Assessment
January 27, 2006
Ruth A. Baer, Gregory T. Smith, Jaclyn Hopkins et al.
7,526 citations
Mindfulness is composed of at least five distinct facets, as shown by analyses of five new questionnaires given to two large groups of undergraduates. Four of these facets appear to be part of an overall mindfulness construct, and their structure may differ depending on meditation experience. The facets relate differently to other psychological constructs and predict psychological symptoms beyond what other measures do, supporting a multifaceted view of mindfulness.
Assessment
February 29, 2008
Ruth A. Baer, Gregory T. Smith, Emily L. B. Lykins et al.
2,933 citations
Mindfulness as measured by self-report includes five component skills: observing, describing, acting with awareness, nonjudging of inner experience, and nonreactivity to inner experience, assessed with the Five Facet Mindfulness Questionnaire (FFMQ). The authors examined the construct validity of the FFMQ in experienced meditators and nonmeditating comparison groups. Most mindfulness facets were significantly related to meditation experience and to psychological symptoms and well-being. The relationship between the observing facet and psychological adjustment varied with meditation experience. Several facets independently predicted well-being and mediated the relationship between meditation experience and well-being, supporting the FFMQ's construct validity in these samples.
Assessment
September 1, 2004
Ruth A. Baer, Gregory T. Smith, Kristin B. Allen
2,283 citations
A new self-report questionnaire measuring four mindfulness skills—observing, describing, acting with awareness, and accepting without judgment—shows good reliability and a clear factor structure. These skills relate differently to personality and mental health: they are linked to neuroticism, psychological symptoms, emotional intelligence, alexithymia, experiential avoidance, dissociation, and absorption. The findings suggest mindfulness is not a single trait but a set of distinct abilities with unique connections to well-being.
Psychological Assessment
April 11, 2011
Laurie A. Greco, Ruth A. Baer, Gregory T. Smith
696 citations
Four studies with 1,413 participants developed and validated the Child and Adolescent Mindfulness Measure (CAMM). The final 10-item measure shows adequate internal consistency and is developmentally appropriate for school-aged children and adolescents. CAMM scores positively correlate with quality of life, academic competence, and social skills, and negatively correlate with somatic complaints, internalizing symptoms, and externalizing behavior problems. These correlations remain generally significant even after controlling for thought suppression and psychological inflexibility. The CAMM may be a useful tool for assessing mindfulness skills in this age group.