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Doing no harm in mindfulness-based programs: Conceptual issues and empirical findings


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The benefits of empirically supported mindfulness-based programs (MBPs) are well documented, but the potential for harm has not been comprehensively studied. The available literature, although too small for a systematic review, suggests that the question of harm in MBPs needs careful attention. We argue that greater conceptual clarity will facilitate more systematic research and enable interpretation of existing findings. After summarizing how mindfulness, mindfulness practices, and MBPs are defined in the evidence-based context, we examine how harm is understood and studied in related approaches to physical or psychological health and wellbeing, including psychotherapy, pharmacotherapy, and physical exercise. We also review research on harmful effects of meditation in contemplative traditions. These bodies of literature provide helpful parallels for understanding potential harm in MBPs and suggest three interrelated types of factors that may contribute to harm and require further study: program-related factors, participant-related factors, and clinician- or teacher-related factors. We discuss conceptual issues and empirical findings related to these factors and end with recommendations for future research and for protecting participants in MBPs from harm.
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Clinical Psychology Review
journal homepage:
Doing no harm in mindfulness-based programs: Conceptual issues and
empirical findings
Ruth Baer
, Catherine Crane
, Edward Miller
, Willem Kuyken
University of Kentucky, USA
University of Oxford, UK
Potential harmful outcomes of mindfulness-based programs are under-researched.
Harm occurs in psychotherapy, pharmacotherapy, physical exercise, and meditation.
Potential harm may be related to participant, program, and instructor factors.
Mindfulness practice can be unpleasant and challenging without causing harm.
Understanding of harm in mindfulness programs requires monitoring individual data.
Mindfulness-based programs
Adverse outcomes
The benefits of empirically supported mindfulness-based programs (MBPs) are well documented, but the po-
tential for harm has not been comprehensively studied. The available literature, although too small for a sys-
tematic review, suggests that the question of harm in MBPs needs careful attention. We argue that greater
conceptual clarity will facilitate more systematic research and enable interpretation of existing findings. After
summarizing how mindfulness, mindfulness practices, and MBPs are defined in the evidence-based context, we
examine how harm is understood and studied in related approaches to physical or psychological health and
wellbeing, including psychotherapy, pharmacotherapy, and physical exercise. We also review research on
harmful effects of meditation in contemplative traditions. These bodies of literature provide helpful parallels for
understanding potential harm in MBPs and suggest three interrelated types of factors that may contribute to
harm and require further study: program-related factors, participant-related factors, and clinician- or teacher-
related factors. We discuss conceptual issues and empirical findings related to these factors and end with re-
commendations for future research and for protecting participants in MBPs from harm.
1. Introduction
Empirically supported mindfulness-based programs (MBPs) such as
mindfulness-based stress reduction (MBSR; Kabat-Zinn, 1990) and
mindfulness-based cognitive therapy (MBCT; Segal, Williams, &
Teasdale, 2013) are widely used in healthcare, educational, and
workplace settings. Meta-analytic reviews have found MBSR, MBCT,
and closely related programs to have beneficial effects on a range of
outcomes (Gotink et al., 2015). These include psychological disorders,
stress, and coping with illness and pain (Khoury et al., 2013); positive
moods and compassion for self and others (Khoury, Sharma, Rush, &
Fournier, 2015); and some forms of attention and memory (Chiesa,
Calati, & Serretti, 2011). Measurable effects on neural structures and
systems have been documented (Tang, Hölzel, & Posner, 2015) and
effects on blood pressure and immune function have been seen in some
populations (Carlson, Speca, Faris, & Patel, 2007;Nyklíček,
Mommersteeg, Van Beugen, Ramakers, & Van Boxtel, 2013). Compar-
isons with other interventions suggest that MBPs produce better out-
comes than psychoeducation and support groups and comparable out-
comes to cognitive-behavioral therapy and maintenance antidepressant
medication (Goldberg et al., 2018;Kuyken et al., 2016).
Although the benefits of MBPs are well supported, less attention has
been paid to potential harm. The study of harm in MBPs is essential for
several reasons. First, any intervention powerful enough to have sub-
stantial benefits might also cause harm (Dimidjian & Hollon, 2010). In
health-related professions, prevention of harm is the primary ethical
Received 23 March 2018; Received in revised form 8 December 2018; Accepted 4 January 2019
Corresponding author at: Department of Psychology, University of Kentucky, USA.
E-mail address: (R. Baer).
Clinical Psychology Review 71 (2019) 101–114
Available online 07 January 2019
0272-7358/ © 2019 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license
duty and requires knowledge of harms that might occur and how to
mitigate them. Second, psychotherapy researchers have long re-
cognized that the study of harmful outcomes can lead to improved
treatment methods (Dimidjian & Hollon, 2011;Mohr, 1995); the same
is likely true for MBPs. Third, meditation as practiced in Buddhist tra-
ditions (e.g., Vipassana, Zen), can elicit challenging and difficult ex-
periences, some of which can be serious and long lasting (Lindahl,
Fisher, Cooper, Rosen, & Britton, 2017). It is therefore essential to ask
whether similar effects might arise in evidence-based MBPs. Finally,
popular media articles about “mindfulness” (often not clearly defined)
sometimes suggest that it can be harmful (Foster, 2016). The scientific
literature does not yet provide sufficient understanding of harm in
MBPs to inform evidence-based perspectives on such articles. Thus,
both the research literature and the public interest seem to require more
systematic study of the potential for harm in MBPs.
In this paper, we discuss conceptual and empirical work from the
scientific literature on mindfulness and related topics that bears on how
to understand and investigate the harm that might arise for participants
in evidence-based MBPs. Although too small for a systematic review,
the literature suggests that the question of harm in MBPs needs careful
attention, including greater conceptual clarity to facilitate more sys-
tematic research and interpretation of extant findings. After summar-
izing how mindfulness, mindfulness practices, and MBPs are defined in
the evidence-based context, we examine how harm is understood and
studied in related approaches to health and wellbeing, including psy-
chotherapy, pharmacotherapy, and physical exercise. We also review
research on harmful effects of meditation in contemplative traditions.
These diverse bodies of literature provide helpful parallels for under-
standing potential harm in MBPs and suggest three types of factors that
may contribute to harm: program-related factors, participant-related
factors, and clinician- or teacher-related factors. We discuss empirical
findings and conceptual issues related to these factors and end with
recommendations for future research and for protecting participants in
MBPs from harm.
2. Defining mindfulness, mindfulness practices, and MBPs in the
evidence-based context
Evidence-based MBPs include ideas and practices adapted from
Buddhist traditions. Although discussion continues about the relation-
ship between the secular and the religious in MBPs (Brown, 2016;
Compson, 2017), most are transparent about the Buddhist roots of
mindfulness while aiming to be suitable for mainstream settings, ac-
cessible to diverse participants, and researchable within scientific dis-
ciplines related to health and wellbeing (Crane et al., 2017). To serve
these aims, central ideas and practices in MBPs are conceptualized
using contemporary scientific and discipline-specific language (Baer,
2.1. Mindfulness
In the scientific literature, mindfulness is usually defined as a form
of present-moment attention and awareness that includes two elements:
the attention itself and the qualities of the attention (sometimes de-
scribed as the what and the how of mindfulness). Examples shown in
Table 1 indicate that mindfulness is understood to be open, nonjudg-
mental, friendly, curious, accepting, compassionate, and kind. Mind-
fulness can be further conceptualized as a state in which these qualities
of awareness are present, as a dispositional or trait-like general ten-
dency to pay attention in these ways, and as a set of skills that develop
with practice (Brown, 2016;Linehan, 1993). In all three of these forms,
mindfulness has been shown to be correlated negatively with mala-
daptive psychological processes and positively with health and well-
being (Levin, Hildebrandt, Lillis, & Hayes, 2012;Khoury et al., 2013;
Quaglia et al., 2016).
2.2. Mindfulness practices
In evidence-based MBPs, mindfulness practices are exercises that
cultivate the what and how elements of mindfulness. In most practices,
participants are invited to focus their attention on present-moment
phenomena, to notice when the mind wanders and return to the in-
tended focus, and to bring an attitude of friendly curiosity and non-
judgmental acceptance to whatever is observed. In informal practices,
these skills are applied to routine activities such as eating, walking and
washing dishes. In formal practices, time is devoted solely to cultivating
these skills. Some formal practices, such as sitting meditation, have
roots in Buddhist traditions but are adapted for mainstream settings.
Other practices were developed for more specific contemporary pur-
poses. For example, in mindfulness-based childbirth and parenting
(MBCP; Veringa et al., 2016), participants hold ice cubes for 60 s (the
average length of a contraction) while attending mindfully to their
breath and the sensations in their hands. This practice is intended to
reduce the fear and stress associated with childbirth by teaching a new
way of being present with sensations of pain.
2.3. Mindfulness-based programs
MBPs integrate theories and practices from contemplative traditions
with the scientific disciplines of psychology, medicine, and education
(Crane et al., 2017). They are based on a model of human experience
that places ways of relating and responding to distress (rather than the
distress itself) at the core of many problems and disorders. Through
intensive training in formal and informal mindfulness practices and
related exercises, MBPs teach a new relationship with present-moment
experience based on approach (rather than avoidance), compassion,
and decentering. The learning process is highly experiential. Mind-
fulness practices are followed by an interactive process known as in-
quiry that helps participants learn to identify their thoughts, emotions,
and sensations, recognize habitual patterns of reacting to them, and
respond with greater awareness and flexibility. Intended outcomes in-
clude attentional, emotional, and behavioral self-regulation as well as
equanimity, compassion, and wisdom.
The first MBP to appear in the research literature was MBSR (Kabat-
Zinn, 1982), an 8-week group program for adults with stress, pain, and
health concerns. According to Kabat-Zinn (2011), one intention of
MBSR was to recontextualize mindfulness within science, medicine, and
healthcare “so that it would be maximally useful to people who could
not hear it or enter into it through the more traditional dharma gates”
(p. 288). MBSR is a skills training and psychoeducational program that
uses formal and informal mindfulness practices suitable for con-
temporary non-Buddhist settings.
In defining the essential features of MBPs, Crane et al. (2017) in-
clude programs derived from or inspired by MBSR, such as MBCT,
MBCP, mindfulness-based relapse prevention (Bowen et al., 2009),
mindfulness-based eating awareness training (Kristeller, Wolever, &
Sheets, 2014), and others, but not programs such as dialectical behavior
therapy (DBT; Linehan, 2015) and acceptance and commitment therapy
(ACT; Hayes, Strosahl, & Wilson, 2012). DBT and ACT integrate
mindfulness exercises with a variety of other therapeutic strategies,
place less emphasis on formal meditation, and are generally identified
as forms of psychotherapy, whereas MBPs are often described as edu-
cational and skills training programs. For these reasons, this paper
addresses the MBSR-inspired family of MBPs but not DBT, ACT, or other
psychotherapies with mindfulness elements.
3. The study of harm in related fields
Little is known about the potential for harmful outcomes in MBPs. In
contrast, other approaches to health and wellbeing, including psy-
chotherapy, pharmacotherapy, and physical exercise, have examined
the issue in more detail. In the following sections, we summarize
R. Baer et al. Clinical Psychology Review 71 (2019) 101–114
research on harm in these fields and draw parallels that may be helpful
in understanding how the risk of harm from MBPs can be con-
ceptualized and studied. We also summarize recent work on the po-
tential for harm from meditation in contemplative traditions and con-
sider its applicability to the question of harm in MBPs.
3.1. Psychological treatment
Duggan, Parry, McMurran, Davidson, and Dennis (2014) define
harm as “a sustained deterioration that is caused directly by the psy-
chological intervention” (p. 2). Dimidjian and Hollon (2010) state that
harmful psychological treatments are damaging and injurious and cause
worse outcomes than would have occurred without treatment. The
potential for psychotherapy to cause harm has been recognized for
many years (Bergin, 1966). Large scale studies and reviews have con-
sistently concluded that between 3% and 10% of psychotherapy clients
get worse with treatment (Lambert, 2013;Mohr, 1995;Strupp, Hadley,
& Gomez-Schwartz, 1977). For example, in a sample of over 6000
psychotherapy clients in the US, Hansen, Lambert, and Forman (2002)
found that 8.2% showed reliable deterioration on a well-validated
outcome questionnaire. Crawford et al. (2016) surveyed over 75,000
recipients of psychological treatment through the National Health
Service in England and Wales and found that, of the 14,587 who re-
turned the survey, 763 (5.23%) agreed (slightly or strongly) that they
had experienced “lasting bad effects from the treatment.”
Harm in psychotherapy can take many forms. The target problem
may get worse or a new problem may arise while the target problem
improves or remains unchanged (Dimidjian & Hollon, 2010). Linden
(2013) proposed definitions for several unwanted outcomes of psy-
chotherapy including adverse reactions (unwanted events caused by the
treatment), side effects (unwanted events caused by an effective treat-
ment), malpractice effects (unwanted events caused by inappropriate
treatment), and contra-indications (serious side effects rendering a
treatment inappropriate for some people). Linden and Schermuly-
Haupt (2014) further noted that unwanted events can be mild (no
consequences), moderate (distressing), severe (in need of counter-
measures), very severe (lasting negative consequences), or extremely
severe (hospitalization required or life threatening). Mild-to-moderate
events should be understood and avoided when possible but do not
appear to meet definitions of harm, whereas events higher in the scale
are clearly harmful.
When deterioration over a course of therapy is observed, its causes
may not be clear. In some cases, the deterioration might not be attri-
butable to the treatment, which may be inert or may slow but not re-
verse an ongoing worsening of symptoms. Even so, Lambert (2013)
noted that when deterioration is monitored in controlled studies, it is
often worse in treatment groups than in no-treatment controls, sug-
gesting that aspects of treatment may be responsible. Empirical work on
harm in psychotherapy has examined three types of variables that are
correlated with negative outcomes: client, therapist, and treatment
Client variables related to negative outcomes include severity of
symptoms, poor interpersonal skills (Mohr, 1995), diagnostic co-
morbidity, severe stressors (Dimidjian & Hollon, 2011), and demo-
graphic variables. Crawford et al. (2016) found that clients older than
65 years were less likely to report negative effects whereas sexual and
ethnic minorities were more likely to report them. Therapist variables
include lack of skill in conducting an effective therapy (Lilienfeld,
2007), lack of empathy, underestimating the severity of the client's
problems, and poor communication about the process and content of
therapy (Crawford et al., 2016;Mohr, 1995). Treatments themselves
can also be harmful. Lilienfeld (2007) identified therapies shown in
randomized trials to produce worse outcomes than comparison groups.
For example, critical incident stress debriefing can worsen symptoms of
post-traumatic stress (Litz, Gray, Bryant, & Adler, 2002), perhaps by
interfering with natural processes of recovery. Boot-camp approaches to
conduct problems in adolescents may cause increases in criminal be-
haviour (Weiss, Wilson, & Whitemarsh, 2005.
3.2. Pharmacotherapy
Adverse drug reactions (ADRs) are defined as appreciably harmful
or unpleasant reactions to medications (Aronson & Ferner, 2005) re-
sulting from error, misuse, and off-label use, as well as authorised use in
normal doses (Coleman & Pontefract, 2016). ADRs are occasionally
fatal and often uncomfortable, costly, and damaging to the patient-
prescriber relationship. Incidence of ADRs has been estimated at 5–10%
of hospitalized patients (Lazarou, Pomeranz, & Corey, 1998). The three
types of variables related to harm in psychotherapy are also recognized
in pharmacotherapy. Patient factors and drug factors are often dis-
cussed in terms of pharmacokinetics and pharmacodynamics, or “what
the body does to the drug” and “what the drug does to the body”
(Meibohm & Derendorf, 1997, p. 401). Pharmacokinetics includes how
the body absorbs, distributes, metabolizes, and excretes the drug;
pharmacodynamics, are the biochemical and physiological effects of the
drug on the body. Drug effects, therefore, are mediated by a complex
interaction of drug factors and patient factors, including dosage and
frequency of administration, the patient's genetic profile, the presence
of other drugs in the body, and tolerance to the drug.
Clinician factors are also important. Clinicians must identify pa-
tients who are likely to be susceptible to ADRs, modify the treatment
choice accordingly, and include in the treatment plan strategies for
mitigating ADRs that arise (Coleman & Pontefract, 2016). They must
explain the risks and benefits of taking or not taking the drug and al-
ternative options. For patients who choose to take the drug, failure to
take it correctly can cause harm. Bosworth et al. (2011) noted that
thousands of deaths and hospitalizations each year are attributable to
medication nonadherence. A large literature suggests that clinicians can
reduce the risk of harm from nonadherence through information, ad-
vice, and counselling that increase patients' ability and willingness to
take medication as prescribed (Schulz, 2007).
Table 1
Contemporary psychological descriptions of mindfulness: what and how.
Author What How
Kabat-Zinn, 1994, 2003 Paying attention, or the awareness that arises
through paying attention
on purpose, in the present moment, and nonjudgmentally; with an affectionate,
compassionate quality, a sense of openhearted, friendly presence and interest
Marlatt & Kristeller, 1999 Bringing one's complete attention to present
on a moment-to-moment basis, with an attitude of acceptance and loving-kindness
Bishop et al., 2004 Self-regulation of attention so that it is
maintained on the immediate experience
with an orientation characterized by curiosity, openness, and acceptance
Germer, Siegel, & Fulton,
Awareness of present experience with acceptance: an extension of nonjudgment that adds a measure of kindness or
Linehan, 2015 The act of focusing the mind in the present
without judgment or attachment, with openness to the fluidity of each moment
R. Baer et al. Clinical Psychology Review 71 (2019) 101–114
3.3. Physical exercise
Mindfulness is sometimes compared to physical exercise, with
analogies to training the attention through mindfulness exercises “ra-
ther in the same way that we go to a gym to train muscles” (Segal et al.,
2013, p. 97). The benefits and harms of physical exercise are well re-
searched. The American College of Sports Medicine (Garber et al.,
2011) notes that the benefits far outweigh the risks in most adults and
include reduced mortality from many causes, prevention of chronic
medical conditions, reductions in anxiety and mood disorders, and
improved wellbeing and quality of life (Warburton, Taunton, Bredin, &
Isserow, 2016). The most common risks are musculoskeletal, including
strains, sprains, tears, inflammation, and fractures. More serious risks
are cardiovascular, including arrhythmias, heart attacks, and sudden
cardiac arrest. Conn, Annest, and Gilchrist (2003) reported that 2.59%
of Americans annually receive medical attention for a sports or re-
creation-related injury. The risk of a cardiovascular event linked to
aerobic exercise varies with fitness level and falls between 1 in 500,000
and 1 in 2,600,000 h of exercise (Franklin & Billecke, 2012).
As in psychotherapy, risks of physical exercise are often discussed in
terms of participant, program, and instructor factors. Participant factors
include age, health status, physical activity, and fitness. Program fac-
tors include intensity of the exercise, tailoring to individual partici-
pants, screening procedures, and education about risks. Instructor fac-
tors include knowledge of the physiology of exercise, competence in
screening participants, adapting programs to individuals, and en-
couraging adherence (Garber et al., 2011). These factors interact in
interesting ways to influence risk/benefit ratios. For example, the dose-
response relationship between exercise and health status is not linear.
For inactive people, small increases in exercise lead to substantial
health benefits (Lollgen, Bockenhoff, & Knapp, 2009). In contrast, ex-
tremely active people may experience diminishing returns for health
benefits as well as cardiovascular damage (Patil et al., 2012).
Warburton et al. (2016) note that people engaged in intensive training
for “ultra-endurance events” are at increased risk for cardiovascular
disease and “should be cautioned about the perils involved” (p. 216).
3.4. Meditation in contemplative traditions
Case reports of one or a few individuals describe severe symptoms
induced by meditation, including psychosis (Kuijpers, Van der Heijden,
Tuinier, & Verhoeven, 2007), negative affect (French, Schmid, &
Ingalls, 1975), mania (Yorston, 2001), depersonalization and dereali-
zation (Castillo, 1990), and traumatic memories (Miller, 1993). Such
outcomes have been associated with several types of meditation
(transcendental, Zen, mindfulness) and often occurred in the context of
intensive retreats (Lustyk, Chawla, Nolan, & Marlatt, 2009). Most of
these early studies did not address the prevalence of harmful outcomes
in meditating samples or account for pre-existing psychological diffi-
culties. None involved evidence-based MBPs.
Larger studies reporting percentages of meditating samples with
negative experiences are summarized in Table 2.Otis (1984) found that
4.5% - 13.5% of transcendental meditation practitioners (N= 574)
reported increases in anxiety, depression, confusion, and other symp-
toms. The more experienced meditators reported more symptoms, but
also more psychological problems prior to taking up meditation. In
long-term Vipassana practitioners (N= 27), Shapiro (1992) found that
while most reported more positive than negative effects, 63% reported
at least one challenging experience such as confusion, alienation, or
negative emotion. Some described these experiences as learning op-
portunities rather than problems; however, two (7%) reported severe
effects (disorientation and depression) that caused them to stop medi-
tating. In an internet survey of 342 meditation practitioners (Cebolla,
Demarzo, Martins, Soler, & Garcia-Campayo, 2017), 25.4% reported
unwanted effects (UEs) including negative emotions, pain, depersona-
lization, and other symptoms. Many of these symptoms were described
as transitory, although missing data were extensive. In 1.1% of the
sample, UEs caused the person to stop meditating; 5.7% sought help
from a medical professional or therapist. Positive outcomes were not
More detailed accounts are provided by Lomas, Cartwright,
Edginton, and Ridge (2015), who interviewed 30 male Buddhist med-
itators about the impact of meditation on their wellbeing. All were
regular practitioners of various types of meditation for durations ran-
ging from less than five to > 20 years. Three were receiving mental
health treatment at the time of the interview; 11 had done so in the
past. All described meditation as a valuable activity and conducive to
wellbeing. However, reports of substantial difficulties accounted for
about one quarter of the interview data and these reports became the
subject of the paper.
For example, most participants reported that meditation brought up
troubling thoughts and feelings that were hard to manage. Many stated
that depression, anxiety, and low self-esteem were exacerbated by
meditation. Six reported serious threats to their sense of reality; for
example, they felt unreal, disoriented, or alienated. The authors note
that “these episodes did not occur in relation to more conventional
practices like mindfulness or loving-kindness meditation” but arose
when “attempting advanced meditation practices while still being a
relative beginner” and doing so “without the guidance of an experi-
enced teacher and/or a supportive sangha” (p. 855). The most severe
difficulties were psychotic symptoms. One participant felt close to
psychosis when trying to resume normal life following a week of in-
tensive practice in isolation. Two others were hospitalized for psychotic
episodes; one of them, who was also suicidal, attributed this to medi-
tation. Five of the six who reported threats to their sense of reality
reported no mental health problems before starting meditation and four
attributed these experiences directly to the meditation practice. Despite
the difficulties, many of the participants said that they eventually
learned skills for managing them and came to see such experiences as
important to their wellbeing and psychological development. The au-
thors concluded that meditation can have substantial positive and ne-
gative effects.
Overall, the studies in Table 2 suggest that unpleasant and difficult
experiences in meditation are common. In three of the four studies,
many participants described these experiences as temporary and useful
in developing skills and insights. Quantitative data are not always
provided, making it hard to determine the prevalence of difficulties that
outweigh benefits. However, severe and harmful effects were reported,
with 1% - 7% of participants quitting meditation, seeking professional
help, or being hospitalized.
In the most detailed qualitative study to date of meditation-related
harm, Lindahl et al. (2017) interviewed 60 Western Buddhist practi-
tioners from the Zen, Theravada, and Tibetan traditions (57% male,
mean age = 49 years, all residing in North America or Europe). Parti-
cipants were eligible only if they reported difficult, challenging, dis-
tressing, or impairing experiences related to their meditation practice
that could not plausibly be attributed to pre-existing psychological or
medical conditions or other factors. Thus, this study provides no in-
formation about base rates of difficulties in meditating samples and is
not included in Table 2. Most participants were White and held uni-
versity degrees; 60% were meditation teachers. For 72%, meditation-
related difficulties began during or shortly after a retreat. For 28%, they
were associated with daily practice. None had participated in evidence-
based MBPs.
Semi-structured interviews yielded 59 categories of meditation-re-
lated effects that were clustered into seven domains: cognitive (change
in executive functioning, delusions), perceptual (hallucinations, dis-
tortions in time or space), affective (positive or negative affect), somatic
(pain, energy, sleep, movement-related), conative (motivation-related),
sense of self (self-other or self-world boundaries, sense of agency) and
social (social impairment, change in relationships). Most (73%) re-
ported moderate to severe impairment in at least one domain, 17%
R. Baer et al. Clinical Psychology Review 71 (2019) 101–114
reported suicidality, and 17% required inpatient hospitalization.
Median duration of impairment was 1–3 years, with a range of a few
days to > 10 years.
Analyses also yielded four types of factors potentially related to
difficult meditation experiences, corresponding loosely to the three
factors identified in the previous sections (participant, program, and
clinician/instructor factors). Participant factors included psychiatric,
medical, and trauma history, motivations or goals for meditating,
worldview, and personality. Health behavior factors (which can also be
seen as participant factors) included diet, sleep, exercise, and use of
medications or recreational drugs. Practice factors included the
amount, intensity, consistency, type, and stage of practice. Relationship
factors included relationships with teachers, practice community, and
others, as well as their early life relationships. Teacher factors other
than relationship with the meditator were not discussed.
A striking finding of this study was the lack of consistency among
participants in whether specific meditation effects were seen as adverse.
Many intense experiences, including affect, pain, and paranoia, were
appraised in a variety of ways. The authors note that interpretive fra-
meworks in the Buddhist traditions are diverse, with differences “across
traditions, lineages, or even teachers” in whether specific meditation-
related experiences should be seen as “progress” or “pathology” (p. 25).
Differences between Buddhist and psychological or medical perspec-
tives are also evident. Experiences that seem pathological from a clin-
ical point of view (hallucinations, paranoia) might not be viewed as
harmful if understood by the practitioner and teacher as transitory
experiences that make sense within the conceptual framework of their
meditation tradition and can be managed constructively.
Participants in this study were recruited through “outlier sampling”
(p. 7) and represent the extreme adverse end of the distribution of
meditation-related effects. This was intentional, as the purpose was to
study under-reported phenomena; however, it prevents conclusions
about the base rates of distressing or impairing effects in the overall
population of Buddhist meditation practitioners. The extent to which
findings apply to participants in MBPs is hard to determine. Although
25% of participants who reported harm were practicing less than one
hour per day using practices similar to those in MBPs and for similar
purposes (mental health-related rather than spiritual purposes), they
may not have had the psychoeducational and structural supports typical
of MBPs (Lomas et al., 2015). We discuss these supports in more detail
in a later section.
3.5. Harm in related fields: parallels for the study of evidence-based MBPs
The literature just reviewed suggests several parallels for the study
of harm in evidence-based MBPs. First, interventions with established
benefits can also cause harm. Between 3 and 10% of psychotherapy
clients get worse, 5–10% of hospitalized patients have adverse drug
reactions, a small percentage of participants in physical exercise are
injured, and an unclear percentage of meditators in contemplative
traditions experience harmful effects. MBPs include meditation and are
provided in both psychotherapeutic and wellness contexts; it therefore
seems likely some participants may experience harmful outcomes.
Second, sources of potential harm in the four fields just reviewed
can be classified into three categories that may also apply to MBPs: 1)
program, treatment, or practice factors, 2) client, patient, or participant
factors, and 3) teacher, therapist, or clinician factors. Examples (not an
exhaustive list) are shown in Table 3. Although it is useful to consider
these factors separately, in many situations they probably work to-
gether. For example, some medications are hard to take correctly
(treatment factor); e.g., those that must be taken several times daily
under specific conditions. For a patient whose circumstances make this
difficult or whose personality is low in conscientiousness (patient fac-
tors), help from the prescriber (clinician factor) with problem-solving
Table 2
Studies reporting percentages of meditating samples (none from MBIs) describing negative or unwanted effects of meditation.
1st author, year Sample Percent reporting and types of negative effects Comments
Otis, 1984 574 TM practitioners 4.5% - 13.5% reported anxiety, depression, confusion,
or other symptoms
More experienced meditators reported more negative effects
and more problems prior to taking up meditation
Shapiro, 1992 27 long-term Vipassana
63% reported negative emotion, confusion, alienation,
or other symptoms
7% reported severe effects (disorientation, depression)
that led them to stop meditating
Many described unpleasant experiences as temporary and as
learning opportunities
Over 80% reported positive outcomes (joy, confidence,
acceptance, compassion, problem solving, resilience)
Psychiatric history not addressed
Cebolla, 2017 342 practitioners of many types of
25.4% reported unwanted events (anxiety, pain, mood
symptoms, other)
1% stopped meditating
5.7% sought professional help
Many described unwanted events as transitory
Positive effects not addressed
Psychiatric history not reported
Extensive missing data
Lomas, 2015 30 male Buddhist meditators 100% described meditation as challenging (difficult,
unpleasant thoughts and emotions)
25% of the interview data involved problems with
20% reported threats to sense of reality
7% hospitalized (1 suicidal)
100% described meditation as valuable and conducive to
Many described difficulties (even severe ones) as important to
their development
Table 3
Sources of harm in related approaches to health and wellbeing.
Discipline Program/intervention factors Participant factors Teacher/clinician factors
Psychotherapy theoretically unsound, interferes with natural
psychological processes, wrong treatment for
presenting problem
symptom severity, comorbidity, poor
interpersonal functioning, severe
psychosocial stressors
lack of empathy, underestimating severity of
client's problems, lack of clarity about process or
content of therapy, other lack of competence
Pharmacotherapy dosage, frequency of administration,
genetic profile, other drugs in body,
pharmacokinetics, nonadherence
lack of knowledge of drug effects, lack of skills for
encouraging adherence
Physical exercise not tailored for individual, too intense, lack of
screening or education about risks
age, health status, fitness level, physical
lack of general competence, lack of skills for
encouraging adherence
Meditation in contemplative
amount, intensity, consistency of practice;
type or stage of practice
psychiatric, medical, or trauma history;
goals for practice, personality, health
habits, relationships
relationship with practitioner
R. Baer et al. Clinical Psychology Review 71 (2019) 101–114
or finding a different medication may be necessary. An example from
psychotherapy is relaxation-induced anxiety (Ferguson & Sgambati,
2008), which may be related to fear of losing control (participant
factor) and can be addressed by trying a different form of relaxation
(program factor) or providing enhanced explanation and guidance
(therapist factor). In both of these examples, skillful reduction of the
likelihood of harm integrates participant, program, and clinician fac-
tors. The same is likely true of MBPs.
The dose-response relationship and adherence to recommendations,
which have been studied in pharmacotherapy, physical exercise, and
psychotherapy, may also be important in evidence-based MBPs.
Whether higher doses of meditation can be harmful, within the range
recommended by MBPs, is unknown. Whether lack of adherence in
MBPs can cause harm (rather than unhelpfulness) through under- or
overdosing is also unknown. Clinician or instructor factors, such as
educating participants about rationales, risks, and benefits, and tai-
loring programs for individual needs, may also be important in pre-
venting harm in MBPs.
Finally, it seems clear that many approaches to health and wellbeing
can be stressful and challenging. Effective medications can have un-
pleasant side effects. Physical exercise can cause soreness and fatigue.
Difficult experiences in meditation are sometimes seen as learning op-
portunities or indications of progress along the meditative path.
Temporary discomfort also seems to be inevitable in psychotherapy
(Duggan et al., 2014) as participants confront painful issues, learn new
skills, and apply them in problematic situations. In the next section we
consider the important distinction between lasting harm and the dis-
comfort associated with psychological change. We focus on evidence-
based psychotherapies, where discomfort has been widely discussed,
and then consider how the issues apply to MBPs.
4. Stress and discomfort in psychological change
Many evidence-based psychological treatments include difficult
activities. Behavioral experiments, for example, are designed to test
unhelpful beliefs, such as, “If I participate in conversation, I'll say stupid
things and people will reject me.” Testing these beliefs by engaging in
such behavior, even in carefully planned ways, is expected to induce
anxiety (Bennett-Levy et al., 2004). In fact, behavioral experiments that
induce too little anxiety tend to be ineffective because they create too
little change in clients' beliefs about what they can do. An effective
behavioral experiment is a “challenge to prevailing perspectives” and
likely to seem “at least somewhat threatening” (Bennett-Levy et al.,
2004; p. 43). The same applies to exposure-based therapies. A client
with obsessive-compulsive disorder may be encouraged to touch a dirty
floor and then refrain from handwashing, a person with post-traumatic
stress to recount a traumatic experience in detail. Many clients find
these procedures challenging.
Some mental health professionals believe that exposure-based
methods cause attrition or exacerbation of symptoms and that clients
are better off continuing with the disorder than participating in the
treatment (Becker, Zayfert, & Anderson, 2004;Richard & Gloster,
2007). These concerns are inconsistent with the strong empirical evi-
dence supporting the efficacy of exposure-based therapies (Olatunji,
Deacon, & Abramowitz, 2009). Deacon and Abramowitz (2005) re-
ported that people with anxiety disorders perceive exposure-based CBT
as more acceptable than medications and more likely to be effective in
the long term. Foa, Zoellner, Feeny, Hembree, and Alvarez-Conrad
(2002) found that prolonged exposure for PTSD caused temporary
worsening of symptoms in a minority of participants, but that this short-
term effect did not increase the risk of attrition or reduce the benefits
attained by the end of treatment.
Recommendations for avoiding harm in such treatments include: (a)
remembering that many clients are “vulnerable people whose con-
fidence is readily shaken” (Bennett-Levy et al., 2004, p. 33), (b) pro-
viding a clear rationale for and explanation of the activity, (c) never
coercing a client to engage in the procedure, but encouraging the client
to collaborate in designing the exercises and make their own decisions
about participating in them, (d) using tasks that objectively are no more
risky than daily life (e.g., asking a stranger for directions may feel
terrifying to a client with severe social anxiety, but is generally not
dangerous), and (e) anticipating how the activity might go awry and
how this will be interpreted and managed. Olatunji et al. (2009) note
that the potential for discomfort makes exposure-based therapies
complex to implement and that their most substantial risk may be un-
skillful delivery by therapists with inadequate training and supervision.
4.1. Stress and discomfort in MBPs
Participation in MBPs also involves discomfort. Unwanted thoughts,
emotions, and sensations inevitably arise during practices. Segal et al.
(2013) recommend discussing these difficulties during a pre-class in-
terview and providing a clear rationale for how the program may help
with participants' concerns. During the course, teachers often remind
participants not to push beyond limits of safety or tolerance and suggest
ways to adapt practices if difficulties that feel overwhelming arise.
Within these limits, however, discomfort is generally approached
(with compassion) rather than avoided. In MBCT, a handout explains
that mindful awareness in daily life means “facing what is present, even
when it is unpleasant and difficult” (p. 102) and that learning to do this
gently, with the support of the teacher and the group, is “the most ef-
fective way, in the long run, to reduce unhappiness.” To cultivate ac-
ceptance skills, several MBPs include a practice in which participants
are invited to bring a problem to mind and observe the associated
thoughts and feelings with friendly curiosity. Although no studies have
examined the effects of this practice separately from the rest of the
curriculum, an extensive body of research shows the maladaptive ef-
fects of avoidance and suppression of thoughts, emotions, and sensa-
tions and the benefits of accepting them as they are (Cameron &
Overall, 2018;Hayes, Wilson, Gifford, Follette, & Strosahl, 1996;
Kashdan & Rottenberg, 2010;Levin et al., 2012). Clinical observations
suggest that learning skills for facing difficulties is empowering (Sears,
4.2. Weighing the risk of discomfort against the potential for benefit
In their discussion of uncomfortable but effective therapies, Olatunji
et al. (2009) noted that the risks of engaging in them must be balanced
against the risks of not doing so. If alternative treatments are less ef-
fective, the risk that symptoms will continue may be worse than the
temporary discomfort caused by the treatment. The balance between
acceptable discomfort and potential benefit may vary with the severity
of the participant's problems. A person with a severe disorder probably
feels much distress in daily life and may find that difficult therapeutic
exercises, though uncomfortable, are within the range of discomfort
caused by their symptoms and worthwhile in light of the likely benefits.
In contrast, a psychologically healthy person who takes a mindfulness
course for personal growth and unexpectedly has an intensely un-
comfortable experience may find the discomfort disproportionate to the
expected benefits. Such discomfort may not qualify as harm, by current
definitions, if it doesn't lead to sustained deterioration. If the difficult
experience is disclosed, a skilled teacher may be able to help the par-
ticipant work with it in beneficial ways. On the other hand, the difficult
experience may be sufficiently distressing to qualify as an adverse
event. This term is defined in the next section.
5. Harm and adverse events in MBPs: Definitions and current
We suggest that the most useful definition of harm in MBPs is based
on the definitions used in psychotherapy. That is, after exposure to the
MBP (whether the participant completes it or drops out), harm has
R. Baer et al. Clinical Psychology Review 71 (2019) 101–114
occurred if the participant's symptoms or level of functioning are worse
than beforehand and this deterioration is sustained, attributable to the
program, and more severe than it would have been without the pro-
gram. As in psychological treatment, harm in MBPs can appear in a
variety of ways. We agree with Dimidjian and Hollon (2010) that harm
is worse than unhelpfulness. An unhelpful program confers no benefit
and will not stop an ongoing process of deterioration, whereas a
harmful program makes matters worse than they would have been
The terms adverse events (AEs) and serious adverse events (SAEs) are
often used in healthcare research and have been adopted in some stu-
dies of MBPs. As defined by the World Health Organization, an AE is an
untoward occurrence in a patient or research participant who is ad-
ministered a pharmaceutical product (Lineberry et al., 2016); an SAE is
such an event that threatens life or function (Ioannidis et al., 2004). In
behavioral health and psychotherapy trials, SAEs include events such as
suicidal behavior and psychiatric hospitalizations; AEs are less severe
changes in psychological, behavioral, or physical functioning (Peterson,
Roache, Raj, & Young-McCaughan, 2013). By definition, AEs and SAEs
are not necessarily caused by the intervention. The causes of these
events can be difficult to determine. In clinical trials, AEs and SAEs are
monitored in treatment and control groups; a higher frequency in the
treatment group suggests that the treatment may be harmful.
A few trials have reported deterioration for participants in MBPs.
For example, Reynolds et al. (2017) found symptom increases in an
MBP for cancer patients. Johnson et al. (2016), in a school-based study,
reported worse post-treatment anxiety scores in the MBP than in no-
treatment for several subgroups of participants. Brooker et al. (2012), in
an uncontrolled study of work-related stress, reported mixed findings,
with deterioration on some outcome variables. These studies must be
seen in the context of meta-analyses concluding that most studies
support the benefits of MBPs for these populations, including children
and adolescents (Dunning et al., 2018), cancer patients and survivors
(Piet, Würtzen, & Zachariae, 2012), and workers in various occupations
(Lomas, Medina, Ivtzan, Rupprecht, & Eiroa-Orosa, 2018).
We found four reviews addressing AEs and SAEs in MBPs; these are
summarized in Table 4.Goyal et al. (2014) reviewed 47 RCTs com-
paring a mindfulness or meditation-based program to an active control
condition. Of these, 19% (9 studies) reported on AEs; none of these
reported any harms. In a review of 12 studies of MBPs for post-trau-
matic stress, Banks, Newman, and Saleem (2015) found that two studies
did not report on AEs/SAEs, four reported that none occurred, and six
reported that some participants showed increases in symptoms that
were not clinically significant. Collapsed across these six studies,
symptom increases occurred in 13 of 123 participants (10.6%). In two
studies, a few participants reported increased anxiety during meditation
practices but no significant worsening of symptoms from pre- to post-
treatment. One participant reported that meditation triggered a
memory of an assault. Learning to work skilfully with such memories
was considered part of the treatment. The authors concluded that ad-
verse effects in these studies were minimal.
A meta-analysis of nine RCTs of MBCT for relapse prevention in
recurrent depression (Kuyken et al., 2016) reported that four of the
trials included no data on AEs or SAEs. In the other five trials, only SAEs
were reported. Percentage of participants in whom SAEs occurred
ranged from zero (2 studies) to 5.5% (1 study) with a mean of 1.94%.
SAEs were no more common in MBCT groups than in control arms of
the trials and none were judged to be related to participation in MBCT.
These studies did not report on broader indications of harm, such as
worsening of symptoms, appearance of new symptoms, or general de-
cline in functioning or wellbeing. Finally, a systematic review of RCTs
of MBSR and MBCT (Wong, Chan, Zhang, Lee, & Tsoi, 2018) found that
195 of 231 trials (84%) did not report on AEs. When summed across the
other 36 trials, AEs occurred in 1.0% and 0.9% of participants in MBI
and control groups, respectively; these proportions were not sig-
nificantly different. The authors concluded that MBSR and MBCT
Table 4
Reviews of evidence-based MBPs that include data on adverse events.
First author, year Number and type of studies in the review Percentage of studies in the review that
reported data on AEs/SAEs
Findings for AEs/SAEs Comments
Goyal, 2014 47 RCTs comparing MBPs or other
meditation-based programs to active controls
19% None reported
Banks, 2015 12 studies (various designs) of MBPs for
83% AEs in 10.6% of participants symptom increases not clinically significant, anxietyduringmeditation practices did not
lead to pre-post deterioration, 1 trauma memory triggered seen as within purpose of
Kuyken, 2016 9 RCTs of MBCT for depressive relapse 56% SAEs in 1.94% of participants (range:
0 to 5.5%)
SAEs no more common in MBCT than in control groups; SAEs unrelated to participation
Wong, 2018 231 RCTs of MBSR or MBCT 16% AEs in 1% of MBP participants, 0.9%
of control participants
AEs no more common in MBPs than in control groups
R. Baer et al. Clinical Psychology Review 71 (2019) 101–114
appear to be relatively safe but strongly recommended more consistent
reporting of AEs and SAEs.
Qualitative studies of difficulties in MBPs suggest that they are
common but tend to be short-term. A meta-ethnography (Malpass et al.,
2012) reported that increases in participants' awareness of their mala-
daptive coping habits could feel temporarily overwhelming, that pre-
sent-moment awareness was occasionally frightening, and that mis-
taken expectations that mindfulness should rid the mind of all
depressive thoughts led to self-devaluation when this did not happen.
Despite these difficulties, the general pattern was a shift from mala-
daptive coping strategies to more adaptive forms of self-understanding.
Overall, findings show that when reported, AEs/SAEs have occurred
in 0 to 10.6% of participants in evidence-based MBPs. When compared
in MBPs and controls, AEs/SAEs occur at similar rates, suggesting that
they are unrelated to participation in the MBP. These findings must be
interpreted cautiously for several reasons. First, few studies have report
on AEs/SAEs. Second, AEs/SAEs are sometimes narrowly defined, such
that general deterioration or the appearance of new symptoms might
not be included. Finally, although meta-analyses and qualitative studies
show strong evidence of improvement with MBPs, it remains unclear
whether group averages mask deterioration in some participants.
6. Potential sources of harm in MBPs
As noted earlier, sources of harm commonly discussed in other ap-
proaches to health and wellbeing include program factors, participant
factors, and teacher/clinician factors. In the following sections, we re-
view empirical findings and conceptual discussion of how these sources
may apply to MBPs.
6.1. Program factors
Here we address factors that have been studied or discussed in the
mindfulness literature: the importance of what and how elements of
mindfulness, the soundness of the programs' conceptual foundations,
the intensity of the mindfulness practices, and the adequacy of the
psychoeducational or structural support provided by the program.
6.1.1. What and how
Segal et al. (2013) state that mindfulness “cannot be reduced to
awareness or attention alone” and note that increased present-moment
awareness will not be helpful, and may even be harmful, unless
“friendliness and compassion can be brought to those elements of
present-moment experience to which we attend” (p. 137). In support of
this statement, several studies have found that the relationship between
present-moment awareness and adaptive functioning is moderated by
the quality of the awareness. Substance use, depression, rumination,
worry, and blood pressure have all been shown to be lower in partici-
pants who endorse high levels of present-moment awareness, but only if
the awareness is nonjudgmental or nonreactive (Desrosiers, Vine,
Curtiss, & Klemanski, 2014;Eisenlohr-Moul, Walsh, Charnigo, Lynam,
& Baer, 2012;Tomfohr, Pung, Mills, & Edwards, 2015). This work is
consistent with previous research showing that self-focused attention
(defined as awareness of thoughts, emotions, and sensations) is adap-
tive when it is nonjudgmental and experiential but maladaptive when it
is judgmental and ruminative (Ingram, 1990;Mor & Winquist, 2002;
Watkins, 2008). These bodies of literature suggest that effective
teaching of mindfulness must include both present-moment awareness
and its nonreactive, nonjudgmental qualities. Otherwise, increases in
awareness might lead to unintended increases in symptoms.
6.1.2. Conceptual foundations of the MPB
Crane et al. (2017) argued that without a sound theoretical for-
mulation of how mindfulness should help with a particular problem, an
MBP might be unhelpful. An interesting example to which this may
apply is insomnia. Ong, Ulmer, and Manber (2012) theorize that
mindfulness promotes decentering from insomnia-related thoughts and
feelings, equanimity and commitment to values, and reduced sleep-re-
lated arousal. This model was supported in randomized trial showing
improvements in self-reported sleep variables for people with insomnia
(Ong et al., 2014). On the other hand, Britton, Lindahl, Cahn, Davis,
and Goldman (2014) note that in Buddhist traditions, mindfulness is
described as a state of relaxed alertness that balances hyper- and hy-
poarousal. They summarize brain imaging studies suggesting that
“Buddhist meditation practices are associated with activation/en-
largement of the areas that underlie tonic alertness and/or prevent
sleep” (p. 69). A study of MBCT for people with partially remitted de-
pression and sleep disturbance (Britton, Haynes, Fridel, & Bootzin,
2010) found polysomnographic evidence of increased cortical arousal
post-MBCT that was correlated with amount of mindfulness practice,
although participants also reported better subjective sleep quality.
Britton et al. (2014) suggested that short-term, short-duration mind-
fulness practice may increase sleep propensity whereas longer-term,
higher-dose practice may lead to neurological changes producing
greater wakefulness. They did not discuss harm, but findings suggest
that intensive long-term practice might be unhelpful for people whose
goal is increased sleep. These findings highlight the necessity of a clear
understanding of how mindfulness meditation, as used in MBPs, should
be expected to improve sleep.
6.1.3. Intensity of the mindfulness practice
Though loosely analogous to intensity of physical exercise and do-
sage of medication, intensity of mindfulness practice is hard to define.
Participants in MBPs may have different experiences of the intensity of
practice, perhaps related to previous meditation experience, the en-
vironment in which they practice, or other factors. The idea that in-
tensity of practice could be related to harm in MBPs comes most di-
rectly from Lindahl et al. (2017), who reported that for 72% of their
Buddhist practitioners, harmful effects were associated with participa-
tion in residential retreats, which are often a week or more in duration
and involve many hours per day of meditation in a mostly silent en-
vironment removed from normal daily routines.
Most MBPs involve weekly group sessions and encourage up to an
hour per day of formal and informal home practice. Many also include a
mostly silent all-day session of about 6 h. Whether this level of intensity
can cause harmful outcomes is unclear. Lindahl et al. reported that 25%
of their participants who reported harm were practicing less than an
hour per day using practices similar to those in MBPs and for similar
purposes (mental health-related rather than spiritual purposes); ac-
cordingly, they argued that the harmful effects they observed may also
occur in MBPs. While we agree that this possibility should be studied,
we also note that evidence-based MBPs include many psychoeduca-
tional and structural supports that may be less available in Buddhist
meditation settings where participants are practicing outside of mon-
itored interventions (Lomas et al., 2015). These supports may reduce
the potential for harm from challenging meditation experiences.
6.1.4. Psychoeducational and structural support for meditation practices
Many MBPs include a pre-course interview or information session
that helps participants anticipate and prepare for likely challenges. A
rationale for how mindfulness is expected to help with participants'
problems is often provided. Nearly all in-session practices are followed
by inquiry, when challenging experiences can be explored. Sessions also
include inquiry about home practice, when difficulties encountered at
home can be considered. Teachers are often available before and after
sessions for consultation. A range of practices, varying in duration and
focus, is introduced in a logical sequence in which learning builds from
week to week. Recordings to guide home practice are provided.
Sessions also include didactic information and non-meditative exercises
that supplement and support the meditation practices; many of these
speak directly to how to manage challenging experiences that arise in
meditation or at other times. Weekly handouts provide summaries of
R. Baer et al. Clinical Psychology Review 71 (2019) 101–114
session content and goals, rationales for the practices, descriptions of
previous participants' experiences, and worksheets for recording ob-
servations. The all-day session occurs late in the eight-week course,
allowing participants to build skills through several weeks of daily
practice and group sessions beforehand.
We identified only one example of empirical study of the effects of
psychoeducational and structural supports. In a pilot trial for a study of
MBCT adapted for people at risk of suicide, Crane and Williams (2010)
found that participants who showed the greatest evidence of cognitive
vulnerabilities associated with depression and suicidality were most
likely to drop out. In the subsequent trial, the individual pre-course
interview was extended from 60 to 90 min to include more explicit,
personalised discussion of how to meet the program's likely challenges.
Use of the modified interview reduced attrition from 30% to 18%
(Williams et al., 2015), suggesting that evidence-based structural and
psychoeducational support for meditation may be helpful in high-risk
6.2. Participant factors
Table 2 suggests participant factors that could be related to the
potential for harm in MBPs. The mindfulness literature has focused
primarily on psychiatric and trauma history. Of the Buddhist medita-
tion teachers interviewed by Lindahl et al. (2017), 88% stated that a
psychiatric history is a risk factor for meditation-related challenges;
54% stated that a trauma history is important. Similarly, Lomas et al.
(2015) found that pre-existing depression and anxiety could be ex-
acerbated by Buddhist meditation. Several studies of MBPs suggest a
relationship in the opposite direction; i.e., under some circumstances,
participants with severe symptoms and traumatic backgrounds may be
more likely to benefit. However, these studies have not included broad
assessments of harm. We summarize the findings here.
6.2.1. Participant vulnerabilities and response to standard MBPs
Several studies of MBCT for preventing depressive relapse have
shown stronger benefits for participants with higher levels of various
vulnerabilities, including earlier onset of depression, more previous
episodes (Ma & Teasdale, 2004;Teasdale et al., 2000), unstable re-
mission (Segal et al., 2010), and childhood trauma (Kuyken et al., 2015;
Williams et al., 2014). In most of these studies, the participants with
fewer vulnerabilities showed effects for MBCT that did not differ from
TAU, placebo, or antidepressant medication (ADM). Several of these
studies found that participants with fewer previous episodes had non-
significantly higher relapse rates in MBCT than in TAU. Ma & Teasdale
noted that the small sample made it unclear whether MBCT was causing
harm for the fewer-episodes subgroup (increasing the likelihood of re-
lapse) or was only unhelpful (providing no benefit). An individual pa-
tient data meta-analysis (Kuyken et al., 2016) combined these and other
trials and found that in the larger sample (N> 1200) the only sig-
nificant moderator of treatment effect was severity of depressive
symptoms at baseline. Patients with more severe symptoms showed a
larger treatment effect. No evidence of increased risk of relapse in
MBCT was seen; however, asymmetry in the funnel plot suggested the
possible existence of small unpublished studies showing this pattern.
Other MBPs have also shown better outcomes in participants with
more severe symptoms. Roos, Bowen, and Witkiewitz (2017) found that
MBRP was more effective than CBT or usual care for participants with
high levels of substance use, anxiety, and depression, but similar to
these comparison groups for participants with fewer symptoms. Arch
and Ayers (2013) found that MBSR was more effective than CBT for
people with comorbid anxiety and depression; CBT was more effective
for those with anxiety only. These studies have not included detailed
assessments of harm.
6.2.2. MBPs adapted for specific vulnerabilities
MBPs have been adapted for psychosis, post-traumatic stress (PTS),
and suicide risk. For people with psychosis, Chadwick, Taylor, and
Abba (2005) reduced the number and duration of sessions, shortened
the meditation practices, and provided steady guidance during prac-
tices to prevent absorption in psychotic symptoms during stretches of
silence. Psychological functioning improved and no adverse effects
were reported in post-treatment interviews. Since then, a meta-analytic
review of MBPs for psychosis (Khoury et al., 2013) reported a small-to-
moderate reduction in psychotic symptoms (g = 0.43) but did not
discuss harm or adverse events.
MBPs for PTS have also been studied. As noted earlier, Banks et al.
(2015) concluded that adverse effects in 12 studies of MBPs for PTS
were minimal. A meta-analysis of 18 randomized trials (Hopwood &
Schutte, 2017) found a mean effect size of g = 0.44 in favor of MBPs
over control conditions. For studies of MBSR, rather than unspecified
mindfulness programs, g = 0.49. There was no significant difference
between MBSR adapted for trauma and standard MBSR. Most studies
did not mention whether AEs had been examined; a few reported that
there were none. One study reported that two participants (4.3%, one
each in the MBP and the control condition) required hospitalization for
worsening symptoms.
The adaptation of MBCT for people at high risk of suicide (Williams
et al., 2014) found that MBCT was more effective than control condi-
tions in preventing depressive relapse for people with a history of
childhood trauma. Fifteen SAEs were reported: five in the MBCT arm
and 10 in the control conditions (5% and 6.4% of participants, re-
spectively). Most were overnight hospital admissions for physical
health problems; 14 of the 15 events (93%) were judged to be unrelated
to participation in the study. One episode of serious suicidal ideation
was potentially attributable to the active control intervention (Williams
et al., 2014).
Overall, the literature suggests that MBPs can be significantly
therapeutic in groups with severe symptoms, comorbid conditions, and
other vulnerabilities. Specific vulnerabilities are sometimes associated
with better outcomes. Studies that monitored AEs/SAEs in these po-
pulations have reported that they occur in 0–10% of participants, are no
more common in MBPs than control groups, and are not attributable to
the MBP when they occur (Kuyken et al., 2016). However, many studies
have not monitored harm in any way. When negative outcomes are
reported, their relationship to participation in the MBP is not always
provided. In addition, most studies report only group data, making it
impossible to know whether promising averages mask deterioration in
some participants.
6.3. Teacher/clinician factors
The literature summarized in Table 2 suggests that risk of harm may
be related to characteristics of the provider, including empathy, un-
derstanding of the client's problems, communication about the nature
of the program, skillful implementation of the program, managing
difficulties that arise, and encouraging adherence to recommended
practice. Here we summarize recent work on assessment of similar
competencies in providers of MBPs.
6.3.1. Assessment of teacher competencies
Several methods for assessing teachers' delivery of MBPs are avail-
able. All use ratings of recorded sessions or live observation and have
shown adequate psychometric properties. The MBCT adherence scale
(MBCT-AS; Segal, Teasdale, Williams, & Gemar, 2002) is a list of es-
sential program elements; raters note the extent to which each element
is present. The mindfulness-based relapse prevention adherence and
competence scale (MBRP-AC; Chawla et al., 2010) is a similar measure
assessing the presence of required elements and the therapist's skills in
implementing them. The Mindfulness-Based Interventions – Teaching
Assessment Criteria (MBI-TAC; Crane et al., 2013) evaluates six do-
mains of competency: a) coverage, pacing, and organization of session
content, b) relational skills, c) embodiment of mindfulness, d) guiding
R. Baer et al. Clinical Psychology Review 71 (2019) 101–114
mindfulness practices, e) conveying course themes, and f) holding the
group learning environment.
Relationships between teacher competency scores and participant
outcomes have been examined in only a few studies. Using the MBRP-
AC, Chawla et al. (2010) found that therapists' adherence to required
elements of treatment was related to participants' development of
mindfulness skills. In MBCT for adults with recurrent depression,
Huijbers et al. (2017) found no significant relationships between tea-
chers' MBI-TAC scores and any of the dependent variables. The null
findings may be related to the small sample of teachers (N= 15), re-
striction of range in competence scores, or the high level of standar-
dization of the intervention, which was provided in two clinical trials
by the same research team.
While substantial progress has been made in the assessment of
teacher competency, additional research is needed. To date, there is no
evidence that lack of competency is related to harmful outcomes.
Competency may have been assessed primarily in settings where tea-
chers are well trained, leading to restriction of range. Prevention of
harm may require skills not covered by existing measures, such as the
pre-course interview. In ostensibly nonclinical settings such as work-
places, where MBPs may be offered by non-mental-health professionals,
harm might arise when teachers lack skills for screening participants for
psychological symptoms and managing mental health emergencies.
Finally, because harm can arise through ethical violations, knowledge
of professional ethics is necessary for managing issues related to in-
formed consent, confidentiality, and other ethical concerns.
7. Recommendations for research
Perhaps the most basic unanswered questions are how often MBPs
cause harm, in what forms, and to whom. Answering these questions
requires detailed monitoring of potentially harmful effects. Surveys of
participants about their experiences and measurement of a wide range
of participant characteristics and outcomes might help to clarify whe-
ther the target problem got worse or new problems arose, and for
whom. Attention to reasons for attrition may clarify whether dropping
out is related to harm. Examining individual-level data could clarify
whether group averages conceal the occurrence of harm in some par-
ticipants. Vagueness in existing definitions of harm (how much dete-
rioration is meaningful?) might be addressed with the reliable change
index (Jacobson & Truax, 1991), which classifies participant outcomes
into three categories: reliable improvement, no reliable change, or re-
liable deterioration. At the same time, it seems important to consider
whether participants feel worse, even if their objectively measured
symptoms have not reliably decreased (Duggan et al., 2014). Qualita-
tive interviews with participants reporting harm or classified as having
deteriorated may be helpful in generating hypotheses for quantitative
More comprehensive monitoring may improve understanding of
participant, teacher, and program factors potentially related to harm.
For example, the study of moderators of outcome may clarify for whom
programs should be modified or contra-indicated. If an MBP has both
risks and benefits for many participants, research could focus on for
whom the benefits outweigh the risks and how to mitigate risks. Harm
that seems related to unskilful teaching may clarify essential teacher
competencies. These factors are likely to be intertwined; that is, parti-
cipant characteristics may require adaptations to programs and the
development of specific teaching skills.
Consistent reporting of harm-related information in published pa-
pers is essential to developing this body of knowledge. A revised
CONSORT checklist (Ioannidis et al., 2004) includes 10 recommenda-
tions for reporting on harm-related issues in randomized trials. These
include listing and defining all adverse events that were studied, noting
whether events that occurred were anticipated or unexpected, clar-
ifying how harms-related information was collected and analyzed,
presenting risk of each adverse event for each arm of the trial, and
providing a balanced discussion of benefits and harms. Despite the
longstanding availability of this checklist, such reporting is rare, for
reasons that are unclear. Peterson et al. (2013) suggested that the pri-
mary reason is that a temporary increase in symptoms or discomfort is
understood to be part of the normal therapeutic process. However, they
also argued that greater reporting of this phenomenon would increase
understanding of the overall risk and safety of therapies, especially
those known to involve significant discomfort such as exposure-based
treatments. More consistent reporting might also help to clarify the
boundary between expected discomfort and potential harm.
Another reason for lack of reporting of harms may be overreliance
on definitions of AEs and SAEs used in medical research (Duggan et al.,
2014). Some of these events (suicide attempts, hospitalizations) may be
uncommon in trials of psychological interventions or MBPs. Monitoring
events more relevant to the program being studied would be in-
formative. Duggan et al. (2014) also note that many adverse events are
not spontaneously reported and will not come to light without sys-
tematic assessment methods such as structured interviews.
Several additional questions seem important for future research.
First, what is the dose/response relationship for mindfulness practice in
MBPs? Can high doses be harmful? To date, the literature has examined
only whether extent of self-reported home practice predicts positive
outcomes; a meta-analytic review (Parsons, Crane, Parsons, Fjorback, &
Kuyken, 2017) found a small but significant association. This review
did not report whether any of the correlations between home practice
and outcome were negative and did not address the issue of harm.
Second, a related issue is whether the type, timing and quality of
home practice influences outcomes and whether specific ways of
practicing might cause harm. Lomas et al. (2015) found that practi-
tioners of Buddhist meditation who used advanced practices before
they were ready for them experienced difficult effects. Lindahl et al.
(2017) referred to “incorrect ways of practicing meditation” (p. 23) that
might cause harm; these are not clearly explained but include excessive
striving, attachments to specific states, and misunderstanding or not
following directions. For MBPs, Del Re, Fluckiger, Goldberg, and Hoyt
(2013) developed a self-report measure of practice quality and found
that symptom reduction was related to the extent to which participants
returned their attention to present-moment experiences with curiosity,
willingness, and self-compassion. However, they did not address
harmful effects.
Third, if harm occurs, how can it be remediated? In medicine and
exercise science, more is known about treatment of overdoses, adverse
reactions, and injuries; an analogous body of knowledge is needed for
the mindfulness field. Lindahl et al. (2017) include discussion of po-
tential remedies for challenges arising in Buddhist meditation; how-
ever, little is known about how well these apply to difficulties arising in
evidence-based MBPs.
8. Recommendations for protecting participants in MBPs from
Several steps can be taken before an MBP begins. Teachers must
understand the theoretical and empirical foundations for using the MBP
with their population. Without this understanding, they will be unable
to explain to potential participants how the MBP may be relevant to
them, what difficulties might arise, how these can be managed, and
whether the potential benefits are likely to outweigh the difficulties
(Kuyken, Crane, & Williams, 2012). This information should be part of a
pre-program orientation and informed consent process in which the
theoretical rationale, evidence base, and potential benefits and risks are
Careful assessment of potential participants and well considered
exclusion criteria are important. Available lists of recommended ex-
clusion criteria for MBPs (Kuyken et al., 2012;Santorelli et al., 2017)
generally include substance dependence, suicidality, psychosis, PTSD,
severe depression, severe social anxiety, and recent bereavement,
R. Baer et al. Clinical Psychology Review 71 (2019) 101–114
divorce, or other personal crisis. Such conditions are likely to interfere
with ability to participate in the group or the practices, or to receive
any benefit from doing so. However, because this is not true in every
case, these criteria are “subject to clinical judgement and experience of
teacher, and support available to and motivation of participant”
(Kuyken et al., p. 23). When working with the general population, as-
sessing psychiatric and trauma history as well as current functioning
and professional and personal support may facilitate sound decisions
about readiness to participate and the need for concurrent psycholo-
gical or psychiatric treatment (Dobkin, Irving, & Amar, 2012). As noted
earlier, MBPs adapted for conditions that typically appear on lists of
exclusion criteria (PTSD, suicidality, psychosis) have shown promising
results, suggesting that exclusion criteria must be viewed flexibly.
Once the program begins, it is important to teach both the what and
the how elements of mindfulness and to be sure that the psychoeduca-
tional and structural supports described earlier are in place. Rationales
for the practices should be made clear and participants should feel in-
vited, rather than pressured, to engage in them. Distress and discomfort
are likely to arise as participants learn new skills and practice applying
them to the difficulties for which they sought help. Prevention of harm
requires understanding common types of uncomfortable experiences,
their usual range of intensity, and how to help participants respond to
them in ways that facilitate learning the desired skills. Systematic
monitoring and recording of deterioration and adverse events will in-
crease this knowledge in providers of MBPs.
Systematic monitoring may also help teachers to recognize when
unusual or unexpected distressing experiences have arisen and when
they are disproportionate to the expected benefits, likely to interfere
with attaining benefits, or require clinical intervention. Protocols for
responding to objective indicators of imminent harm have been used in
randomized trials for monitoring foreseeable risks; for example, referral
to a physician when a participant endorses suicidality on a ques-
tionnaire. While suicide risk is foreseeable in a depressed sample, other
potentially harmful outcomes may be harder to predict. The Office for
Human Research Protections (US Department of Health and Human
Services, 2007) notes that an event is unexpected if its nature, severity,
or frequency is inconsistent with the known or foreseeable risk asso-
ciated with the procedures involved, or if it is inconsistent with the
expected natural progression of an underlying condition. When such
events occur, prevention of harm may require adjustments in the par-
ticipant's practice, discontinuing the program, or referral to other ser-
vices. Mindfulness teachers need training in the mental health condi-
tions they are likely to encounter and how to recognize and work with
the meditation-related challenges that participants may experience. The
requirement that teachers of MBPs have their own mindfulness practice
may provide further experiential understanding of challenging mind
states that will help them work with participants' meditation-related
9. Summary and conclusions
In well-established approaches to health and wellbeing, including
psychotherapy, pharmacotherapy, and physical exercise, some partici-
pants suffer serious harm or get meaningfully worse. The same appears
to be true for meditation in contemplative traditions. Evidence-based
MBPs have important commonalities with these approaches. They work
with cognitions, emotions, and sensations, some of which are distres-
sing and difficult; they raise issues about adherence, dosage, and dose/
response relationships; they include a variety of exercises, which can be
uncomfortable; and they place the formal practice of meditation at their
core. Because of these commonalities, it is essential to consider the
possibility that some participants in evidence-based MBPs may get
The existing literature on harm in evidence-based MBPs is sparse. A
few studies have shown worsening symptoms in MBPs; however, meta-
analyses consistently report significant benefits for many outcome
variables in a wide range of samples. Research also suggests that par-
ticipants with severe symptoms, comorbid conditions, and other vul-
nerabilities (psychosis, trauma history, suicide risk) can benefit from
MBPs in standard or adapted forms, and that some may show more
benefit from MBPs than participants without such vulnerabilities. The
few reviews including data on AEs and SAEs in evidence-based MBPs
report that they have occurred in zero to 10.6% of participants
(Table 4), are no more common in MBPs than comparison conditions
(Kuyken et al., 2016;Wong et al., 2018), and are not attributable to the
MBP (Kuyken et al.) or not clinically significant (Banks et al., 2015).
However, these findings must be viewed cautiously because most
studies report only group averages that might mask meaningful dete-
rioration in some participants. Only a small minority of studies have
monitored AEs and SAEs. Those that have may have defined them
narrowly or failed to ask about them in ways that elicit detailed an-
The prevalence of harm from meditation in contemplative traditions
is unclear. Nevertheless, harm clearly occurs, and the possibility that
similar harm might arise in evidence-based MBPs, despite adaptations
for contemporary mainstream contexts and the presence of structural
and psychoeducational supports described earlier, needs further study.
If such harm is occurring, it might not be detectable without systematic
monitoring of individual-level data. The ethical obligation to do no
harm requires us to enhance our monitoring methods in order to better
understand the risks for participants in MBPs, including what forms of
harm might occur, how often they occur, who is most susceptible, and
how harmful effects can be prevented or remediated.
Role of funding sources
This work was partially supported by the Wellcome Trust, Grant
Reference: 104908/Z/14/Z. The Wellcome Trust had no role in plan-
ning or writing the manuscript or the decision to submit the paper for
All authors contributed to discussions about the goals and structure
of the paper. Ruth Baer wrote most of the first draft. Catherine Crane,
Edward Miller, and Willem Kuyken wrote sections of the paper. All
authors contributed to editing and revising. All authors have approved
the final manuscript.
Conflict of interest
Ruth Baer is an Associate of the Oxford Mindfulness Centre and
receives occasional payments for training workshops and presentations
related to mindfulness. She also receives royalties for several books
related to mindfulness. Catherine Crane is affiliated with the Oxford
Mindfulness Centre and funded by the Wellcome Trust on a strategic
award exploring the role of mindfulness training in adolescence.
However she does not receive additional remuneration for training
workshops or presentations related to mindfulness. Willem Kuyken is
the director of the Oxford Mindfulness Centre. He receives payments for
training workshops and presentations related to mindfulness and do-
nates all such payments to the Oxford Mindfulness Foundation, a
charitable trust that supports the work of the Oxford Mindfulness
Centre. Willem Kuyken was until 2015 an unpaid Director of the
Mindfulness Network Community Interest Company and gave evidence
to the UK Mindfulness All Party Parliamentary Group.
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R. Baer et al. Clinical Psychology Review 71 (2019) 101–114
... Mindful individuals are aware of their thoughts, emotions, physiological sensations, urges, and the environment at a given moment (Baer et al., 2020;Zhang et al., 2021). The present-moment attention that characterizes mindfulness involves both the attention itself (the what of mindfulness) as well as the qualities of the attention (the how of mindfulness) (Baer et al., 2019). ...
... As a dispositional (trait-like) attribute (Baer et al., 2019), mindfulness exists to varying degrees among individuals, with some individuals being more frequently likely to be in a mindful state than others (Baer et al., 2020). Being in a mindful state is helpful in daily life. ...
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Refugees experience numerous psychological and social problems associated with experiences in their homecountries, during asylum-seeking, and conditions in their new environment. Therefore, refugees are likely toexperience a decline in psychological and social capital, negatively affecting their well-being. Mindfulness is aknown trait-like attribute that is associated with superior well-being outcomes. The present correlational studyinvestigated the mediating role of psychological and social capital in the association between mindfulness andwell-being outcomes (life satisfaction and happiness) among refugees in resource-constrained settlements in Uganda. As part of the RESS-R (Refugee Entrepreneurship and Skilling for Self-Reliance) project, 576 refugees from rural settlements and urban locations took part in the study. The results of the structural equation model revealed that mindfulness was positively associated with psychological and social capital. However, only psychological capital had a mediating effect in the relationship between mindfulness and the well-being variables. Our findings provide insights into the relationships between positive psychological attributes and well-being outcomes among refugees living in resource-constrained settings.
... While there is considerable evidence for the benefits of mindfulness, both by itself and when integrated into various psychotherapies (Cavanagh et al., 2014;Germer et al., 2013;Khoury et al., 2013;Pollak et al., 2014), there are also increasing concerns with the potential problems noted above with mindfulness and its potential to have distressing effects (Shapiro, 1992;Farias & Wikholm, 2015;Lindahl et al., 2017;Cebolla et al., 2017;Aizik-Reebs et al., 2021;Baer et al., 2019; for a review see Taylor et al., 2022). Lomas et al. (2015) argued that meditation is a difficult skill to learn and practice, troubling thoughts and feelings can arise that can be hard to manage, and some meditations exacerbate mental health issues (depression and anxiety). ...
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Objectives The aim of the study was to develop a new self-report scale to explore the “fears, blocks and resistances of mindfulness”. Currently, there is no scale to identify individuals who may struggle with engaging in mindfulness. Method A total of 522 participants were invited to take part in the study from three countries: Australia ( n = 199), Portugal ( n = 160), and the UK ( n = 163). Participants completed a range of self-report scales including the newly developed Fears and Resistances to Mindfulness (FRM), Fears of Compassion, Depression, Anxiety and Stress Scales, Forms of Self-criticising/Attacking and Self-Reassuring, and the Five Facet Mindfulness Questionnaire. Results Factor analyses suggested the scale comprised 2 factors. One was related to fears of paying attention to what arises within one’s mind. The second factor was related to resistances, i.e. that mindfulness is a waste of time. Seven items were filler items, and 5 items were identified as problematic due to low communalities or cross-loading; therefore from the original 31 items, 19 were retained in the final scale, which demonstrated excellent internal consistency (McDonald’s Ω = 0.90 for both scales), good construct validity, and temporal stability. Blocks to mindfulness did not emerge as a separate factor. Conclusions This is the first study to specifically explore fears and resistances to mindfulness and their associations with fears of compassion, self-criticism, and mental health difficulties. Data suggested that fears and resistances are distinct constructs and should be measured independently. The new measure can offer insights in to fears and resistances to mindfulness, and future research can explore how to work with them. Preregistration This study was not preregistered.
... Beneficial effect of MBSR has been previously indicated for many outcomes e.g., stress, psychological disorders and dealing with the disease and pain (e.g. high blood pressure, AIDS, chronic pain, cancer, depressive and anxiety disorders and sleep disorders, etc.) [28][29][30][31][32][33][34][35]. Favorable efficacy of MBSR has been reported for stress reduction, while its moderate effectiveness has been previously indicated for anxiety and depression [30]. ...
... Finally, scholars call attention to the adverse effects of mindfulness meditation especially in contexts of latent trauma, urging for a deeper understanding of potential harmful effects of meditation (Van Dam et al., 2017;Baer et al., 2019). Polyvagal theory (Porges, 2011) may help explain why someone who has (consciously or unconsciously) been exposed to traumatic stress in the past may not benefit from prolonged silent meditation practice: it can be experienced as immobilization, the body's automatic response to overwhelming trauma, prompting a "freeze" response. ...
... In addition, higher levels of mindfulness disposition have been associated with increased rates of return to work [16]. However, certain studies have indicated that individuals with lower socioeconomic status and higher symptom burden may have poorer outcomes in mindfulness-based interventions [17][18][19][20]. Despite the widespread use of mindfulness-based interventions for work-related stress management [16,21,22], there is a lack of research investigating the hypothesized association between changes in levels of perceived stress during MBSR and sustained return to work. ...
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Purpose The Mindfulness-Based Stress Reduction (MBSR) group intervention is increasingly being used in clinics to alleviate stress-related symptoms. The aim was to evaluate the association between pre-post changes in levels of perceived stress during the MBSR program and occupational recovery from prolonged work-related stress. Potential moderators of the association were assessed. Methods This study was based on secondary analyses of pre-existing data from 450 patients commencing an MBSR program between 15 October 2015 and 2 April 2019. Data on clinical, sociodemographic, and psychosocial factors were collected via an online survey administered at baseline and the end of the MBSR program. Pre-post changes in levels of perceived stress were evaluated using Cohen’s Perceived Stress Scale (PSS-10). The outcome was stable (versus unstable) employment for at least four consecutive weeks evaluated at 26-week and 52-week follow-ups. Missing data were managed with multiple imputation. Associations were analyzed using logistic regression, with adjustment for confounding factors from clinical, occupational, and psychosocial factors in the latest held job. Results The average reduction in PSS-10 scores was 5.0 (SD = 5.5). Each one-point pre-post reduction on the PSS-10 scale was associated with a lower risk of full-time sick-leave at 26-week (OR = 1.12, 95% CI = 1.04, 1.20) and 52-week follow-up (OR = 1.19, 95% CI = 1.09, 1.30). None of these associations were moderated by any predictors. Conclusion A greater reduction in levels of perceived stress during participation in an MBSR program, predicts enhanced occupational recovery from long-term work-related stress.
... Authors have accordingly argued for more conceptual clarity around harms in MBIs, and similarly that further clarity is required to better understand how and why universal, mindfulness-informed SBIs may exert their effects, including who may benefit most, and why (or why not) (Baer et al., 2019;Tudor et al., 2022). This includes calls to examine for potential moderators (e.g. the wider school context and characteristics of the schools, teachers, and students), implementation factors (e.g. ...
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Mindfulness-informed school-based mental health curricula show much promise in cultivating a positive school climate which supports the well-being and mental health of pupils and staff. However, non-positive pupil outcomes and experiences of school-based mental health interventions are often under-recognised and under-reported. This study sought to capture non-positive pupil experiences of a popular mindfulness-informed curriculum. Some pupils across all schools in the study described non-positive experiences, including having troubling thoughts and emotions, and not finding the programme effective. Contexts surrounding these experiences are explored and linked to existing literature, and subsequent recommendations for improvements are made, including the importance of having clear programme structure, definitions and aims, acknowledging and accommodating fidelity issues as best as possible, and better highlighting the potential for non-positive experiences and how they may be reduced.
... Generally, CCT showed higher recovery and improved rates, whereas WL showed higher number of participants with no changes or deteriorated. It bears noting that only a tiny fraction of participants showed a deterioration from baseline in CCT, which is an important result considering the potential adverse effects of meditation practice, such as increases in anxiety, depression or negative thinking [77]. ...
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Objectives: Physicians and medical students are subject to higher levels of psychological distress than the general population. These challenges have a negative impact in medical practice, leading to uncompassionate care. This pilot study aims to examine the feasibility of Compassion Cultivation Training (CCT) to reduce psychological distress and improve the well-being of medical students. We hypothesize that the CCT program, as compared to a waitlist control group, will reduce psychological distress (i.e., stress, anxiety, and depression) and burnout symptoms, while improving compassion, empathy, mindfulness, resilience, psychological well-being, and emotion-regulation strategies after the intervention. Furthermore, we hypothesize that these improvements will be maintained at a two-month follow-up. Methods: Medical students were randomly assigned to an 8-week CCT or a Waitlist control group (WL). They completed self-report assessments at pre-intervention, post-intervention, and a 2-month follow-up. The outcomes measured were compassion, empathy, mindfulness, well-being, resilience, emotional regulation, psychological distress, burnout, and COVID-19 concern. Mixed-effects models and Reliable Change Index were computed. Results: Compared with WL, CCT showed significant improvements in self-compassion, mindfulness, and emotion regulation, as well as a significant decrease in stress, anxiety, and emotional exhaustion component of burnout. Furthermore, some of these effects persisted at follow-up. No adverse effects of meditation practices were found. Conclusions: CCT enhanced compassion skills while reducing psychological distress in medical students, this being critical to preserving the mental health of physicians while promoting compassionate care for patients. The need for institutions to include this type of training is also discussed.
... Therefore, MB-EAT encourages directing nonjudgmental attention to the internal sensations, feelings, and thoughts that are present or emerge while eating (Kristeller and Wolever, 2011;Mantzios and Wilson, 2014). For example, MB-EAT coaches participants to notice and objectively accept the sensory qualities of foods, including their smell, texture, and flavor, as well as the interoceptive signals associated with cravings, hunger, and satiation (Hendrikse et al., 2015;Baer et al., 2019). Thus, MB-EAT directly addresses the psychophysiological mechanisms implicated in dysregulated, excessive eating and, consequently, weight gain (e.g., Warren et al., 2017;Dutt et al., 2019;Czepczor-Bernat et al., 2020;Mantzios et al., 2020;Carrière et al., 2022). ...
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Introduction: Dysregulated eating (emotional eating, cue-elicited eating, and dietary restraint and restriction) has been linked to being overweight or obese. The present investigation used a random controlled trial (RCT) to test the differential efficacy of remotely delivered Mindfulness-Based Eating Awareness Training (MB-EAT) and Behavioral Weight Loss (BWL) counseling. Methods: The sample was recruited through advertisements that offered help to people "with problems controlling their eating" or "interested in improving their relationship with food" (n = 135). Results: Retention was low in both groups (42%), but not dissimilar to retention rates reported in related clinical trials delivered "in person." Among the participants who completed treatment, we found no between-group differences in any of the treatment outcomes, but participants in both groups experienced significant increases in eating-related mindfulness [Mindful Eating Questionnaire (MEQ) and awareness [Multidimensional Assessment of Interoceptive Awareness (MAIA), and significant decreases in unhealthy eating patterns [Dutch Eating Behavior Questionnaire (DEBQ); Binge Eating Scale (BES), and weight over the course of treatment. Participants in both groups also experienced increases in self-reported depression and anxiety symptoms [Hospital Anxiety and Depression Scale (HADS)], although these increases likely reflected normative changes observed in the population at large during COVID-19. Discussion: Overall, the results suggest that dysregulated eating and weight loss intervention delivered remotely via teleconference can be effective.
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Background and Purpose: The Langer Mindfulness Scale (LMS) is distinguished from other mindfulness scales by its dimensions, which are closely related to the awareness and experience of novelty, and by being a scale derived from a cognitive perspective of information processing. There are no mindfulness instruments of this type available in Brazil. Therefore, this study aimed to carry out a translation and cultural adaptation of the LMS into Brazilian Portuguese and to validate and assess the internal consistency and convergent construct validity of the translated instrument. Methods: The study had two distinct stages: (a) translation and cultural adaptation of the LMS into Brazilian Portuguese and (b) validation of the adapted instrument using a sample of 543 participants. Results: The Brazilian version of the LMS demonstrated acceptable internal consistency, with confirmatory factor analysis supporting the original four-factor model. Correlations between LMS, and the Five Facets of Mindfulness Questionnaire and the Mindfulness Attention Awareness Scale were statistically significant and in the expected directions. Conclusions: Our findings suggest that the Brazilian version of LMS, with its four dimensions, presents acceptable psychometric properties and seems to be a reliable and valid instrument for assessing the state of mindfulness in a Brazilian cultural context.
Along with anxiety and depression, mindfulness has recently gained attention among the predictors of college adjustment. This study conducted in Türkiye, investigated the relationship between mindfulness and college adjustment through the mediating role of depression and anxiety. Data were collected using the Depression Anxiety Stress Scale, the Mindful Attention Awareness Scale, and the University Life Scale with 358 college students. College adjustment was found to be correlated positively with mindfulness and negatively with anxiety and depression. The path analysis results indicated that mindfulness predicts college adjustment while anxiety and depression served as mediator variables. Depression was found to be the best predictor of college adjustment, followed by anxiety. The path model explained 53% of the variance in college adjustment.
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Background Mindfulness based interventions (MBIs) are an increasingly popular way of attempting to improve the behavioural, cognitive and mental health outcomes of children and adolescents, though there is a suggestion that enthusiasm has moved ahead of the evidence base. Most evaluations of MBIs are either uncontrolled or nonrandomized trials. This meta‐analysis aims to establish the efficacy of MBIs for children and adolescents in studies that have adopted a randomized, controlled trial (RCT) design. Methods A systematic literature search of RCTs of MBIs was conducted up to October 2017. Thirty‐three independent studies including 3,666 children and adolescents were included in random effects meta‐analyses with outcome measures categorized into cognitive, behavioural and emotional factors. Separate random effects meta‐analyses were completed for the seventeen studies (n = 1,762) that used an RCT design with an active control condition. Results Across all RCTs we found significant positive effects of MBIs, relative to controls, for the outcome categories of Mindfulness, Executive Functioning, Attention, Depression, Anxiety/Stress and Negative Behaviours, with small effect sizes (Cohen's d), ranging from .16 to .30. However, when considering only those RCTs with active control groups, significant benefits of an MBI were restricted to the outcomes of Mindfulness (d = .42), Depression (d = .47) and Anxiety/Stress (d = .18) only. Conclusions This meta‐analysis reinforces the efficacy of using MBIs for improving the mental health and wellbeing of youth as assessed using the gold standard RCT methodology. Future RCT evaluations should incorporate scaled‐up definitive trial designs to further evaluate the robustness of MBIs in youth, with an embedded focus on mechanisms of action.
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Given the demanding nature of many professions, efforts are ongoing to develop initiatives to improve occupational wellbeing, including mindfulness-based interventions (MBIs). To assess the efficacy of MBIs, meta-analytic procedures were conducted on 35 randomized controlled trials derived from an earlier inclusive systematic literature search (covering all occupations, MBIs, and wellbeing-related outcomes). Mindfulness had significant moderate effects on deficit-based outcomes such as stress (SMD = −0.57), anxiety (SMD = −0.57), distress (SMD = −0.56), depression (SMD = −0.48), and burnout (SMD = −0.36), and significant moderate to small effects on asset-based outcomes like health (SMD = 0.63), job performance (SMD = 0.43), compassion and empathy (SMD = 0.42), mindfulness (SMD = 0.39), and positive wellbeing (SMD = 0.36), while no significant effects were observed for depression or emotional regulation. However, the quality of the studies was inconsistent, suggesting more high-quality randomised controlled trials are needed.
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The rapid growth of mindfulness-based interventions (MBIs) has raised questions regarding their safety. This review aimed to quantify the adverse events of mindfulness-based stress reduction (MBSR) and mindfulness-based cognitive therapy (MBCT) reported in randomized control trials (RCTs) which included a statement of monitoring of adverse events. Literature was searched from the OVID databases until August 2017. A total of 36 RCTs were identified from 7931 search records, with 25 trials using MBSR and 11 trials using MBCT. A total of 19 (1%) and 19 (0.9%) adverse events were reported in the mindfulness intervention group and control group, respectively. In the MBSR group, none of them reported serious adverse event, and only three (12.0%) studies reported six (0.49%) intervention-related adverse events from among 1231 participants. No significant difference between the MBSR intervention and control groups was observed (6/1231 vs. 2/1244; risk difference (95% CI) = 0.0033 (− 0.01 to 0.01)). In the MBCT group, no intervention-related adverse events were reported, and only one trial reported ten (1.5%) cases of intervention-unrelated adverse events from 768 participants. No statistically significant difference in terms of the reported adverse events between the intervention and control groups was observed in the MBCT trials. Only a small proportion of trials reported monitoring of adverse events. Very few adverse events were reported in RCTs that used MBSR/MBCT. The MBSR/MBCT is regarded as relatively safe interventions. However, future studies are highly encouraged to report adverse events in mindfulness interventions for more affirmative conclusions.
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Despite widespread scientific and popular interest in mindfulness-based interventions, questions regarding the empirical status of these treatments remain. We sought to examine the efficacy of mindfulness-based interventions for clinical populations on disorder-specific symptoms. To address the question of relative efficacy, we coded the strength of the comparison group into five categories: no treatment, minimal treatment, non-specific active control, specific active control, and evidence-based treatment. A total of 142 non-overlapping samples and 12,005 participants were included. At post-treatment, mindfulness-based interventions were superior to no treatment (d=0.55), minimal treatment (d=0.37), non-specific active controls (d=0.35), and specific active controls (d=0.23). Mindfulness conditions did not differ from evidence-based treatments (d=-0.004). At follow-up, mindfulness-based interventions were superior to no treatment conditions (d=0.50), non-specific active controls (d=0.52), and specific active controls (d=0.29). Mindfulness conditions did not differ from minimal treatment conditions (d=0.38) and evidence-based treatments (d=0.09). Effects on specific disorder subgroups showed the most consistent evidence in support of mindfulness for depression, pain conditions, smoking, and addictive disorders. Results support the notion that mindfulness-based interventions hold promise as evidence-based treatments.
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Objectives Despite the long-term use and evidence-based efficacy of meditation and mindfulness-based interventions, there is still a lack of data about the possible unwanted effects (UEs) of these practices. The aim of this study was to evaluate the occurrence of UEs among meditation practitioners, considering moderating factors such as the type, frequency, and lifetime duration of the meditation practices. Methods An online survey was developed and disseminated through several websites, such as Spanish-, English- and Portuguese-language scientific research portals related to mindfulness and meditation. After excluding people who did not answer the survey correctly or completely and those who had less than two months of meditation experience, a total of 342 people participated in the study. However, only 87 reported information about UEs. Results The majority of the practitioners were women from Spain who were married and had a University education level. Practices were more frequently informal, performed on a daily basis, and followed by focused attention (FA). Among the participants, 25.4% reported UEs, showing that severity varies considerably. The information requested indicated that most of the UEs were transitory and did not lead to discontinuing meditation practice or the need for medical assistance. They were more frequently reported in relation to individual practice, during focused attention meditation, and when practising for more than 20 minutes and alone. The practice of body awareness was associated with UEs to a lesser extent, whereas focused attention was associated more with UEs. Conclusions This is the first large-scale, multi-cultural study on the UEs of meditation. Despite its limitations, this study suggests that UEs are prevalent and transitory and should be further studied. We recommend the use of standardized questionnaires to assess the UEs of meditation practices.
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Buddhist-derived meditation practices are currently being employed as a popular form of health promotion. While meditation programs draw inspiration from Buddhist textual sources for the benefits of meditation, these sources also acknowledge a wide range of other effects beyond health-related outcomes. The Varieties of Contemplative Experience study investigates meditation-related experiences that are typically underreported, particularly experiences that are described as challenging, difficult, distressing, functionally impairing, and/or requiring additional support. A mixed-methods approach featured qualitative interviews with Western Buddhist meditation practitioners and experts in Theravāda, Zen, and Tibetan traditions. Interview questions probed meditation experiences and influencing factors, including interpretations and management strategies. A follow-up survey provided quantitative assessments of causality, impairment and other demographic and practice-related variables. The content-driven thematic analysis of interviews yielded a taxonomy of 59 meditation-related experiences across 7 domains: cognitive, perceptual, affective, somatic, conative, sense of self, and social. Even in cases where the phenomenology was similar across participants, interpretations of and responses to the experiences differed considerably. The associated valence ranged from very positive to very negative, and the associated level of distress and functional impairment ranged from minimal and transient to severe and enduring. In order to determine what factors may influence the valence, impact, and response to any given experience, the study also identified 26 categories of influencing factors across 4 domains: practitioner-level factors, practice-level factors, relationships, and health behaviors. By identifying a broader range of experiences associated with meditation, along with the factors that contribute to the presence and management of experiences reported as challenging, difficult, distressing or functionally impairing, this study aims to increase our understanding of the effects of contemplative practices and to provide resources for mediators, clinicians, meditation researchers, and meditation teachers.
Objective: Few studies have evaluated moderators of mindfulness-based relapse prevention (MBRP) for substance use disorders (SUDs). We tested whether baseline patterns of scores for SUD symptom severity and depression and anxiety symptoms moderated the efficacy of MBRP. Method: We used a latent class moderation approach with data from a randomized trial of MBRP compared to cognitive-behavioral relapse prevention and treatment as usual (TAU; Bowen et al., 2014; N = 286, 71.8% male, 48.4% non-White, mean age = 38.44 years, SD = 10.92) and a randomized trial comparing MBRP to TAU (Bowen et al., 2009; N = 168, 63.7% male, 44.6% non-White, mean age = 40.45, SD = .28). Indicators for the latent class models were measures of SUD severity (Severity of Dependence Scale and Short Inventory of Problems), depression symptoms (Beck Depression Inventory), and anxiety symptoms (Beck Anxiety Inventory). Results: In both trials, 3 latent classes provided the best fit: a high-high class characterized by high SUD severity and depression and anxiety symptoms, a high-low class characterized by high SUD severity and low depression and anxiety symptoms, and a low-low class characterized by low SUD severity and depression and anxiety symptoms. In both trials, we found significant latent Class × Treatment interaction effects: There were significant and large effects of MBRP on substance use outcomes in the high-high and high-low classes, but no MBRP effect in the low-low class. Conclusion: MBRP may be an optimal treatment for preventing relapse among clients with severe levels of SUD symptoms and depression and anxiety symptoms, as well as clients with only severe SUD symptoms. (PsycINFO Database Record
This book focuses on the role of ethics in the application of mindfulness-based interventions (MBIs) and mindfulness-based programs (MBPs) in clinical practice. The book offers an overview of the role of ethics in the cultivation of mindfulness and explores the way in which ethics have been embedded in the curriculum of MBIs and MBPs. Chapters review current training processes and examines the issues around incorporating ethics into MBIs and MBPs detailed for non-secular audiences, including training clinicians, developing program curriculum, and dealing with specific client populations. Chapters also examine new, second-generation MBIs and MBPs, the result of the call for more advanced mindfulness-based practices . The book addresses the increasing popularity of mindfulness in therapeutic interventions, but stresses that it remains a new treatment methodology and in order to achieve best practice status, mindfulness interventions must offer a clear understanding of their potential and limits. Topics featured in this book include: • Transparency in mindfulness programs. • Teaching ethics and mindfulness to physicians and healthcare professionals. • The Mindfulness-Based Symptom Management (MBSM) program and its use in treating mental health issues. • The efficacy and ethical considerations of teaching mindfulness in businesses. • The Mindful Self-Compassion (MSC) Program. • The application of mindfulness in the military context. Practitioner’s Guide to Mindfulness and Ethics is a must-have resource for clinical psychologists and affiliated medical, and mental health professionals, including specialists in complementary and alternative medicine and psychiatry. Social workers considering or already using mindfulness in practice will also find it highly useful.
A number of studies have investigated the impact of mindfulness-based interventions on symptoms of post-traumatic stress (PTSD) compared to control conditions. The current meta-analysis consolidated findings from 18 studies reporting results for 21 samples of participants. Across studies, mindfulness-based treatments compared to control conditions were effective in ameliorating symptoms of PTSD, with Hedges' g = − 0.44. Hedges' g was − 0.59 for comparison of mindfulness-based interventions to waitlist control conditions. Changes in mindfulness may underpin the effect of mindfulness-based interventions on PTSD symptoms and thus the meta-analysis examined findings regarding increases in mindfulness. The 12 studies that assessed mindfulness found that the interventions significantly increased mindfulness, Hedges' g = 0.52. Moderator analyses indicated that interventions with longer mindfulness training were more efficacious in reducing symptoms of PTSD. Across studies, gender, age, veteran status, or length of time between the intervention and assessment of PTSD symptoms did not moderate the impact of mindfulness-based interventions. The results provide a foundation for future research directions and have implications for work with those impacted by trauma.