Mindfulness as taught in Dialectical Behaviour Therapy: A scoping review.
Study Goal
The researchers aimed to evaluate the effect of teaching mindfulness as part of Dialectical Behaviour Therapy (DBT) on clinical outcomes, focusing on self-reported mindfulness and psychological measures.
Results Summary
The review found that mindfulness in DBT increased self-reported mindfulness, particularly non-judgemental awareness, and improved psychological measures like attention. Some clinical symptoms, such as those of Borderline Personality Disorder, showed positive effects, though not all studies controlled for confounding factors like group effects or other DBT elements.
Population
Clinical populations, including individuals with Borderline Personality Disorder.
Effective Dosage
Not specified
Duration
Not specified
Interactions
None mentioned
| Intervention | Direction | Endpoint | Population | Dosage | Impact | Claim # |
|---|---|---|---|---|---|---|
teaching the mindfulness element of Dialectical Behaviour Therapy (DBT) | increase | self-reported mindfulness-especially non-judgemental awareness | clinical populations | - | leads to increases in | #1 |
teaching the mindfulness element of Dialectical Behaviour Therapy (DBT) | increase | mindfulness | clinical populations | - | suggests an increase in | #2 |
teaching the mindfulness element of Dialectical Behaviour Therapy (DBT) | increase | attention | clinical populations | - | improved | #3 |
an increase in mindfulness | decrease | some clinical symptoms such as symptoms of Borderline Personality Disorder | clinical populations | - | had a positive effect on | #4 |
This scoping review considers 11 studies that have focussed on the effect of teaching the mindfulness element of Dialectical Behaviour Therapy (DBT) on clinical outcomes. These articles utilized either mindfulness skills as embedded into the full DBT-Skills programme or a stand-alone mindfulness skills module (DBT-M), as treatment for clinical populations. The review of the research found that clinical application of mindfulness as taught in DBT leads to increases in self-reported mindfulness-especially non-judgemental awareness along with psychological measures that suggests an increase in mindfulness, for example, improved attention. The studies demonstrated that an increase in mindfulness had a positive effect on some clinical symptoms such as symptoms of Borderline Personality Disorder. Not all of the studies controlled for the effect of group, amount of practice or other elements of DBT therapy. The findings suggest that more needs to be done to establish the underlying mechanisms of change when being taught mindfulness in DBT.