Division of Social Sciences, Yale-NUS College, Singapore.
Department of Psychology, National University of Singapore, Singapore.
Psychiatry Res. 2019 Oct;280:112485. doi: 10.1016/j.psychres.2019.112485. Epub 2019 Jul 15.
Borderline personality disorder (BPD) is a psychological disorder characterized by dysregulation across multiple domains. While selected mindfulness-based interventions are effective in addressing symptoms of BPD, less is known regarding the effects of engaging in brief mindfulness practices on affective correlates of BPD. The present study investigated the effects of engaging in brief, daily mindfulness practice in a sample of young adults with elevated BPD symptoms. Ninety-two participants were recruited and randomly assigned to 2 weeks of daily mindfulness meditation or relaxation practice (active control), or to a no-practice control condition. Participants completed measures assessing depression, anxiety, stress, shame, difficulties with emotion regulation, trait mindfulness, and self-compassion before and after the practice period. Compared to the no-practice control condition, mindfulness practice resulted in significant improvements in trait mindfulness and self-compassion, whereas relaxation practice led to reductions in emotion regulation difficulties. No significant differences were found on any of the other outcomes between the mindfulness and relaxation conditions. The findings suggest that while both mindfulness and relaxation-based practices are effective in targeting selected transdiagnostic processes associated with BPD, more intensive interventions may be required for the practices to induce changes at the level of psychological symptoms.
边缘型人格障碍（BPD）是一种以多个领域失调为特征的心理障碍。虽然某些基于正念的干预措施对 BPD 症状有效，但对于参与简短正念练习对 BPD 情感相关因素的影响知之甚少。本研究调查了在有 BPD 症状升高的年轻成年人样本中进行简短日常正念练习的效果。招募了 92 名参与者，并将他们随机分配到 2 周的日常正念冥想或放松练习（主动对照）或不练习对照组。参与者在练习前后完成了评估抑郁、焦虑、压力、羞耻、情绪调节困难、特质正念和自我同情的测量。与不练习对照组相比，正念练习显著改善了特质正念和自我同情，而放松练习则降低了情绪调节困难。在正念和放松条件之间，在其他任何结果上都没有发现显著差异。研究结果表明，虽然正念和基于放松的练习都能有效地针对与 BPD 相关的特定共病过程，但可能需要更密集的干预措施，才能使练习在心理症状层面上产生变化。
