Mindfulness

Anxious? Activate Your Anterior Cingulate Cortex With a Little Meditation

Practicing mindful meditation lights up the parts of the brain that control thinking emotions such as worry are activated. Anxiety levels are reduced.

June 4, 2013 — Scientists, like Buddhist monks and Zen masters, have known for years that meditation can reduce anxiety, but not how. Scientists at Wake Forest Baptist Medical Center, however, have succeeded in identifying the brain functions involved.

"Although we've known that meditation can reduce anxiety, we hadn't identified the specific brain mechanisms involved in relieving anxiety in healthy individuals," said Fadel Zeidan, Ph.D., postdoctoral research fellow in neurobiology and anatomy at Wake Forest Baptist and lead author of the study. "In this study, we were able to see which areas of the brain were activated and which were deactivated during meditation-related anxiety relief."

The study is published in the current edition of the journal Social Cognitive and Affective Neuroscience.

For the study, 15 healthy volunteers with normal levels of everyday anxiety were recruited for the study. These individuals had no previous meditation experience or anxiety disorders. All subjects participated in four 20-minute classes to learn a technique known as mindfulness meditation. In this form of meditation, people are taught to focus on breath and body sensations and to non-judgmentally evaluate distracting thoughts and emotions.

Both before and after meditation training, the study participants' brain activity was examined using a special type of imaging -- arterial spin labeling magnetic resonance imaging -- that is very effective at imaging brain processes, such as meditation. In addition, anxiety reports were measured before and after brain scanning.

The majority of study participants reported decreases in anxiety. Researchers found that meditation reduced anxiety ratings by as much as 39 percent.

"This showed that just a few minutes of mindfulness meditation can help reduce normal everyday anxiety," Zeidan said.

The study revealed that meditation-related anxiety relief is associated with activation of the anterior cingulate cortex and ventromedial prefrontal cortex, areas of the brain involved with executive-level function. During meditation, there was more activity in the ventromedial prefrontal cortex, the area of the brain that controls worrying. In addition, when activity increased in the anterior cingulate cortex -- the area that governs thinking and emotion -- anxiety decreased.

"Mindfulness is premised on sustaining attention in the present moment and controlling the way we react to daily thoughts and feelings," Zeidan said. "Interestingly, the present findings reveal that the brain regions associated with meditation-related anxiety relief are remarkably consistent with the principles of being mindful."

Research at other institutions has shown that meditation can significantly reduce anxiety in patients with generalized anxiety and depression disorders. The results of this neuroimaging experiment complement that body of knowledge by showing the brain mechanisms associated with meditation-related anxiety relief in healthy people, he said.

Support for the study was provided by the Mind and Life Institute's Francisco J. Varela Grant, the National Institutes of Health grant NS3926 and the Biomolecular Imaging Center at Wake Forest Baptist.

Co-authors are Katherine Martucci, Ph.D., Robert Kraft, Ph.D., John McHaffie, Ph.D., and Robert Coghill, Ph.D., of Wake Forest Baptist.

 

Link to article

The Silver Lining in Tough Times

Do you use emotion words to help your child identify how something makes them feel? I was quoted on the benefits of encouraging your child to label their feelings. Life’s disappointments offer great lessons to kids. by Heidi Smith Luedtke

No one – including Supermom – can prevent kids from experiencing setbacks in life. Your daughter may miss the class field trip because she caught a nasty cold. Or she may come home crying when her science-fair project earns a less-than-hoped-for grade. Kids’ disappointments are no fun for parents to witness. But kids learn to lift themselves up when they get knocked down. Marriage and family therapist Christina Steinorth, M.A., author of “Cue Cards for Life” (Hunter House, 2013), says parents can help kids learn to bounce back from adversities by taking a teaching role. During tough times, aim to build your child’s coping skills and reinforce the value of persistence. Here’s how. Acknowledge Emotions Family and art therapist Erica Curtis, MFT, of Santa Monica, Calif., says kids’ setbacks may feel intensely personal to parents. “Parents need to clarify their own feelings about the situation,” she says. “A parent may be more disappointed – or may assume the child is more disappointed – than the child actually is.” Research shows we are biologically wired to catch others’ emotions through a process called emotional contagion. Mirroring 9/a S ilver Lining ;AaD_69a;@/U Life’s disappointments offer great lessons to kids. by Heidi Smith Luedtke others’ feelings promotes and preserves social connections by allowing us to feel empathy. But there is a downside: It’s easy to forget whose feelings you’re feeling. When that happens, you may overreact or respond ways that amplify your child’s distress instead of helping him regroup. It’s important to get an accurate read of your child’s feelings about what happened. Sometimes kids share intense bad feelings with parents, then move on quickly. Other times, kids may feel truly and utterly devastated. Pay close attention to your child’s words, body language, and behavior. All of these things provide insight into kids’ feelings and give clues about how effectively they are coping. Accept your child’s emotional reaction, even if it seems overblown. “Parents need to be able to tolerate kids’ bad feelings,” Curtis says, even if they are uncomfortable. Take a deep breath and remind yourself parenting is hard. If needed, step back and tend to your own emotions first, so you can give generous comfort and support to your child. Build Coping Skills Start by giving your child a safe place to share his experiences. “The most important thing a parent can do is to listen actively,” Curtis says. “That means nodding, paraphrasing back what you’ve heard, and asking questions instead of offering solutions.”

For instance, if your child reports, “I wanted our team to be called the ‘Crushers’ but the other guys didn’t listen,” mirror his feelings by responding, “It sounds like you really wanted the team to choose the name you suggested.” This shows you are listening and validates your child’s point of view. As your child describes the situation in greater detail, “encourage her to identify and label her feelings,” says Brooklyn, NY, clinical psychologist and mom Nerina Garcia-Arcement, Ph.D. Labeling emotions gives kids a sense of control and composure and decreases the chance they’ll act out in harmful ways to express their feelings. A child who says, “I feel angry because my best friend blabbed my secret to everyone else,” is ready to explore potential responses. One who just cries and moans, “It’s awful,” is not. As your child explains what happened, prompt him to identify potential reasons for the setback. For instance, you might ask, “What do you think got in the way of you running a faster race?” Rather than letting him focus on one or two obvious reasons, encourage your child to come up with more. There is usually a range of factors, both personal and situational, that may have affected an unhappy outcome. Explore each reason with your child to identify ways he could do things differently next time. This helps your child move from feeling bad to doing better. For instance, noting he felt tired

before the race started might lead your son to come up with ideas about eating a snack before the track meet or going to bed earlier. Specific action steps empower kids to bounce back on their own terms. Encourage your child to write down her intended actions, so she’ll remember the plan. This also reinforces her commitment to change. Offer your support by asking what you can do to facilitate your child’s goals. “Parents have to commit to making changes along with the child,” says Garcia-Arcement. If your child says she needs more practice to make first chair in the clarinet section, you may need to tweak the routine to find more practice time or designate practice space in your home. Bottom line: Do what you can to create a supportive environment. Pay It Forward After the pain has passed, talk with your child about what she learned. Focus on knowledge gained and skills developed. Perhaps your child learned how to speak up for herself. Or maybe she built project-planning skills – such as goal setting and task scheduling – that she can apply to other endeavors. If your child can’t articulate what she learned, share your own observations. And don’t forget to tell her you’re proud of her improvement. Kids need to know parents notice. When the next setback happens, remind your child how he handled previous situations and encourage him to apply past learning to present challenges. Be a confidant and a sounding board. Help your child find his own way forward. Then step back and watch him grow through adversity. Responding to disappointment with confidence, grit and good humor is the key to being a happy, successful person.

Every Setback Has a Silver Lining 1. When kids don’t get what they want, they learn to distinguish wants from needs. 2. When kids lose a treasured object, they learn to take responsibility for their belongings. 3. When kids lose a game or competition, they learn to celebrate others’ success. 4. When kids don’t live up to their own expectations, they learn the importance of second chances and self-compassion. 5. When kids are left out or pushed aside, they learn the power of acceptance and inclusion. 6. When kids miss opportunities due to dawdling, they tune in to their surroundings more attentively. 7. When kids feel upset because parents limit their screen time and sugary snacks, they learn healthy choices aren’t always the most fun. 8. When kids build something, then see it destroyed, they learn that revision is part of the creative process. 9. When kids fail an assignment or exam, they learn achievement isn’t easy or automatic. Everyone doesn’t get a trophy every time. 10. When kids disappoint their parents, they learn love is bigger, stronger, and more enduring than any misbehavior. And that’s the best lesson of all.

Link to article

'Personality Genes' May Help Account for Longevity

Laughing, being optimistic, staying engaged in activities, and being outgoing can help you live longer? These personality traits appear to be common among those that live to be 100. May 24, 2012 — "It's in their genes" is a common refrain from scientists when asked about factors that allow centenarians to reach age 100 and beyond. Up until now, research has focused on genetic variations that offer a physiological advantage such as high levels of HDL ("good") cholesterol. But researchers at Albert Einstein College of Medicine and Ferkauf Graduate School of Psychology of Yeshiva University have found that personality traits like being outgoing, optimistic, easygoing, and enjoying laughter as well as staying engaged in activities may also be part of the longevity genes mix.

The findings, published online May 21 in the journal Aging, come from Einstein's Longevity Genes Project, which includes over 500 Ashkenazi Jews over the age of 95, and 700 of their offspring. Ashkenazi (Eastern European) Jews were selected because they are genetically homogeneous, making it easier to spot genetic differences within the study population.

Previous studies have indicated that personality arises from underlying genetic mechanisms that may directly affect health. The present study of 243 of the centenarians (average age 97.6 years, 75 percent women) was aimed at detecting genetically-based personality characteristics by developing a brief measure (the Personality Outlook Profile Scale, or POPS) of personality in centenarians.

"When I started working with centenarians, I thought we'd find that they survived so long in part because they were mean and ornery," said Nir Barzilai, M.D., the Ingeborg and Ira Leon Rennert Chair of Aging Research, director of Einstein's Institute for Aging Research and co-corresponding author of the study. "But when we assessed the personalities of these 243 centenarians, we found qualities that clearly reflect a positive attitude towards life. Most were outgoing, optimistic and easygoing. They considered laughter an important part of life and had a large social network. They expressed emotions openly rather than bottling them up." In addition, the centenarians had lower scores for displaying neurotic personality and higher scores for being conscientious compared with a representative sample of the U.S. population.

"Some evidence indicates that personality can change between the ages of 70 and 100, so we don't know whether our centenarians have maintained their personality traits across their entire lifespans," continued Dr. Barzilai. "Nevertheless, our findings suggest that centenarians share particular personality traits and that genetically-based aspects of personality may play an important role in achieving both good health and exceptional longevity."

The study is titled "Positive attitude towards life and emotional expression as personality phenotypes for centenarians." The POPS was developed by lead author Kaori Kato, Psy.D., now at Weill Cornell Medical College, who validated it through comparisons with two previously established measures of personality traits. Other authors of the study were Richard Zweig, Ph.D., assistant clinical professor of psychiatry and behavioral sciences at Einstein and director of the Older Adult Program at Ferkauf, and Gil Atzmon, Ph.D., assistant professor of medicine and of genetics at Einstein.

Link to article

Meditation makes you more creative

Want to be more creative? Practice open monitoring meditation. Apr. 19, 2012 — Certain meditation techniques can promote creative thinking. This is the outcome of a study by cognitive psychologist Lorenza Colzato and her fellow researchers at Leiden University, published 19 April in Frontiers in Cognition.

This study is a clear indication that the advantages of particular types of meditation extend much further than simply relaxation. The findings support the belief that meditation can have a long-lasting influence on human cognition, including how we think and how we experience events.

Two ingredients of creativity

The study investigates the influences of different types of meditative techniques on the two main ingredients of creativity: divergent and convergent styles of thinking.

  • Divergent thinking: Divergent thinking allows many new ideas to be generated. It is measured using the so-called Alternate Uses Task method where participants are required to think up as many uses as possible for a particular object, such as a pen.
  • Convergent thinking: Convergent thinking, on the other hand, is a process whereby one possible solution for a particular problem is generated. This method is measured using the Remote Associates Task method, where three unrelated words are presented to the participants, words such as 'time', 'hair' and 'stretch'. The participants are then asked to identify the common link: in this case, 'long'.

Analysis of meditation techniques

Colzato used creativity tasks that measure convergent and divergent thinking to assess which meditation techiques most influence creative activities. The meditation techniques analysed are Open Monitoring and Focused Attention meditation.

  • In Open Monitoring meditation the individual is receptive to all the thoughts and sensations experienced without focusing attention on any particular concept or object.
  • In Focused Attention meditation the individual focuses on a particular thought or object.

Different types of meditation have different effects

These findings demonstrate that not all forms of meditation have the same effect on creativity. After an Open Monitoring meditation the participants performed better in divergent thinking, and generated more new ideas than previously, but Focused Attention (FA) meditation produced a different result. FA meditation also had no significant effect on convergent thinking leading to resolving a problem.

Link to article

New Year, New Tips To Handle Work Stress

By Nerina Garcia-Arcement, Ph.D. Stress is on the rise in the United States. In a recent APA survey, Americans reported a 44% increase in their stress over the past five years. What are people worried about?  Money, relationships, work and the economy are at the top of the list.  Work is a popular concern. Not only are individuals worried about losing their jobs in this down economy but also about increased job responsibilities and difficult interpersonal relationships.  All this worry impacts your sleep, physical and mental health, and productivity. It also erodes your ability to be patient when dealing with others—all things that can make working more difficult and put your job at risk.

If this sounds familiar, you are not alone. The good news is you can change this. There are simple steps you can take that will help you manage your stress and improve your quality of life. Below are proven stress reduction suggestions you can use at work and at home.

While at work build into your day these three tips.

1. Walk away from what is stressing you and take regular breaks. Time-outs are not just for toddlers. They are an effective coping strategy that will allow you to clear your mind and refocus, as well as be more productive and creative.

2. Take deep breaths. Shallow breathing increases anxiety, while deep, slow breathing helps calm your mind and body.

3. Stretch your tense muscles. For example, progressive muscle relaxation sends your brain a message that you are safe and relaxed which helps reduce stress and anxiety.

While at home, try these habits regularly to decrease your stress.

1. Practice yoga. Even a few minutes will help calm your mind and relax your body.

2. Use imagery. Imagine yourself in a safe place, such as the beach or a cabin in the mountains. If imagining a peaceful place is difficult, you can use memories from a favorite vacation spot or familiar personal sanctuary (even if it’s just your favorite bench in Central Park).  Your memories will trigger positive feelings and distract you from your stress at the same time.

3. Speak to a trusted friend or family member. Share what is upsetting you, whether in person or over the phone. Social support is a great stress reducer and mood enhancer.

Preventing stress before you feel it is even better. Follow these suggestions to stop the stress before it hits.

1. Have open communication with your supervisors/bosses about what projects you are working on and their status.

2. Ask for help when you need it. We all require assistance at some point. Don't be afraid to ask for what you need.

3. Create a detailed list of work requirements and deadlines. This way you don't waste mental energy keeping track of what needs to get done and instead focus on how to accomplish those tasks.

If these tips are not enough, consider talking to a mental health provider that specializes in stress management.

Visit http://www.apapracticecentral.org for more information about stress.

8 Ways Kids Can Give Thanks

Appreciating our blessings and taking time to notice what we are grateful for helps us feel happier and reduces depression. This is a great article about how to instill gratitude in children. These helpful tips are appropriate for all ages, whether children or adults. By nurturing a sense of gratitude from an early age, your children will learn to appreciate big and small blessings.

By Ansley Roan

Teaching kids to be thankful doesn't involve guilt trips or lectures on the less fortunate, and the benefits will last longer than the turkey sandwiches. Grateful children may grow into happier adults, according to Christine Carter, Ph.D., author of Raising Happiness and director of the Greater Good Parents program at the University of California at Berkeley. "Pioneering social scientists think that 40 percent of our happiness comes from intentional, chosen activities throughout the day. Thankfulness is not a fixed trait. It's a skill that can be cultivated, like kicking a soccer ball or speaking French," Dr. Carter says. Because Thanksgiving is high season for gratitude, it's an ideal time to talk to your children about remembering the blessings. Try these easy and interesting tips to teach your children to develop a habit of thankfulness.

Shop, Buy, and Share

Trips to the grocery store, drugstore, or toy store can be opportunities to think of others. Next time you're stocking up, encourage your children to pick one or two canned goods to donate to a Thanksgiving food drive or a food bank. Shelters also need donations of personal care items (soap, toothpaste, diapers) or new clothing (warm socks, jackets). Check with local shelters to see what they need, and have kids choose the supplies. They'll learn to think of others and start to appreciate the necessities they ordinarily take for granted. National toy drives, like Toys for Tots, provide new gifts for children. Ask your kids to imagine what children their age might want, and then help them buy it. The item could be something on their wish list or even something they already have and love, like a cherished teddy bear.

De-clutter and Donate

Encourage your children to donate toys they no longer use or clothes they've outgrown. Let them know that some things they don't need might be useful for another child. Suggest that they consider a short list of items to donate, and then bring them to a drop-off place such as the Salvation Army. Involve them in considering what they don't want anymore so they will have new appreciation for their toys and clothes. Just remember not to force it: If they're not ready to give something away, that's okay. Avoid warning the kids that they won't get something new to replace what they give away; they may associate sacrifice with loss or punishment. Instead, find other ways to cultivate a sense of gratitude and helping others.

Volunteer Your Time

Look for opportunities to volunteer as a family. Friends and neighbors may know of a group that can use the help. Serve food at nearby shelters or put together care packages for senior citizens or soldiers oversees. Show how giving time, not just money or objects, is another way of helping others and acknowledging gratitude for what you already have. Or devote time to neighbors or other family members by scheduling a group project to rake leaves for an elderly relative or cook a meal for someone who's under the weather.

Showcase History

Even young kids draw turkeys or learn about the Pilgrims in classrooms. Ask your child (or the teacher) about the lesson plans and build on those at home. Have little ones imagine what the Pilgrims might have been grateful for that first Thanksgiving in Plymouth. They may have been grateful to be with each other or to be living in a new country. The more advanced the lesson, the more possibilities. Kids can also imagine what the Pilgrims might appreciate in your house today. They might enjoy good food and the time with family, as well as modern conveniences like heat and hot water.

Write Notes of Appreciation

Ask your kids to write a handwritten note to someone they're thankful for; if kids are too young to write, have them a draw picture instead. Ask them to consider who makes their lives better or brighter. Is it the babysitter? A favorite aunt? A family friend who always remembers birthdays? When children reflect on who they want to write to, they learn to value people in their lives who have touched them. No doubt the recipient will appreciate a note from the heart, too. Plus, you can spread the blessings by composing more than one note!

Don't Forget Family

Many parents teach their children to say thank you when they receive a gift, but family members often forget to thank each other for everyday favors. "I think we lack ways to talk about gratitude," Dr. Carter says. "My kids have picked up notions of what romantic love is from Disney movies, but they probably couldn't say a word about how Cinderella feels thankful for all that her fairy godmother has given her. We don't talk much about good things that come from other people's efforts." Set an example by thanking your children and your spouse. Saying "Thank you for cleaning your room" or "Thank you for sharing with your brother," not only lets children know that their efforts (like folding laundry or running errands) are appreciated, it also instills the idea that "thank you" is not reserved for the birthday bonanza. Children see gratitude in action, and it's good for household harmony too.

Appreciate Small Moments

Take time to appreciate the good things with your kids. Use travel time in the car as an opportunity to share something positive, perhaps by saying, "Look at the pretty leaves on that tree" or "Wasn't it fun to make that drawing in class today?" These simple conversation starters encourage children to contemplate and appreciate the blessings around them. When you tuck them into bed, ask what they're grateful for that particular day. Gradually weave these observations and questions into your time together to cultivate thankfulness.

Keep Gratitude Going

Long after the turkey is eaten and football season ends, continue to practice thankfulness throughout the year. In the summer, donate your time when charities and food banks need extra help because regular volunteers are on vacation. One of the most practical ways to inspire gratitude is also the simplest. You don't have to be involved in big projects all the time. Set aside time to name one or two things every person in the family is grateful for each day. "Researchers have found that people who practice gratitude feel considerably happier (25 percent) than those in a control group," Dr. Carter says. "They are more joyful, enthusiastic, interested, and determined. Grateful people are more likely to be both kind and helpful." Raising children with those traits would be enough to make any parent thankful.

Copyright © 2011 Meredith Corporation.

Ansley Roan is a freelance writer and editor in New York City. She writes about faith and spirituality, health, and parenting. Her work has appeared in The Washington Post, Chicago Tribune, Glamour, and Teen People.

link to article

Bite, chew, savor

Mindfulness can help reduce anxiety and new research shows it can help with overeating. This article discusses the importance of mindfulness to gaining awareness of our eating habits and the role food plays in our emotions. 

Jean Kristeller reconnects people with their hunger and other inner experiences to curb overeating.

By Amy Novotney

November 2012, Vol 43, No. 10

Print version: page 42

Eat when you're hungry, stop when you're full. It sounds simple, yet for many Americans, it's anything but, says clinical psychologist Jean Kristeller, PhD. Barraged by advertisements for high-fat, high-salt and high-sugar foods, and confronted with restaurant portions fit for two or three people, it's all too easy these days to forget what the experiences of hunger and satiety feel like, she says.

"We eat when it's time to eat, when food is put in front of us or because we need to handle feelings of anger, anxiety, depression or simple boredom," says Kristeller, a psychology professor at Indiana State University and president and co-founder of The Center for Mindful Eating.

Kristeller has developed an intervention called Mindfulness-Based Eating Awareness Training (MB-EAT) that blends "mindful eating" exercises, such as being aware of hunger, chewing food slowly, tuning in to taste and noticing fullness, with mindfulness meditation practice to cultivate more general moment-to-moment awareness of self. Psychologists around the country are using it to help binge and compulsive eaters, diabetics, and people who are mildly and moderately obese to regulate their eating and avoid weight gain.

"Traditional techniques for tackling the obesity epidemic often don't take into account the strong drivers of eating: negative emotions, cravings and impulsivity, particularly in the face of highly palatable food," says University of California, San Francisco, psychology professor Elissa Epel, PhD, who has collaborated with Kristeller on several research studies using MB-EAT. "Mindfulness training gives us more control over these strong drives and makes us more aware of the triggers of overeating that come from outside of us."

Kristeller advocates no particular diet — and no foods are off-limits. She teaches students to savor their food while eating, rather than mindlessly eating while watching television, surfing the Internet or reading the paper.

It's this everyday applicability that makes Kristeller's approach so valuable, says social psychologist Ronna Kabatznick, PhD, a former consultant to Weight Watchers International. "It's one thing to have these strategies in textbooks, but she's embodied them by teaching people very specific skills such as how to enjoy a buffet or restaurant meal," Kabatznick says. "She's simplified mindful eating for everyday living."

Saying goodbye to super-size

Kristeller's MB-EAT 10-week course teaches people that, once they pay attention to their body's signals, brownies and chocolate cake are best experienced and savored in just a few bites.

"Our taste buds are chemical sensors that tire quickly," she says. "The first few bites of a food taste better than the next few bites, and after a large amount, we may have very little taste experience left at all."

Mindfulness-Based Eating Awareness TrainingParticipants in her training programs — those who struggle with food and weight issues and health-care professionals interested in helping them — focus on three mindfulness practices: awareness of hunger and what it feels like in the body, awareness of what it feels like to be full, and the practice of savoring — slowing down to truly taste food and be mindful of the various flavors and sensory experiences associated with each bite. A variety of foods — including chocolate — are used in the program, and Kristeller even assigns participants increasingly challenging homework assignments, such as going to a buffet. She teaches them that by attending to how much they are enjoying the food and recognizing the point at which it stops being as enjoyable, they can eat much smaller amounts, leave food on their plates and return for seconds if they still want more.

"It's about finding satisfaction in quality, not quantity," Kristeller says. She also teaches people not to beat themselves up if they overeat, but to see this as a learning experience.

With funding from the National Center for Complementary and Alternative Medicine at the National Institutes of Health, Kristeller has proven the program's effectiveness. She's completed two studies — one at Indiana State University, another with Ruth Wolever, PhD, at Duke University — with more than 100 binge eaters and obese non-bingers. She's found that binge eaters who take her MB-EAT program reduce their bingeing from four times per week, on average, to about once a week. When they do binge, she says, they report that the binges are much smaller and feel less out of control. Participants also report that their depression decreased (Journal of Health Psychology, 1999Eating Disorders: The Journal of Treatment & Prevention, 2011). Both bingers and non-bingers also improve significantly on other indicators of more balanced eating and emotional regulation. Furthermore, these effects are proportional to the amount of mindfulness meditation practice that is reported.

Other researchers are testing her program as a treatment for obesity. Gayle Timmerman, PhD, RN, at the University of Texas at Austin, has successfully adapted it for use with eating restaurant meals, showing a significant impact on weight and dietary intake. Epel and her associate, Jennifer Daubenmier, PhD, recently paired MB-EAT with stress reduction exercises in an intervention with obese women. They found that the more mindfulness the women practiced, the more their anxiety, chronic stress and deep belly fat decreased. Obese participants in the mindfulness program also maintained their body weight while those in the control group increased their weight over the same period of time (Journal of Obesity, 2011). And in an ongoing study with overweight pregnant women, Kristeller, Epel, Daubenmier and Cassandra Vieten, PhD, director of research at the Institute of Noetic Sciences, are teaching participants similar mindful-eating techniques in an effort to help these mothers-to-be avoid excessive weight gain.

"One lesson we've learned is that with the effort and attention to eating taught in the MB-EAT program, people can change their relationship with food very quickly, and within a few sessions, they're often starting to eat differently," Epel says.

The three-minute raisin

Kristeller's interest in meditation began as an undergraduate at Swarthmore College, where she read about research on how meditation can help lower blood pressure and heart rate and reduce ruminative thinking. Kristeller began meditating to reduce the stress of college and immediately found that it calmed her "chattering mind," she says. Later, as a doctoral student at Yale studying food intake regulation with Judith Rodin, PhD, and self-regulation theory with Gary Schwartz, PhD, Kristeller began using meditation to treat eating disorders.

"Judy was identifying how a lot of the disregulation in eating behavior was from people's lack of tuning in to their hunger signals," Kristeller says. "I thought you could help people tune back into those experiences."

After graduating from Yale in 1983, she joined the faculty at the University of Massachusetts Medical School, where she met Jon Kabat-Zinn, PhD, and took part in his eight-week Mindfulness-Based Stress Reduction (MBSR) program. Kabat-Zinn introduced her to an exercise where participants slowly eat three raisins as a way to begin to cultivate mindful awareness.

"A light bulb, so to speak, went off for me during this exercise," Kristeller says. "I saw it as another way to help ground people in their experience of eating, and began thinking about how to do this more systematically, particularly around the kinds of foods that people eat that get them in trouble — the high-sweet, high-fat foods. I wondered what would happen if people started engaging with those foods this way." Now, thanks to her research and her clients' enthusiastic feedback, she knows.

Link to article