Mindfulness as taught in Dialectical Behaviour Therapy: A scoping review
Clinical Psychology and Psychotherapy June 21, 2022 DOI: 10.1002/cpp.2764 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Scoping review Peer reviewed |
|---|---|
| Sample size | 11 |
| Population | Clinical populations |
| Topics | Meditation |
| Key findings | Clinical application of DBT-taught mindfulness increases self-reported mindfulness and improves some clinical symptoms, such as those of Borderline Personality Disorder. |
Abstract
Abstract 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.