Autonomous sensory meridian response (ASMR) and frisson: Mindfully induced sensory phenomena that promote happiness

Abstract

There are many important phenomena involved in human functioning that are unnoticed, misunderstood, not applied, or do not pique the interest of the scientific community. Among these, autonomous sensory meridian response(ASMR) and frisson are two very noteworthy instances that may prove to be therapeutically helpful in promoting subjective well-being or happiness, which can be considered synonymous with mental health. This review attempts to elucidate the characteristics of each phenomenon, including proposed similarities and differences between the two. We present an argument that ASMR and frisson are interrelated in that they appear to arise through similar physiological mechanisms, and both may be induced or enhanced through the practice of mindfulness.

Keywords::

• autonomous sensory meridian response
• happiness
• frisson
• mindfulness
• music therapy
• subjective wellbeing

Additional information

Notes on contributors

Marisa A. del Campo

Marisa A. del Campo holds National Certification in School Psychology and is practicing in Windham Public Schools in Connecticut. In addition, she is a doctoral student in school psychology at the University of Connecticut and is currently completing her dissertation. She has published several articles in prestigious school psychology journals and has made numerous presentations at national conventions.

Thomas J. Kehle

Professor Thomas J. Kehle is a fellow of the American Psychological Association, the Association for Psychological Science, and the American Association of Applied and Preventative Psychology. He is also a member of the National Register of Health Service Providers in Psychology, a charter member of the Society for the Study of School Psychology, and an honorary member of the American Academy of School Psychology. Dr. Kehle serves on the editorial boards of the Journal of Psychoeducational Assessment, Gifted Child Quarterly, and the International Journal of Educational & School Psychology and has served as an associate editor of Psychology in the Schools. He is the co-editor of the Oxford Handbook of School Psychology.