Clinical Handbook of Mindfulness (136 page)

McCabe, E. B., 269

M

McCabe, P. M., 173, 174

Ma, S. H., 87, 238

McCaffrey, R., 369

MAAS,
see
Mindful Attention Awareness Scale (MAAS)

McCandliss, B. D., 196, 323

Mackenzie, M. J., 388, 391, 392, 434

McCarthy, P. R., 196

Maguire, E. A., 326

McClelland, D. C., 480

Maguire, P., 383

McCoy, J. K., 259

Maintenance, 293

McCracken, J. T., 377

Maladaptive behaviors, 354

McCracken, L. M., 161, 377, 378

Malone, K. M., 222

McEwen, B. S., 174, 378

Mancilla-Diaz, J. M., 260

McGhee, D. E., 163

Mann, J. J., 222

McGinnis, S., 51

Manne, S., 384

McGorry, P. D., 341

MAPs for ADHD, 322, 327

McGough, J. J., 320, 325

case studies of participants in, 330–331

McIntosh, W. D., 266

Maraj, N., 69, 103

McKay, M., 105

Marcel, A. J., 61, 62

McKee, A., 29

Marchi, P., 260

McKee, L., 69, 71

Marcus, M. D., 265, 269

McKenna, P., 357

Mark, G., 197

McKillop, J., 156

Marks, I. M., 99

McLeod, C., 163, 208

Marlatt, G. A., 154, 155, 198, 294, 309, 325

McMahon, S. R., 102

Martens, K., 201

McMain, S. F., 87, 176, 181

Martin, J., 117

McManus, J., 3

Martin, J. R., 102, 199

McNally, R. J., 201

Martin, K. M., 211

McNay, L., 347

Martin, L. L., 266

McQuaid, J. R., 91, 180, 238–239

Martire, L. M., 432

Mead, S., 157

Marx, B. P., 304

Meadows, E. A., 299, 308, 309

Marx, M. S., 432

Measure of awareness and coping in autobiographical

Masheb, R. M., 266

memory (MACAM), 162

Mason, M. F., 90

Index

511

Mechanisms of change of mindfulness interventions, 85,

provide commonsense model of paradoxical

86, 87, 88–90, 93, 94–95

processes, 120

beyond, 94–95

providing evidence without argument, 120–121

biological factors, 88–90

structure experiential processes, 121

considerations and limitations, 94

theories of figurative speech, 116–117

mediator, 94

undermine or avoid pliance, 118–119

psychological factors, 90–93

undermine or avoid reason giving, 117

Mechelli, 326

understanding figurative speech in ACT, 113–114

Medial prefrontal cortex (mPFC), 75–76, 104

weaken literal functions of language, 119–120

Mediator/mediation, 90, 91, 92, 95, 105, 156

Metta meditation, 480–481

Medication, 175–176, 321

Meyer, C., 266

Meditation, 3, 8, 24, 37–39, 224, 225, 236, 237, 407,

Meyer, G. J., 163

439–440

Mick, E., 320

Buddhist practice of, 47

Mietus-Snyder, 423

clinical findings on mindfulness and, 52–54

Mijatovich, S., 266

concentration, 27

Mikulas, W. L., 49

four-stage process, 40

Millecamps, M., 370

hearing, 484

Miller, A. L., 447

lake, 486–487

Miller, B. A., 434

literature of Buddhist tradition, 40

Miller, D., 11, 341

loving kindness, 28, 105

Miller, I. W., 434

metta, 480–481

Miller, J., 11

mindfulness and, 37

Miller, J. L., 255

deepening, 40–41

Miller, W. R., 292, 293, 296

obstacles to, 39–40

Millon, T., 136

misconceptions about, 21

Mills, N., 349, 358, 359

obstacles to, 39–40

Miltenberger, R. G., 259

practice, 27

Mind/body

sitting, 478–480

connections in fear and anxiety, 172–178

techniques based on mindfulness, 9

expressed as brain activity and behavior, 49, 50, 53,

Medweth, M., 133–134

180, 326

Meidinger, A., 259

Mindell, A., 436

Mendelson, T., 434

Mindemptiness, 134

Mental control theory, 262, 265

Mindful Attention Awareness Scale (MAAS), 69, 70, 156

“Mental disidentification”, 198

Mindful awareness, 33, 322–323

Mental factors

as attention/cognition regulation tool in ADHD,

negative, 7

323–324

positive and negative, 6–8

with children, 418

Mental style, 206, 212

as emotional regulation tool in ADHD, 325–326

Mental suffering, 8–10

and neuroplasticity, implications for ADHD, 326

Mentoring, 426

as stress regulation tool in ADHD, 326

Menzies, R. G., 190

Mindful awareness and ADHD

Mercer, S. W., 88, 181

attention/cognition regulation tool in ADHD, 323–324

Merleau-Ponty, M., 359

alerting
, 323

Mesquita, B., 67

“attentional anchor”, 324

Messer, S. C., 305

attentional systems, 324

“Meta-attention”, 140, 141, 330

conflict attention, 323

Meta-awareness, 64, 75

orienting, 323

Metacognition, 207, 419

“receptive attention”, 324

Meta-cognitive abilities, 101

case studies of participants in MAPs for ADHD Program,

Metacognitive attitude, 453, 454

330–331

Metacognitive awareness, 27, 91

current treatment modalities in ADHD, 320, 321–322

Metaphor, application of, 117

meditation, 321

Metaphor usage to establish acceptance and

novel self-regulatory approaches, 321–322

mindfulness, 111

as emotional regulation tool in ADHD, 325–326

application of metaphor, 117

etiology of, 320

figurative speech
versus
direct instruction, 115–116

future directions, 331–332

metaphor as scientist-practitioner’s conceptual

neuroplasticity, implications for ADHD, 326

framework, 111–113

practices for ADHD (MAPs for ADHD), 327

512

Index

program content, sessions, 328–330

wise mind, 252–253

program structure, 327

description, 256

as stress regulation tool in ADHD, 326

observation, 256

Mindful awareness practices (MAPs), 319

participation, 256

for ADHD, 327

Mindfulness and psychosis

program content, sessions, 328–330

accepting patients’ ideas, 350–353

program structure, 327

case report, 358–359

Mindful eating, 482

characteristics of psychosis, 341–342

Mindful movements, 373–374

cognitive-behavioral therapy as an adjunct to standard

Mindfulness, 1–2, 10, 17, 171, 309–310, 417

care, 346–347

ancient meaning of, 18–19

creating a mindful atmosphere to overcome the “loss of

applications in anxiety disorders, 172–184

intersubjectivity”, 347–348

of body, 455, 481–482

difficulties in structuring a setting for psychotic

brain imaging and neuroplasticity in, 25

patients, 342–346

of breathing, 103, 478

DV-SA Questionnaire, 363–364

Buddhist tradition, 470

heterogeneousness of clinical pictures, 362–363

common usage, 28–29

practical variations of protocol, 359–362

components of, 464

proposing change, 353–357

in context, 33

training in problem solving, 355

deficits, 190

sense of bodily fragmentation, 357–358

definition (Kabat-Zinn), 309

severe patients, 340

definitions of, 154–155

therapist’s role, 348–350

elements in, 20

Mindfulness-based approaches, 2, 8–9

evidence for benefits in treatment of anxiety, 172–176

Mindfulness-based chronic pain management (MBCPM),

illustrative practice “awareness of breathing”), 183

373–373

inductions, 72

Mindfulness-based clinical programs, 463

instruments for measuring, 155

Mindfulness-Based Cognitive Therapy (MBCT), 11, 45, 85,

integration between psychotherapy and, 2

181, 222, 224–225, 240–241, 270

integrative behavioral approach, 310–312

adapted form of, 455

interventions, 11, 59, 72–73, 85, 94

for depression and suicidality, 221–222

meditation, 27, 41–43, 371

theoretical rationale, 222–224

mindfulness and trauma, 310

eight sessions, case example, 226–238

and mindlessness, 20–21

as example of problem formulation approach, 87

nature and effects of, 60

for individuals with history of suicidal depression,

nature of, 60–61

239–240

origin and definition, 464

model, 10

possible mechanisms of in treatment of anxiety, 93–95

as example of problem formulation approach, 87–88

practice, 2, 21–22

professional training programs in, 470

forms of, 22–23

programme, 225–226

of process of change, 292–295

research findings, 238–239

radical roots, 29–30

Mindfulness-Based Eating Awareness Training (MB-EAT),

salutary effects on emotion regulation and mental

270–271

health, 72

Mindfulness-based elder care

of sight and sound, 361, 483

dementia, 435–436

by telephone, 436

eating awareness, 270–271

therapeutic, 19–20

empirical evidence, 433–434

Yongyey Mingyur Rinpoche’s description of, 102

formal and informal caregivers

Mindfulness and acceptance-based group therapy

staff caregivers, 437–438

(MAGT), 88

gentle yoga, 440

Mindfulness and borderline personality disorder, 245–246

homebound elders

addressing emotion dysregulation through mindfulness

telephone mindfulness group, 436

in DBT, 247–248

use of CDs and tapes, 437

biosocial theory/development/maintenance of BPD

mindfulness on dementia unit

symptomatology, 246–247

isolated elders, 436

case example, 251–252

in nursing home, 435

DBT for BPD, overview, 246

nursing home resident groups, 435

DBT mindfulness skills, 248–251

other considerations

other mindfulness skills, 254–255

communicating, 442

specific mindfulness exercises, 255

environment, 441

Index

513

exclusionary criteria, 441–442

increase in dispositional, mindfulness practice

ongoing groups or time limited, 442

skills, 73

practical issues

Mindfulness-based training, reason, 448

body scan, 441

Mindfulness-based treatment

diaphragmatic breathing and breath awareness, 439

clinical relevance of, 10–11

gentle yoga and mindful movement, 440

Mindfulness-informed psychotherapy, 26, 409

group discussion, 438–439

Mindfulness in Plain English
(2002), 26

guided imagery, 440

Mindfulness-oriented child therapy (or education), 418

homework, 441

Mindfulness-practicing psychotherapist, 409

meditation, 439–440

Mindfulness with children, working with difficult

mindful eating, 438

emotions

teacher requirements, 438

attention, 419–421

rationale, 432

age appropriate
exercises, 420

theoretical framework, 432–433

executive function, 419

Mindfulness-based group therapy

metacognition, 419

cost-efficient intervention, 448–449

posttraumatic stress disorder, 421

Mindfulness-based intervention in individual clinical

secular age appropriate exercises, 420

setting

background, 418

becoming more explicit, 414–415

emotions are viewed as visitors, 421–424

continuum, 408–409

application of scram, 424

general considerations, 410

attunement, 422

grasping,
definition, 410

embodied mindfulness, 422

mindfulness and its influence on practice of

guidelines, 424

psychotherapy, 410–414

personifying difficult emotions and problems,

Mindfulness-based interventions

421–422

in inpatient setting

guidelines for working with children, 426–427

clinical goals in a mindfulness-based inpatient

using scram in psychotherapy, 424–426

program, 454

“Mindful practice”, 104

features and advantages of heterogeneity in

Mindful therapeutic setting, 448

mindfulness groups, 450–451

Mindful walking (walking meditation), 144, 358, 455,

features and difficulties of an inpatient

484–486

mindfulness-based group, 449–450

Mingyur, Y., 102

importance of regular practice, 451

“Mini” mindfulness exercises, 398

mindfulness-based program, importance, 448–449

Minor, H. G., 434

Mindfulness-Based Program in Inpatient Treatment

Minoshima, S., 51

(M-BPIT), example of

Mitchell, J. E., 100, 261

adapted form of MBCT, 455

Mitterlehner, F., 26

setting, 454–455

Modell, A. H., 136

typical format of an inpatient mindfulness-based

Modes of processing, 59, 60, 63

group session, 454–455

Moitra, E., 73, 157

problem formulation in inpatient treatment, 451–453

Mojtabai, R., 114

Mindfulness-based programs, 9

Momentary self-awareness, 52