Mindfulness, meditation, and breathing exercises: reduced anxiety for clients and self-care for social work interns

References

• Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Armstrong, K. (2001). Buddha. London, UK: Penguin.
   Google Scholar
• Asuero, A. M., Queralto, J. M., Pujol-Ribera, E., Berenguera, A., Rodriguez-Blanco, T., & Epstein, M. (2014). Effectiveness of a mindfulness education program in primary health care professionals: A pragmatic controlled trial. Journal of Continuing Education in the Health Professions, 34(1), 4–12. doi:10.1002/chp.21211
   PubMed Web of Science ®Google Scholar
• Aveline, M. (1993). Principles of leadership in brief training groups for mental health professionals. International Journal of Group Psychotherapy, 43, 107–129.
   PubMed Web of Science ®Google Scholar
• Bishop, S. R. (2004). Mindfulness: A Proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241.
   Web of Science ®Google Scholar
• Bonifas, R. P., & Napoli, M. (2014). Mindfully increasing quality of life: A promising curriculum for MSW students. Social Work Education, 33(4), 469–484. doi:10.1080/02615479.2013.838215
   Google Scholar
• Botta, A. A., Cadet, T. J., & Maramaldi, P. (2015). Reflections on a quantitative, group-based mindfulness study with social work students. Social Work with Groups, 38(2), 93–105. doi:10.1080/01609513.2014.975885
   Google Scholar
• Bourne, E. J. (2010). The anxiety & phobia workbook (5th ed.). Oakland, CA: New Harbinger Publications, Inc.
   Google Scholar
• Brady, R. (2005). Learning to stop; stopping to learn: Embarking on the contemplative learning path. Retrieved from mindfuleducation.org/Brady.pdf
   Google Scholar
• Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848.
   PubMed Web of Science ®Google Scholar
• Busch, V., Magerl, W., Kern, U., Hass, J., Hajak, G., & Eichhammer, P. (2012). The effect of deep and slow breathing on pain perception, autonomic activity, and mood processing: An experimental Study. Pain Medicine, 13, 215–228. doi:10.1111/j.1526-4637.2011.01243.x
   PubMed Web of Science ®Google Scholar
• Cardaciotto, L., Herbert, J. D., Forman, E. M., Moitra, E., & Farrow, V. (2008). The assessment of present-moment awareness and acceptance: The Philadelphia mindfulness scale. Assessment, 15(2), 204–223. doi:10.1177/1073191107311467
   PubMed Web of Science ®Google Scholar
• Chiesa, A., & Malinowski, P. (2011). Mindfulness-based approaches: Are they all the same? Journal of Clinical Psychology, 67(4), 404–424. doi:10.1002/jclp.20776
   PubMed Web of Science ®Google Scholar
• Coholic, D. (2005). The helpfulness of spiritually influenced group work in developing self-awareness and self-esteem: A preliminary investigation. The Scientific World Journal, 5, 789–802. doi:10.1100/tsw.2005.99
   Web of Science ®Google Scholar
• Coholic, D., & Eys, A. (2016). Benefits of an arts-based mindfulness group intervention for vulnerable children. Child and Adolescent Social Work Journal, 33(1), 1–13. doi:10.1007/s10560-015-0431-3
   Web of Science ®Google Scholar
• Coholic, D., Eys, M., & Lougheed, S. (2012). Investigating the effectiveness of an arts-based and mindfulness-based group program for the improvement of resilience in children in need. Journal of Child and Family Studies, 21(5), 833–844. doi:10.1007/s10826-011-9544-2
   Web of Science ®Google Scholar
• Coholic, D. A. (2011). Exploring the feasibility and benefits of arts-based mindfulness-based practices with young people in need: Aiming to improve aspects of self-awareness and resilience. Child & Youth Care Forum, 40(4), 303–317. doi:10.1007/s10566-010-9139-x
   Web of Science ®Google Scholar
• Dillon, S., & Laughlin, A. (2017). Teaching empathy and mindfulness. School Library Journal, 63(10), 40.
   Google Scholar
• Fosarelli, P. (2011). Teaching mindfulness: A practical guide for clinicians and educators. JAMA, 306(9), 1004–1005. doi:10.1001/jama.2011.1271
   Google Scholar
• Gilbert, C. (2003). Clinical applications of breathing regulation: Beyond anxiety management. Behavior Modification, 27(5), 692–709. doi:10.1177/0145445503256322
   PubMed Web of Science ®Google Scholar
• Gökhan, N., Meehan, E., & Peters, K. (2010). The value of mindfulness-based methods in teaching at a clinical field placement. Psychological Reports, 106(2), 455–466. doi:10.2466/PR0.106.2.455-466
   PubMed Web of Science ®Google Scholar
• Hammond, J. A., Bithell, C. P., & Jones, L. (2010). A first year experience of student-directed peer-assisted learning. Active Learning in Higher Education, 11(3), 201–212. doi:10.1177/1469787410379683
   Google Scholar
• Hick, S. (Ed). (2009). Mindfulness and social work. Chicago, IL: Lyceum Books, Inc.
   Google Scholar
• Hillyard, C., Gillespie, D., & Littig, P. (2010). University students’ attitudes about learning in small groups after frequent participation. Active Learning in Higher Education, 11(1), 9–20. doi:10.1177/1469787409355867
   Google Scholar
• Jha, A. (2015). Minds ‘at attention’: Mindfulness training curbs attentional lapses in military cohorts. Retrieved from journals.plos.org/plosone/article?id=10.1371/journal.pone.0116889.
   Google Scholar
• Kabat-Zinn, J. (2005). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness (Fifteen anniversary ed.). New York, NY: Bantam Del.
   Google Scholar
• Malekoff, A. (2017). On getting over oneself and creating space for all voices in group work with adolescents. Social Work with Groups, 40(4), 364–375. doi:10.1080/01609513.2016.1152802
   Google Scholar
• Modesti, P. A., Ferrari, A., Bazzini, C., & Boddi, M. (2015). Time sequence of autonomic changes induce by daily slow-breathing sessions. Clinical Autonomic Research, 25, 95–104. doi:10.1007/s10286-014-0255-9
   PubMed Web of Science ®Google Scholar
• Newsome, S., Waldo, M., & Gruszka, C. (2012). Mindful group work: Preventing stress and increasing self-compassion among helping professions in training. Journal for Specialists in Group Work, 37(4), 297–311. doi:10.1080/01933922.2012.690832
   Google Scholar
• Onek, D. (2013). Search inside yourself: Integrating mindfulness into the criminal justice system. Life of the Law, October 16. Retrieved from: https://www.lifeofthelaw.org/2013/10/integrating-mindfulness-into-the-criminal-justice-system/
   Google Scholar
• Palmer, P. J., Zajonc, A., & Scribner, M. (2010). The heart of higher education: A call to renewal. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Perciavalle, V., Blandini, M., Fecarotta, A., Di Corrado, D., Bertolo, L., & Coco, M. (2017). The role of deep breathing on stress. Neurological Sciences, 38(3), 451–458. doi:10.1007/s10072-016-2790-8
   PubMed Web of Science ®Google Scholar
• Prakash, R. S., Hussain, M. A., & Schirda, B. (2015). The role of emotion regulation and cognitive control in the association between mindfulness disposition and stress. Psychology and Aging, 30(1), 160–171. doi:10.1037/a0038544
   PubMed Web of Science ®Google Scholar
• Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2005). Mechanisms of mindfulness. Health Care, 62(3), 373–386. doi:10.1002/jclp.20237
   Google Scholar
• Szabo, A., & Kocsis, A. (2017). Psychological effects of deep-breathing: The impact of expectancy-priming. Psychology, Health & Medicine, 22(5), 564–569. doi:10.1080/13548506.1191656
   PubMed Web of Science ®Google Scholar
• Virtbauer, G. (2016). Presencing process: Embodiment and healing in the Buddhist practice of mindfulness of breathing. Mental Health, Religion & Culture, 19(1), 68–81. doi:10.1080/13674676.2015.111547
   Web of Science ®Google Scholar
• Yalom, I. D. (1995). The theory and practice of group psychotherapy (4th ed.). New York, New York: Basic Books.
   Google Scholar
• Zajonc, A. (2013). Contemplative pedagogy: A quiet revolution in higher education. New Directions for Teaching and Learning, 134, 83–94. doi:10.1002/tl.20057
   Google Scholar