DOI: 10.5878/p34t-9j15
title: Data for: "Mindfulness-based restoration skills training (ReST) in a natural setting compared to conventional mindfulness training: Psychological functioning after a five-week course"
title: Data för: "Mindfulness-based restoration skills training (ReST) in a natural setting compared to conventional mindfulness training: Psychological functioning after a five-week course"

description: This project integrates restorative environments research and mindfulness research: two disparate but related approaches to managing the demands of modern living. Both offer ways to improve attention regulation by detaching from routine mental contents and engaging with present experience. However, restoration works bottom-up, from supportive environmental features, while mindfulness meditation works top-down, through effortful training. Complementarities between the two are the foundations of restoration skills training (ReST), a five-week mindfulness-based course that uses mindful sensory exploration in a natural setting to build a meditative state effortlessly. As in conventional mindfulness training (CMT), ReST involves a learning structure to teach versatile adaptive skills. Data were collected in four rounds, with successively refined versions of ReST given in a botanic garden and formally matched CMT given indoors. Data were collected to test short-term outcomes of practice sessions and long-term course outcomes.

These data form the basis of the analyses presented in (Lymeus et al. (2020) Mindfulness-based restoration skills training (ReST) in a natural setting compared to conventional mindfulness training: Psychological functioning after a five-week course. Frontiers in Psychology). Some of these data were reused by (Lymeus et al. (2022) Mindfulness-based restoration skills training (ReST) in a natural setting compared to conventional mindfulness training: Sustained advantages at a 6-month follow-up. Frontiers in Psychology) as background to the follow-up analyses presented there. Therefore, some variables are replicated from this entry in the related entry (https://doi.org/10.5878/prw6-k648), where they are likewise marked T1 and T2. 

These data were collected in four data collection rounds. In each data collection round, data were collected before and directly after two different five-week mindfulness training courses: restoration skills training (ReST; n = 75) and conventional mindfulness training (n = 77), between which participants were randomly assigned. In the fourth round of data collection, data were also collected before and immediately after the same five-week period from a separately recruited (non-randomized) passive control group (n = 29). The participants were university students who experienced stress or concentration problems. 

Data were collected with the Five Facet Mindfulness Questionnaire (FFMQ; Baer et al. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27-45.), Cognitive Failures Questionnaire (Broadbent et al. (1982). The Cognitive Failures Questionnaire (CFQ) and its correlates. British Journal of Clinical Psychology, 21(1), 1-16.) and the Perceived Stress Scale (Cohen et al. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385-396).
description: Detta projekt integrerar forskning om restorativa miljöer och mindfulnessforskning: två olika men relaterade metoder för att hantera kraven i modernt liv. Båda erbjuder sätt att förbättra uppmärksamhetsregleringen genom att ta ökad distans från rutinmässigt mentalt innehåll och engagera sig i nuvarande erfarenhet. Återhämtning fungerar emellertid bottom-up, med hjälp av miljöns stödjande egenskaper, medan mindfulnessmeditation fungerar top-down, genom ansträngande träning. Komplementariteter mellan de två är grunden för restoration skills training (ReST), en fem veckors mindfulness-baserad kurs som använder sensoriskt utforskande i en naturlig miljö för att bygga ett meditativt tillstånd utan ansträngning. Liksom i konventionell mindfulnesstraining har ReST en inlärningsstruktur för att lära ut mångsidiga anpassningsförmågor. Data samlades in i fyra omgångar, med successivt förfinade versioner av ReST som gavs i en botanisk trädgård och formellt matchad konventionell mindfulnessträning inomhus. Data samlades in för att testa för kortsiktiga utfall av enstaka träningspass och för långsiktiga utfall av kurserna.

Dessa data ligger till grund för de analyser som presenteras i (Lymeus et al. (2020) Mindfulness-based restoration skills training (ReST) in a natural setting compared to conventional mindfulness training: Psychological functioning after a five-week course. Frontiers in Psychology). Delar av dessa data återanvändes av (Lymeus et al. (2022) Mindfulness-based restoration skills training (ReST) in a natural setting compared to conventional mindfulness training: Sustained advantages at a 6-month follow-up. Frontiers in Psychology) som bakgrund till uppföljningsanalyserna som presenteras där. Därför finns vissa variabler replikerade från denna post i den relaterade posten (https://doi.org/10.5878/prw6-k648), där de likaledes är markerade T1 och T2. 

Dessa data samlades in i fyra datainsamlingsomgångar. I varje datainsamlingsomgång samlades data in före och direkt efter två olika femveckors mindfulnesstränings-kurser: restoration skills training (ReST; n = 75) och konventionell mindfulnessträning (n = 77), mellan vilka deltagarna fördelades slumpmässigt. I den fjärde datainsamlingsomgången samlades även data in före och direkt efter samma femveckors-period från en separat rekryterad (ej slumpmässigt fördelad) passiv kontrollgrupp (n = 29). Deltagarna var universitetsstudenter som upplevde stress eller koncentrationsproblem. 

Data samlades in med Five Facet Mindfulness Questionnaire (FFMQ; Baer et al. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27–45.), Cognitive Failures Questionnaire (Broadbent et al. (1982). The Cognitive Failures Questionnaire (CFQ) and its correlates. British Journal of Clinical Psychology, 21(1), 1–16.) och Perceived Stress Scale (Cohen et al. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385–396.)