top of page

Definition & History of Mindfulness

What Is Mindfulness?

 

The term “mindfulness” refers to a particular way in which a person chooses to focus his/her attention.  It involves the person purposefully directing attention to the thoughts, feelings, and body sensations that are occurring in the present moment without making any judgments or interpretations about them.  For example, a person may apply mindfulness toward breathing for several minutes.  During that time period, the person would direct all of his/her attention on breathing, noticing movement in the belly, chest, or nose each time s/he breathes in and out. The principles of mindfulness can be applied toward an infinite amount of actions, such as breathing, listening, and movement (Black & Fernando, 2014; Kabat-Zinn, 1994 as cited in Felver, Doerner, Jones, Kaye, & Merrell, 2013; Hölzel et al., 2011).

History of Mindfulness in the United States

 

The possibility of using mindfulness to promote well-being gained attention in the United States in the 1970s through the work of Jon Kabat-Zinn, who held a PhD. in molecular biology from M.I.T. He cultivated the use of mindfulness as a means to reduce stress and assist with emotion management for people who were learning to adapt to serious medical conditions, such as cancer and bone marrow transplants (Grecucci et al., 2014). 

Kabat-Zinn_edited.jpg

Jon Kabat-Zinn, Ph.D.

Since then, the practice of mindfulness and the research surrounding its effects has increased dramatically, and mindfulness is currently among the most widely used techniques to promote physical and psychological health.  Regular mindfulness practice is associated with improved sleep, decreased blood pressure, improved immune functioning, improved emotional regulation, and reductions in anxiety, chronic pain, stress, and depression (Black & Fernando, 2014; Felver et al., 2013; Grecucci et al., 2014; Hölzel et al., 2011; van de Weijer-Bergsma, Formsma, de Bruin, & Bögels, 2012; van der Oord, Bögels, & Peijnenburg, 2012).

​

​

​

References

  • Black, D.S. &  Fernando, R. (2014).  Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children.  Journal of Child & Family Studies, 23, 1242-1246.

  • Felver, J.C., Doerner, E., Jones, J., Kaye, N.C., & Merrell, K.W. (2013).  Mindfulness in school psychology:  Applications for intervention and professional practice.  Psychology in the Schools, 50(6), 531-547.

  • Grecucci, A., Pappaianni, E., Siugzdaite, R., Theuninck, A., & Job, R. (2014).  Mindful emotional regulation:  Exploring the neurocognitive mechanisms behind mindfulness.  BioMed Research International, 2015, 1-9.

  • Hölzel, B.K., Lazar, S.W., Gard, T., Schuman-Olivier, Z., Vago, D.R., & Ott, U. (2011).  How does mindfulness meditation work?  Proposing mechanisms of action from a conceptual and neural perspective.  Perspectives on Psychological Science, 6(6), 537-559.

  • van de Weijer-Bergsma, E., Formsma, A.R., de Bruin, E.I., & Bögels, S.M. (2012).  The effectiveness of mindfulness training on behavioral problems and attentional functioning in adolescents with ADHD.  Journal of Child & Family Studies, 21, 775-787.

  • van der Oord, S., Bögels, S.M., & Peijnenburg, D. (2012). The effectiveness of mindfulness training for children with ADHD and mindfulness parenting for their parents.  Journal of Child & Family Studies, 21, 139-147.

bottom of page