For the first years of this century, mindfulness-based interventions generated a lot of enthusiasm from the general public and researchers alike. Research on mindfulness treatments for education, health, and mental health increased exponentially (Farias & Wikholm 2016). Recently, however, reviews of mindfulness-based interventions have re-assessed the data, especially because of small effect sizes and a lack of real control conditions (Farias & Wikhom 2016). A serious, methodological problem common to most of the studies is the lack of a standard operational definition for mindfulness (Lutz 2015).
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