Alberto Amutio

Relaxation: Mapping an uncharted world

Nine hundred and forty practitioners of massage, abbreviated progressive muscle relaxation (PMR), yoga stretching, breathing, imagery, meditation, and various combination treatments described their technique experiences on an 82-item wordlist. Factor analysis yielded 10 interpretable relaxation categories: Joyful Affects and Appraisals (Joyful), Distant, Calm, Aware, Prayerful, Accepted, Untroubled, Limp, Silent, and Mystery. The relaxation response and cognitive/somatic specificity models predict Calm and Limp, which account for only 5.5% of the variance of relaxation experience. Unlike much of previous relaxation research, we found important technique differences. PMR and massage are associated with Distant and Limp; yoga stretching, breathing, and meditation with Aware; meditation with Prayerful, and all techniques except PMR with Joyful. Results are consistent with cognitive-behavioral relaxation theory and have implications for relaxation theory, treatment, training, assessment, and research. We close with a revised model of relaxation that posits three global dimensions: tension-relief, passive disengagement, and passive engagement.

Enhancing relaxation states and positive emotions in physicians through a mindfulness training program: A one-year study

Previous research on mindfulness has focused mainly on stress-related negative symptoms and short-term effects. In contrast, the present article focuses on the impact of a mindfulness-based stress reduction (MBSR) program on improving well-being (i.e. relaxation states and related positive emotions) in a longitudinal study for a period of one year. A randomized controlled trial in a sample of 42 physicians was used. The intervention group participated in an 8-week MBSR program, with an additional 10-month maintenance period and completed measures of mindfulness and relaxation at pre-intervention, post-intervention and after 10 months. Heart rate measures were also obtained. Significant improvements in favor of the experimental group compared with the control group on the levels of mindfulness and relaxation (including positive emotional states, such as at ease/peace, renewal, energy, optimism, happiness, acceptance, and even transcendence) were obtained after eight weeks. Remarkably, change magnitudes (effect size) significantly increased at the end of the maintenance period after a year, especially for mindfulness and positive energy. Additionally, heart rate significantly decreased for the intervention group and maintained a year after the beginning of the treatment. Results are relevant in terms of practical consequences for improving health and well-being in this population and also in terms of cost-efficiency.

Mindfulness training for reducing anger, anxiety, and depression in fibromyalgia patients

Fibromyalgia is a disabling syndrome. Results obtained with different therapies are very limited to date. The goal of this study was to verify whether the application of a mindfulness-based training program was effective in modifying anger, anxiety, and depression levels in a group of women diagnosed with fibromyalgia. This study is an experimental trial that employed a waiting list control group. Measures were taken at three different times: pretest, posttest, and follow-up. The statistical analyses revealed a significant reduction of anger (trait) levels, internal expression of anger, state anxiety, and depression in the experimental group as compared to the control group, as well as a significant increase in internal control of anger. It can be concluded that the mindfulness-based treatment was effective after 7 weeks. These results were maintained 3 months after the end of the intervention.

Effect of a mindfulness training program on the impulsivity and aggression levels of adolescents with behavioral problems in the classroom

Objective: The aim of the present study was to analyze the effects of a mindfulness training psycho-educative program on impulsivity and aggression levels in a sample of high school students. Methods: A randomized controlled trial with pre-test–post-test measurements was applied to an experimental group and a control group (waiting list). The Barratt Impulsivity Scale (BIS-11) Patton et al. (1995) and the Aggression Questionnaire (Buss and Perry, 1992) were used. Results: Statistical analyses showed a significant decrease in the levels of impulsivity and aggressiveness in the experimental group compared with the control group. These results have important implications for improving the level of academic engagement and self-efficacy of students and for reducing school failure. Conclusion: This is one of the first studies showing the effectiveness of mindfulness training at reducing impulsive and aggressive behaviors in the classroom. The efficacy of mindfulness-based programs is emphasized.

Acceptability and Effectiveness of a Long-Term Educational Intervention to Reduce Physicians' Stress-Related Conditions.

Introduction: This study aimed to test the acceptability and effectiveness of a two-phase mindfulness-based stress reduction program (8-week initial treatment plus a 10-month maintenance phase) in alleviating work stress-related symptoms (i.e., burnout, heart rate [HR], and blood pressure [BP]) in a sample of 42 physicians. Methods: A randomized controlled trial and a simple pre-post design were used, respectively, for each of the two phases of the study. Outcome measures included the Five Facets of Mindfulness Questionnaire and the Maslach Burnout Questionnaire. HR and BP measures were also obtained in the experimental group by means of a digital monitor. Results: After the initial 8 weeks of treatment, significant improvements for the experimental group in mindfulness levels and reductions in emotional exhaustion, HR, and BP were obtained. Effect sizes (Cohen d) significantly increased over the 10-month maintenance period, especially for mindfulness and systolic BP. Acceptance was notably high (low attrition rate and high compliance with program activities). Discussion: Outcomes are significant in terms of practical consequences for reducing and controlling risks of developing burnout and cardiovascular disease in this population and enhancing well-being in life.

Collective Efficacy in Sports and Physical Activities: Perceived Emotional Synchrony and Shared Flow.

This cross-sectional study analyzes the relationship between collective efficacy and two psychosocial processes involved in collective sport-physical activities. It argues that in-group identification and fusion with the group will affect collective efficacy (CE). A sample of 276 university students answered different scales regarding their participation in collective physical and sport activities. Multiple-mediation analyses showed that shared flow and perceived emotional synchrony mediate the relationship between in-group identification and CE, whereas the relationship between identity fusion and CE was only mediated by perceived emotional synchrony. Results suggest that both psychosocial processes explain the positive effects of in-group identification and identity fusion with the group in collective efficacy. Specifically, the role of perceived emotional synchrony in explaining the positive effects of participation in collective sport-physical activities is underlined. In sum, this study highlights the utility of collective actions and social identities to explain the psychosocial processes related to collective efficacy in physical and sports activities. Finally, practical implications are discussed.

Violent relationships at the social-ecological level: A multi-mediation model to predict adolescent victimization by peers, bullying and depression in early and late adolescence

Background From the social-ecological perspective, exposure to violence at the different developmental levels is fundamental to explain the dynamics of violence and victimization in educational centers. The following study aims at analyzing how these relationships are produced in the Peruvian context, where structural violence situations exist. Methods A multi-mediation structural model with 21,416 Peruvian adolescents (M = 13.69; SD = 0.71) was conducted to determine the influence of violence in the school environment on violence perceived within school and violence exercised by teachers. In addition, it was also intended to determine whether these violent relationships predict depression through loneliness, and bullying through peer victimization. The existence of differences between early and late adolescence was also verified. Results Results confirm that violence in the school setting has high influence on violence exercised by adolescents and teachers within the school. Teacher violence is the most important predictor of depression through loneliness, and encourages peer victimization and the emergence of aggressive behavior. Exposure to violence exercised by support sources—teachers and classmates—explains more than 90% of the total variance explained in bullying behavior. Differences were found between early and late adolescence models. Conclusion The high prevalence of structural violence in school settings facilitates the bullying/victimization dynamics within school. From a social-ecological perspective, this result suggests the importance of network cooperation at a mesosystem level, with teachers from educational centers playing a crucial role in the prevention of bullying/victimization.

Emotional creativity as predictor of intrinsic motivation and academic engagement in university students: The mediating role of positive emotions

Objective: Emotional creativity (EC) implies experiencing a complex emotional life, which is becoming increasingly necessary in societies that demand innovation and constant changes. This research studies the relation of EC as a dispositional trait with intrinsic motivation (IM) and academic engagement (AE). Methods: A sample of 428 university Chilean students, 36.5% men and 63.5% women, with ages from 18 to 45 years-old (M = 20.37; DT = 2.71). Additionally, the mediating function of class-related positive emotions in this relation is explored. Results: The obtained data indicate that developing high levels of dispositional EC enhances the activation of positive emotions, such as gratitude, love and hope, in the classroom. Furthermore, EC predicts IM and AE of university students by the experience of positive emotions. Conclusion: These results compel us to be aware of the importance that university students can understand the complexity of the emotional processes they undergo. A greater control of these emotions would allow students to maintain higher levels of interest in their studies at the different educational stages and to avoid the risk of school failure.

Flujo compartido en actividades colectivas físico-deportivas y bienestar subjetivo

Esta investigación estudia las actividades físico-deportivas como una fuente de flujo compartido o de experiencia óptima y su relación con el bienestar subjetivo. Se presentan dos estudios con estudiantes universitarios (N=88, N=285) que participan en actividades físicas y deportivas en grupo. Las medidas incluyen la calidad de la participación en la actividad, el flujo individual y compartido, las emociones positivas, y el bienestar subjetivo. El primer estudio muestra que el flujo compartido fue más intenso que el individual. En el segundo estudio, se realizaron análisis factoriales confirmatorios (AFC) y análisis de mediación múltiple. Los resultados mostraron una estructura factorial de segundo orden con nueve dimensiones de primer orden, además de los efectos mediadores del flujo compartido y de las emociones positivas en el bienestar subjetivo. Se confirma la relevancia del flujo compartido durante los encuentros colectivos y su relación con el bienestar subjetivo.

Desarrollo y validación de la escala de relajación-mindfulness para adolescentes (EREMIND-A)

Background: The aim of this investigation was to validate the Relaxation‐Mindfulness Scale for Adolescents (EREMIND‐A), consisting of 18 items and three factors (Attention‐Concentration in the present moment; Relaxation (abilities and attitudes); and Sensory awareness/Contemplation/Interiority). Method: The validation was done with a sample of Secondary Education and Baccalaureate students from four different centres in Spain (n = 1.120). EFA and CFA of the EREMIND‐A were performed and construct and incremental validities calculated. Results: Initial results confirm the validity and reliability of the scale. Conclusions: There is a need for a broader conceptualization of mindfulness, as well as the inclusion and analysis of other related and cross‐cutting concepts. The research in this sense will propitiate the adaptation of the Mindfulness‐Based Interventions to the reality of the adolescents in the educational centers, where relaxation and the interiority are aspects to be taken into consideration. Keywords: Relaxation, mindfulness, secondary education, learning, interiority. Resumen Desarrollo y validación de la Escala de Relajación‐Mindfulness para Adolescentes (EREMIND‐A). Antecedentes: el objetivo de esta investigación fue validar la Escala de relajación‐Mindfulness para Adolescentes (EREMIND‐A), que contiene 18 ítems y tres factores (Atención‐Concentración en el momento presente; Relajación (habilidades y actitudes); Consciencia Sensorial/Contemplación/Interioridad. Método: la validación se realizó con una muestra de estudiantes de Educación Secundaria y Bachillerato de cuatro centros diferentes en España (n = 1.120). Se realizaron análisis factoriales exploratorios y confirmatorios de la escala y se calcularon la validez de constructo e incremental. Resultados: los resultados iniciales confirman la fiabilidad y validez de la escala. Conclusiones: es necesaria una conceptualización más amplia de la atención plena, así como la inclusión y análisis de otros conceptos relacionados y transversales. La investigación en este sentido propiciará la adaptación de las intervenciones basadas en mindfulness a la realidad de los adolescentes en los centros educativos, donde la relajación y la interioridad son aspectos a tener en consideración. Palabras clave: relajación, atención plena, educación secundaria, aprendizaje, interioridad.