According to Jon Kabat-Zinn the practice of<unk>  may be beneficial to many people in Western society who might be unwilling to adopt Buddhist traditions or vocabulary. Western researchers and clinicians who have introduced<unk>  practice into mental health treatment programs usually teach these skills independently of the religious and cultural traditions of their origins. Programs based on MBSR and similar models have been widely adopted in schools, prisons, hospitals, veterans centers, and other environments. Therapy programs<unk> -based stress reduction<unk> -based stress reduction (MBSR) is a<unk> -based program developed by Jon Kabat-Zinn at the University of Massachusetts Medical Center, which uses a combination of<unk>  meditation, body awareness, and yoga to help people become more mindful. While MBSR has its roots in spiritual teachings, the program itself is secular.<unk> -based cognitive therapy<unk> -based cognitive therapy (MBCT) is a psychological therapy designed to aid in preventing the relapse of depression, specifically in individuals with Major depressive disorder (MDD). It uses traditional cognitive behavioral therapy (CBT) methods and adds in newer psychological strategies such as<unk>  and<unk>  meditation. Cognitive methods can include educating the participant about depression.<unk>  and<unk>  meditation focus on becoming aware of all incoming thoughts and feelings and accepting them, but not attaching or reacting to them. Like CBT, MBCT functions on the theory that when individuals who have historically had depression become distressed, they return to automatic cognitive processes that can trigger a depressive episode. The goal of MBCT is to interrupt these automatic processes and teach the participants to focus less on reacting to incoming stimuli, and instead accepting and observing them without judgment. This<unk>  practice allows the participant to notice when automatic processes are occurring and to alter their reaction to be more of a reflection. Research supports the effects of MBCT in people who have been depressed three or more times and demonstrates reduced relapse rates by 50%.<unk> -based pain management<unk> -based pain management (MBPM) is a<unk> -based intervention (MBI) providing specific applications for people living with chronic pain and illness. Adapting the core concepts and practices of<unk> -based stress reduction (MBSR) and<unk> -based cognitive therapy (MBCT), MBPM includes a distinctive emphasis on the practice of 'loving-kindness', and has been seen as sensitive to concerns about removing<unk>  teaching from its original ethical framework. It was developed by Vidyamala Burch and is delivered through the programs of Breathworks. It has been subject to a range of clinical studies demonstrating its effectiveness. Acceptance and commitment therapy Acceptance and commitment therapy or (ACT) (typically pronounced as the word "act") is a form of clinical behavior analysis (CBA) used in psychotherapy. It is a psychological intervention that uses acceptance and<unk>  strategies mixed in different ways with commitment and behavior-change strategies, to increase psychological flexibility. The approach was originally called comprehensive distancing. It was developed in the late 1980s by Steven C. Hayes, Kelly G. Wilson, and Kirk Strosahl. Dialectical behavior therapy<unk>  is a "core" exercise used in dialectical behavior therapy (DBT), a psychosocial treatment Marsha M. Linehan developed for treating people with borderline personality disorder. DBT is dialectic, explains Linehan, in the sense of "the reconciliation of opposites in a continual process of synthesis." As a practitioner of Buddhist meditation techniques, Linehan says: Mode deactivation therapy Mode deactivation therapy (MDT) is a treatment methodology that is derived from the principles of cognitive-behavioral therapy and incorporates elements of Acceptance and commitment therapy, Dialectical behavior therapy, and<unk>  techniques.<unk>  techniques such as simple breathing exercises are applied to assist the client in awareness and non-judgmental acceptance of unpleasant and distressing thoughts and feelings as they occur in the present moment. Mode Deactivation Therapy was developed and is established as an effective treatment for adolescents with problem behaviors and complex trauma-related psychological problems, according to recent publications by Jack A. Apsche and Joan Swart. Other programs Since 2006, research supports promising<unk> -based therapies for a number of medical and psychiatric conditions, notably chronic pain (McCracken et al. 2007), stress (Grossman et al. 2004), anxiety and depression (Hofmann et al. 2010), substance abuse (Melemis 2008:141-157), and recurrent suicidal behavior (Williams et al. 2006). Bell (2009) gives a brief overview of mindful approaches to therapy, particularly family therapy, starting with a discussion of mysticism and emphasizing the value of a mindful therapist. ;Morita therapy The Japanese psychiatrist Shoma Morita, who trained in Zen meditation, developed Morita therapy upon principles of<unk>  and non-attachment. ;Adaptation Practice The British doctor Clive Sherlock developed Adaptation Practice in 1977. Adaptation Practice is a structured program of self-discipline. ;Hakomi therapy Hakomi therapy, under development by Ron Kurtz and others, is a somatic psychology based upon Asian philosophical precepts of<unk>  and nonviolence. ;IFS Internal Family Systems Model (IFS), developed by Richard C. Schwartz, emphasizes the importance of both therapist and client engaging in therapy from the Self, which is the IFS term for one's "spiritual center". The Self is curious about whatever arises in one's present experience and open and accepting toward all manifestations.<unk>  relaxation<unk>  relaxation uses breathing methods, guided imagery, and other practices to relax the body and mind and help reduce stress. Schools In 2012 Congressman Tim Ryan of Ohio published A Mindful Nation, and received a $1 million federal grant to teach<unk>  in schools in his home district. Mindful Kids Miami is a tax-exempt, 501 (c)(3), non-profit corporation established in 2011 dedicated to making age-appropriate<unk>  training available to school children in Miami-Dade County public and private schools. This is primarily accomplished by training educators and other childcare providers to incorporate<unk>  practices in the children's daily activities. In 2000, The Inner Kids Program, a<unk> -based program developed for children, was introduced into public and private school curricula in the greater Los Angeles area. MindUP, a classroom-based program spearheaded by Goldie Hawn's Hawn Foundation, teaches students to self-regulate behavior and mindfully engage in focused concentration required for academic success. For the last decade, MindUP has trained teachers in over 1,000 schools in cities from Arizona to Washington. The Holistic Life Foundation, a non-profit organization that created an in-school<unk>  program called Mindful Moment, is currently serving almost 350 students daily at Robert W. Coleman Elementary School and approximately 1300 students at Patterson Park High School in Baltimore, Maryland. At Patterson High School, the Mindful Moment program engages the school's faculty along with the students during a 15-minute<unk>  practice at the beginning and end of each school day. Mindful Life Project, a non-profit 501(c)3 based out of Richmond, California, teaches<unk>  to elementary school students in underserved schools in the South Richmond school district. Utilizing curriculum, "Rise-Up" is a regular school day intervention program serving 430 students weekly, while "Mindful Community" is currently implemented at six South Richmond partner schools. These in-school<unk>  programs have been endorsed by Richmond Mayor Gayle McLaughlin, who has recommended additional funding to expand the program in order to serve all Richmond youth. Education<unk>  practices are becoming more common within educational institutions including Elementary and Secondary schools. This has been referred to as part of a 'contemplative turn' in education that has emerged since the turn of the millennium. The applications of<unk>  in schools are aimed at calming and relaxation of students as well as for students and educators to build compassion and empathy for others. An additional benefit to<unk>  in education is for the practice to reduce anxiety and stress in students. Based on a broad meta-analytical review, scholars argued that the application of<unk>  practice enhances the goals of education in the 21st century, which include adapting to a rapidly changing world and being a caring and committed citizen. Within educational systems, the application of<unk>  practices shows an improvement of students' attention and focus, emotional regulation, creativity, and problem solving skills. As discussed by Ergas and Todd, the development of this field since the turn of the millennium has brought diverse possibilities as well as complexities, given the origins of<unk>  within Buddhism and the processes of its secularization and measurement based on science. Renshaw and Cook state, "As scientific interest in the utility of<unk> -Based Intervention (MBI) in schools grew steadily, popular interest in<unk>  in schools seemed to grow exponentially". Despite research on<unk>  being comparatively unexamined, especially with young students, the practice has seen a spike in use within the educational arena. "A relatively recent addition to discourse around preventing school expulsion and failure,<unk>  is gaining popularity for its potential to improve students' social, emotional, behavioral, and learning-related cognitive control, thereby improving academic outcomes". Researchers and educators are interested in how<unk>  can provide optimal conditions for a students' personal development and academic success. Current research on<unk>  in education is limited but can provide insight into the potential benefits for students, and areas of improvement for future studies.<unk>  in the classroom is being touted as a promising new intervention tool for young students. According to Choudhury and Moses, "Although still marginal and in some cases controversial, secular programs of
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Perseveration
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