by Karen Young (BSc)(Psych)(Hons)MastGestTher

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Mindfulness as Effective as Medication in Preventing Relapse in Depression – Research

Mindfulness as Effective as Medication for Relapse

Mindfulness – the practice of attending to thoughts and feelings in the present moment – has been the focus of a lot of research attention recently and even under the full glare of science, it just keeps getting better.

In the first ever large scale study of its kind, researchers explored whether teaching people mindfulness would be as effective as maintenance doses of antidepressants in managing relapse in depression.

According to Willem Kuyken, lead author of the study and Professor of Clinical Psychology at the University of Oxford, without ongoing treatment four out of five people who struggle with depression will relapse.

Maintenance doses of antidepressant medication can reduce the risk of relapse by two-thirds, but it’s not without its problems. The side effects can be intolerable for some, and others might (understandably) be averse to an indefinite dependence on medication.

The Study: What They Did

424 adults with diagnosed major depression participated in the two year study. Half were required to stay on their antidepressant medication for the duration of the study. The other half slowly come off their medication and participated in mindfulness practice. People in this group attended eight weekly 2 ¼ hour group sessions consisting of guided mindfulness practices, group discussion and other cognitive behavioural exercises. They were also required to practice daily at home.

What They Found

At the end of two years, mindfulness was shown to be as effective as medication in preventing relapse, with the rates of relapse being 44% for the mindfulness group and 47% for the medication group.

The benefits of mindfulness therapy over medication include its low cost and its appeal to those who are reluctant to depend indefinitely on medication as a way to stave off depression.

The slide into depression can be triggered by negative thoughts and feelings about the self, others and the world. Mindfulness therapy aims to change the way people think and feel, teaching the skills to recognise and respond to thoughts and feelings that could otherwise set in motion a depressive downward spiral.

Through mindfulness, people can learn to appreciate that just because they think something, that doesn’t mean the thought is fact. Rather than hanging on to a thought and letting it gain momentum and strength, mindfulness teaches how to let the thought come and then go.

For more information on mindfulness, see MINDFULNESS: THE WHAT, THE HOW AND THE DIFFERENCE 5 MINUTES A DAY WILL MAKE

[Image Credit: Unsplash]

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It is this way for all of us, and none of this is about perfection. Sometimes there will be disconnect, collisions, discomfort. Sometimes we won’t be completely emotionally available. What’s important is that they feel they can connect with us enough. If we can’t move to the connection they want in the moment, name the missing or the disconnect to help them feel less alone in it: - ‘I missed you today.’ - ‘This is a busy week isn’t it. I wish I could have more time with you. Let’s go to the park or watch a movie together on Sunday.’ - ‘I know you’re annoyed with me right now. I’m right here when you’re ready to talk. Take your time. I’m not going anywhere.’ - ‘I can see you need space. I’ll check in on you in a few minutes.’ Remember that micro-connections matter - the incidental chats, noticing them when they are unnoticeable, the smiles, the hugs, the shared moments of joy. They all matter, not just for your little people but for your big ones too.♥️

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Relationship first, then learning and behaviour will follow. It can’t be any other way. Anxious brains can’t learn, and brains that don’t feel safe will organise young bodies (all bodies) for fight, flight (avoidance, refusal, disengagement, perfectionism), or shutdown. Without connection, warmth, a sense of belonging, feeling welcome, moments of joy, play, and levity, relational safety will be compromised, which will compromise learning and behaviour. It’s just how it is. Decades of research and experience are shouting this at us. Yet, we are asking more and more of our teachers. The more procedural or curriculum demands we place on teachers, the more we steal the time they need to build relationships - the most powerful tool of their trade. There is no procedure or reporting that can take the place of relationship in terms of ensuring a child’s capacity to learn and be calm. There are two spaces that teachers occupy. Sometimes they can happen together. Sometimes one has to happen first. The first is the space that lets them build relationship. The second is the space that lets them teach kids and manage a classroom. The second will happen best when there is an opportunity to fully attend to the first. There is an opportunity cost to everything. It isn’t about relationships OR learning. It’s relationships AND learning. Sometimes it’s relationships THEN learning. The best way we can support kids to learn and to feel calm, is to support teachers with the space, time, and support to build relationships. The great teachers already know this. What’s getting in the way isn’t their capacity or their will to build relationships, but the increasing demands that insist they shift more attention to grades, curriculum, reporting, and ‘managing’ behaviour without the available resources to build greater physical (sensory, movement) and relational safety (connection, play, joy, belonging). Relationships first, then the rest will follow.♥️

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