Analysis of Mindfulness Practices Using Electroencephalogram (EEG) Interaxon Muse™ Headband Against the Concept of Self-Acceptance of Poststroke Clients

Authors

  • Sulaiman Girivirya Sriwijaya State Buddhist College, Tangerang, Indonesia

DOI:

https://doi.org/10.54783/influencejournal.v5i2.133

Abstract

The Buddhist guidance and counseling model was applied to a client who experienced post-stroke 3 stress disorder and was isolated at the start of the Covid-19 pandemic in 2020. Mindfulness of breathing, body and mind activities is very important in mindfulness practice. Mental relaxation treatments and measurements were administered using the first generation Muse™ "S" Series. Portable and "Muse: Meditation and Sleep" by the InteraXons app, linked by mobile technology (iPad/iOS). This research method uses a single subject research design with a time series approach. However, this report reports qualitatively descriptively about the client's self-acceptance concept after each session of stroke. The research sample was conducted on clients with post-stroke comorbidities. Treatment of mental relaxation sessions using mindfulness techniques. The results of measuring brain wave conditions that are inferred from the Muse™ application show an increase in mental relaxation conditions. Along with that the client's self-acceptance of the illness can be accepted with full awareness by the client. The client underwent a total of twelve guided mental relaxation sessions. In each session, the client feels able to accept the illness, forgive and fully accept himself with love.

References

Alnazly, E., Khraisat, O. M., Al-Bashaireh, A. M., & Bryant, C. L. (2021). Anxiety, depression, stress, fear and social support during COVID-19 pandemic among Jordanian healthcare workers. PLOS ONE, 16(3), e0247679. https://doi.org/10.1371/journal.pone.0247679

Amaerjiang, N., Xiao, H., Zunong, J., Shu, W., Li, M., Pérez-Escamilla, R., & Hu, Y. (2021). Sleep disturbances in children newly enrolled in elementary school are associated with parenting stress in China. Sleep Medicine, 88, 247–255. https://doi.org/10.1016/j.sleep.2021.10.033

Berk, L., Warmenhoven, F., van Os, J., & van Boxtel, M. (2018). Mindfulness training for people with dementia and their caregivers: Rationale, current research, and future directions. Frontiers in Psychology, 9(JUN), 1–10. https://doi.org/10.3389/fpsyg.2018.00982

Bhat, S., & Chokroverty, S. (2021). Sleep disorders and COVID-19. Sleep Medicine, 91, 253–261. https://doi.org/10.1016/j.sleep.2021.07.021

Brink, P. J. (2005). Research at Grass Roots: For the Social Sciences and Human Service Professions. In D. Venter (Ed.), Van Schaik Publisher (Issue 3). https://doi.org/10.1177/019394598801000301

Burmansah, B., Rugaiyah, R., Mukhtar, M., Nabilah, S., Ripki, A. J. H., & Fatayan, A. (2020). Mindful leadership: The ability of the leader to develop compassion and attention without judgment - A case study of the leader of buddhist Higher education Institute. European Journal of Educational Research, 9(1), 51–65. https://doi.org/10.12973/eu-jer.9.1.51

Cavic, E., Valle, S., Chamberlain, S. R., & Grant, J. E. (2021). Sleep quality and its clinical associations in trichotillomania and skin picking disorder. Comprehensive Psychiatry, 105, 152221. https://doi.org/10.1016/j.comppsych.2020.152221

Corbally, L., & Wilkinson, M. (2021). The Effect of Mindfulness-Based Interventions on Stress, Depression and Anxiety During the Perinatal Period in Women Without Pre-existing Stress, Depressive or Anxiety Disorders: a Systematic Review and Meta-analysis of Controlled Trials. Mindfulness, 0123456789. https://doi.org/10.1007/s12671-021-01697-3

dr. Raehana. (2022). Penatalaksanaan Stroke - Alomedika. Alomedika.Com. https://www.alomedika.com/penyakit/neurologi/stroke/penatalaksanaan

du Plessis, E. M., & Just, S. N. (2022). Mindfulness—it’s not what you think: Toward critical reconciliation with progressive self-development practices. Organization, 29(1), 209–221. https://doi.org/10.1177/1350508421995755

E., B. R., & K., Badham, R., & King, E. (2021). Mindfulness at work: A critical re-view. Organization. Organization, 28(4), 531–554. https://doi.org/https://doi.org/10.1177/1350508419888897

Eberth, J., & Sedlmeier, P. (2012). The Effects of Mindfulness Meditation: A Meta-Analysis. Mindfulness, 3(3), 174–189. https://doi.org/10.1007/s12671-012-0101-x

Ferris-Fearnside, K., Haydn, T., Arthur, J., & Hunt, M. (2002). Learning to Teach History in the Secondary School: A Companion to School Experience. In The History Teacher (Vol. 35, Issue 3). https://doi.org/10.2307/3054454

Filipović, A. T., & Rihtar, S. (2017). The Characteristics of Religious Education Teachers and Respecting Diversity in Religious Education in Croatia. Religious Education, 112(4), 366–380. https://doi.org/10.1080/00344087.2016.1278137

Garreta-Bochaca, J., Macia-Bordalba, M., & Llevot-Calvet, N. (2019). Religious education in state primary schools: the case of Catalonia (Spain). British Journal of Religious Education, 41(2), 145–154. https://doi.org/10.1080/01416200.2018.1437392

Gehart, D. R. (2012). Mindfulness and Acceptance in Couple and Family Therapy (Vol. 148). Springer US.

Girivirya, S. (2021). Application of the Conceptual Model of Buddhist Counseling and Guidance Through Online Media During the Covid 19. Educational Studies: Conference Series, 1(1), 42–50. https://doi.org/10.30872/escs.v1i1.878

Gregory L. Cascione, P. D. (2003). Philanthropists in Higher Education: Institutional, Biographical, and Religious Motivations for Giving. In Taylor and Francis, Inc. https://www.jstor.org/stable/41857625

Hall, O. T., & Coccaro, E. F. (2022). Assessment of subjective sleep quality and issues in aggression: Intermittent Explosive Disorder compared with psychiatric and healthy controls. Comprehensive Psychiatry, 112, 152270. https://doi.org/10.1016/j.comppsych.2021.152270

Hermans, C. A. M. (2003). Participatory Learning: Religious Education in a Globalizing Society. In J. A. VAN DER VEN (Ed.), Empirical Studies in Theology. Koninklijke Brill.

Hull, J. M. (2002). Spiritual development: Interpretations and applications. British Journal of Religious Education, 24(3), 171–182. https://doi.org/10.1080/0141620020240302

Ihme, K. R. M., & Sundstrom, P. (2021). The mindful shield: The effects of mindfulness training on resilience and leadership in military leaders. Perspectives in Psychiatric Care, 57(2), 675–688. https://doi.org/10.1111/ppc.12594

Kaji, M., & Ono, Y. (2021). Study on successful experiences of elementary school students in physical education classes in Japan. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1997248

Kim, Y. J. (2021). Reconstructing pure land buddhist architecture in ancient east asia. Religions, 12(9). https://doi.org/10.3390/rel12090764

Kleinhans, R., Van Meerkerk, I., Warsen, R., & Clare, S. (2021). Understanding the durability of community enterprises in England. Results of a fuzzy-set Qualitative Comparative Analysis. Public Management Review, 00(00), 1–24. https://doi.org/10.1080/14719037.2021.1999669

Kobayashi, I., Lavela, J., Bell, K., & Mellman, T. A. (2016). The impact of posttraumatic stress disorder versus resilience on nocturnal autonomic nervous system activity as functions of sleep stage and time of sleep. Physiology and Behavior, 164, 11–18. https://doi.org/10.1016/j.physbeh.2016.05.005

Kuan, T. (2007). Mindfulness in Early Buddhism. In Mindfulness in Early Buddhism. https://doi.org/10.4324/9780203936146

LaGoy, A. D., Kaskie, R., Connaboy, C., Germain, A., & Ferrarelli, F. (2021). Overnight Sleep Parameter Increases in Frontoparietal Areas Predict Working Memory Improvements in Healthy Participants but Not in Individuals with Posttraumatic Stress Disorder. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 6(11), 1110–1117. https://doi.org/10.1016/j.bpsc.2020.12.013

Lin, J. W., & Mai, L. J. (2018). Impact of mindfulness meditation intervention on academic performance. Innovations in Education and Teaching International, 55(3), 366–375. https://doi.org/10.1080/14703297.2016.1231617

Lipiäinen, T., Halafoff, A., Mansouri, F., & Bouma, G. (2020). Diverse worldviews education and social inclusion: a comparison between Finnish and Australian approaches to build intercultural and interreligious understanding. British Journal of Religious Education, 42(4), 391–402. https://doi.org/10.1080/01416200.2020.1737918

Loupatty, S. N., Ranimpi, Y. Y., & Rayanti, R. E. (2019). Respon Psikososial dan Strategi Koping Pasien Stroke dalam Konteks Budaya Ambon. Jurnal Kesehatan, 10(3), 480. https://doi.org/10.26630/jk.v10i3.1121

McCaffrey, S., Reitman, D., & Black, R. (2017). Mindfulness In Parenting Questionnaire (MIPQ): Development and Validation of a Measure of Mindful Parenting. Mindfulness, 8(1), 232–246. https://doi.org/10.1007/s12671-016-0596-7

Moavero, R., Voci, A., La Briola, F., Matricardi, S., Toldo, I., Mancardi, M. M., Negrin, S., Messana, T., Mazzone, L., Valeriani, M., Curatolo, P., & Bruni, O. (2022). Sleep disorders and neuropsychiatric disorders in a pediatric sample of tuberous sclerosis complex: a questionnaire-based study. Sleep Medicine, 89, 65–70. https://doi.org/10.1016/j.sleep.2021.11.010

Nagle, J. M. (2017). How We Get Somewhere Religiously: Religious Education and Deconversion. Religious Education, 112(3), 255–263. https://doi.org/10.1080/00344087.2017.1309114

Oliver, J. E., Joseph, C., Byrne, M., Johns, L. C., Morris, E. M. J., Shawyer, F., Thomas, N., Morris, E. M. J., Farhall, J., Hepworth, C., Startup, H., & Freeman, D. (2013). Acceptance and Commitment Therapy and Mindfulness for Psychosis. In E. M. J. Morris, L. C. Johns, & J. E. Oliver (Eds.), Acceptance and Commitment Therapy and Mindfulness for Psychosis. https://doi.org/10.1002/9781118499184

Pallozzi, R., Wertheim, E., Paxton, S., & Ong, B. (2017). Trait Mindfulness Measures for Use with Adolescents: a Systematic Review. Mindfulness, 8(1), 110–125. https://doi.org/10.1007/s12671-016-0567-z

Phelan, J. P. (2012). Forgiveness. Mindfulness, 3(3), 254–257. https://doi.org/10.1007/s12671-012-0129-y

Richards, S. B. (2019). Single Subject Research: Applications in Educational Settings (p. 105). Cengange Learning, Inc. www.cengage.com

Ristanovic, I., Haase, C. M., Lunsford-Avery, J. R., & Mittal, V. A. (2022). The relationship between stress responding in family context and stress sensitivity with sleep dysfunction in individuals at clinical high-risk for psychosis. Journal of Psychiatric Research, 149(February), 194–200. https://doi.org/10.1016/j.jpsychires.2022.02.038

Savitri, dr. T. (2022). Memahami Perubahan Emosi dan Perilaku Setelah Stroke. Halosehat.Com. https://hellosehat.com/saraf/stroke/emosl-perilaku-setelah-stroke/

Schäfer, A. A., Santos, L. P., Manosso, L. M., Quadra, M. R., & Meller, F. O. (2022). Relationship between sleep duration and quality and mental health before and during COVID-19 pandemic: Results of population-based studies in Brazil. Journal of Psychosomatic Research, 158(April), 110910. https://doi.org/10.1016/j.jpsychores.2022.110910

Singh, N. N., Lancioni, G. E., Karazsia, B. T., Felver, J. C., Myers, R. E., & Nugent, K. (2016). Effects of Samatha Meditation on Active Academic Engagement and Math Performance of Students with Attention Deficit/Hyperactivity Disorder. Mindfulness, 7(1), 68–75. https://doi.org/10.1007/s12671-015-0424-5

Slee, N. (2015). ‘What’s a nice girl like you doing in a place like this?’ or ‘What’s a feminist practical theologian doing amongst a bunch of distinguished philosophers?’ A riff on Professor Joe Margolis’ paper. International Journal of Philosophy and Theology, 76(5), 412–418. https://doi.org/10.1080/21692327.2016.1142392

Stelter, R. (2009). Experiencing mindfulness meditation-a client narrative perspective. International Journal of Qualitative Studies on Health and Well-Being, 4(3), 145–158. https://doi.org/10.1080/17482620903013908

Vietze, J., van Herpen, S. G. A., Dias-Broens, A., Severiens, S. E., & Meeuwisse, M. (2022). Self-selection from higher education: a meta-review of resources for academic decision-making of mainstream and underrepresented students. Research in Post-Compulsory Education, 27(3), 454–477. https://doi.org/10.1080/13596748.2022.2076057

Workbook, C. P. (2018). Muse Connect Program: Client Practice Workbook. Muse.

Yoon-Suk Hwang, Kearney, P., & A. (2015). Mindfulness in Behavioral Health. In Springer.

Zhang, Y., Ren, R., Sanford, L. D., Yang, L., Ni, Y., Zhou, J., Zhang, J., Wing, Y. K., Shi, J., Lu, L., & Tang, X. (2020). The effects of prazosin on sleep disturbances in post-traumatic stress disorder: a systematic review and meta-analysis. Sleep Medicine, 67, 225–231. https://doi.org/10.1016/j.sleep.2019.06.010

Downloads

Published

26-03-2023

How to Cite

Girivirya, S. (2023). Analysis of Mindfulness Practices Using Electroencephalogram (EEG) Interaxon Muse™ Headband Against the Concept of Self-Acceptance of Poststroke Clients. INFLUENCE: INTERNATIONAL JOURNAL OF SCIENCE REVIEW, 5(2), 11–19. https://doi.org/10.54783/influencejournal.v5i2.133