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Evaluating the relationship between mindfulness and response to a single session repetitive negative thinking intervention
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St. Denis, Molly. Evaluating the relationship between mindfulness and response to a single session repetitive negative thinking intervention. Retrieved from https://doi.org/doi:10.7282/t3-wte4-wk71

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TitleEvaluating the relationship between mindfulness and response to a single session repetitive negative thinking intervention
NameSt. Denis, Molly (author); Rizvi, Shireen (chair); Quinn, Andrea (member); Riley, Kristen E (member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2022
Other Date2021-08 (degree)
SubjectClinical psychology, Psychology, FFMQ, Intervention, Mindfulness, Repetitive negative thinking, Rumination, Worry
Extent51 pages : illustrations
DescriptionRepetitive negative thinking (RNT) is a transdiagnostic construct defined as cognitive perseveration on negative themes (e.g., worry and rumination), and has been implicated in the etiology and maintenance of various psychological disorders. Studies have shown that reductions in RNT may mediate the initial and sustained reductions in symptoms of anxiety and depression, among other disorders. Mindfulness-based interventions have been shown to effectively reduce RNT, however many existing treatments are time-consuming and resource-intensive. Thus, brief, mindfulness skills video interventions that target the transdiagnostic elements of RNT are a promising new area of exploration. Since research is limited regarding factors that predict response to such interventions, the current study explored the effect of baseline mindfulness skills on participants’ response to a single session, mindfulness video intervention. Data from 76 adult community members high in RNT were collected to measure RNT levels and mindfulness skills prior to watching a one-session mindfulness skills training video, as well as RNT levels five days after watching the video. Results indicated that several facets of mindfulness were negatively correlated with pre-intervention RNT levels. However, only one facet related to taking a non-evaluative stance toward internal thoughts and feelings moderated participants’ response to the intervention; those with lower non-judgmental awareness skills had a significantly greater decrease in PTQ scores following the intervention than those who scored higher on non-judgmental awareness. Results have implications for predicting response to easily accessible mindfulness-based interventions that address the shared, transdiagnostic elements of RNT, which will allow for more targeted treatment recommendations.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-wte4-wk71
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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