psychiatry Res, 210:1226-1231.
  • Anderson ND, Lau MA, Segal ZV, Bishop SR (2007) Mindfulness-based stress reduction and attentional control. Clin Psychol Psychother, 14:449–463.
  • Baer R (2003) Mindfulness training as a clinical intervention: a conceptual and empirical review. Clin Psychol, 10:125-143.
  • Ballantyne EC (2012) The neuropsychology of mindfulness: attentional aspects (Doctoral dissertation). Chicago, IL, Adler School of Professional Psychology.
  • Bauer CCC, Rozenkrantz L, Caballero C, Nieto-Castanon A, Scherer E, West MR, Mrazek M et al. (2020) Mindfulness training preserves sustained attention and resting state anticorrelation between default-mode network and dorsolateral prefrontal cortex: A randomized controlled trial. Hum Brain Mapp, 41:5356-5369.
  • Becerra R, Dandrade C, Harms C (2017) Can specific attentional skills be modified with mindfulness training for novice practitioners? Curr Psychol, 36:657–664.
  • Bishop SR, Lau M, Shapiro S, Carlson L, Anderson ND, Carmody J et al. (2004) Mindfulness: a proposed operational definition. Clin Psychol, 11:230–241.
  • Blake SG (2013) Including and investigation of the relationship between mindfulness and attentional control (Doctoral dissertation). Surrey, UK, University of Surrey.
  • Broderick PC (2013). Learning to Breathe A Mindfulness Curiculum For Adolescents to Cultivate Emotion Regulation, Attention and Performance. Oakland, New Harbinger Publications.
  • Broderick PC, Metz SM (2016) Working on the inside: Mindfulness for adolescents. In Handbook of Mindfulness in Education: Integrating Theory and Research into Practice. (Eds KA Schonert-Reichl, RW Roeser):355-382. New York, Springer.
  • Brown KW, Ryan RM (2003) The benefits of being present: mindfulness and its role in psychological well-being. J Pers Soc Psychol, 84:822-848.
  • Brown KW, Ryan RM, Cresswell JD (2007) Mindfulness: theoretical foundations and evidence for its salutary effects. Psychol Inq, 18:211-237.
  • Bueno VF, Kozasa EH, Silva MA, Alves TM, Louzã MR, Pompéia S (2015) Mindfulness meditation improves mood, quality of life, and attention in adults with attention deficit hyperactivity disorder. Biomed Res Int, 2015:962857.
  • Cairncross M, Miller CJ (2020) The effectiveness of mindfulness-based therapies for ADHD: A meta-analytic review. J Atten Disor, 24:627-643.
  • Campbell M (2016) Exploring the relationship between attentional control, attentional bias, and anxiety in children (Master's thesis). Gainesville, FL, University of Florida.
  • Carmody J (2009). Evolving conceptions of mindfulness in clinical settings. J Cogn Psychother, 23:270-280.
  • Chambers R, Lo BCY, Allen NB (2008) The impact of intensive mindfulness training on attentional control, cognitive style and affect. Cognitive Ther Res, 32:303-322.
  • Chan D, Woollacott M (2007) Effects of level of meditation experience on attentional focus: is the efficiency of executive or orientation networks improved? J Altern Complement Med, 13:651-657.
  • Chiesa A, Calati R, Seretti A (2011) Does mindfulness training improve cognitive abilities? a systematic review of neuropsychological findings. Clin Psychol Rev, 31:449-464.
  • Clawson AJ (2019) Understanding the relation between mindfulness-based interventions, reading and attention (Master's thesis). New York, Syracuse University.
  • Cohen RA (2014) The Neuropsychology of Attention, 2nd ed. London, Springer.
  • Cohen N, Mor N, Henik A (2015) Linking executive control and emotional response: a training procedure to reduce rumination. Clin Psychol Sci, 3:15–25.
  • Corbetta M, Shulman GL (2002) Control of goal-directed an stimulus-driven attention in the brain. Nat Rev Neurosci, 3:201-215.
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  • Curtis M (2019) An exploratory thematic analysis of mindfulness definitions, test instruments, and methods used in current research (Doctoral dissertation). Chandler, AZ, Ashford University.
  • Dane E (2010) Paying attention to mindfulness and its effects on task performance in the workplace. J Manage, 37:997-118.
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  • Demir V (2015) Bilinçli farkındalık temelli kognitif terapi programının bireylerin depresif belirti düzeyleri üzerine etkisi. Psikoloji Çalışmaları, 35:15-26.
  • Demir V (2017) Bilinçli farkındalık temelli bilişsel terapi programının üniversite öğrencilerinin kaygı düzeylerine etkisi. Uluslararası Toplum Araştırmaları Dergisi, 7:98-118.
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Farkındalığın Bir Bileşeni: Dikkat

Yıl 2024, Cilt: 16 Sayı: 3, 505 - 516, 30.09.2024
https://doi.org/10.18863/pgy.1371368

Öz

Farkındalık temelli müdahalelerin, pek çok alanda kullanımı gün geçtikçe artmaktadır. Farkındalığın bileşenlerine ilişkin bilgiye sahip olmak, farkındalık temelli müdahalelerinin etkiliğindeki mekanizmaları bilmek için de önemlidir. Bu bağlamda, bu çalışmada farkındalığın ne olduğu açıklanmış, dikkat ve dikkat modelleri kısaca ele alınmıştır. Ardından, farkındalık ve dikkat arasındaki ilişki incelenmiş, farkındalık ve dikkati inceleyen önceki araştırma bulgularına yer verilmiştir. Dikkat ve farkındalığı konu alan çalışmalar, yetişkinlerle yapıldığında daha tutarsız sonuçlara işaret ederken; ergen ve çocuklarda yapılan çalışmaların daha tutarlı olduğu ve farkındalık temelli müdahalelerin çocuk ve ergenlerin dikkat becerilerini iyileştirdiği görülmektedir. Farkındalık ve dikkat arasındaki ilişkiyi bilmek, farkındalık temelli müdahalelerin etkililiğini en üst düzeye çıkarmaya yardımcı olacak ve farkındalık temelli müdahalelerden faydalanabilecek kişileri belirlemede önemli bir adım olacaktır.

Kaynakça

  • Aboalola AN (2023) The effectiveness of a mindfulness-based intervention on improving executive functions and reducing the symptoms of attention deficit hyperactivity disorder in young children. Appl Neuropsychol Child, doi: 10.1080/21622965.2023.2203321.
  • Ainsworth B, Eddershaw R, Meron D, Baldwin DS, Garner M (2013) The effect of focused attention and open monitoring meditation on attention network function in healthy volunteers. Psychiatry Res, 210:1226-1231.
  • Anderson ND, Lau MA, Segal ZV, Bishop SR (2007) Mindfulness-based stress reduction and attentional control. Clin Psychol Psychother, 14:449–463.
  • Baer R (2003) Mindfulness training as a clinical intervention: a conceptual and empirical review. Clin Psychol, 10:125-143.
  • Ballantyne EC (2012) The neuropsychology of mindfulness: attentional aspects (Doctoral dissertation). Chicago, IL, Adler School of Professional Psychology.
  • Bauer CCC, Rozenkrantz L, Caballero C, Nieto-Castanon A, Scherer E, West MR, Mrazek M et al. (2020) Mindfulness training preserves sustained attention and resting state anticorrelation between default-mode network and dorsolateral prefrontal cortex: A randomized controlled trial. Hum Brain Mapp, 41:5356-5369.
  • Becerra R, Dandrade C, Harms C (2017) Can specific attentional skills be modified with mindfulness training for novice practitioners? Curr Psychol, 36:657–664.
  • Bishop SR, Lau M, Shapiro S, Carlson L, Anderson ND, Carmody J et al. (2004) Mindfulness: a proposed operational definition. Clin Psychol, 11:230–241.
  • Blake SG (2013) Including and investigation of the relationship between mindfulness and attentional control (Doctoral dissertation). Surrey, UK, University of Surrey.
  • Broderick PC (2013). Learning to Breathe A Mindfulness Curiculum For Adolescents to Cultivate Emotion Regulation, Attention and Performance. Oakland, New Harbinger Publications.
  • Broderick PC, Metz SM (2016) Working on the inside: Mindfulness for adolescents. In Handbook of Mindfulness in Education: Integrating Theory and Research into Practice. (Eds KA Schonert-Reichl, RW Roeser):355-382. New York, Springer.
  • Brown KW, Ryan RM (2003) The benefits of being present: mindfulness and its role in psychological well-being. J Pers Soc Psychol, 84:822-848.
  • Brown KW, Ryan RM, Cresswell JD (2007) Mindfulness: theoretical foundations and evidence for its salutary effects. Psychol Inq, 18:211-237.
  • Bueno VF, Kozasa EH, Silva MA, Alves TM, Louzã MR, Pompéia S (2015) Mindfulness meditation improves mood, quality of life, and attention in adults with attention deficit hyperactivity disorder. Biomed Res Int, 2015:962857.
  • Cairncross M, Miller CJ (2020) The effectiveness of mindfulness-based therapies for ADHD: A meta-analytic review. J Atten Disor, 24:627-643.
  • Campbell M (2016) Exploring the relationship between attentional control, attentional bias, and anxiety in children (Master's thesis). Gainesville, FL, University of Florida.
  • Carmody J (2009). Evolving conceptions of mindfulness in clinical settings. J Cogn Psychother, 23:270-280.
  • Chambers R, Lo BCY, Allen NB (2008) The impact of intensive mindfulness training on attentional control, cognitive style and affect. Cognitive Ther Res, 32:303-322.
  • Chan D, Woollacott M (2007) Effects of level of meditation experience on attentional focus: is the efficiency of executive or orientation networks improved? J Altern Complement Med, 13:651-657.
  • Chiesa A, Calati R, Seretti A (2011) Does mindfulness training improve cognitive abilities? a systematic review of neuropsychological findings. Clin Psychol Rev, 31:449-464.
  • Clawson AJ (2019) Understanding the relation between mindfulness-based interventions, reading and attention (Master's thesis). New York, Syracuse University.
  • Cohen RA (2014) The Neuropsychology of Attention, 2nd ed. London, Springer.
  • Cohen N, Mor N, Henik A (2015) Linking executive control and emotional response: a training procedure to reduce rumination. Clin Psychol Sci, 3:15–25.
  • Corbetta M, Shulman GL (2002) Control of goal-directed an stimulus-driven attention in the brain. Nat Rev Neurosci, 3:201-215.
  • Crane RS, Brewer J, Feldman C, Kabat-Zinn J, Santorelli S, Williams JM et al. (2017) What defines mindfulness-based programs? the warp and the weft. Psychol Med, 47:990-999.
  • Curtis M (2019) An exploratory thematic analysis of mindfulness definitions, test instruments, and methods used in current research (Doctoral dissertation). Chandler, AZ, Ashford University.
  • Dane E (2010) Paying attention to mindfulness and its effects on task performance in the workplace. J Manage, 37:997-118.
  • Davis JH, Thompson E (2015) Developing attention and decreasing affective bias towards a cross-cultural cognitive science of mindfulness. In Handbook of Mindfulness Theory, Research and Practice. (Eds KW Brown, RM Ryan): 42-62. New York, Guilford Press.
  • Deci EL, Ryan RM, Schultz PP, Niemiec CP (2015) Mindfulness and interest taking within self-determination theory. In Handbook of Mindfulness Theory, Research and Practice. (Eds KW Brown, RM Ryan):112-130. New York, Guilford Press.
  • Demir V (2015) Bilinçli farkındalık temelli kognitif terapi programının bireylerin depresif belirti düzeyleri üzerine etkisi. Psikoloji Çalışmaları, 35:15-26.
  • Demir V (2017) Bilinçli farkındalık temelli bilişsel terapi programının üniversite öğrencilerinin kaygı düzeylerine etkisi. Uluslararası Toplum Araştırmaları Dergisi, 7:98-118.
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  • Lyons KE, DeLange J (2016) Mindfulness matters in the classroom: the effects of mindfulness training on brain development and behavior in children and adolescents. In Handbook of Mindfulness in Education: Integrating Theory and Research into Practice. (Eds KA Schonert-Reichl, RW Roeser):271-283. New York, Springer.
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  • Moore A, Malinowski P (2009) Meditation, mindfulness and cognitive flexibility. Conscious Cogn, 1:176-86.
  • Muris P, Meesters C, Rompelberg L (2007) Attention control in middle childhood: relations to psychopathological symptoms and threat perception distortions. Behav Res Ther, 45:997–1010.
  • Napoli M, Krech PR, Holley LC (2005) Mindfulnes training for elementary school students: The attention academy. J Appl Sch Psychol, 21:99–125.
  • Oliva F, Malandrone F, di Girolamo G, Mirabella S, Colombi N, Carletto S, Ostacoli L (2021) The efficacy of mindfulness-based interventions in attention-deficit/hyperactivity disorder beyond core symptoms: a systematic review, meta-analysis, and meta-regression. J Affect Disord, 1:292:475-486.
  • Özdemir B (2020) Mindfulness temelli stres azaltma (MBSR) programı’nın bilişsel ve duygusal süreçlere etkisi: Bilinçli farkındalık, duygulanım ve algılanan stres değişimi (Yüksek lisans tezi). Ankara, Ufuk Üniversitesi.
  • Parasuraman R (1998) The attentive brain: Issues and prospects. In The Attentive Brain. (Ed R Parasuraman):3-17. London, UK, MIT Press.
  • Parker AE, Kupersmidt JB (2016) Two universal mindfulness education programs for elementary and middle-school students: master mind and moment. In Handbook of Mindfulness in Education: Integrating Theory and Research into Practice (Eds KA Schonert-Reichl, RW Roeser):335-355. New York, Springer.
  • Parker SC, Nelson BW, Epel ES, Siegel DJ (2015) The science of presence: A central mediator of the interpersonal benefits of mindfulness. In Handbook of Mindfulness: Theory, Research, And Practice (Eds KW Brown, JD Creswell, RM Ryan):225–244. New York, Guilford Press.
  • Pessoa L (2009) How do emotion and motivation direct executive control? Trends Cogn Sci, 13:160-6.
  • Petersen SE, Posner M (2012) The attention system of human brain: 20 years after. Annu Rev Neurosci, 35:73-89.
  • Polak E (2009) Impact of two sessions of mindfulness training on attention (Doctoral dissertation). Coral Gables, FL, University of Miami.
  • Portele C, Jansen P (2023) The effects of a mindfulness-based training in an elementary school. Mindfulness, 14:830-840.
  • Posner MI (1994) Attention: the mechanisms of consciousness. Proc Natl Acad Sci U S A, 91:7398-7403.
  • Posner MI, Petersen SE (1990) The attention system of the human brain. Annu Rev Neurosci, 13:25-42.
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  • Rabiner DL, Murray DW, Schmid L, Malone PS (2004) An exploration of relationship between ethnicity, attention problems, and academic achievement. School Psych Rev, 33:498-509.
  • Reina CS, Kudesia RS (2020) Wherever you go, there you become: How mindfulness arises in everyday situations. Organ Behav Hum Decis Process, 159:78–96.
  • Ryan RM, Rigby CS (2015) Did the Budha have a self? No self, self, and mindfulness in buddhist thought and western psychologies. In Handbook of Mindfulness Theory, Research and Practice (Eds KW Brown, JD Creswell, RM Ryan):245-265. New York, Guilford Press.
  • Schmertz SK, Anderson PL, Robins DL (2009) The relation between self-report mindfulness and performance on tasks of sustained attention. J Psychopathol Behav Assess, 31:60–66.
  • Schonert-Reichl KA, Lawlor MS (2010) The effects of a mindfulness-based education program on pre- and early adolescents’ well-being and social and emotional competence. Mindfulness, 1:137–151.
  • Segal ZV, Williams JMG, Teasdale JD (2002) Mindfulness-Based Cognitive Therapy For Depression: A New Approach to Preventing Relapse. New York, Guilford Press.
  • Semple RJ, Lee J, Rosa D, Miller LF (2010) A randomized trial of mindfulness-based cognitive therapy for children: promoting mindful attention to enhance social-emotional resiliency in children. J Child Fam Stud, 19:218–229.
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  • Shapiro S, Rechtschaffen D, Sousa S (2016) Mindfulness training for teachers. In Handbook of Mindfulness in Education: Integrating Theory and Research into Practice (Eds KA Schonert-Reichl, RW Roeser):83-97. New York, Springer.
  • Siegel DJ, Siegel MW, Parker SC (2016) Internal education and the roots of resilience: relationships and reflection as the new R’s of education. In Handbook of Mindfulness in Education: Integrating Theory and Research into Practice (Eds KA Schonert-Reichl, RW Roeser):47-65. New York, Springer.
  • Slagter HA, Lutz A, Greischar LL, Francis AD, Nieuwenhuis S, Davis JM et al.(2007) Mental training affects distribution of limited brain resources. Plos Biol, 5:1228-1235.
  • Smalley SL, Loo SK, Hale TS, Shrestha A, McGough J, Flook L et al. (2009) Mindfulness and attention deficit hyperactivity disorder. J Clin Psychol, 65:1087-1098.
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  • Tang YY, Posner MI (2015) Mindfulness in the context of the attention system. In Handbook of Mindfulness in Education: Integrating Theory and Research into Practice (Eds KA Schonert-Reichl, RW Roeser):481-90. New York, Springer.
  • Tarrasch R (2018) The effects of mindfulness practice on attentional functions among primary school children. J Child Fam Stud, 27:2632–2642.
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  • Valentine ER, Sweet PLG (1999) Meditation and attention: a comparison of the effects of concentrative and mindfulness meditation on sustained attention. Ment Health Relig Cult 2:59–70.
  • Verhaeghen P. (2021) Mindfulness as attention training: meta-analyses on the links between attention performance and mindfulness ınterventions, long-term meditation practice, and trait mindfulness. Mindfulness, 12:564–581.
  • Vuilleumier P (2005) How brains beware: neural mechanisms of emotional attention. Trends Cogn Sci, 9:585-94.
  • Wadlinger HA, Isaacowitz DM (2011) Fixing our focus: Training attention to regulate emotion. Pers Soc Psychol Rev, 15:75–102.
  • Wenk-Sormaz H (2005) Meditation can reduce habitual responding. Altern Ther Health M, 11:32–58.
  • Williams JA (2010) What is mindfulness? Buddhist and contemporary scientific perspectives. (Master's thesis). San Francisco, Saybrook University.
  • Wisner BL (2014) An exploratory study of mindfulness meditation for alternative school students: perceived benefits for improving school climate and student functioning. Mindfulness, 5:626–638.
  • Zeidan F, Johnson SK, Diamond BJ, David Z, Goolkasian P. (2010) Mindfulness meditation improves cognition: evidence of brief mental training. Conscious Cogn, 19:597-605.
  • Zhang A, Zhang Q (2023) How could mindfulness-based intervention reduce aggression in adolescent? Mindfulness, emotion dysregulation and self-control as mediators. Curr Psychol, 42:4483–4497.
  • Zhang D, Lee EKP, Mak ECW, Ho CY, Wong SYS (2021) Mindfulness-based interventions: an overall review. Br Med Bull, 138:41-57.
  • Zikopoulos B, Barbas H (2012) Pathways for emotions and attention converge on the thalamic reticular nucleus in primates. J Neurosci, 32:5338-50.
  • Zylowska L, Ackerman DL, Yang MH, Futrell JL, Horton NL, Hale TS, Pataki C, Smalley SL (2008) Mindfulness meditation training in adults and adolescents with ADHD: a feasibility study. J Atten Disord, 11:737-746.
Toplam 116 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Hafıza ve Dikkat, Psikoterapi Uygulama ve Araştırmaları
Bölüm Derleme
Yazarlar

Çiğdem Gülden 0000-0003-4415-0716

İlhan Yalçın 0000-0002-6407-9606

Yayımlanma Tarihi 30 Eylül 2024
Kabul Tarihi 20 Aralık 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 16 Sayı: 3

Kaynak Göster

AMA Gülden Ç, Yalçın İ. A Component of Mindfulness: Attention. Psikiyatride Güncel Yaklaşımlar. Eylül 2024;16(3):505-516. doi:10.18863/pgy.1371368

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