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Interest in integrating mindfulness and other mental training exercises into our Western models of psychopathology and treatments has never been greater. Th e fi ndings are promising, and we are providing relief from suff ering for many people. However, mind- fulness-enriched treatments are equally vulnerable to the challenges faced by traditional cognitive behavioral treatments to convincingly isolate the mechanisms that produce treatment gains (Corcoran, Farb, Anderson, & Segal, 2009). We may in fact be reaching the limit that self-report measures and clinician assessments can tell us about mindful- ness (Davidson, 2010). Our colleagues in the aff ective sciences have been touching the elephant that is mindfulness in diff erent and complementary ways; in doing so, they are providing provocative clues to the biological and neural bases that arise with practice of these mental training exercises.

An important next step is to begin evaluating mindfulness-related treatment effi cacy within the context of biomarker change. First, we must begin to examine whether and how patients with emotional disorders diff er from healthy controls on the biological indices in the context of cognitive and emotional provocation tasks used in the basic aff ective sciences. Second, and importantly, we must also investigate the ways that all of our effi cacious treatments, whether or not they possess mindfulness elements, impact biological and neural systems that are, in turn, associated with relief from disorders such as major depression while producing durable treatment gains.

CONCLUSION

In this chapter, we reviewed the evidence supporting both cognitive behavioral therapy and mindfulness-enriched treatments as eff ective therapies for depression, which leads us to several conclusions. First, increasing metacognitive ability (e.g., decentering) has always been part of traditional cognitive therapy of depression—although recent fi ndings emphasize metacognitive capacities as the active ingredient in cognitive therapy.

Second, the benefi ts of increasing metacognitive abilities can be realized without explic- itly practicing mindfulness exercises. Th ird, given that cognitive content change is less important as compared to cultivating metacognitive ability for the prevention of relapse, developing treatments that explicitly foster this ability may be more eff ective and endur- ing than treatments that produce metacognitive awareness as a by-product.

On balance, the fi ndings are promising and are stretching our theoretical conceptu- alizations, and in turn helping us to reduce human suff ering. Despite these encouraging developments, many challenges lie ahead. Th e fi elds of clinical science and neurosci- ence are shedding light on many aspects of normative and disordered aspects of our emotional lives. In some respects, this work is occurring on parallel and nonintersecting tracks. However, the time is ripe to embark on programs of translational research that

creatively integrate and synthesize basic and applied research fi ndings. As theory and ex- perimental research become more complex, however, it has become increasingly impor- tant for researchers to clarify and agree on terminology and units of analysis. Questions such as: What is mindfulness? How should we measure it? Can we reliably measure it in fi rst person accounts? Th ird person accounts? Biological and neural correlates? And, im- portantly, how can our clinical approaches benefi t from the research? Th e work reviewed in this chapter, and indeed in this volume, suggests some preliminary answers to these questions. However, the road ahead is likely to be challenging, exciting, and rewarding as we strive to answer these remaining questions.

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4

Metacognitive Therapy

ADRIAN WELLS

T

he metacognitive theory of psychological disorder (Wells & Matthews, 1994; Wells, 2009) is grounded on a basic principle: Negative thoughts and emotions are usually transient experiences. Th ey persist and become psychological problems because the individual activates a specifi c pattern or style of thinking that is damaging for self- regulation and the elimination of these distressing experiences. Th is pattern is called the cognitive attentional syndrome (CAS), and it consists of worry, rumination, threat monitoring, and coping behaviors that interfere with self-regulation. Psychological dis- order is the consequence of “mental perseveration”—that is, repeatedly returning to and thinking about a particular topic.