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- W589025806 abstract "Mindftilness based cognitive therapy (MBCT) is a group psycho-educational treatmentdesigned to reduce the risk of recurrent depression by integrating mindfulness basedmeditation practices with cognitive therapy techniques. Existing studies have focusedon the effectiveness or acceptability of MBCT as an intervention, yet have failed todiscretely examine the experience of meditative homework assignments. Given theprominence of this aspect of the MBCT programme, the aim of the present study was toexplore subjective accounts of the meaning of carrying out meditative homeworkassignments in the context of a MBCT programme within the National Health Service.The research questions focused on the impact of meditative homework on thoughtprocesses as well as an exploration of barriers and facilitating factors from aparticipant's perspective.Individual in-depth interviews were conducted with six adult participants, all of whomhad completed an eight-week MBCT programme. The Interpretive PhenomenologicalAnalysis methodology was adopted to analyse interview transcripts. Data analysisbegan with a detailed examination of one case until a thorough analysis was completedafter which subsequent cases were analysed. Finally a cross case analysis was carriedout where individual themes were interrogated for similarities and differences (Smith, etal., 2009).Two master themes emerged from the analysis: 'The relationship of meditativehomework to metacognitive experience' and 'motivating and discouraging factors forengagement in meditative practice'. Participants' accounts of completing the meditativehomework component of the MBCT programme revealed a transformation inmetacognitive processes as a result of undertaking meditative homework. Participants'experiences of metacognitive processes are examined in the context of existing psychological theories of metacognition, including the ICS (Teasdale, 1999a, 1999b)and the S-REF (Wells, 2000). A model for the perceived facilitating factors anddifficulties experienced in carrying out meditative homework is constructed based onthe Integrated Theoretical Foundations Model for CBT homework assignment(Kazantzis et al., 2005). This model explores participants' motivation in three stages ofthe homework process: during assignment of the homework task; in completing theplanned task; and in carrying out a review of the task. The theoretical and clinicalimplications of the present study are discussed in relation to psychological literature,homework assignment and the practise of MBCT." @default.
- W589025806 created "2016-06-24" @default.
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- W589025806 date "2011-10-01" @default.
- W589025806 modified "2023-09-27" @default.
- W589025806 title "Understanding the impact of meditative homework on thought processes in the context of Mindfulness Based Cognitive Therapy (MBCT)" @default.
- W589025806 hasPublicationYear "2011" @default.
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