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PSICOSOMÁTICAY PSIQUIATRÍAIV INTERNATIONAL MEETINGON MINDFULNESS2017

J U N I OAÑO 2017

Nº ESPECIAL

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AÑO 2017 JUNIO

siglantanaPSICOSOMÁTICA Y PSIQUIATRÍA

IV INTERNATIONAL MEETING ON MINDFULNESS

2017III BRAZILIAN MEETING ON MINDFULNESS

AND HEALTH PROMOTION

7 a 10 de junio de 2017 – São Paulo, BrasilLocal: Fundação Escola de Comércio Álvares Penteado - FECAP.

Av. Liberdade, 532 - CEP: 01502-001 - São Paulo – SP

Realizado por Este evento es apolado por

IV INTERNATIONAL MEETING ON MINDFULNESSFundação Escola de Comércio Álvares Penteado FECAP, Sao Paolo - SP Brasil / de 07 a 10 de juniho de 2017

Agéncia web


http://mindfulnessbrasil.com

http://capes.gov.br

http://unizar.es

http://cnpq.br

http://fecap.br

http://visitesaopaulo.com

http://quietud.org


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COMISSÃO ORGANIZADORAProf. Dr. Marcelo Demarzo

(UNIFESP, Brasil) – Presidente do IV International Meeting on Mindfulness

Prof. Dr. Javier García-Campayo(Universidade de Zaragoza, Espanha e UNIFESP) – Vice-presidente

Profa. Dra. Vera Lúcia Morais Antonio de Salvo(UNIFESP, Brasil) – Coordenadora da Comissão Organizadora

Profa. Dra. Yolanda Lopez del Hoyo(Universidade de Zaragoza, Espanha)

Profa. Dra. Vania D´Almeida(UNIFESP, Brasil)

Profa. Dra. Sandra Fortes(UERJ, Brasil)

Ana Cristina Bastos Ferreira de Paula(UNIFESP, Brasil)

Paola Herrera Mercadal(Universidade de Zaragoza, Espanha)

Marta Puebla(Universidade de Zaragoza, Espanha)

COMISSÃO CIENTÍFICAProf. Dr. Marcelo Demarzo

(UNIFESP, Brasil)

Prof. Dr. Javier García-Campayo(Universidade de Zaragoza, Espanha)

Prof. Dr. Ausiàs Cebolla(Universidade de Castellon, Espanha)

Prof. Dr. Joaquim Soler(Hospital de la Santa Creu i Sant Pau, Barcelona, Espanha)

Prof. Dr. Jesús Montero-Marin(Universidade de Zaragoza, Espanha)

Profa. Dra. Vania D´Almeida(UNIFESP, Brasil)

Profa. Dra. Sandra Fortes(UERJ, Brasil)

Profa. Dra. Rosa Baños(Universidade de Valencia, Espanha)

Profa. Dra. Vera Lúcia Morais Antonio de Salvo(UNIFESP, Brasil)



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EDITORIAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

PÔSTERES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Integrating Science and Education Through Mindfulness and HRV (Heart Rate Variability): A Pilot Study . . . . . . . . . . 7Association of Mindfulness And Hypnotics Dependence Among Women Who Seek For Insomnia Treatment . . . . . . . 8Evaluation of the Effectiveness of “Mindfulness” in Teachers and Students From “Centro Universitário De Belo Horizonte” – UNIBH . . . . . . . . . . . . . . . . . . . . . 9Evaluation of Inflammatory Markers in the Practice of Meditation in Students of Medicine: Controlled Clinical Trial. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Explanatory Power of Self-Compassion, Experiencial Avoidance And Mindfulness on the Burnouttypes in University Students . . . . . . . . . . . . . . . . . . . . . . . . 11How did the Gradual Exposure Associated to the Strategy of Full Focus, Mindfulness, Could Help To Reduce Phobic Symptoms Of Wide Places In A Patient With Cerebral Paralysis . . . . . . . . . . . . . . . . . . . . . . . . . . 12Do Medical Students Feel Welcomed Throughout Their Graduation Course? . . . . . . . . . . . . . . . . . . . . . 13Effects of a Mindfulness Based Intervention In Mental Health Professionals: Burnout And Stress Symptoms At Work . . . . 14How Does A Meditation Course Impact on the Empathy Level Of Medical Students?. . . . . . . . . . . . . . . . . . . . . 15A Stress Reduction Course Impact On Medical Students Of Different Graduation Years . . . . . . . . . . . . . . . . . . . 16Mindfulness For The Management Of Pain In Musculoskeletal Disorders: A Preliminary Study With Nursing Workers In A Brazilian University Hospital . . . . . . . 17The Neuropsychological Effects Of A Mindfulness Intervention On University Students - A Study Design . . . . . 18Mindfulness Meditation Impact On Stress Management, Mindfulness And Changing Habits . . . . . . . . . . . . . . . . 19Case Report: The Use Of Mindfulness On Components Of Acceptance And Commitment Therapy . . . . . . . . . . . . 20Protective Psychological Variables Related To Mindfulness And Types Of Burnout, An Exploratory Study . . . . . . . . . . 21Evaluation Of A Stress-Reduction Program Based On Full Care For Health Workers . . . . . . . . . . . . . . . . . . . . . . 22

The Influence Of Psychiatric Symptoms In The Relationship Between Mindfulness And Insomnia In Female Chronic Hypnotic Users. . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Evaluation Of Positive Emotional Experience In A Mindfulness Intervention For Children . . . . . . . . . . . . . 24Mindfulness For The Families: Learnings From A New Intervention For Parents, Caregivers And Children . . . . . . . 25Mindfulness-Based Strategies With Children Who Begin Elementary School. A Preliminary Study . . . . . . . . . 26Mindfulness Practice In A School Setting Quantitative And Qualitative Impact On Students And Teachers . . . . . . . 27Meditation For Paediatrics Health Professionals: Effects On The Sleep . . . . . . . . . . . . . . . . . . . . . . . . 28

APRESENTAÇÕES INDIVIDUAIS . . . . . . . . . . . . . 29Mindfulness and Parenting: A Correlational Study Of Non-Meditating Mothers Of Preschool Children. . . . . . . . . 29Benefits Of Mindfulness For Parenting In Mothers Of Preschoolers In Chile . . . . . . . . . . . . . . . . . . . . . . 30Exploring Direct Experience And Thinking About Patterns In Eating Disorders, Emotional Eating, Obesity And Meditators. . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Mindfulness, Obesity And Infertility: A Randomized Study Using Mindfulness For Lifestyle Modification And Weight Loss In Infertile Women. . . . . . . . . . . . . . . . . . . . . . . 32Mindfulness And Sexual Violence: Implementation Of The Complementary Approach Protocol Using Mindfulness To Improve Quality Of Life, Anxiety And Depression In Women Victims Of Sexual Violence . . . . . . . 33Mindfulness And Mourning: How Mindful Serenity Contributes To Psychological Well-Being After The Loss Of A Loved One. . . . . . . . . . . . . . . . . . . . . . 34“Mente Aberta” Mindfulness-Based Program: A Qualitative Study Of Brazilian Undergraduate Students’ Perceptions. . . . . . . . . . . . . . . . . . . . . . . . 35Epidemiologic Profile Of Karate Practitioner In Brazil . . . . . . 36Protocol “Innocence In Danger-Colombia” And Post-Traumatic Stress Disorder Treatment In Children From Colombia. . . . . 37Effects Of A Mindfulnes-Based Intervention On Symptons And Clinical Types Of Burnout And Psychological Well-Being Of Workers Of Primary Healthcare (Phc) . . . . . . 38

ÍNDICE



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The Effect Of Brief Mindfulness Induction On Cognitive Performance (Ongoing Study) . . . . . . . . . . . . . . . . . . . 39Evaluation Of The Effectiveness of “Mindfulness” In Teachers And Students From “Centro Universitário De Belo Horizonte” – UNIBH . . . . . . . . . . . . . . . . . . . . 40“Sente” Program Method’s Course, Based On Mindfulness And Socio Emotional Learning Applied To Schools . . . . . . 41Neural Evidence Of Mindfulness Effects On Cognitive Control . . . . . . . . . . . . . . . . . . . . . . . . 42Implementation Of A Mindfulness Intervention In Primary Health Care Women With Primary Headache In North East Of Brazil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Inflammatory Microparticles As Biomarkers Associated To Stress In Students In Higher Education: Importance Of Mindfulness Techniques In Inflammatory Response Decrease And Increased Life Quality . . . . . . . . . . . . . . . 44

Mindfulness, Atención Plena Para Vivir Mejor . . . . . . . . . . 45Mindfulness-Based Intervention Program To Reduce Anxiety Levels In Martial Arts Athletes . . . . . . . . . . . . . . 46Presentation of research on Mindfulness and development of empathy in university students. . . . . . . . . 47Heart Sensitivity, The Brain Insula And The Regulation Of Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Sûnyâta, Silence, Therapeutic Presence And Therapeutic Alliance In Psychotherapy . . . . . . . . . . . . . . . . . . . . . 49Predicting Academic Performance Through Emotional Competences And Mindfulness: Validation Of A Relaxation-Mindfulness Scale For Adolescents . . . . . . . . . 50


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Mindfulness (atenção plena) pode significar a intenção de man-ter a consciência, momento-a-momento, em nossos pensamentos, sentimentos, emoções, sensações corporais e ambiente circundante, de uma maneira curiosa e não-julgadora. Os programas baseados em Mindfulness têm sido pesquisados extensivamente nas últimas décadas, e cada vez mais integrados na prática clínica contem-porânea, como também nas áreas da educação e organizações.

As investigações sobre Mindfulness se iniciaram ainda na dé-cada de 1960, sendo que a partir do final dos anos 1970, os pro-gramas baseados em Mindfulness começaram a ser estudados como uma intervenção para melhorar o bem-estar psicológico e a saúde mental em pacientes crônicos. A aplicação desses programas começou com o trabalho inovador de Jon Kabat-Zinn, que explorou o uso de Mindfulness inicialmente no tratamento de pacientes com dor crônica, no Hospital Geral da Universidade de Massachussets (MIT) ainda na década de 1970.

No geral, as evidências atuais sugerem que o estado de Mindful-ness é positivamente associado com uma variedade de indicadores de saúde mental, tais como níveis mais elevados de afetos positivos, satisfação com a vida, vitalidade e regulação emocional, e como menores níveis de afetos negativos e sintomas psicopatológicos (como ansiedade e depressão). Além disso, há trabalhos mostrando a aplicabilidade destas intervenções em diferentes patologias como, por exemplo, na melhoria de qualidade de vida em pacientes com cânc-er, na redução de ansiedade em pacientes com doenças cardíacas, em distúrbios do humor, e no tratamento de abuso de substâncias.

Além dos benefícios clínicos e psicológicos para pacientes ex-plicitados acima, estudos em profissionais de saúde têm evidencia-do que a prática ou a participação em um programa de Mindfulness pode melhorar o manejo de situações estressantes no dia-a-dia de trabalho, com menor risco de desenvolvimento de burnout (esgota-mento profissional) e melhora de indicadores de qualidade de vida associada ao trabalho. Também, têm sido observados benefícios para a relação profissional-usuário, aprimorando a abordagem cen-

trada na pessoa, com melhora dos níveis de empatia e de resultados clínicos mais efetivos.

Tem crescido também exponencialmente também o núme-ro de estudos científicos que verificam os efeitos de Mindfulness nas áreas da educação e nas organizações, com evidencia indi-cando benefícios para o aumento da atenção e concentração em professores e estudantes, melhora do desempenho e das habili-dades sócio emocionais, mais criatividade e desenvolvimento de processos de liderança mais inclusivos e efetivos. Ainda, atletas e equipes esportivas que passam por treinamentos em Mindfulness apresentam melhores resultados em competições, mediado provav-elmente pela melhor qualidade de vida dos atletas, mais atenção e concentração, e menor número de lesões.

Nesse contexto de crescente interesse da sociedade e de pesquisadores e profissionais sobre o fascinante tema de Mind-fulness, nosso evento tem o objetivo de apresentar e abordar Mind-fulness mediante quatro eixos temáticos: 1) sua história e evolução; 2) investigações científicas; 3) aplicações clínicas; e 4) aplicações de Mindfulness em diversos âmbitos (saúde, educação e organ-izações); ocorrendo anualmente desde 2014, alternando-se o lo-cal entre Brasil e Espanha, uma colaboração entre o Centro Mente Aberta (Centro Brasileiro de Mindfulness e Promoção da Saúde) e o Grupo WebMindfulness da Universidade de Zaragoza.

Além das conferências plenárias também ocorrem apre-sentações nos formatos de workshops teórico-práticos, me-sas-redondas, comunicações orais e apresentações de pôsteres científicos. O evento de 2017 terá um foco especial “Mindfulness e compaixão na sociedade e nas políticas públicas de saúde” e tem como objetivo presentar os estudos científicos mais atuais sobre Mindfulness, e sua aplicabilidade na área da saúde, edu-cação, mundo corporativo, e contribuições à sociedade em geral, na perspectiva nacional e internacional, em especial no âmbito ibe-ro-americano, sendo um evento de referencia em toda a América Latina. Bem-vindos!

Prof. Dr. Marcelo DemarzoPresidente do IV International Meeting on Mindfulness

Prof. Dr. Javier Garcia CampayoVice-Presidente

EDITORIAL

SUMARIO


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INTEGRATING SCIENCE AND EDUCATION THROUGH MINDFULNESS AND HRV (HEART RATE VARIABILITY):

A PILOT STUDY

Zanella, H.; Pereira, C H; Fogaça, R T H; Dias, F A L; Nishiyama, A.

PÔSTERES

ID: 102


SUMARIO


Mindfulness has been introduced to academic research topics related to stress, anxiety and other conditions and has been evolving and gaining importance in Psychology, Medicine, Nutrition, Sports and Education. Stress can trigger psycho-endocrine responses associated to an autonomous nervous system imbalance which causes consequences to the heart. A deeper analysis of an electro-cardiogram recording can point out differences in the R-R intervals, identifying the state of the sympathetic-parasympathetic function. Since Heart Rate Variability (HRV) is a physiological function of the nervous system it was used in this work to measure the effects of mindfulness practices. It is known that voluntary ventilation con-trol can also increase the HRV, which is why a breath count group was included in the study. The evaluation of HRV is considered a non-invasive method whose graphic recordings are easy to obtain. It can be used as practical material for the study of Physiology as well as in the development of teaching strategies to introduce the concept of Mindfulness.

METHODSThe electrocardiograms in this pilot study were recorded at

5-minute intervals in 3 groups: 1) rest-control , 2) guided mind-fulness meditation and 3) breath count. They were obtained from undergraduate students with no diagnosed cardiovascular diseases as an exclusion criteria, aged 20-25. For the collection of ECG and

HRV data, the PowerLab15T device and the LabChart 7 software were used. The results of the linear analysis of the time domain and frequency were obtained. For the statistical analyzes, it was established the value of p ≤ 0.05.

RESULTSThe values obtained in the rest group were: Total Power 2545 ±

417 ms2, HF 951 ± 172, SDNN 46.5 ± 9.6. In relation to rest-control, the Mindfulness group showed a 74% increase in Total Power (p ≤ 0.04) and 312% in HF (p ≤ 0.01), while the rest vs. breath count showed increments of 70 % In SDNN (p ≤ 0.03) and of 264% in Total Power (p ≤ 0.02). Comparison between the Mindfulness group and Breath Counts group did not show significant differences.

DISCUSSION AND CONCLUSIONThe Mindfulness and Breath Count groups showed significant

changes in HRV parameters in comparison to the Rest-control group. This point out an attenuation of the sympathetic activity in both of these groups. This study indicates that Mindfulness medi-tation is influenced by respiratory rhythm which gives us a valuable tool for the discussion of respiratory sinus arrhythmia in both the arenas of teaching and of scientific research. A larger sampling will be collected for better interpretation of the results.

INTEGRATING SCIENCE AND EDUCATION THROUGH MINDFULNESS AND HRV (HEART RATE VARIABILITY):

A PILOT STUDY

H. Zanella, C.H. Pereira, R.T.H. Fogaça, F.A.L. Dias, A. Nishiyama

PÔSTERES

ID: 102



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PÔSTERES


SUMARIO

INTRODUCTIONDispositional mindfulness is the mental ability to pay attention

in the present moment, non judgmentally. There is evidence of the benefits of mindfulness for insomnia and substance misuse, but there are no studies evaluating the association of dispositional mindfulness and hypnotics dependence.

OBJECTIVETo evaluate the association of dispositional mindfulness and the

components of hypnotics’ dependence among insomniac women who chronically use hypnotics.

Design and method: Seventy-six women, chronic users of hypnot-ics, who searched for Mindfulness-Based Relapse Prevention program for the cessation of hypnotics’ use were included in this study. The levels and facets of mindfulness were assessed with the Five Facet Mindfulness Questionnaire - FFMQ and hypnotics dependence with the subscales of the Benzodiazepine Dependence Questionnaire - BENDEP. We also evaluated demographics and symptoms of insomnia and anxiety. The associations between FFMQ facets and the BENDEP subscales were evaluated with binomial logistic regression, adjusted by income, education, anxiety, and insomnia.

RESULTSThere were some significant associations between some

facets of mindfulness and specific aspects of the hypnotics’ dependence. The “observe” facet was inversely associated to preoccupation with the availability of the hypnotic [OR = 0.87 95% CI (0.79-0.97)] and the facet “non-react” with the lack of compliance with the prescription recommendations [OR = 0.86 95% CI (0.75-0.99)]. The total score of the FFMQ was also in-versely associated to those two dependence subscales [OR = 0.94 95% CI (0.89-0.99)]. Observe and non-react were also inversely associated with the impairments related to the symptoms of withdrawal [OR = 0.84 95% CI (0.73-0.97)] and [OR = 0.84 95% CI (0.73-0.97)], respectively. The FFMQ was not associated to awareness of problematic use of hypnotics.

CONCLUSIONDispositionalmindfulnesswasinverselyassociatedtohypnoticsde-

pendence, especially the facets “observe” and non-react”. Implications of these results to the clinical practice and future investigation are discussed.

ASSOCIATION OF MINDFULNESS AND HYPNOTICS DEPENDENCE AMONG WOMEN WHO SEEK FOR INSOMNIA TREATMENT

Víviam Vargas de Barros, Emérita Sátiro Opaleye, Marcelo Demarzo, Daniela Fernández Curado, Ana Regina Noto

ID: 61


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PÔSTERES


SUMARIO

INTRODUCTIONStress is a proven cause of several diseases and involves various

physical and/or psychological components of the body. However, through mindfulness-based techniques that focus on self-awareness, self-care, and self-reflection, people can train the mind to deal with the external and internal factors that cause stress. The aim of this study was to evaluate the effectiveness of the “mindfulness” program carried out in teachers and students from UniBH.

METHODSThe “mindfulness” program was carried out for 12 weeks (2h /

week) for teachers (n = 34) and students (n = 51) from UniBH. The control group consisted of teachers (n = 43) and students (n = 46) who did not participate in the program. The efficacy of the program was measured through questionnaires (PGWBI and BDI). Statistical analy-sis was performed by Student’s t-test (p <0.05 considered significant).

RESULTSThe results are expressed as mean ± standard error. There was

an improvement in the general well-being of the experimental group

of teachers (before: 83.1 ± 2.29, after: 94.1 ± 2.00 -p = 0.00) and stu-dents (before: 84.5 ± 2.69, after: 97.1 ± 2.21 - p = 0.00). In the control group of teachers, there was no significant difference in the values (before: 94.5 ± 2.19, after: 94.0 ± 2.58 - p = 0.80). The same occurred with the group of control students (before: 88.9 ± 2.20, after: 85.9 ± 2.06 - p = 0.14). Depression levels decreased in the experimental group of teachers (before: 10.7 ± 1.12, after: 6.7 ± 1.08 - p = 0.00) and students (before: 10.6 ± 1.22; after: 4.6 ± 0.57 - p = 0.00). There was no significant difference in the levels of depression of the control teachers (before: 6.0 ± 0.60, after: 6.3 ± 0.78 - p = 0.62). The same was observed in the control students group (before: 7.9 ± 0.67, after: 8.6 ± 0.83 - p = 0.42).

CONCLUSIONThe application of the Mindfulness techniques was effective,

since there was improvement in the levels of well-being and de-pression of the participants. We suggest that this program should be integrated in public and private schools, due to the impact that teachers and students suffer from exposure to stress.

Financial Support: FAPEMIG, UniBH

EVALUATION OF THE EFFECTIVENESS OF “MINDFULNESS” IN TEACHERS AND STUDENTS FROM

“CENTRO UNIVERSITÁRIO DE BELO HORIZONTE” – UNIBH

L.P. Trindade, C.T. Bridi, S.P.C. Paiva, F.M.F. Campos, B.G.M. Couto, N.C. Calaça, S.A.S. Gontijo, C.A. Veloso

ID: 121


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PÔSTERES


SUMARIO

INTRODUCTIONStress, depression and anxious symptoms are more pronounced in

medical students than in students in other courses. Chronic psycholog-ical stressors are associated with inflammation. The markers consid-ered most evident for low-grade chronic inflammation associated with diseases are pro inflammatory cytokines and C-reactive protein (CRP).

OBJECTIVETo evaluate the effects of a course of stress reduction and

empathy development in medical students (REDEMED) through inflammatory markers.

METHODSControlled clinical trial, whose sample consisted of 55 students

of the active group, who performed eight weekly classes of two hours of meditation techniques and exercises to explore interperson-al experiences, and 54 students who composed the control group.

Blood was taken from both groups before and after the eight-week course for analysis of inflammatory markers: C-reactive protein (CRP) and tumor necrosis factor-alpha (TNF-α).

RESULTSDue to loss of students to follow-up and problems with pro-

cessing some blood samples, analysis included results from only 31 from the active group and 29 from the control group. There were no significant differences between the control and active groups in relation to the inflammatory markers PCR and TNF-α.

DISCUSSIONREDEMED did not present significant alterations of the inflam-

matory markers evaluated in this group of medical students in the evaluated period. Investigations of different biomarkers and other categories (genetic, neurobiological, etc.) could be carried out for the same purpose.

EVALUATION OF INFLAMMATORY MARKERS IN THE PRACTICE OF MEDITATION IN STUDENTS OF MEDICINE:

CONTROLLED CLINICAL TRIAL

Vânia Hercília Talarico Bruno1, Fernanda Martin Catarucci2, Pedro H. L. Habimorad3, Talita Cardoso Rossi4, Karina Pavão Patricio5

1Public Health MA student – Botucatu Medical School (FMB – UNESP). 2Public Health PhD student - Botucatu Medical School (FMB – UNESP). 3Public Health MA – Botucatu Medical School (FMB – UNESP). 4Undergraduate student in Nutrition - Botucatu Bioscience Institute – UNESP.

5PhD Public Health Department - Botucatu (FMB- UNESP).

Contact: [email protected]/ Phone: +55 14 3880 1366 / FAPESP – Process n. 2015/10854-2

ID: 32


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PÔSTERES


SUMARIO

ID: 145

EXPLANATORY POWER OF SELF-COMPASSION, EXPERIENCIAL AVOIDANCE AND MINDFULNESS

ON THE BURNOUTTYPES IN UNIVERSITY STUDENTS

David Martínez-Rubio1, Jesús Montero-Marín2, Cristina Martínez-Brotons3, Marta Modrego-Alarcón4, Javier García-Campayo5

1Catholic University of Valencia “San Vicente Martyr” Valencia. 2University of Zaragoza. Zaragoza. 3Catholic University of Valencia “San Vicente Martyr” Valencia. 4Foundation Institute of Health Research Aragon (IIS). 5Miguel Servet University Hospital. Zaragoza.

Contact: [email protected]. Telf. 626301215

INTRODUCTIONBurnout has been described in university students through the

states of overload, lack of personal development and neglect1. Some treatment programs intervene through compassion, experiential avoidance or mindfulness. The aim of the present study was to analyze the explanatory capacity of these variables on the burnout types in Spanish university students.

METHODA cross-sectional self-report design was employed on a sample

of university students (n = 1550, 79.9% women, mean age = 22.28 years). The Burnout Clinical Subtype Questionnaire (BCSQ-12-SS), Self-Compassion Scale (short-SCS), Acceptance and Action Scale (AAQII), and Five Mindfulness Facets Questionnaire (FFMQ) were administered. The explanatory power of variables was assessed using multivariate linear regression models.

RESULTSOverload was explained by 12.5% [(AAQII Beta = 0.30, p < 0.001);

acting with awareness (Beta = .11, p = 0.003); non reactivity (Beta =

0.08, p = 0.024); SCS (Beta = -0.09, p = 0.046)]; lack of development in 7.0% [(AAQII Beta = .24, p < 0.001); acting with awareness (Beta = -0.09, p = 0.017); non reactivity (Beta = 0.10, p = 0.009)]; negligence in 17.0% [(AAQII Beta = 0.15, p = 0.001); acting with awareness (Beta = -0.27, p = 0.003); SCS (Beta = -0.09, p = 0.030)].

DISCUSSIONOverload was accompanied by a lack of acceptance and a lack

of acting with awareness, which could be in line with active coping styles. Neglect was associated with more experiential avoidance and greater distraction, which could be related to passive coping styles2. The lack of personal development could be an intermediate situation between the two extremes.

REFERENCES1. Montero-Marín, J., Demarzo, M. M. P., Stapinski, L., Gili, M., & García-Cam-

payo, J. (2014). Perceived stress latent factors and the burnout subtypes: a structural model in dental students. PloSone, 9(6) e99765.

2. Montero-Marin, J., Prado-Abril, J., Demarzo, M. M. P., Gascon, S., & Gar-cía-Campayo, J. (2014). Coping with stress and types of burnout: explanatory power of different coping strategies. PloS one, 9(2), e89090.


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PÔSTERES


SUMARIO

Cerebral Paralysis (CP) is a pathological and irreversible state of the Central Nervous System (CNS). It includes motor alterations (in-voluntary movements), balance, and coordination. This case brought up questions such as: what could really be phobic symptoms of open areas from the trauma of the Cerebral Paralysis.

The 38-year-old patient complained about the difficulty of walk-ing in wide outdoor or indoor areas without the support of walls. The patient presented the symptom of muscle stiffness. The symptom appeared to come from the involuntary muscle spasms that was caused by anxiety, imbalance, fear of being seen walking in public. The patient’s body appeared more rigid when attempting to walk upright and she hadn’t awareness of her body’s real abilities.

Based on the hypothesis, the patient was gradually exposed to walks inside of the psychologist’s office. The goal was to observe the patient and take away the consciousness of the present mo-ment and everything that was happening in the patient’s thoughts, her feelings, and physical sensations. Before the patient started to take the first step she was already worried with how she would walk and where it would end, therefore, she would freeze. We began the walks by paying attention to the body by perceiving the support

points, being aware of muscles involved on the step, and how the steps were taken. The patient also noted the difference between both sides of her body, for example, which was the strongest side, and how her natural gait was. The goal was to take the experience moment by moment, and always go back to the focus on each step. The walks were slowly moved to bigger places and outdoor areas, such as, hallways, the clinic parking lot, sidewalk, the mall, and at last a park.

We noticed that by being aware of everything that happened to the patient’s body while walking, she was able to have more emo-tional awareness to the fact that she didn’t accept her disability. She noticed the importance of being aware of how her body functioned and what was caused by the disability. We concluded that improv-ing her body awareness was very important for her balance when walking, especially on wide open places and outdoors.

The result was general enlargement of social exposure and independence.

Keyword: Attention Full - Mindfulness, Gradual exposure, body awareness.

HOW DID THE GRADUAL EXPOSURE ASSOCIATED TO THE STRATEGY OF FULL FOCUS, MINDFULNESS, COULD HELP

TO REDUCE PHOBIC SYMPTOMS OF WIDE PLACES IN A PATIENT WITH CEREBRAL PARALYSIS

Claudia Fagundes Franca Psychologist, Specialist in CBT, Mindfulness instructor in training at MENTE ABERTA, UNIFESP, Sao Paulo, Brazil.

ID: 105


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INTRODUCTIONStudies with medical students show that, despite high level of

stress and the symptoms of anxiety that they experience, medical degree courses do not promote spaces to share feelings, anguish and concerns within the curriculum. The idea of welcoming patients is valued.

OBJECTIVETo investigate the perception of being welcomed and belonging

to a group among participants of a course of Stress Reduction and Empathy Development in Medical Students (REDEMED).

METHODData was collected through a questionnaire during a controlled

clinical trial. The sample consisted of 55 students in the active group, who participated on eight weekly classes of two hours with meditation techniques and exercises of interpersonal skills and 54 students in the control group. Both groups, before and after the course, answered a questionnaire about their profile, developed by the research team.

RESULTSBefore the intervention, in both groups, most students (64%

of the active group and 57% of the control group) did not perceive themselves welcomed as part of a group. However after the course, 60% of the participants in the active group showed an improve-ment of this perception, by contrast the control group remained unchanged (57%). The three most cited groups among students were: friends / family, academic centre and the sports team. After eight weeks intervention, while the control group remained the same, among the active group answers were: friends / family, REDEMED and academic centre.

DISCUSSIONThe results of this study point to the promising effects of pro-

grams promoting welcoming and belonging among medical stu-dents, which should be offered in medical schools, welcoming those who should be prepared to welcome others.

DO MEDICAL STUDENTS FEEL WELCOMED THROUGHOUT THEIR GRADUATION COURSE?

Fernanda Martin Catarucci1, Vânia Hercília Talarico Bruno2, Pedro H. L. Habimorad3, Talita Cardoso Rossi4, Karina Pavão Patricio5

1Public Health PhD student - Botucatu Medical School (FMB – UNESP). 2Public Health MA student – Botucatu Medical School (FMB – UNESP). 3Public Health MA - Botucatu Medical School (FMB – UNESP). 4Undergraduate student in Nutrition - Botucatu Bioscience Institute – UNESP.


Contact: : [email protected]/ Phone: +55 14 3880 1366 / FAPESP – Process n. 2015/10854-2

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ID: 141

EFFECTS OF A MINDFULNESS BASED INTERVENTION IN MENTAL HEALTH PROFESSIONALS:

BURNOUT AND STRESS SYMPTOMS AT WORK

Pedro Henrique Leonetti Habimorad, Luiz Fernando Ribeiro Alvarenga, Erika Leonardo Souza, Vânia Talarico, Fernanda Martin Catarucci, Karina Pavão Patrício, Marcelo Marcos Piva Demarzo

INTRODUCTIONThe work of mental health care professionals involves coping

with stressful situations that may lead to the development of the burnout syndrome. Studies of prevalence of burnout in this population indicate a variation between 21% and 67%. Mindful-ness-based intervention programs have presented promising re-sults in reducing stress in health care professionals. The present study aims to investigate the effects of a mindfulness course on mental health professionals from a public institution in the interior of São Paulo.

METHOD A non-randomized and uncontrolled clinical trial with a sample

of 20 professionals was carried out to measure the participants’ level of burnout, mindfulness and self-compassion before, after and four months after the intervention, through five instruments: 1) Questionnaire of Type and Volume of mindfulness practice, 2) Maslach Burnout Inventory, 3) Burnout Clinical Subtypes Question-

naire, 4) Mindfulness Awareness and Attention Scale and 5) Self Compassion Scale. The data were tabulated and analyzed by the SPSS-19 program.

RESULTSThe socio-demographic profile of the participants indicates a

female majority (100%), with high education (76%), in a statutory work regime (81%) with a partial working day scheme (61.9%) and acting directly in the patient care (81%). On average, professionals attended 8 out of 9 course sessions. After the intervention, there was an increase in the level of mindfulness (mean before: 58.14 and mean after: 66.80), in the level of self-compassion (mean be-fore: 81.76 and mean after: 97.95) and the reduction of the nega-tive factors of this last scale. Regarding burnout levels, there were no significant changes except for the reduction of a factor related to lack of development. The deepening of the analysis may show correlations between these variables and other measures related to socio demographic aspects and the type and volume of practice.


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INTRODUCTIONEmpathy is essential for a healthy doctor-patient relationship.

Several studies show that empathy levels may decrease over the years of graduation. Techniques of meditation and integrative medicine are highlighted in the literature as promoters of em-pathy development. Objective: To investigate the empathy levels throughout the years of graduation on medical students before and after a course of Stress Reduction and Empathy Development (REDEMED).

METHODThe course was comprised of eight two hour meetings, where

meditation practices and group activities focused on interpersonal skills were proposed. Thirty-one students who completed the course composed the active group, while 29 students were in the control group. The Jefferson Scale of Empathy - Medical Student Version (JSE-S) was answered before and after the course. The higher the scores, ranging from 01 to 07 points per question, were adding up to maximum of 140 points, the higher the empathy levels.

RESULTSThe mean scores of the JSE-S for the active group before and

after the course were, respectively: 1st year: 118.5 and 123; 2nd year: 120 and 124; 3rd year: 123 and 126; 4th year: 122.5 and 131; 5th and 6th years: 128 and 127. In the control group, the mean initial scores and the scores after 9 weeks were: 1st year: 120.5 and 115; 2nd year: 115 and 118; 3rd year: 114 and 116; 4th: 111.5 and 114.5; 5th and 6th years: 116 and 115. When analyzing by graduation year, the first year of medical school was the only group that presented a significant difference in change of JSE-S (p: 0.001) when compared to the control group of the same year.

DISCUSSIONCompleting the REDEMED course proved to be effective in the

development of empathy among students. This strategy may be effective in undergraduate medical courses to improve empathy, which may optimize the treatment and cure of their future patients, especially at the beginning of the course, when it has the greatest impact on students.

ID: 107

HOW DOES A MEDITATION COURSE IMPACT ON THE EMPATHY LEVEL OF MEDICAL STUDENTS?

Fernanda Martin Catarucci1, Vânia Hercília Talarico Bruno2, Pedro H. L. Habimorad3, Talita Cardoso Rossi4, Karina Pavão Patricio5

1Public Health PhD student - Botucatu Medical School (FMB – UNESP). 2Public Health MA student – Botucatu Medical School (FMB – UNESP). 3Public Health MA - Botucatu Medical School (FMB – UNESP). 4Undergraduate student in Nutrition -Botucatu Bioscience Institute – UNESP.




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INTRODUCTIONStress, depression and anxiety symptoms are more pronounced

in medical students when compared to students from other courses. Meditation is a strategy that has been effectively used in stress reduction.

OBJECTIVETo investigate the impact of a stress reduction and empathy

development course (REDEMED) on perceived stress levels of med-ical students in different undergraduate years.

METHODMedical students from the 1st to the 6th year were invited to an

initial lecture in which the REDEMED course program was presented (8 weekly meetings of 2 hours duration about interpersonal expe-riences and meditation). Stakeholders comprised the active group (n = 31) and other volunteer students constituted the control group (n = 29). The Cohen’s Perceived Stress Scale (PSS) was used for stress evaluation. The students answered the scale before (week 0)

and after the course (week 9). The PSS has 14 questions, in which the sum of the scores can range from 0 to 56.

RESULTSThe mean scores in the PSS of the active group at week 0

and at week 9 were, respectively: 1st year (34.5 and 24); 2nd year (30 and 22); 3rd year (34 and 24) 4th (27.5 and 20); 5th and 6th year combined (27 and 25). In the control group, the initial and final mean scores were respectively: 1st year (27 and 29); 2nd year (28 and 25) 3rd year (26 and 24); 4th (30.5 and 27.5); 5th and 6th combined (30 and 25). The first year of medical school students was the only group that presented a significant stress variation (p: 0.000) when compared to the control group of the same year.

DISCUSSIONThis strategy could be used in undergraduate medical courses

to help on stress symptoms reduction especially at the beginning of the course when it presented greater impact.

ID: 108

A STRESS REDUCTION COURSE IMPACT ON MEDICAL STUDENTS OF DIFFERENT GRADUATION YEARS

Karina Pavão Patricio1, Fernanda Martin Catarucci2, Vânia Hercília Talarico Bruno3, Pedro H. L. Habimorad4, Talita Cardoso Rossi5

1PhD Public Health Department, Botucatu Medical School (FMB- UNESP).1Public Health PhD student - Botucatu Medical School (FMB – UNESP). 3Public Health MA student – Botucatu Medical School (FMB – UNESP). 4Public Health MA - Botucatu Medical School (FMB – UNESP).

5Undergraduate student in Nutrition - Botucatu Bioscience Institute - UNESP.



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INTRODUCTIONChronic pain in nursing workers has been the subject of several

studies, pointing to the need for strategies to minimize this word wide critical scenery. Mindfulness-based programs have demon-strated promising results in clinical and non-clinical conditions, including pain management.

OBJECTIVETo evaluate the efficacy of an Adapted Program for Mindfulness

(APM) as a complementary strategy for the management of muscu-loskeletal pain in nursing technicians in a Brazilian university hospital.

METHODAn open, prospective, study was performed in the work envi-

ronment with 64 women workers, age between 25-68 years, Mean= 47.01, SD= 9.50. All participants presented musculoskeletal com-plaints for six months or more, participated in at least five of the eight face-to-face meetings, with an hour of duration for each ses-sion and committed to perform daily task of 20 minutes of individ-ual practice. For the analysis of the results, scales were applied to measure the levels of musculoskeletal complaints (NMQ), anxiety (STAI), depression (BECK), catastrophic thoughts on pain (PCS),

self-compassion (SELFCS), mindfulness (MAAS) and the perception of quality of life (WHOQOL-BREF). All variables were evaluated by repeated measures ANOVA and Bonferroni with pre-follow up (T0), post-intervention - eight weeks (T1) and three months after the end of the program - twelve weeks of follow up (T2).

RESULTSAPM contributed to the significant reduction (p≤0.05) of mus-

culoskeletal symptoms, the levels of anxiety, depression and cat-astrophic thoughts about pain; significant increase in the levels of self-compassion and in the perception of total, global quality of life and in the physical and psychological domains in (T0-T1). There were no statistically significant results (p> 0.05) at full attention and consciousness levels - MAAS and in the social relations and environment domains - WHOQOL-Brief.

CONCLUSIONThe results suggest that the adapted mindfulness program

contributed to the reduction of physical and emotional symptoms of pain and improved of the perception of the quality of life of the public studied. The post-intervention scores remained at the three-month follow-up suggesting the long.

MINDFULNESS FOR THE MANAGEMENT OF PAIN IN MUSCULOSKELETAL DISORDERS: A PRELIMINARY STUDY

WITH NURSING WORKERS IN A BRAZILIAN UNIVERSITY HOSPITAL

Shirlene Aparecida Lopes1, Marcelo Demarzo “Mente Aberta”2, Ângelo Geraldo José Cunha3, Javier G.Campayo4

1Maria do Patrocínio Tenório Nunes and Bruna Pesce Vannucchi School of Medicine, University of São Paulo, Brazil. 2Brazilian Center for Mindfulness and Health Promotion Federal University of São Paulo and Hospital Israelita Albert Einstein, Brazil.

3School of Medicine, Metropolitan Institute of Higher Education, Minas Gerais, Brazil. 4Miguel Servet University Hospital, University of Zaragoza, Spain.

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BACKGROUNDThe cognitive functions operations are essential for our physical

and mental health, and well-being. They must work harmonically for a satisfying social, professional and academic life. It is known that university students go through a great amount of stress during the academic years, having their academic performance impaired. The number of studies about the cognition, behavior and brain functions is growing. However, it is still necessary to investigate new treatments and training techniques for the cognition, besides the traditional ones. Mindfulness is being seen as a possible complement for the cognitive training since some studies suggest that there is a positive relation between mindfulness practice and the improvement of the neuropsy-chological functions, especially of the memory, attention and executive functions. Although the studies point in that direction, there are still very few of them, and much of them have methodological issues. Therefore, more researches in this field are required.

METHODIt is a prospective, longitudinal, randomized, blinded and con-

trolled study design to investigate cognitive effects of an 8 weeks mindfulness based intervention on university students. The study will count with 60 participants between the ages of 18 and 45 years old, with no mental diseases diagnosed.

They will be divided into intervention and control groups. Both groups will be evaluated with neuropsychological tests before and after the 8 weeks intervention. The tests will investigate attention, memory and executive functions. The level of mindfulness and self compassion, besides depression and anxiety symptoms will be also investigated. The study protocol is the following: Digits subtest (Wechsler Adult Intelligence Scale - WAIS III), STROOP Test, Tail Making Test, The Rey Auditory Verbal Learning Test (RAVLT), Ba-teria Psicológica para Avaliação da Atenção (BPA – Attention test), Five Digits Test (FDT), Barrat Impulsiveness Scale (BIS-11), Beck Depression Inventory (BDI), Beck Anxiety Inventory (BAI), Mindful Attention Awareness Scale (MAAS), Self-Compassion Scale (SCS), Type and volume of Mindfulness Practice Scale, Goldberg’s General Health Questionnaire (GHQ-12), Perceived Stress Scale and Adverse Effects Scale.

RESULTS AND CONCLUSIONSThe collection of data and intervention are underway. The

collection of data post intervention will take place in june of 2017.

Keyword: Mindfulness, neuropsychology, cognitive functions, students.

THE NEUROPSYCHOLOGICAL EFFECTS OF A MINDFULNESS INTERVENTION ON

UNIVERSITY STUDENTS - A STUDY DESIGN

Karen Messas Cicuto, Marcelo Marcus Piva DemarzoFederal University of São Paulo - UNIFESP.

Contact: [email protected] ; [email protected]

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The patient life style changing is one of the major challenges for health professional activity. Some tools are often used to reach this goal, such as conversation and lectures, but they are not enough. The practice of mindfulness meditation emerges as alternative way to get through this process. Developing awareness helps each one to make changes in to eliminate bad habit sand to keep thinking about the present moment. This study analyzes the perception of individual about their experience in the course of Mindfulness and their evolution regarding stress and full attention. A multiple case study with a qualitative approach was done. The volunteers were all the participants of the extension project: Contemplar occurred in 2016, May to July at the Academic Center of Vitória – UFPE (n=10).The data collection was done before and throughout the course, through two different instruments: ISSL – Inventory of Symptoms, Signs of Stress and the MAAS – Full Attention and Consciousness Scale and interview.

The method of content analysis based on Bardin was used to analyze the results. From the 10 cases studied, 01 member was classified as having high stress, 04 members with medium stress, and the other 05 with low stress. We could observe that all volun-teers with high or medium stress have reduced their degree of stress throughout the course. The MAAS analysis showed an improvement in the attention span (mean score was 46.7 points at the beginning and 51 at the end). Regarding the self-perception analysis, the vol-unteer’s answers could be classified by the following categories: difficulty in performing the practice, improvement of sleep and per-ception of thoughts. The volunteers presented reduced stress and they reported changes in some harmful habits, improvement in sleep as well as the perceiving of the thoughts flowing. These changes occurred specially with those who became involved in daily practice. The mindfulness meditation was effective in stress reduction and changing harmful habits, but more studies are needed.

MINDFULNESS MEDITATION IMPACT ON STRESS MANAGEMENT, MINDFULNESS AND CHANGING HABITS

Nícolas Augusto Alves Daniel, Rogelia Herculano Pinto, Sueli Moreno Senna

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INTRODUCTIONThe term Mindfulness is in evidence and has been used in some

Psychotherapeutic approaches, among them, the Acceptance and Commitment Therapy (ACT), the theory used in this research. The ACT uses Mindfulness exercises as the practice of being conscien-tious about what happens at the present moment and in the obser-vation of individual experience. On ACT, the awareness exercises based on Mindfulness, aims to focus in present moment, without judgment to increase the behavior flexibility, besides work with ac-ceptation and with consistent actions with their values.

METHODOLOGYTo the present research, a wide revision of literature was per-

formed through books and scientific articles about the ‘Mindfulness’ and ‘ACT’ and a case report of a 59 years old client, undergone 16 psychotherapy sessions. CID-10 and DSM-V has been used in the diagnostic assessment of Major Depressive Disorder and for mon-itoring Beck’s Inventories to depression and anxiety. The treatment plan involved strategies and techniques from ACT related to Mind-

fulness components, such as present moment contact, acceptation training, the Defusion and the “self” as the context.

RESULTSA reduction has been observed on Beck’s Inventories scores,

on avoidance reports, on the control of frequency of thoughts and feelings of the client. Through her own speech and acts, was verified an increase of acceptation of undesirable thoughts and feelings, besides remission of depressive symptoms, making better bio psy-chosocial performance.

DISCUSSIONThe case report suggests a positive impact of Mindfulness on

ACT components and on the treatment of Major Depressive Disor-der. The client started to accept her thoughts and feelings, without avoidance, judgment and not wanting to change them, with distance and comprehension of the language influence on the interpretation of her own experience about her life events.

CASE REPORT: THE USE OF MINDFULNESS ON COMPONENTS OF ACCEPTANCE AND COMMITMENT THERAPY

Janaina de Abreu Gaspar, Karen VogelInstituto Brasileiro de Mindfulness

Contact: www.ibmind.com.br, Rua Ribeiro do Vale, 360 – Brooklin Novo – São Paulo – SP

ID: 20


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PROTECTIVE PSYCHOLOGICAL VARIABLES RELATED TO MINDFULNESS AND TYPES OF BURNOUT,

AN EXPLORATORY STUDY

Jesús Montero-Marín1, David Martínez-Rubio2, Eva Rosa Martínez2, Nazaret Hernández-Espeso2, Alberto Barceló-Soler3, Javier García-Campayo4

1Universityof Zaragoza. Zaragoza. 2Catholic University of Valencia “San Vicente Martyr” Valencia. 3Foundation Institute of Health Research Aragon (IIS). 4Miguel ServetUniversity Hospital. Zaragoza.

ID: 146

INTRODUCTIONUniversity students experience high levels of stress, and may

develop burnout1. Several stress reduction programmes have fo-cused on variables such as Mindfulness, Psychological Flexibility, and Self-Compassion. This study aims to explore the relationship between these variables and the burnout subtypes (characterized by overload, lack of development or neglect) 2, in university students.

METHODA cross-sectional self-report design was used on a sample of

Spanish university students (n = 1550), most of them women (79.9%), with a mean age of 22.28 years (range 17-56). The Burnout Clinical Subtype Questionnaire (BCSQ-12-SS), Self-Compassion Scale (short-SCS), Acceptance and Action Scale (AAQII), and Five Facets of Mindful-ness Questionnaire (FFMQ) were administered. The degree of associa-tion of variables was assessed using Pearson´s correlation coefficient.

RESULTSOverload was associated with AAQII (.31, p <.001), SCS (-.25,

p <.001) and non-judgment (-16; p <.001); whereas lack of de-

velopment to AAQII (.21, p <.001), acting with awareness (-16, p <.001) and non-judgment (-.11; p <.001); and negligence to acting with awareness (-.36, p <.001), AAQII (.32, p <.001), and SCS (-.26, p <.001).

DISCUSSIONThe absence of psychological flexibility was related to the

three subtypes of burnout. Absence of awareness, self-criticism, and non-judgment of inner experience also appeared as important variables. Subsequent studies will have to replicate the true weight of each one of them, as well as their possible mediating role in the interventions.

REFERENCES1. Botti, G., Foddis, D., &Giacalone-Olive, A. M. (2011). Preventing burnout

in nursing students. Soins; La Revue de Reference Infirmiere, (755), 21- 23.

2. Montero-Marín, J., Skapinakis, P., Araya, R., Gili, M., & García-Campayo, J. (2011). Towards a brief definition of burnout syndrome by subtypes: deve-lopment of the “Burnout Clinical Subtypes Questionnaire” (BCSQ-12). Health and Quality of Life Outcomes 9(1),74.


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BACKGROUNDStrategies as Mindfulness, which act on individuals are tools

increasingly used by health professionals in the field of work psy-cho-sociology, especially in case of activities, which are developed by companies. Mindfulness training is a simple and efficient tool to prevent and reduce main psychosocial risks, stress and burnout syndrome and supports the achievement of a healthy environment.

OBJECTIVESIn order to analyze the results of a MBSR program, which we

carried out during the work hours of 8 consecutive weeks for the health care workers of University and Polytechnic Hospital “La Fe” in Valencia (Spain). To assess the effect of Mindfulness training on shift workers and / or night shift work.

MATERIAL AND METHODSWe developed a Mindfulness based program of 8 weekly ses-

sions for hospital healthcare workers, which included profession-als from different professional categories. The measurement in-struments used for the present research study are the STAI-E / R (State-Trait Anxiety Inventory) questionnaire to measure the degree

of anxiety-trait and anxiety-state; and the MAAS (Mindfulness Atten-tion Awareness Scale) scale to measure the level of mindfulness. A total of 40 participants (n=40) completed self-report questionnaires at baseline and post-intervention.

RESULTSPreliminary results show statistically significant differences be-

tween the values, which were obtained before and after the inter-vention, both for anxiety-state, anxiety-trait and for the mindfulness variable. On the other hand, we did not find statistically significant differences between the shift workers and / or night shift workers group.

CONCLUSIONThe implementation of Mindfulness programs for health work-

ers can be beneficial for reducing or preventing symptoms of work stress, increasing levels of mindfulness and reducing levels of anxi-ety, both state and trait. Although we could detect some tendencies, they are not significant, probably because it would need a larger sample, which would require more research studies considering these variables.

ID: 39

EVALUATION OF A STRESS-REDUCTION PROGRAM BASED ON FULL CARE FOR HEALTH WORKERS

Eugenia López, Emilia Cambralla, Victoria Fornes, Carmen Sanchez, Joaquin Andani Cervera, Mayte Fuente Goig


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OBJECTIVETo investigate levels and facets of dispositional Mindfulness,

psychiatric and menopausal symptoms and the magnitude of in-fluence that they exert on insomnia severity among female chronic hypnotic users.

METHODSThis is an observational, cross-sectional study, with 76 adult

females in chronic hypnotic use. The participants filled several self-report questionnaires aiming to evaluate socio demographic characteristics, which included the definition of postmenopausal status (one year of amenorrhea: yes or no), depressive symptoms (CES-D), anxiety levels (IDATE), dispositional Mindfulness (FFMQ), Kupperman’s Index for menopausal symptoms and the Insomnia Severity Index. Exploratory linear regression models were used to identify factors more strongly correlated to the Insomnia Severity Index in total sample and sub sample of post-menopausal women.

RESULTSFor the total sample (n = 76), age, depressive symptoms and

the Mindfulness facets “observe” and “act with awareness – auto pilot” were correlated to insomnia severity. When considered only women who present moderate to severe menopausal symptoms (n=48), the same correlations were found, with the exception of depressive symptoms, that lost significance in the regression model.

CONCLUSIONThe results confirm the existence of a relationship between

mindfulness and insomnia among female chronic hypnotic us-ers, meaning that greater dispositional mindfulness accompanies a less severe insomnia and specifies the most important facets: “observe” and “act with awareness – auto pilot”. This relationship is maintained and strengthened in post-menopausal women, while the contribution menopausal symptom severity surpassed that of depressive symptoms.

THE INFLUENCE OF PSYCHIATRIC SYMPTOMS IN THE RELATIONSHIP BETWEEN MINDFULNESS AND INSOMNIA

IN FEMALE CHRONIC HYPNOTIC USERS

Curado DF, Barros VV, Opaleye ES, Noto ARDepartment ofPsychobiology, Universidade Federal de São Paulo (UNIFESP), São Paulo, SP, Brazil.

Contact: Daniela Fernández Curado, E-mail: [email protected]

ID: 169


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INTRODUCTIONThe purpose of the present study was to evaluate positive emo-

tional experience in children from 8 to 12 years old before and after a infant mindfulness care training based on Eline Snel method. The sample consisted of a total of 28 children, with a mean age of 8.43 years (DT = 1.), belonging to the city of Buenos Aires.

METHODPositive emotions questionnaire (Oro, 2014) was used. Statisti-

cal analysis was carried out with SPSS, using T-test of difference of means in a sample and difference between related samples.

RESULTSResults show a tendency to increase in the total scores of the

positive emotional experience and in three of its subscales, showing an increase in the levels of joy / gratitude, sympathy and personal

satisfaction, with sympathy reaching higher statistical significance levels.

DISCUSSIONWe highlight that the evidence suggests that the implementation

of Eline Snel’s 8-week Child Mindfulness Training program promotes a significant change on positive emotions in children, showing in-creased levels of joy/gratitude, sympathy, and subsequent personal satisfaction after the program.

The evaluation of the emotional experience in children presents certain difficulties because it is a complex variable since the re-sponses of the children are usually more changeable than those of adults, but in the evaluation showed relevance in terms of their potential positive effect on physical and psychosocial functioning and their health in general.

These results are encouraging and call for continued empirical research to evaluate the benefits of Mindfulness practice in children.

EVALUATION OF POSITIVE EMOTIONAL EXPERIENCE IN A MINDFULNESS INTERVENTION FOR CHILDREN

Eliana Fernández, Ingrid Wajnrajch, María Noel Anchorena, Mariam Holmes Sociedad Mindfulness y Salud, Buenos Aires, Argentina.

ID: 35


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Integrating mindfulness into the family nucleus can be a catalyst to find new ways of relating among its members, deepening the bonds and appreciating being together.

From that conception we have designed and implemented an intervention that invites parents, caregivers and children to practice mindfulness together and to develop internal skills and wholesome habits in the relationship with themselves and with others.

Through practices, games and exercises, the following topics were gradually and progressively developed, during the interven-tions:• Attention of breathing: noticing the mind and anchoring.• Body awareness: the possibilities and limits. Self-care. Noticing

your own body and that of the other.• Awakening of the senses: sensory exploration and mindful eat-

ing.• Stop, pause and observe. Offering the space for a mindful re-

sponse instead of automatic one. Practice-story of Tranquilan-dia (how to reach a space of inner calm).

• Emotions: noticing and perceiving every emotion. Acceptance and impermanence.

• Finding a safe and reliable place inside oneself.

• Bonding practice: appreciating and communicating one’s own feelings and desires. Practice of mindful speaking and listening, integrating body language.The talk will offer professionals interested in teaching mind-

fulness to children and families, distinctive features of the trans-mission in this shared context. Some of the topics to be discussed are:• a presentation of the fundamental topics of practice, in a co-

herent and accessible way for both adults and children.• Modeling: the coordinator as a role model of qualities such as

acceptance, setting limits with warmth, cultivating flexibility and permeability to change.

• Presence: prioritize the bonding possibilities for each family from a no-judgment stance.

• Experiential learning: new ways of facing and going through situations of daily life based on what is real and feasible for each family.

• Validation: the acceptance of what you are, what you feel, what you think.

• The approach to difficult emotions: acknowledgment, accept-ance and possibilities for action.

MINDFULNESS FOR THE FAMILIES: LEARNINGS FROM A NEW INTERVENTION FOR PARENTS, CAREGIVERS AND CHILDREN

Eliana Fernández, Ingrid WajnrajchSociedad Mindfulness y Salud, Buenos Aires, Argentina.

ID: 33


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INTRODUCTIONSeveral studies indicate the benefits of mindfulness strategies

with adults, but when it comes to children, Brazilian studies are still scarce. Thus, this study aimed at verifying the effectiveness of mindfulness-based strategies implemented with children starting elementary school.

METHODOLOGYtwenty students participated in the study (five girls and fifteen

boys) from the first year of elementary school in Blumenau — State of Santa Catarina, Brazil — ranging from five to six years old. The program began on September 19th and lasted up to October 20th, 2016, comprising twenty seven sessions of approximately seven minutes each, which were carried out daily (Monday-Friday) at 1:30 p.m. In this period, in just three days there was no application due to a holiday and two days of differentiated programming school. The interventions were developed by dint of meditation adapted pedagogically according to the age group. Within the sessions, the children were taught on how to sit posture for attention, focus on

breathing, mindful movement and walking by the school. In addition, recreational resources were used, such as sounds of nature, calm music with guidance for some movements and guided meditation with focus on breathing. The secondary participant in the study was the Art teacher, who held a written description of every student prior to the start of the program and at the end of the five-and-a-half weeks of implementing the interventions.

RESULTS AND DISCUSSIONThe analysis of behavioral descriptions of students and

comparison of which showed a significant improvement in stu-dents’ behavior. The implementation of the program, in general, increased peace of mind and attention to the class, assisting in the teaching learning process. The rows and confusion amongst peers also decreased significantly. Given that, mindfulness-based strategies adapted to children are not only able to assist in im-proving behavior in the school environment but also help in con-viviality between them by interfering positively in the teaching and learning process.

MINDFULNESS-BASED STRATEGIES WITH CHILDREN WHO BEGIN ELEMENTARY SCHOOL. A PRELIMINARY STUDY

Francieli Hennig, Larissa Marcos Vieira

ID: 150


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INTRODUCTIONEvidence is adding up in favor of Mindfulness-based interven-

tions that improve the physical and emotional well-being of those adults involved in its practice. Less is known about the application and effects of these techniques on children. Through this investiga-tion we set out to study the effect of a Mindfulness training program on a group of 8-9 years old children in a school setting.

METHODThe Eline Snel’s Method was used with third grade students

and teachers of the Hans Christian Andersen College in Pacheco, Buenos Aires, Argentina. The program was conducted through eight meetings of one hour each, carried out on a weekly basis. The Child Behavior Checklist Teachers version (CBCL-TRF) was used for pre and post measures. The CBCL-TRF scale is a standardized tool that assesses behavior problems, adaptive functioning and emotional problems in children.

RESULTSAs results, we found significant changes in the total sample

(N = 72) between there sultsin CBCL-TRF from previous Mindfulness program and post-program.

There were significant changes for Attention Problem Category (statistical significance: p = 0.002) and Internalizing Problems Cat-egory as somatic complains, anxiety and depression (also reached statistical significance: p = 0.001).

There were no significant changes in the Externalizing Prob-lems Category as aggressive behavior and challenging behavior (p = 0.051) or Social Problems Category (p = 0.26).

The magnitude of all changes was “very relevant.”

DISCUSSIONThis research is in addition to the growing number of scientif-

ic works that demonstrate the benefits of the implementation of Mindfulness practices in children.

The results were positive both quantitatively and qualitatively. The enthusiasm evidenced in the children was very significant as well as through parental reports, and the generalization of practices too their activities.

This work is encouraging and stimulates us to continue to inves-tigate how Mindfulness-based practices and Eline Snels’s Method could have significant cognitive, social-emotional, and behavioral benefits in childhood and school settings.

MINDFULNESS PRACTICE IN A SCHOOL SETTINGQUANTITATIVE AND QUALITATIVE IMPACT ON STUDENTS

AND TEACHERS

Ricciardi Mariana MD, Plebst Christian MD, Garcia ConstanzaH.C. Andersen School Buenos Aires Argentine.

ID: 59


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PÔSTERES


SUMARIO

Stress associated with work in health professionals is an impor-tant risk factor for various chronic diseases. Besides this, stress can be associated with sleep disturbances, which affect the functions of the central nervous system, causing abnormal behaviours and poor functionality in other systems of the body, increasing greatly the possibility of diseases. Therefore, strategies for improving sleep are important.

The present study was characterized as a controlled clinical trial, with a sample of 64 paediatrics health professionals (age 35.8 ± 12.2 years, 84% female) related to a tertiary hospital linked to a University.

The intervention group (32) participated in an eight-week yoga meditation training programme. While the control group (32) re-mained on a waiting list, for completion of the intervention process. After this period, the control group was invited to participate in the same programme offered to the intervention group. The volunteers, both in the intervention group and in the control group, filled out an instrument for subjective sleep evaluation and were submitted to polysomnography. All measurements were taken twice: baseline and

after 8 weeks. Statistical analysis was performed by Anova 2-way followed by Duncan post hoc test.

Initially, 59.4% of the sample presented inadequate sleep quality. After the intervention, 12.5% of the volunteers in the intervention group reported improvement in sleep quality, which occurred only in 3.1% of the control group. The subjects who performed the medi-tation program had an objective shorter waking time after the sleep onset (basal vs. intervention; p< 0.05), which did not occur with the control group. Mean heart rate during sleep was also reduced after the intervention (basal vs. intervention; p< 0.05). Both groups presented increased time in sleep stage N3, which may indicate an adaptive effect to the exam site.

These preliminary results indicate that the practice of medita-tion promotes qualitative and quantitative changes in the sleep of health professionals, and may represent a strategy of interest in the prevention of chronic diseases.

Financial Support: AFIP, CAPES, CNPq.

MEDITATION FOR PAEDIATRICS HEALTH PROFESSIONALS: EFFECTS ON THE SLEEP

Priscilla Caetano Guerra1, Rogério Santos-Silva2, Danilo Forghieri Santaella3, Sergio Tufik2,4, Vânia D’Almeida1,4, Claudio Arnaldo Len1

1Department of Pediatrics, UNIFESP; 2Sleep Institute, São Paulo; 3Sports Practice Center, USP; 4Department of Psychobiology, UNIFESP, Brazil.

ID: ???


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APRESENTAÇÕES INDIVIDUAIS


SUMARIO

Increasing evidence supports the relevance of mindfulness in parenting. We analyzed the relation between mindfulness and par-enting variables in mothers that were not practicing meditation. Sixty-two mothers of preschool children completed self-report questionnaires that measured mindfulness, mindful parenting, and relevant mother’s variables: parental stress, general stress, anxiety, and depression. As hypothesized, there was a significant positive correlation between mindfulness and mindful parenting, and a significant negative correlation among mindfulness and pa-rental stress, depression, anxiety, and general stress. There was also a significant negative correlation between mindful parenting and parental stress, depression, and general stress, but not anxiety. Mindfulness was more strongly and consistently related to more

general aspects of mother’s mental health, while mindful parenting more strongly and consistently related to aspects of stress specific to their role as a mother, parent–child interactions and perceptions about their child. Through multiple regressions, we also explored which aspects of mindfulness and mindful parenting would pre-dict lower levels of parental stress, depression, anxiety, and general stress. Mindful abilities of being non-judgmental about herself as a person and as a mother appeared as main predictive variables. These results suggest interventions that aim to reduce mothers’ levels of depressive, anxious and stress related symptoms (general and specific to parenting) should focus on cultivating acceptance and non-judgment of experiences during daily activities, and specifi-cally during mother–child interactions.

MINDFULNESS AND PARENTING: A CORRELATIONAL STUDY OF NON-MEDITATING MOTHERS OF PRESCHOOL CHILDREN

C. Corthorn, N. Milicic Pontificia Universidad Católica de Chile - Chile, Universidad Andrés Bello, Chile.

ID: 118


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SUMARIO

The present study evaluated whether mothers’ participation in a mindfulness-based intervention led to statistically significant differences in their general levels of stress, depression and anx-iety, parental stress, mindful parenting (IM-P) and mindfulness dimensions (FFMQ). Forty-three mothers of preschool-age chil-dren participated, 21 in the intervention group and 22 in the control group. All of the participants worked at the Pontificia Universidad Católica de Chile (Catholic University of Chile), and their children attended one of three university preschool centers. As predicted, the intervention group showed a significant reduction in general and parental stress and an increase in mindful parenting variables and general mindfulness when compared with the control group. Size effects ranged from small to medium, with the highest Co-hen’s d in stress (general and parental) observed in the mindful

parenting total score and the sub-dimensions non-judgmental acceptance of self as a mother and empathy and acceptance of child. An increase in the Non-react mindfulness dimension and a decrease in anxiety and depression were not confirmed. In all cas-es, except the Non-judge FFMQ dimension, a significant change was observed between pre- and post-test measures. Follow-up measures indicated that the effects were maintained after two months. Mindfulness ability of non-judgment after the interven-tion seemed particularly enhanced. Mindful parenting dimensions that involved non-judgment experienced higher size effects, and Non-judgment was among the two FFMQ sub-dimensions that were statistically significant. Previous studies have found that this is a particularly important aspect of mindfulness regarding mental health.

BENEFITS OF MINDFULNESS FOR PARENTING IN MOTHERS OF PRESCHOOLERS IN CHILE

Corthorn C Pontificia Universidad Católica de Chile - Chile, Universidad Andrés Bello, Chile.

ID: 119


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SUMARIO

Mindfulness-based interventions have shown their efficacy for several psychological disorders and medical conditions, including obesity and eating disorder (EDs). Mindful eating refers to the awareness of physical signals of hunger and satiety, and also to environmental or emotional triggers to eat. Awareness of sensory experience in the present moment is a key component to mind-fulness practice. Authors pointed out that this type of information processing (Direct Experience) in contrast to an analytical evaluative style of processing (Thinking about), could be more beneficial for the course of those psychiatric disorders characterized by ruminative and content-centered processing, such as EDs. The aim of this study is to assess the approach to information processing in EDs, emotional eating, obesity and meditators. A secondary aim is to ex-plore the relation between information processing, trait mindfulness,

mindful eating and intake styles. The sample was composed of 104 participants classified as EDs (N = 41), emotional eating (N = 30), obesity (N = 20) and meditators (N = 13). All participants complet-ed a self-guided eating activity to assess the primary information processing mode as well as an assessment protocol composed of the Five Facets of Mindfulness Questionnaire (FFMQ), Dutch Eating Behavior Questionnaire (DEBQ), Mindful Eating Questionnaire (MEQ) and the Visual Analogue Scale (VAS). This work is still in progress. We expect to found differences on processing information patterns between the samples. The training in the enhancement of direct experience processing might help to improve the way to relate with food. In this sense, previous research have shown that Direct Ex-perience processing approach is associated with higher levels on trait mindfulness and better ED outcomes.

EXPLORING DIRECT EXPERIENCE AND THINKING ABOUT PATTERNS IN EATING DISORDERS, EMOTIONAL EATING,

OBESITY AND MEDITATORS

D. Campos, A. Enrique, D. Martínez-Rubio, X. Allirot, A. Cebolla Basc Culinary Center, Espanha, CIBERObn Ciber Fisiopatologia de la obesidad y la nutrición, Espanha, Universidad Católica de Valencia, Espanha,

Universitat de València, Espanha, Universitat Jaume I, Espanha.

ID: 140


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SUMARIO

INTRODUCTIONAccording to the World Health Organization, 14 to 20% of women

of child bearing age are obese in developed countries and may have an increased risk for infertility. Reducing body weight may contribute significantly to increase fertility rates. This study was performed with infertile women with overweight or obesity in follow-up at the Human Reproduction Service of the Hospital das Clínicas of Uni-versidade Federal de Minas Gerais (HC-UFMG), after participating in the Anti-Stress Program (ASP), based on the Mindfulness-Based Skills (MBS) protocol of Georgetown University (USA). We evaluated the effects of the ASP in life style modification and weight loss in infertile women.

METHODSFemale partners of infertile couples treated at the Human

Reproduction Service of HC-UFMG (n=105). Participants were randomly assigned to 8 consecutive weekly ASP sessions (n=51) or no intervention (n=49). All participants in both groups received a personalized diet plan and instructions for regular physical ex-ercise.

MAIN OUTCOME MEASURESCompliance with dietary plan and changes in bodyweight, waist

circumference and hip circumference. Quality of life was assessed by the General Psychological Well-Being Index questionnaire (PGWBI).

RESULTSThere was a mean reduction of 1.8kg in the intervention group

(p=0.002, paired Wilcoxon test) and mean reduction of 1.0kg in the control group (p=0.022), with a mean reduction of 1.5cm in waist circumference (P=0.007) and 2.0cm of hip circumference (p=0.002) in the intervention group, while in the control group the mean re-duction in waist circumference was 0.8cm (p=0.633) and 0,3cm in hip circumference (p=0.100). The intervention group also showed a significant improvement in the quality of life (p=0.001), not in the control group (p=0.829).

CONCLUSIONThese findings suggest that mindfulness can be an effective

intervention to increase levels of adherence to treatment for weight loss and improved quality of life.

Keyword: Infertility, obesity, overweight, mindfulness, anti-stress.

MINDFULNESS, OBESITY AND INFERTILITY: A RANDOMIZED STUDY USING MINDFULNESS FOR LIFESTYLE

MODIFICATION AND WEIGHT LOSS IN INFERTILE WOMEN

Sara P.C. Paiva, Edna Mariz Santanna, Simone França Nery, Raphael P Santos, Ana M. Rodrigues, Adaliene V.M. Ferreira, Fernando M. Reis

ID: 63


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SUMARIO

INTRODUCTIONSexual violence is a global problem, with significant conse-

quences for the physical and psychological health of its victims. Sexual violence against women is understood as any sexual act or attempt to obtain it without the persons consent, using intim-idation, such as physical contact, threat, use of arms and psy-chological pressure. Victims of sexual violence may experience depressive symptoms, anxiety, and even post-traumatic stress disorder (PTSD). Through this protocol of attendance we intend to evaluate the levels of stress, depression and quality of life in women within follow-up in the Hospital das Clínicas of Univer-sidade Federal de Minas Gerais (HC-UFMG) Outpatient Clinic of Sexual Violence, after participating in the Anti-Stress Program(P-MAE), based on the Mindfulness-Based Skills (MBS) protocol of Georgetown University (USA). PMAE is used as an alternative and complementary therapy to the clinical and psychological treatment of women victims of sexual violence.

METHODS50 women over 14 years of age in follow-up at the HC-UFMG

Outpatient Clinic of Sexual Violence will be divided into 2 groups: study group (n=25), met for 2 hours weekly, during 08 weeks, for

intervention ASP; Control group (n=25) will not participate in weekly meetings and will follow routine outpatient follow-up. All partic-ipants must sign the Informed Consent Form (TCLI) and will be guided by the importance of complementary treatments for the satisfactory management of the emotional and affective symptoms associated with sexual violence, such as depression, anxiety and PTSD. Three specific questionnaires will be applied to assess the stress level (Stress Perceptual Scale 10-EPS10), depression (Beck Depression Inventory) and quality of life (General Psychological Welfare Index-PGWBI) in the first and last meetings, as well as in corresponding dates in the control group. All questionnaires are validated in Portuguese.

RESULTSPreliminary data demonstrate greater awareness among women

victims of sexual violence after participating in the PAE, through drawings made at the beginning and end of the intervention. This study is expected to correlate the level of stress, depressive symp-toms and quality of life perceived by women victims of sexual vio-lence before and after participation in the ASP.

Keyword: Sexual violence, stress, mindfulness, anti-stress.

MINDFULNESS AND SEXUAL VIOLENCE: IMPLEMENTATION OF THE COMPLEMENTARY APPROACH PROTOCOL USING MINDFULNESS TO IMPROVE QUALITY OF LIFE, ANXIETY

AND DEPRESSION IN WOMEN VICTIMS OF SEXUAL VIOLENCE

Sara P.C. Paiva, Henrique V. Leite

ID: 64


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SUMARIO

INTRODUCTIONAfter designing an intervention program based on Mindfulness

& Compassion called MADED Program (Mindfulness for Acceptance of Pain and Emotions in Bereavement) we applied this program in a sample of 22 mourners to evaluate its effectiveness by comparing the results with a group Control that was on the waiting list before receiving the treatment.(This study corresponds to the doctoral thesis that was deposited in March 2017)

The program is divided in nine sessions as follows:• Session 1. Full awareness and manifestations of grieving.• Session2. Resource empowerment: Safe place, sacred place,

growing.• Session 3. Pain and Thoughts: Primary and Secondary Suffering.• Session 4. Emotions I: Exploring basic emotions and their reg-

ulation.• Session 5. Emotions II: Exploring sadness, fear and rage• Session 6. Exploring guilt and self-compassion• Session 7. Farewell and the pending issues.• Session 8. The pillars of serenity. A place for you.• Session 9. Closing and evaluation. Individual interviews

METHODIn the study, 28 mourners were interviewed. 22 of them had

received treatment (G.EX) and 22 had been on the waiting list before receiving it (G.C). It is a study with pre-test/post-test design with a control group. We have measured psychological variables that take into account mindfulness, self-compassion, and indicators of psychological well-being.

RESULTS1. The sufferer practice of mindfulness has contributed signif-

icantly to increase his/her well-being, self-compassion, and mindfulness.

2. It has allowed a significant reduction of the anxiety-depressive symptomatology, traumatic memories, somatic symptomatol-ogy and the complex grief index.

3. The differences found between the experimental group and the control group were significant in all psychological variables measured.

5. Self-compassion, non-judgment, and mindfulness are predictors of psychological well-being.

CONCLUSIONSIt is therefore a fertile ground that can be further investigated

with the aim of improving existing protocols.

MINDFULNESS AND MOURNING: HOW MINDFUL SERENITY CONTRIBUTES TO PSYCHOLOGICAL WELL-BEING

AFTER THE LOSS OF A LOVED ONE

Lorena Alonso LLacer

Contact: [email protected], Valencia’s University

ID: 24


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SUMARIO

BACKGROUNDThe relations between Mindfulness and Education has been

subject of research and academic production at the present time. However, there is a shortage of studies that evaluate Mindfulness application in higher education.

PURPOSETo explore how undergraduate students experience an eight-

week mindfulness-based program (“Mente Aberta” Mindful-ness-Based Program, from the Federal University of Sao Paulo – UNIFESP – Brazil).

STUDY DESIGNQualitative exploratory study.

PARTICIPANTSStudents from two different groups engaged the program prac-

tices: the first one was composed of Medicine, Physiotherapy and Nursing UNIFESP students. In the second group there were Language Studies students from the Federal Institute of Sao Joao del Rei.

METHODS Instructor-guided mindfulness practices were offered over eight

weeks for both groups. The main practices were: mindful breathing, body scan, mindful walking, perception of breathing, sensations, sounds and thoughts, mindful movements, silence, and compassion

practice. Participating students were asked to also engage in individual daily home practice. At the end of term, a written evaluation was solicit-ed from each student. Thereafter, the researchers analyzed the reports.

OUTCOMESFirst group: participants reported improvement on Mindfulness

factors, such as being more attentive to the present moment, not en-gaging in multiple activities simultaneously and automatically. The students perceived greater emotional regulation as they became aware of the moments when they were engaging in situations that caused suffering (such as provocations, rumination of distressing thoughts, stressful activities, and bodily pain due to postures and tensions). Fi-nally, they reported an improvement on the university-related tasks performance, such as acuity of focus and concentration in general, both while attending classes and studying at home; Reduction of anxiety and stress related to university tests and other tasks. Second group: different students reported aspects of “Experiencing Mindfulness in the everyday living “; “Greater observation of thoughts and emotional regulation”; “Mention of values considered important”, such as com-passion, empathy, acceptance and respect. On the other hand, reported “the difficulty of performing the formal practices of Mindfulness.”

CONCLUSIONThese results point out possible beneficial effects of Mindful-

ness on higher education students. Further research must be de-veloped aiming to address the theoretical precepts and the practical implications of Mindfulness programs in the Brazilian educational context.

“MENTE ABERTA” MINDFULNESS-BASED PROGRAM: A QUALITATIVE STUDY OF BRAZILIAN UNDERGRADUATE

STUDENTS’ PERCEPTIONS

Alex Mourão Terzi, Marcelo Demarzo, Mayra Pires Alves Machado, Erika Leonardo de Souza

Contact: [email protected]

ID: 149


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SUMARIO

Karate is a martial art from Japan that was initially created for self-defense without weapons. After the wars, this art became a practice of mental balance through repetitive physical exercises. However, it has undergone many adaptations after its spread to the rest of the world. Officially, Karate was introduced in Brazil in the early 60’s. Since then, hundreds of federations have been created and many styles have been developed. This study was carried out to understand the profile of karate practitioners in Brazil and to correlate them with mental aspects. Thus, we hypothesized that Karate in Brazil is still a martial art to improve benefits to the mind and body, bringing benefits to health and well being. An online survey was conducted for Brazilian karate practitioners of different ages

and styles. In addition, a parallel questionnaire was collected from physical exercise practitioners who did not do any kind of fighting sports as a control group. The evaluation criteria were the epidemi-ological profile and the FFMQ, SCS, HAD, and QRCE questionnaires. As a statistical method, a linear regression was performed to verify the correlations between the variables and ANOVA to compare the groups. The study is still ongoing with the finalization of collections by the end of February. The hypothesis of this study is that more experienced karate practitioners have aspects of mindfulness and self-compassion, different from novice practitioners. To avoid age bias, these data will be compared to physical exercise practitioners who have no contact with any kind of fighting sports.

EPIDEMIOLOGIC PROFILE OF KARATE PRACTITIONER IN BRAZIL

Guaraci Ken Tanaka1,3, Élida Costa1, Viviam Barros Vargas3, Marcelo Demarzo3, Kazuo Kawano Nagamine2, Tamara Russel5, Pedro Ribeiro4, Bruna Brandão Velasques1

1Laboratory of the Neurofisiology and Neuropsychology of Atention (IPUB/UFRJ), Brazil. 2School of the Medicine in São José do Rio Preto (FAMERP), Brazil. 3Mente Aberta group (UNIFESP), Brazil. 4Laboratory of Brain Map and Motor Sensory Integration (UFRJ), Brazil.

5Mindfulness Centre of Excellence, United Kingdom.


ID: 170


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SUMARIO

ID: 163

PROTOCOL “INNOCENCE IN DANGER-COLOMBIA” AND POST-TRAUMATIC STRESS DISORDER TREATMENT

IN CHILDREN FROM COLOMBIA

Susana López Sánchez1, Julio Gómez1, Hugo Herazo1, Esperanza Alegría1, Elkin Llanez Anaya2,3

1Fundación Inocencia en Peligro Colombia, Cali, Colombia. 2Grupo Neurociencias. Universidad de Santander UDES, Bucaramanga, Colombia. 3Fundación Mindfulness Colombia, Bucaramanga, Colombia.


OBJECTIVESThis study pretend to evaluate the usefulness of interventions

based on mindfulness in the treatment of children with posttrau-matic stress disorder (PTSD) through the use of the protocol IID Colombia – a multicomponent phase-based treatment approach for the treatment of complex PTSD caused by interpersonal violence.

MATERIAL AND METHODSWe will conduct a systematic literature review concerning PTSD

associated to armed conflict, focusing in the contribution of inter-ventions based on mindfulness for the treatment of this disorder. Furthermore, we will discuss the results of the protocol IID-Colombia as strategy for the treatment of 288 children and adolescent vic-tims of interpersonal violence with PTSD. Finally, a non-randomized controlled clinical trial will be proposed to evaluate the effects of the protocol IID-Colombia on children victims of armed conflict.

DISCUSSION AND RESULTSSeveral studies have shown that the traumatic events asso-

ciated with armed conflicts can negatively influence the instau-ration, manifestations and prognosis of mental disorders such as the PTSD in the affected population. Recent scientific reports have recommended for the treatment of complex posttraumatic stress the use of multicomponent phase-based approaches. Precisely, the protocol IID-Colombia fulfill these requirements. The protocol IID-Colombia is base in the use of mindfulness for children and adolescents (Eline Snel) and mindfulness based stress reduction for tutors (Jon Kabat Zinn). Additionally, other activities include psy-cho-neurobiological regulation, yoga and creative potential through artistic activities such as theatre, dancing, painting and music, and eyes movement desensitisation reprocessing (EMDR) interventions. In summary, this study will evaluate the contribution of mindfulness in the multimodal protocol IID-Colombia in children victims of the armed conflict in Colombia.


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SUMARIO

ID: 86

EFFECTS OF A MINDFULNES-BASED INTERVENTION ON SYMPTONSAND CLINICAL TYPES OF BURNOUT AND PSYCHOLOGICAL

WELL-BEING OF WORKERS OF PRIMARY HEALTHCARE (PHC)

Daniela da Silva Sopezki, Marcelo Marcos Piva Demarzo, Sandra Fortes, Eno Dias de Castro, Leandro Pizutti

One of the most common work-related health issues is the Burnout Syndrome, with harmful consequences. The degree of ded-ication to the tasks of the work with which feelings of frustration generated can be addressed could determine the development of different clinical types of Burnout (frantic, worn and unchallenged). Mindfulness is a psychosocial health intervention, with evidences suggesting that the mindfulness state of mind is positively asso-ciated with a variety of mental health indicators. The mindfulness applicability potential on healthcare is big, with effects on both pa-tients and health professionals. A bigger amount of mental health

interventions needs to be evaluated and implanted, and is possible that mindfulness could fits this need. The goal of this study was to verify the effect of a mindfulness-based intervention on Primary Healthcare workers, evaluating the impact on distinct clinical sub-types of Burnout and variables of psychological well-being, from a controlled study, comparing three distinct groups: mindfulness, relaxation and waiting list. And a qualitative evaluation was also made about the beliefs and perceptions about the intervention and its benefits, based on the thematic analysis method. At the moment, the study is in its final phase of data analysis.


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SUMARIO

OBJECTIVEIn this first preliminary experiment, we conduct a randomized,

crossover, triple blind study, with the aim of verifying possible dif-ferences in performance of the attention allocation after a Brief Mindfulness Induction procedure using as control an executive attention condition. To achieve this aim, we investigated changes in the P300, an event-related potential correlated with the quality of the attentional engagement, during an odd-ball paradigm in a meditation naïve sample.

METHOD/DESIGNElectroencephalographic data of twenty naïve meditation sub-

jects were collected during an odd-ball paradigm. The subject is pre-sented with a sequence of frequent non target stimuli interspersed with infrequent (odd) target stimuli. The occurrence of the rare target stimulus elicits a P300. Each subject was exposed to two blocks of 200 images (50 targets) before and after intervention. During the task, the subjects receive the instruction to press a bottom when the

non-frequent target appears. The Brief Mindfulness induction was delivered through audio record that consisted of a breath mindful-ness practice, containing specific mindfulness instructions: attention to the breath in a non-judgment way, with an attitude of openness and acceptance of the experience. In a control condition, partici-pants receive just the instruction to hold their attention on the breath (without mindfulness characteristics attitudes). To blind participants and researches we represent the audio records using codes and delivering the intervention using headphones. The primary outcome was ERP response to target stimulus, namely the p300, as marker of quality of attention allocation.

DISCUSSIONThis preliminary study will provide one step closer to a bet-

ter understanding of the effect that these particular Mindfulness attitudes (present moment, curiosity, openness and acceptance)exert on aspects of cognition and their role in the improvement of these functions.

ID: 109

THE EFFECT OF BRIEF MINDFULNESS INDUCTION ON COGNITIVE PERFORMANCE (ONGOING STUDY)

M. França¹*, G.K. Tanaka1,2,6, J. Bittencourt1,2,3, P. Ribeiro2,4,5, B. Velasques1,2,4,5

1Neurophysiology and Neuropsychology of Attention, Institute of Psychiatry of the Federal University of Rio de Janeiro (IPUB/UFRJ), Rio de Janeiro, Brazil. 2Institute of Applied Neuroscience (INA), Rio de Janeiro, Brazil. 3Veiga de Almeida University, Rio de Janeiro, Brazil.4Brain Mappingand Sensory

Motor Integration, Institute of Psychiatry of the Federal University of Rio de Janeiro (IPUB/UFRJ), Rio de Janeiro, Brazil, Rio de Janeiro,Brasil. 5Bioscience Department, School of Physical Education of the Federal University of Rio de Janeiro (UFRJ), Rio de Janeiro, Brazil.

6Mente Aberta, Brazilian Center for Mindfulness and Health Promotion, Federal University of Sao Paulo (UNIFESP), São Paulo, Brazil.



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SUMARIO

INTRODUCTIONStress is a proven cause of several diseases and involves

various physical and/or psychological components of the body. However, through mindfulness-based techniques that focus on self-awareness, self-care, and self-reflection, people can train the mind to deal with the external and internal factors that cause stress. The aim of this study was to evaluate the effectiveness of the “mindfulness” program carried out in teachers and students from UniBH. Methods: The “mindfulness” program was carried out for 12 weeks (2h / week) for teachers (n = 34) and students (n = 51) from UniBH. The control group consisted of teachers (n = 43) and students (n = 46) who did not participate in the program. The efficacy of the program was measured through questionnaires (PGWBI and BDI). Statistical analysis was performed by Student’s t-test (p <0.05 considered significant).

RESULTSThe results are expressed as mean ± standard error. There

was an improvement in the general well-being of the experimental group of teachers (before: 83.1 ± 2.29, after: 94.1 ± 2.00 -p = 0.00)

and students (before: 84.5 ± 2.69, after: 97.1 ± 2.21 - p = 0.00). In the control group of teachers, there was no significant difference in the values (before: 94.5 ± 2.19, after: 94.0 ± 2.58 - p = 0.80). The same occurred with the group of control students (before: 88.9 ± 2.20, after: 85.9 ± 2.06 - p = 0.14). Depression levels decreased in the experimental group of teachers (before: 10.7 ± 1.12, after: 6.7 ± 1.08 - p = 0.00) and students (before: 10.6 ± 1.22; after: 4.6 ± 0.57 - p = 0.00). There was no significant difference in the levels of depression of the control teachers (before: 6.0 ± 0.60, after: 6.3 ± 0.78 - p = 0.62). The same was observed in the control students group (before: 7.9 ± 0.67, after: 8.6 ± 0.83 - p = 0.42).

CONCLUSIONThe application of the Mindfulness techniques was effective,

since there was improvement in the levels of well-being and de-pression of the participants. We suggest that this program should be integrated in public and private schools, due to the impact that teachers and students suffer from exposure to stress.

Financial Support: FAPEMIG, UniBH

EVALUATION OF THE EFFECTIVENESS OF “MINDFULNESS” IN TEACHERS AND STUDENTS FROM “CENTRO UNIVERSITÁRIO

DE BELO HORIZONTE” – UNIBH

L.P. Trindade, C.T. Bridi, S.P.C. Paiva, F.M.F. Campos, B.G.M. Couto, N.C. Calaça, S.A.S. Gontijo, C.A. Veloso

ID: 120


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SUMARIO

In 2016 the SENTE program completed 10 years of operations in Porto Alegre’s public schools and began its new team member’s qualification. The lecture is meant for health and education profes-sionals interested in improving their knowledge regarding Mindful-ness, Socio emotional Education and Non-Violent Communication, which are the program theoretical foundations.

For this purpose, the course was divided in two modules when created. The first module consists of 12 hour-and-a-half encoun-ters, once a week, with theoretical-experiential lectures about the program bases. This way, the course has a theoretical-experiential feature and provides an integrated learning.

The second module is composed by 12 one-hour interventions in a school classroom, in which the intervention takes place using the program techniques. It’s also composed by 1hour weekly group supervision session. The work at the schools is performed by two or three people groups, who carry out 12 weekly intervention en-counters with the students. In this case, the participants were fifth grade students from two of Porto Alegre’s public schools.

The purpose of this text is to introduce the course and the learn-ing repercussion of the first training course’s students. A content analysis process will be proposed at the end of the second module trough a focus-group with the second module participants. The focus-group showcased in this work had 8 participants, including 3 facilitators.

The analysis was carried through a structured question plan regarding the course, which was applied in 2 modules throughout 6 months in 2016.

The results showed the theoretical-experiential lectures impor-tance, as it helps the professionals learning process and provides a higher understanding of the techniques, which helps the profes-sionals to apply the school intervention method implementation in the second module.

For this reason, we will introduce the course and focus-group template in order to verify the second module participants learn-ing process and with the goal of observe and understand how the process happens.

“SENTE” PROGRAM METHOD’S COURSE, BASED ON MINDFULNESS AND SOCIO EMOTIONAL

LEARNING APPLIED TO SCHOOLS

Lisiane Milhoranza Rech, Carolina Garcia Casaroli

ID: 96


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ID: 77

NEURAL EVIDENCE OF MINDFULNESS EFFECTS ON COGNITIVE CONTROL

Catherine Andreu1,2, Heleen Slagter3,4, Ingmar Franken5, Diego Cosmelli1,2

1Escuela de Psicología, Pontificia Universidad Católica de Chile, Chile. 2Instituto Milenio para la Investigación en Depresión y Personalidad (MIDAP), Chile. 3Department of Psychology, University of Amsterdam, the Netherlands. 4Amsterdam Brain and Cognition, University of Amsterdam,

the Netherlands. 5Department of Psychology, Education & Child Studies, Erasmus University Rotterdam, the Netherlands.

The benefits of mindfulness practices have been studied in different disorders, including addictive behaviors. One possible mechanism by which mindfulness can have beneficial effects in some disorders such as addiction is the training of cognitive control. Cognitive control is a family of skills, necessary to adapt our thoughts and behaviors to achieve our goals. Several studies have shown both behavioral and neural modulations in cognitive control functions through mindfulness practice, including inhib-itory control and performance monitoring. The results mainly point to increased brain activity in the anterior cingulate cortex or dorsolateral prefrontal cortex, or increased connectivity of these areas. Despite the above evidence, additional studies with rigor-ous methodologies are needed to test the effects of mindfulness on cognitive control functions. For this, two experiments were performed to study the effect of mindfulness practice on behav-ioral and electrophysiological (EEG) indices of inhibitory control and performance monitoring using Flanker and Go/Nogo tasks. In the first experiment, a group of Vipassana meditators and an active control group of athletes were registered. The results show an overall decrease in errors for both tasks and an increase in

the amplitude of the error-related negativity (ERN) in the medi-tators compared to the control group, showing a better cognitive control in meditators. In the second experiment, we studied the effect of a brief mindfulness practice on inhibitory control and performance monitoring in cigarette smokers. Participants were randomized into two groups, one who received the mindfulness practice and one control group who received further instruction. The results show a decrease in the amplitude of the Nogo-P3 in the mindfulness group, presenting a similar performance in the task. This suggests a more efficient inhibitory control in smokers who practiced mindfulness. Our results indicate that the practice of mindfulness may be recommended to train cognitive control, even in populations showing cognitive control deficits.

ACKNOWLEDGMENTSThis study was supported by the Fund for Innovation and Com-

petitiveness (FIC) of the Chilean Ministry of Economy, Development and Tourism, through the Millennium Science Initiative, Grant Nº IS130005.


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IMPLEMENTATION OF A MINDFULNESS INTERVENTION IN PRIMARY HEALTH CARE WOMEN WITH PRIMARY HEADACHE

IN NORTH EAST OF BRAZIL

Áthila Campos Girão, Unifesp

Contact: Street Reverendo Bolivar Pinto Bandeira, 121, 1001B, Luciano Cavalcante, Postal Code: 60811-310 Fortaleza, Ceará.

ID: 151

Primary headaches have a prevalence of 3-4% of the world population and negatively affect daily life activities (DLAs). They are associated with common mental disorders such as distress, depression, anxiety and psychosomatic disorders, reinforcing a high personal and socio economic cost, with loss of quality of life and deepening of the symptoms in each crisis triggered. It overloads the health system due to excessive search for services, especially primary healthcare (PHC). Mindfulness-based interventions (MBIs) effectively treat headaches and many studies point to feasibility and accessibility in disadvantaged populations.

METHODA descriptive and exploratory study with 14 women who attend-

ed an MBI of 8 meetings and evaluated the viability and accessibility of MBI in PHC in the city of Fortaleza, Ceará.

RESULTSWomen over 40 years of age (92.85%), married (50%), few

children (85.70%), with income of 1 to 2 wages (71.42%), with

migraine (57, 14%). Headache is influenced by mental and emo-tional processes; Social determinants of health: low schooling, low family income (p <0.05); Sociocultural context (multiple roles played by women) and economic (unemployment). The women participated in an average of 05 sessions. Efficacy had positive repercussions on DLAs due to reduced pain and improved quality of life and through skills developed such as attentional regulation, emotional self-awareness, body awareness, self-pity, acceptance, and responsiveness.

Factors for successful implementation: adapted therapies in language, duration, periodicity, strategic planning and training by managers and health staff; formal and informal techniques and clinical discourse base don’t he needs of women.

DISCUSSIONMBI was feasible, accessible and resolutive in the treatment

of headache in SUS women in Northeast of Brazil. It consisted of a low cost approach to public health and provided an integrative care with satisfactory results in quality of life and reduced stress in a socioeconomically disadvantaged population.


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The different demands associated with School University ac-tivities may lead to a decrease in emotional life quality, increasing psychological pressure, which can lead to stress. For the student, entry into higher education is one of the most important events, usually implying major changes that can be experienced as stress-ors. Stress is a phenomenon of high complexity and may occur due to interactions between genetic, epigenetic and environmental factors, including the immune system. As a way to reduce stress, the Anti-Stress Medicine program (PMAE), based on the Mindful-ness-Based Skills (MBS) protocol of Georgetown University (USA), has gained increasing recognition. Over the last few years, several researchers have conducted studies about the role of an inflam-matory biomarker known as microparticles (MPs), which have been associated with increased predisposition to various chronic and inflammatory diseases. Therefore, the present study aims to iden-tify, in a population of students attending different undergraduate courses, if the circulating MPs levels decrease after the MBS tech-niques application, as well as if the MPs may be associated with

the stress in the environment of higher education. A total of 27 students were selected, of which 15 were experimental students (who undertook the anti-stress course) and 12 control students (who did not participate in the course) from a private university in Belo Horizonte, MG. The quantification and phenotyping of the MPs were performed by flow cytometry assay. Statistical analyzes were performed using paired Student’s t test, in each case, p <0.05 was considered significant. Our results showed that the level of MPs decreased significantly in the students who participated in the PMAE. This difference was not observed in the students of the control group and interestingly the levels of MPs increased in these students after the course, which shows that the MBS techniques used during the program contributed to decrease the inflammatory response of the students who participated in the PMAE. It is impor-tant to emphasize that the role of MPs with stress has not yet been demonstrated, Being our study the first to do this.

Apoiot: FAPEMIG, UniBH

ID: 132

INFLAMMATORY MICROPARTICLES AS BIOMARKERS ASSOCIATED TO STRESS IN STUDENTS IN HIGHER EDUCATION:

IMPORTANCE OF MINDFULNESS TECHNIQUES IN INFLAMMATORY RESPONSE DECREASE AND INCREASED LIFE QUALITY

Fernanda Magalhães Freire Campos1, Merielle Nascimento Cunha Reis1, Carolina Tornovsky Bridi1, Raíssa Paula Guimarães Costa1, Ângela Storino das Chagas1, Marina Nasser Santiago1,

Leidiane Caldeira Silva1, Sara Paiva2, Clara Araújo Veloso Amaral1

1Centro Universitário de Belo Horizonte, UNIBH. 2Universidade Federal de Minas Gerais, UFGM.


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ID: 16

MINDFULNESS, ATENCIÓN PLENA PARA VIVIR MEJOR

Javier Alberto Cándarle

Mindfulness is an essential vehicle for building one’s own well-being. This path consists of several central elements: 1) the ability to appease and reduce reactivity.2) The increase of conscious self-ob-servation emphasizing the direct, non-conceptual experience 3) The learning of philosophical and psychological concepts which facilitate wellbeing and the diminishment of suffering. 4) The development of affective qualities such as equanimity, acceptance, compassion and unconditional love.

Some of the texts used as bibliographic basis for cultivating these qualities are: “Mindfulness, Atención Plena para vivir mejor”, Javier Cándarle, 2015,Ediciones B, Bs. As.; “Guía de lecturas para cultivar la quietud”, Javier Cándarle, 2016, Ediciones B, Buenos Aires; Mindfulness II y Consciencia para una vida plena, Javier Cándarle, 2017, Ediciones B (en prensa) for points 1 to 4 ; “Full Catastrophe Liv-

ing: Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness”, Jon Kabat-Zinn, 2005, Delta Trade, for points 1 and 2; “Get Out of Your Mind and Into Your Life “,Steven Hayes, 2005, New Harbinger Publications for point 3 together with “The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being”, Daniel Siegel, 2007, W.W. Norton;”Mindfulness in Action: Making Friends with Yourself through Meditation and Everyday Awareness”, Cho-gyam Trungpa, 2016, Shambhala for point 4 together with “Radical Acceptance”, Tara Brach, 2004, Bantam and “Compassion Focused Therapy: Distinctive Features”, Paul Gilbert, 2010, Routledge. The symposium will detail these elements, showing the experience of the professional both in his psychotherapeutic practice as well as in the development of various group programs for general public applied to wellbeing.


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ID: 103

MINDFULNESS-BASED INTERVENTION PROGRAM TO REDUCE ANXIETY LEVELS IN MARTIAL ARTS ATHLETES

Carlos Daniel Trujillo Torrealva

The objective of the present research was to evaluate the effec-tiveness of a psychological intervention program based on mindful-ness for their education of precompetitive anxiety applied to athletes belonging to a Peru via private university´s martial arts selection. A non-equivalent quasi-experimental design was proposed. A total of 33 athletes of both sexes (69.7% males and 30.3% females), aged 17-23 years, were assigned according to the level of exposure to the intervention to a control group (CG, n = 17) or to an Experimental Group (GE, n = 16). For the pre and post test measures the CSAI-2R was used to evaluate the precompetitive state anxiety based on

three dimensions: intensity of somatic and cognitive anxiety, and levels of self-confidence. The results evidenced highly significant differences with large effect sizes in the post test measurement of the GE, as a decrease in the levels of somatic anxiety, cognitive and an increase in the levels of self-confidence was obtained, unlike the CG, in which no significant differences were obtained and the effect sizes were irrelevant.

Keywords: Mindfulness, psychological intervention, precom-petitive anxiety, sport, martial arts.


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ID: 30

PRESENTATION OF RESEARCH ON MINDFULNESS AND DEVELOPMENT OF EMPATHY IN UNIVERSITY STUDENTS

Javier Alberto Candarle, Maria Noel Anchorena, Mariam Eizabeth Holmes University of Salvador / Mindfulness and Health Society.

Numerous researches in the last decade has focused its efforts on the study of the benefits of different forms of meditation in the development of empathy.

A series of empirical studies yield significant data which suggests that some meditative practices encourage behaviors that shape empathy, increasing the ability to maintain attention and awareness focused on events taking place in the present moment.

At the same time, it increases the ability of suspending complex cognitive processes, improving sensibility in order to respond to others in an emotionally more appropriate way.

This variable has been studied by Lesh on a group of psychology students included in a meditation program, showing a significant increase in empathy when compared with the students of the con-trol group.

These results show correlation and congruence with recent studies (Shapiro y Bown 2007) about the effects of MBSR on psy-chology students, where a significant increase in post-intervention empathy was also shown. This demonstrates that a brief interven-tion is enough to achieve changes which impact on the emphatic concern for others, as well as on self-compassion.

These results highlight not only the potential to address the mental health needs of the therapists, but also the possibility of using mindfulness as a tool to contribute to the development of skills that are relevant to the professional role of the therapist.

The present research has focused on the effects of mindfulness practice in university students from the Faculty of Psychology of the University of Salvador. Its purpose was to evaluate its incidence in the development of empathy, considering the latter as a fundamental skill in the professional practice of future psychotherapists.


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ID: 116

HEART SENSITIVITY, THE BRAIN INSULA AND THE REGULATION OF FLOW

Martin Portner MD

Flow is considered a positive mental state in which brain op-erations revolve around an energized focus. The flow state is also described as someone being in the zone. During unfocused mental states, the brain activity is marked by the engagement of midline structures (ventromedial prefrontal cortex, posterior cingulate gyrus, hippocampus, and cerebral amygdala) which is referred to as the default mode network. This state promotes a self-referential mental pattern, frequently marked by a digression around negative ideas and past failures. This in turn leads to increased serum cortisol levels, reduced cognitive ability, and emotional rumination. It is, in essence, the contraposition of flow, in which positive feelings, cogni-tive amplitude, and the emergence of creative thoughts predominate. When the brain is oriented toward an activity that requires focus, as in mindfulness meditation, the default mode network is uncoupled

by structures as the the insula, anterior cingulate, and dorsolateral prefrontal cortex. The brain insula is strongly activated in response to the perception of inner states, leading to the quality described as interoception. Studies in people able to focus attention on the perception of the heart, for example, show that the insula results activated. Meditators even with little experience in mindfulness have been shown to have a thicker insular cortex in a few weeks. It is quite likely that the insula and the amygdala work in contrast to each other. Hence mindfulness meditation reduces the produc-tion of cortisol and increases the opening of cognitive-emotional windows. This presentation aims to demonstrate that meditation mindfulness induced by the interoceptive perception of respiration and the heartbeat activates the insular cortex, which in turn leads to the positive mental states associated with flow.


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INTRODUCTIONVariables of the therapeutic outcome have been widely studied.

Amongst them, the therapeutic relationship and the therapeutic alli-ance are highly relevant areas. Within the therapeutic alliance, spe-cial attention has been paid to therapeutic presence. Researchers have studied the active elements of the alliance and of therapeutic presence, but not the passive ones, such as the silence of the thera-pist. We propose that the Buddhist idea of Sûnyatâ (emptiness) may contribute to our understanding of silence in psychotherapy and the therapeutic presence. The present work explores the ties between Sûnyatâ, silence, therapeutic presence and therapeutic alliance.

METHODSA literature review is carried out via ISI, PubMed, and Ebsco Hos-

tusing the key words psychotherapy, silence, therapeutic presence, and therapeutic alliance, as well as the works of the philosophers Byung-Chul-Han and Donna Orange, the books Sitting Together, by Pollak, Pedulla and R. Siegel, Mindfulness and Psychotherapy by Hicks and Bien, and The Mindful Therapist by D. Siegel. The ideas of Sûnyatâ, silence, therapeutic presence and therapeutic alliance are tabulated, listing the categories of each concept that emerge from the literature.

RESULTSThe lack of publications that consider silence in psychotherapy

is noted. When the topic does appear, the examination of the mi-cro-process in psychotherapy is analyzed. There is concordance between the ideas of silence, therapeutic presence and Sûnyatâ as emerging categories in all of the reviewed texts.

CONCLUSIONThe concept of therapeutic presence is elusive, and includes

intrapersonal, interpersonal, and transpersonal aspects that are difficult to operationalize. The therapeutic experience possess-es a metaphysical scope, which is subject to the limitations of language and is ineffable. Language does not clarify the rela-tionships of reality, and cannot give an account of things that are beyond the scope of the logical space, such as the aesthetics and ethics of the therapeutic relationship. Silence represents the emergence of possibilities of being in the therapeutic relationship. Sûnyatâ is an idea that covers the ideas of silence and therapeutic presence.

SÛNYÂTA, SILENCE, THERAPEUTIC PRESENCE AND THERAPEUTIC ALLIANCE IN PSYCHOTHERAPY

Edwin KroghUniversidad Austral de Chile.


ID: 88


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ID: 65

PREDICTING ACADEMIC PERFORMANCE THROUGH EMOTIONAL COMPETENCES AND MINDFULNESS: VALIDATION

OF A RELAXATION-MINDFULNESS SCALE FOR ADOLESCENTS

Luis López-González2, Alberto Amutio2

1University of Barcelona, Spain. 2University of the Basque Country – UPV/EHU, Spain

INTRODUCTIONThe aim of this investigation was twofold: First, to validate the

Relaxation-Mindfulness Scale for Adolescents, consisting of 18 items and three factors (Attention-Concentration in the present moment; Relaxation; Sensory- awareness / Contemplation / In-teriority) and to search for differences by gender and age. Second, to test if Emotional competence (EC) acts as mediator between Relaxation-Mindfulness (REMIND) and Academic Performance (AP).

METHODThe validation was done with a sample of Secondary Education

and Baccalaureate students from four different centres in Spain (n =1090) using different measures, and the mediation study with a sub-sample of n = 420. EFA and CFA of the scale were conduct-ed and criterion and incremental validities calculated. A structural equation for mediation was also performed.

RESULTSThe results confirm the validity and reliability of the scale. Like-

wise, we can observe how REMIND and EC predict AP, and how EC mediates between REMIND and AP. No differences were found by gender or age.

CONCLUSIONThe relevance of this study is highlighted, since there is a short-

age of instruments to assess mindfulness in adolescents with suf-ficient reliability and validity that fulfill the requirements of being multifaceted (evaluating cognitive-affective and somatic dimen-sions), including relaxation, integrating trait and state, and serving in a multipurpose way to other programs.

Key words: relaxation, mindfulness, Secondary Education, in-terpersonal relationships, learning.


Documents

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