The term “mindfulness” has gained much prominence in present-day times, featuring almost everywhere discussions about mental health, self-improvement, and well-being. Even though ‘mindfulness’ is very popular, it is difficult to define and, sometimes, even not very clear what it means practically. The paper defines mindfulness as a holistic viewpoint that covers an interpretation of the phenomenon, its origins both in the past and the present context, and practical applications that contribute to a more profound understanding of the phenomenon.
Firstly, mindfulness is a condition of the conscious perception of the ongoing present environment where one is fully focused on the moment that he is now. To practice mindfulness, one needs to accept and adopt a non-judgmental and pluralistic frame of mind towards oneself as the feelings, thoughts and body sensations of the present become the highlight. Through the training of self-attentiveness based on noticing the internal experiences with the capacity to respond to them with curiosity rather than anxiety and grasping, the practice of mindfulness leads to the continued focusing of attention towards the same. One of the most prevalent and pronounced definitions of mindfulness is the one having its source in the Buddhist tradition. In Pali, the language that is predominantly used for the early Buddhist scriptures, “sati” is used to refer to mindfulness throughout this period. The word represents mindfulness as the feeling of a conscious mind that is deeply rooted in the heart, and it describes the reality of the situation that is happening right now (Bodhi 19). The Buddhist doctrine focuses on mindfulness, which aims to understand the self and help one gain insight into the impermanence of all happenings.
The last decades saw mindfulness secularized and converted to a tool that psychologists and all mental health-related practitioners mainly apply. According to Jon Kabat-Zinn, a prominent player in the mindfulness movement, mindfulness is “paying attention in a particular way: rather than being pushed ahead or pulled to the past, and it is here and now in its entirely featureless form. “Breathing in, I know I am breathing in; breathing out, I know I am breathing out.” (Kabat-Zinn 4). This particular interpretation of mindfulness indicates the very goal of it, which is not just simple distraction or space-filling, as it is often characterized by purposeful, unbiased attention. Another important cognitive component of mindfulness is cultivating a sense of care and open-mindedness toward yourself as well as toward other people. Christopher Germer, a psych therapist, also claims that practicing mindfulness is “being with the present moment with an attitude of acceptance and non-judgment” (Germer 7). The importance of acknowledging the moments that happen in one’s life, whether bad or good, without delving into self-criticism or rejection is the main lesson.
The practice of mindfulness, which includes several advantages, is related to mental health and overall well-being. Looking at the results from a study done by Keng et al., a regular practice of mindfulness may lead to a reduction in levels of stress, anxiety, and depression, among others and promote better control of emotions and an overall sense of psychological well-being. Also, mindfulness has been used in numerous treatments like MBSR and MBCT, such as Mindfulness-Based Stress Reduction and Mindfulness-Based Cognitive Therapy. These models’ goals are focused on creating an environment that shows how feelings and thought patterns can be recognized so that they can be managed successfully using coping strategies (Teasdale et al.).
Mindfulness is a method that has been utilized in different areas such as education, business, and personal development, but, of course, its wide application is in the therapeutic field. The introduction of mindfulness strategies in educational settings has been proven to improve the capability of students to focus and regulate their emotions and their general state (Felver et al.). Research done by Good proposes that mindfulness training is applied in businesses to raise workplace productivity, reduce burnout and develop quality leadership. Also of importance is that mindfulness has become a popular theme in the self-help literature, which equips individuals with necessary tools and procedures that can be used to sustain a mental awareness of the “here and now” and to advance their personality.
While mindfulness has boasted disruptive popularity and acceptance, it is of paramount importance to note that it is not without reservations and even intolerance. The absence of which needs to be filled. Many scholars are worried about the extent of the commercialization of mindfulness, the process it might be going through, and its apple polishing. It might then be devoid of core ethical and philosophical principles. Also, there is an ongoing dialogue on the topic of how one should integrate mindfulness into myriad cultural and institutional practices. To ensure that the implementation of mindfulness is done accordingly, the principle of mindfulness should be followed, which is to implement mindfulness respectfully and without the procurement of negative outcomes.
In conclusion, mindfulness can be generally defined as a mental state that involves being fully aware and present at the moment with a non-judgmental and accepting attitude toward the thoughts, emotions, and bodily sensations during the performance of mindfulness. The look of this psychodynamic approach can be traced back to the teachings of Buddhists, whereas it has since been secularized and, therefore, can be used to aid therapy, education, or personal development. We have to be thoughtful of the multiplicity of the mindfulness concept, and we also need to concentrate on its implications and ramifications, which are to be buried deeper in honest and safe research because a certain idea is hot the topic for now.
Works Cited
Bodhi, Bhikkhu. “What Does Mindfulness Really Mean? A Canonical Perspective.” Contemporary Buddhism, vol. 12, no. 1, 2011, pp. 19–39. Taylor & Francis Online, https://doi.org/10.1080/14639947.2011.564813.
Felver, Joshua C., et al. “Mindfulness in School Psychology: Applications for Intervention and Professional Practice.” Psychology in the Schools, vol. 53, no. 5, 2016, pp. 457–472. Wiley Online Library, https://doi.org/10.1002/pits.21926.
Germer, Christopher K. The Mindful Path to Self-Compassion: Freeing Yourself from Destructive Thoughts and Emotions. Guilford Press, 2009.
Good, David J. et al. “Contemplating Mindfulness at Work: An Integrative Review.” Journal of Management, vol. 42, no. 1, 2016, pp. 114-142. SAGE Journals, https://doi.org/10.1177/0149206315617003.
Kabat-Zinn, Jon. Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion, 1994.
Keng, Shian-Ling, et al. “Effects of Mindfulness on Psychological Health: A Review of Empirical Studies.” Clinical Psychology Review, vol. 31, no. 6, 2011, pp. 1041–1056. ScienceDirect, https://doi.org/10.1016/j.cpr.2011.04.006.
Teasdale, John D., et al. “Prevention of Relapse/Recurrence in Major Depression by Mindfulness-Based Cognitive Therapy.” Journal of Consulting and Clinical Psychology, vol. 68, no. 4, 2000, pp. 615–623. APA PsycNet, https://doi.org/10.1037/0022-006X.68.4.615.
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