Assessment of Mindfulness

Perhaps the most commonly cited definition is provided by Kabat-Zinn (1994), who describes mindfulness as “paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally.” Several other definitions are similar. For example, Marlatt and Kristeller (1999) describe mindfulness as “bringing one’s complete attention to the present experience on a moment-to-moment basis” (p. 68), and Brown and Ryan (2003) define it as “the state of being attentive to and aware of what is taking place in the present” (p. 822). Other descriptions are somewhat more detailed. According to Bishop et al. (2004), mindfulness is “a process of regulating attention in order to bring a quality of non-elaborative awareness to current experience and a quality of relating to one’s experience within an orientation of curiosity, experiential openness, and acceptance” (p. 234). Segal et al. (2002) note that “\(\ldots\)in mindfulness practice, the focus of a person’s attention is opened to admit whatever enters experience, while at the same time, a stance of kindly curiosity allows the person to investigate whatever appears, without falling prey to automatic judgments or reactivity” (p. 322–323). These authors also note that mindfulness can be contrasted with behaving mechanically, without awareness of one’s actions, in a manner often called automatic pilot. Kabat-Zinn (2003) states that “mindfulness includes an affectionate, compassionate quality within the attending, a sense of openhearted friendly presence and interest” (p. 145). Similarly, Marlatt & Kristeller (1999) suggest that mindfulness involves observing one’s experiences “with an attitude of acceptance and loving kindness” (p. 70). Commonly used instructions for teaching mindfulness are consistent with these definitions and descriptions. Participants in mindfulness training are often encouraged to focus their attention on particular types of stimuli that are observable in the present moment, such as sounds that can be heard in the environment or the movements and sensations of breathing. If thoughts, emotional states, urges, or other experiences arise, participants are encouraged to observe them closely. Brief, covert labeling of observed experiences, using short words or phrases, is often encouraged. For example, participants might silently say “sadness,” “thinking,” “aching,” “urge,” or “sound” as they observe internal or external phenomena. Participants are typically asked to bring a stance of acceptance, willingness, allowing, openness, curiosity, kindness, and friendliness to all observed experiences, and to refrain from efforts to evaluate, judge, change, or terminate them, even if they are unpleasant. In DBT (Linehan, 1993), mindfulness has been operationalized as a set of interrelated skills; three related to what one does while practicing mindfulness, and three related to how one does it. The “what” skills include observing (noticing or attending to) current experience, describing (noting or labeling observed experiences with words), and participating (focusing full attention on the current activity). The “how” skills include being nonjudgmental (accepting, allowing, or refraining from evaluation), being one-mindful (with undivided attention), and being effective (using skillful means). This collection of definitions, descriptions, and instructions for teaching mindfulness suggests that mindfulness may be usefully conceptualized as a multifaceted construct that includes attending to (observing or noticing) present moment experiences, labeling them with words, and acting with awareness or avoiding automatic pilot. Particular qualities of attention also appear to be important. Terms used to capture these qualities include acceptance, openness, allowing, nonjudging, willingness, kindness, and curiosity.