The Effect of Contemplation and Meditation on Great Compassion on the Psychological Well-being of Adolescents in Schools

Dr. Jennifer Bach & Dr. Tharina Guse

University of Johannesburg, South Africa Department of Psychology Presented the results of this study at the 5th European Positive Psychology Conference, Copenhagen, Denmark, June 2010 & now presenting a poster on this study at the Science of Compassion: Origins, Measures and Interventions Conference, Telluride, Colorado, USA, July 2012 *Corresponding author Dr. Jennifer Bach: jbachlokanc@gmail.com Dr. Tharina Guse: tguse@uj.ac.za Tel: +27 11 559 3248

Abstract
This study examined the effect of contemplation and meditation (CM) aimed at developing great/universal compassion on the psychological well-being (PWB) of adolescents (n = 51) in four high schools in England. Increases in certain facets of PWB were found in the adolescents (n = 26) who received the CM training, in comparison to a control group. Specifically, statistically significant increments in personal growth and environmental mastery were found for the experimental group after the CM training, compared to the control group. Girls in the experimental group also showed a significant decrease in negative affect compared to the boys in the experimental group and the whole control group. Both the experimental and control groups demonstrated improvements in life satisfaction, self-acceptance, autonomy and purpose in life. There were no changes in positive affect, negative affect and positive relations with others for both groups overall. A multi-topic contemplation and meditation program which builds towards great compassion may increase well-being in adolescents. Keywords: psychological well-being; contemplation; meditation; compassion; environmental mastery; personal growth; affect; life satisfaction

Contemplation and Meditation Program Aimed Towards Developing Great Compassion (Overview) Week 1: Breathing meditation Week 2: Happiness from a different source Week 3: Inner peace & delusions Week 4: Equanimity Week 5: The kindness of others Week 6: Living meaningfully (Great compassion) Week 7: Transforming adversity (practising patience, compassion for others from suffering) Week 8: Transforming adversity

Introduction
Theorization on the value of practicing virtue to improve well-being began thousands of years ago with Aristotle in the West and Buddha in the East. Recently, psychological well-being has become an important topic in positive psychology. However, there is: Limited research on interventions which aim to increase well-being in non-clinical populations. The predominant area of psychological research has focused on alleviating mental illness as opposed to positive functioning and subjective well-being.

(Introduction)
Minimal researched interventions which aim to increase psychological well-being in adolescents (e.g. in schools) Limited research on interventions which aim to develop compassion in youth Scarcity of research on the moral emotion compassion and its effects on positive functioning

Analytical Meditation (AM) (Contemplation)

AM: the purpose of analytical meditation (or contemplation) is to bring to mind the object for placement meditation. Done by utilizing various lines of reasoning, contemplation of analogies, and reflection on the meaning of spiritual instructions to develop virtue (e.g. compassion, wisdom)

Placement Meditation (PM) (Actual Meditation)

Once the object clearly appears in the mind from the analytical meditation phase (contemplation) one stops the analytical meditation, and then one engages in placement meditation which is applying singlepointed concentration on the desired feeling, thought, or intention, that induces virtue or inner peace (actual meditation) developed from the initial contemplation (AM) phase (Gyatso, 2003).

Lacunas in Psychological Well-being (PWB) Meditation Research

Meditation has been investigated as a possible wellbeing intervention in adults. E.g. Frederickson et al. (2008): Loving-kindness meditation increases PWB E.g. Mindfulness correlated with higher PWB (Brown & Ryan, 2003)

(Lacunas in Psychological Wellbeing Meditation Research)

However, there is: 1. No research on the effect of meditation on eudaimonic facets of well-being in youth. 2. Limited information on the possible effect of other types of meditation (Shapiro, Walsh, & Briton, 2003) on psychological well-being. E.g. Dearth of research on the effect of contemplation and meditation on compassion on the psychological well-being of children and adolescents.

Aim
To examine the effect of another form of Buddhist meditation consisting of analytical meditation (AM) and placement meditation (PM), here jointly referred to as contemplation meditation (CM), aimed towards the development of great compassion on PWB.

What is Contemplation and Meditation (CM)?

Working definition for two components of a form of Buddhist meditation: analytical meditation (AM) and placement meditation (PM) (Gyatso, 1995, 2003): Multimodal style of meditation which begins with a simple breathing meditation as a preparatory stage, followed by the two main phases of analytical meditation and placement meditation on virtue.

(What is Contemplation and Meditation (CM)?)

Ideally, each meditation session has five parts including preparation, contemplation, meditation, dedication, and subsequent practice (integrating meditation into our daily life), although contemplation (analytical meditation/AM) and meditation (placement concentration/PM) are highlighted here in the present study. Both contemplation and meditation serve to acquaint the mind with virtue. The more familiar we are with these objects, the more peaceful our mind becomes (Gyatso, 2003, p.20)

Contemplation and Meditation to Develop Great Compassion

This studys emphasis was on developing Great Compassion (i.e. Universal Compassion) (Gyatso, 1995, 2000, 2001, 2003) Realizations on various virtuous states of mind build upon one another leading towards the eventual realization of great compassion (affectionate and cherishing love needed to develop great compassion)

Great Compassion
What is Great Compassion (i.e. Universal Compassion) (Gyatso, 1995, 2000, 2001, 2003)? Sincerely wishing to alleviate the suffering of all beings without exception. Feeling the suffering of others unbearable. In meditation, contemplate and meditate on this feeling single-pointedly. The realization of great compassion is dependant upon: equalizing self with others, exchanging self with others, and affectionate love for all beings. Leads to subsequent realizations of bodhichitta and eventually enlightenment.

Gaps in Meditation Research

1. Scarcity of research on the effect of multiple topic meditation programs, such as aimed towards developing great compassion. According to Buddhist theory (e.g. Gyatso, 1995, 2000, 2001, 2003, 2010), the development of great compassion is dependent upon the realization of precursor virtuous states of mind such as equanimity, remembering the kindness of others, understanding the disadvantages of self-cherishing etc). All of these states, along with developing wisdom, are considered to build towards enlightenment (i.e. (i.e. optimal well-being).

(Gaps in Meditation Research)

2. An absence of research on the effect of contemplation and meditation topics aimed at building towards great compassion measured with quantitative selfreport questionnaires for: positive psychological functioning (purpose in life, environmental mastery, autonomy, self-acceptance, personal growth and positive relations with others), life satisfaction positive affect negative affect

Location and Participants of Study

Four High Schools throughout England in 2008 and 2009.

Method
Research design:
Randomized controlled trial Experimental group: received contemplation meditation training (n = 29) Control group: received weekly readings on positive psychology well-being topics from the book Authentic Happiness (Seligman, 2004),Chapter 1 p. 3-11 (n=22)

(Method)
Measuring psychological well-being Satisfaction With Life Scale (SWLS) (Diener, Emmons, Larsen, & Griffen, 1985, Pavot & Diener, 1993) PANAS-C (positive affect and negative affect) (Laurent et al., 1999) Psychological Well-being Scales (PWBS): environmental mastery, purpose in life, positive relations with others, self-acceptance, autonomy, personal growth (Ryff 1989; Ryff & Singer, 1996)

(Method)

(Method)

Participants:
Recruited from 4 schools in England Mean age: 15.8 years 25 girls, 26 boys

Experimental Group CM training: Control Group: Implemented an eight week contemplation and Received eight weekly readings from the book meditation program on multiple meditation topics Authentic Happiness (Seligman, 2002). aimed at building great compassion in schools. 45 minute weekly sessions taught by a trained The control group offered compensatory eight meditation teacher weeks of contemplation meditation classes at Program developed by advanced Buddhist meditation the end of the study teacher Georgina Pugh, derived from Mahayana Buddhist methods explained by Gyatso (1995, 1997, 2000, 2001, 2003), at the request of the researchers of the present study Dr. Jennifer Bach and Dr. Tharina Guse.

CM Program Aimed at Building Towards Great Compassion

Week 1: Breathing meditation Learning the technique of breathing meditation The faults of distraction The benefits of mindfulness and concentration Week 2: Happiness from a different source What is a true source of happiness? Understanding changing suffering Everyone shares the same basic wish to be happy

(CM Program Aimed at Building Towards Great Compassion)

Week 3: Inner peace & delusions Why do we experience suffering? What are delusions? How we can have no enemies Week 4: Equanimity Exploring our unbalanced feelings towards others. How to train in equanimity

(CM Program Aimed at Building Towards Great Compassion)

Week 5: The kindness of others We are all interconnected in a web of kindness Week 6: Living meaningfully (Great compassion) The inner wealth of compassion How to develop compassion Week 7: Transforming adversity Practicing patience Week 8: Transforming adversity

(CM Program Aimed at Building Towards Great Compassion)

Week 5: The kindness of others We are all interconnected in a web of kindness Week 6: Living meaningfully (Great compassion) The inner wealth of compassion How to develop compassion Week 7: Transforming adversity Practicing patience Compassion for others from own suffering Week 8: Transforming adversity

Data Analysis
A mixed design ANOVA Time (pre- and post-) as the within-subjects effect Time-Group (control and experimental) as the between-subjects effect.

Results
Some facets of well-being improved for the CM group, in comparison to the control group: 1. Significant increase in environmental mastery (F = 4.492, p = 0.04, effect size eta = 0.3111). 2. Significant increase in personal growth (F = 5.310, p = 0.026, effect size eta = 0.326) 3. Significant decrease in negative affect (F = 0.51, p = .03, eta = .35) for the girls in the experimental group which did not occur for the boys in the experimental, or for the girls and boys in the control group.

(Results)
Both the experimental and control groups showed a significant increase on several aspects of wellbeing: 1. environmental mastery (F = 15.428, p < 0.001, effect size eta = 0.519), although the experimental group had a significantly greater increase in EM than the control group. 2. life satisfaction (F = 7.109, p = 0.011) 3. self-acceptance (F = 7.237, p = 0.010) 4. autonomy (F = 14.309, p < 0.001) 5. purpose in life (F = 9.528, p = 0.004).

Discussion: Increase in Personal Growth in Experimental/CM Group

The significant increase in PG in the experimental group may be linked to: 1. The structured program extensively identifying the benefits of personal growth to improve well-being 2. Providing training in practical methods(skills) to improve personal growth (development of virtues): practical training taught on a regular basis (weekly). 3. Taught how to increase compassion supported by wisdom which did not occur in the control condition.

(Discussion: Increase in Personal Growth in Experimental/CM Group)

The significant increase in personal growth in the experimental group may also be due to the: 4.The classes were given in a classroom setting (versus correspondence): supportive environment for personal growth (classes given by a trained meditation teacher, can ask questions, peers in CM classes also engaging in training etc)

Discussion: Increase in Environmental Mastery in Experimental/CM Group

The significant increase in environmental mastery could be due to the possible empowering effect of multiple dimensions: 1. multimodal meditation style - utilizing analytical meditation (contemplation utilizing logic and reasoning to arise at desired virtuous states of mind) and placement meditation (concentration) on virtuous states of mind.

(Discussion: Increase in Environmental Mastery in Experimental/CM Group)

2. Multiple topic meditation program (multiple virtuous realizations, including wisdom theory, building towards great compassion).

(Discussion: Increase in Environmental Mastery in Experimental/CM Group)

3. In the experimental group, the contemplation and meditation classes involved weekly lessons extensively explicating how to logically arise at virtuous states of mind, how to meditate on them, and how to integrate into daily life and to solve problems.

Discussion: Decrease in Negative Affect in the Experimental Group Girls

Females (adolescent and adult females) have been found to score higher on emotional intelligence in studies (e.g. Gallagher & Vella-Broderick, 2008; Katyal & Awasthi, 2005). It is possible that boys who received the CM training would also eventually have a significant reduction in negative affect with time, although it may take longer for various possible reasons.

(Results)
For both groups there was no change overall in: 1. level of positive affect (F = 3.663, p = 0.063), 2. level of negative affect (F = 2.448, p = 0.126), 3. positive relations with others (F = 0.316, p = 0.577).

Compared to Other Well-Being Interventions for Youth

Compared to other quantitative studies that have examined the effect of a psychological wellbeing intervention on the well-being of youth, there are no other interventions (e.g. Ruini et al., 2009; Tomba et al., 2010) that have found a significant increase in environmental mastery except for the present study that involved contemplation and meditation on great compassion meditation topics.

Discussion: Increase in Well-Being for Both Groups

Increase on multiple measures of wellbeing for both the experimental and control groups: Both the CM training and the readings focused on the importance of developing virtue to help others as a method to improve well-being

(Discussion: Increase in Well-Being

for Both Groups)
Specifically, training in developing the wish to relieve the suffering of others was taught in the experimental group (CM mind training) and the effect of practically helping others on mental well-being was taught to the control group in the weekly readings from the book Authentic Happiness (Seligman, 2004).

Unchanged Dimensions for Both Groups

Positive affect, negative affect and positive relations with others for the whole group (experimental group and control group overall) remained unchanged. Possible reasons are as follows: 1. Limited time was allowed for training in CM and the weekly readings.

(Unchanged Dimensions for Both Groups)

2. Limitations in the PANAS-C positive affect
questionnaire to measure positive emotions such as compassion, love, contentment and joy which contemplation and meditation topics aimed at building towards great compassion are posited to develop according to Buddhist theorization (Gyatso, 1995, 2000, 2001, 2003, 2010).

Recommendations
1. Specifically measure positive emotions such as love, contentment, and so forth, as for example done in Fredrickson et al. (2008)s study with the Modified Differential Emotions Scale (mDes; Fredrickson, Tugade, Waugh & Larkin, 2003).

(Recommendations)
2.Measure positive moral emotions such as elevation and gratitude (e.g. Algoe & Haidt, 2009), but to also include the measurement of compassion, and suggestion that compassion is a positive moral emotion, like elevation and gratitude (Algoe & Haidt, 2009), as it was correlated with improved PWB in this study. 3. Measure in relation to pro-social actions and intentions and well-being.

(Recommendations)
4. Include a scale which specifically measures negative emotion such as anger (not measured in PANAS-C), and mindfulness. 5.Research with larger samples, cross-culturally, different age groups and longitudinally may shed more light on the applications of CM as a positive psychology intervention.

Conclusion
This CM training program has value as an intervention to increase psychological well-being (PWB) in adolescents in schools, as it is correlated with significant improvements in: 1. Personal growth and environmental mastery in adolescent boys and girls in the CM training group 2. A significant decrease in negative affect in girls in the CM training group

(Conclusion)
3. Those who engaged in the CM training program and also those who received the weekly readings (which explained the benefits of a positive outlook on longevity and that engaging in kind actions to help others can improve well-being more than hedonic activities) had significant increases in: life satisfaction, self-acceptance, purpose in life, autonomy, and environmental mastery

(Conclusion)
4. Other schools who participated in the study were interested in continuing the program 5. CM potentially improves pro-social intentions and involvement through contemplation and meditation on compassion and interrelated virtues (e.g. other moral emotions and motivations) 6. Further research is required.

6. Investigate the effect of CM training on mental and physical illness, and addictions.

Thank-you