Ingrid Dundas

Trait Self-Compassion Reflects Emotional Flexibility Through an Association with High Vagally Mediated Heart Rate Variability

Converging evidence shows a positive effect of self-compassion on self-reported well-being and mental health. However, few studies have examined the relation between self-compassion and psychophysiological measures. In the present study, we therefore examined the relation between trait self-compassion and vagally mediated heart rate variability (vmHRV) in 53 students (39 female, mean age = 23.63). Trait self-compassion was assessed using the Self-Compassion Scale, and resting vmHRV was measured during a 5-min ECG baseline period. We hypothesized that higher levels of trait self-compassion would predict higher levels of resting vmHRV. Controlling for potential covariates (including age, gender, and BMI), the results confirmed our hypotheses, showing that higher levels of trait self-compassion predicted higher vmHRV. These results were validated with a 24-h measure of vmHRV, acquired from a subsample of the participants (n = 26, 16 female, mean age = 23.85), confirming the positive correlation between high trait self-compassion and higher vmHRV. The relation between trait self-compassion, vmHRV, self-reported trait anxiety (the trait scale of the State-Trait Anxiety Inventory; STAI) and self-reported rumination (the Rumination subscale of the Rumination-Reflection Questionnaire; RRQ-Rum) was also investigated. Higher levels of trait anxiety and rumination were highly correlated with low levels of trait self-compassion. Trait anxiety, but not rumination, correlated marginally significantly with the level of vmHRV. The findings of the present study indicate that trait self-compassion predicts a better ability to physiologically and psychologically adapt emotional responses. Possible implications and limitations of the study are discussed.

Facing the fear of failure: An explorative qualitative study of client experiences in a mindfulness-based stress reduction program for university students with academic evaluation anxiety

The aim of this qualitative study was to investigate the subjective experiences of 29 university students who participated in an 8-week mindfulness-based stress reduction (MBSR) program for academic evaluation anxiety. Participants who self-referred to the Student Counseling Service underwent individual semi-structured interviews about how they experienced the personal relevance and practical usefulness of taking the MBSR program. Interviews were transcribed and analyzed through a team-based explorative–reflective thematic approach based on a hermeneutic-phenomenological epistemology. Five salient patterns of meaning (themes) were found: (1) finding an inner source of calm, (2) sharing a human struggle, (3) staying focused in learning situations, (4) moving from fear to curiosity in academic learning, and (5) feeling more self-acceptance when facing difficult situations. We contextualize these findings in relation to existing research, discuss our own process of reflexivity, highlight important limitations of this study, and suggest possible implications for future research.

Making exams a manageable task

Aim: The study’s aim was to develop grounded hypotheses about how students adapt and modify a cognitive-behavioural test-anxiety intervention. Sample: Thirty-six test-anxious university students. Method: Students received a cognitive-behavioural intervention and were interviewed about their first subsequent exam. Transcripts were coded using a variation of the grounded theory method. Results: In addition to strategies taught in the intervention (self-hypnosis and positive self-statements), students developed individual strategies, which differed from intervention strategies by being perceived as consistently within their control and being useful when other strategies did not work. Examples were “just working”, accepting limitations and attending to subtasks rather than outcome, thus making exams a manageable task. Conclusion: Participants modified the intervention in ways that might increase its effectiveness.

Cognitive/Affective Distancing as a Coping Strategy of Children of Parents with a Drinking Problem

Abstract The purpose of the present study was to explore how children experience and cope with interpersonal distance in families with an alcoholic parent. Seventeen children of alcoholic parents were interviewed. These children described a physical and cognitive/affective distancing occurring in situations involving intrusive and potentially overwhelming interaction. It is suggested that for these children, distancing may be a necessary coping-strategy to avoid “too close” interaction (Byng-Hall, 1995). The concept of “too close” interaction is discussed.

Psychosocial Challenges Related to Delayed Sleep Phase Disorder

Delayed sleep phase disorder (DSPD) is a disorder where the circadian rhythm is delayed according to the conventional norms, often resulting in school- and work related difficulties as well as emotional challenges. Research on the experiences of having DSPD is lacking, and to enhance our understanding we conducted a qualitative study using in- depth semi structured interviews focusing on the challenges of having DSPD. A sample of 9 participants (16-23 years) diagnosed with DSPD was interviewed and analysis was done using systematic text condensation. A core theme in all interviews was how to cope with different challenges related to the disorder. We labelled the identified challenges: 1) To give something up; 2) To blame something or someone and 3) To have a problem or not. Awareness of these challenges adds to our understanding of the daily struggles of those with DSPD and may improve clinicianscompetence and ability to help them.

Does a short self-compassion intervention for students increase healthy self-regulation?: A randomized control trial

The primary aim of this study was to examine the effects of a two-week self-compassion course on healthy self-regulation (personal growth self-efficacy and healthy impulse control) and unhealthy self-regulation (self-judgment and habitual negative self-directed thinking) in university students. We also examined the effects on self-compassion, anxiety and depression. Students (N = 158, 85% women, mean age = 25 years) were randomized to an intervention group and a waiting-list control group in a multi-baseline randomized control trial. Healthy self-control was measured by the Personal Growth Initiative Scale (PGIS) and the Self-Control Scale; unhealthy self-control was measured by the Non-judgement subscale from the Five-Facet Mindfulness Questionnaire (reversed) and the Habit Index of Negative Thinking (HINT). Secondary outcomes were measured by the State-Trait Anxiety Inventory (STAI-trait), the Major Depression Inventory (MDI), and the Self-Compassion Scale (SCS). A 2 × 3 repeated measures analysis of variance (ANOVA) showed gains for the intervention-group in personal growth self-efficacy and healthy impulse-control and reductions in self-judgment and habitual negative self-directed thinking, as well as increases in self-compassion and reductions in anxiety and depression. After all participants had completed the course, the groups were combined and repeated measures ANOVAs showed that changes remained at six-month follow-up for personal growth self-efficacy, self-judgment and habitual negative self-directed thinking; as well as for self-compassion, anxiety and depression. Concluding, a short self-compassion course seems an effective method of increasing self-compassion and perceived control over ones life for university students, as well as increasing mental health.

Mechanisms of mindfulness: Rumination and self-compassion

Abstract Why do more mindful individuals tend to be less depressed? We hypothesized (1) that mindfulness is associated with depressive symptoms both via the path of lower levels of rumination and higher levels of self-compassion and (2) that the path via self-compassion would explain variance beyond that which could be explained by rumination. Undergraduate students (N = 277) completed the Five Facet Mindfulness Questionnaire, the Rumination subscale of the Rumination-Reflection Questionnaire, the Self-Compassion Scale, and the depression subscale of the symptom checklist-90 revised (SCL-90-R-dep). Results showed that mindfulness was associated with depressive symptoms both via the pathway of lower levels of rumination and via the pathway of higher levels of self-compassion. Both pathways were found to predict unique variance in depressive symptoms beyond that which could be explained by the other pathway. This suggests that one needs to consider the influence of mindfulness on both rumination and on self-compassion in order to fully understand why mindful individuals tend to be less depressed.

Mindfulness Based Stress Reduction for Academic Evaluation Anxiety: A Naturalistic Longitudinal Study

ABSTRACT Mindfulness based stress reduction (MBSR) for academic evaluation anxiety and self-confidence in 70 help-seeking bachelor’s and master’s students was examined. A repeated measures analysis of covariance on the 46 students who completed pretreatment and posttreatment measures (median age = 24 years, 83% women) showed that evaluation anxiety and self-confidence improved. A growth curve analysis with all 70 original participants showed reductions in both cognitive and emotional components of evaluation anxiety, and that reduction continued postintervention. Although more research is needed, this study indicates that MBSR may reduce evaluation anxiety.

Exploring client contribution in a cognitive intervention for test anxiety

Abstract Aim: To study client contributions in cognitive therapy. Specifically, to study ways of making an intervention against test anxiety work, based on interviews with 32 test-anxious university students. Method: Interviews after their first examination following the intervention were analysed using a thematic analysis. Results: Although most participants reacted positively to the intervention, concerns emerged that adopting positive self-statements might be deceptive. Concerns about the untruthfulness of positive self-statements led clients to generate several possible resolutions, namely, to examine flaws in negative self-statements, to realise that there is more than one realistic way to construe things, to consider the evidence in the form of reduced anxiety, to consider manageable steps, and to seek interpersonal validation of positive self-statements. Conclusions: The results offer concrete resolutions developed by clients that might be useful for other clients who have reservations about positi...

Does self-hypnosis add to the effectiveness of a cognitive-behavioral intervention against test anxiety?

This study examined whether self-hypnosis could enhance a cognitive-behavioral (CB) intervention against test anxiety. Students seeking help for test anxiety at the student welfare service (mean age = 24.7 years) received one group session of a CB intervention and were then randomized to either two sessions of the same CB intervention (CB only, N = 39) or two sessions of self-hypnosis training designed to enhance the CB intervention (CB with self-hypnosis, N = 34). Anxiety and self-confidence measures were administered at recruitment and 3 days prior to the students exam, subsequent to the intervention. A comparison group of students who had not sought help completed the same questionnaires at the same time points relative to their exams (non-help-seeking group, N = 85). Self-hypnosis training did not add to the effectiveness of the CB intervention. On the contrary, the CB intervention was more effective without self-hypnosis on three measures: test anxiety, state anxiety and self-esteem. We suggest that self-hypnosis for test anxiety might be better reserved for students not responding to a CB-only intervention, or who clearly prefer a self-hypnosis intervention.