Until the end of the 1990s, the so-called deficit paradigm prevailed in science, aiming to recognize what factors determine cognitive, emotional, behavioral, and mental problems, etc. Since the 1990s, attempts have been observed to break the paradigm from deficit to expert (positive dimensions of mental health). However, the multitude of definitions, models, and measures of positive mental health hinders academic precision and thus the ongoing scientific evolution of this critical field (currently there are 155 measures of positive mental health with a total of 410 component dimensions, which can be consolidated into 21 themes). In the face of the lack of consensus on definitions of positive mental health states, the mindfulness model is a promising theoretical background.
Studies on advanced meditation practitioners have shown the insufficiency and limitations of various strategies for developing positive dimensions of mental health (simulation training, creativity, sports training, etc.). Specialist training shapes specific skills that can be used in training conditions, while mindfulness training shapes skills that can be used in unknown circumstances. Moreover, the effects obtained during mindfulness training last long beyond the training periods (it causes permanent neuroplastic changes). The results show that habitually developed self-critical emotional reactions are the basic obstacle to developing expert skills. It is precisely such self-critical thinking that blocks - necessary for expert skills - choking, i.e., the sudden appearance of errors. Mindfulness training significantly contributes to limiting choking processes and strengthening flow by focusing on the sensations, with acceptance and without judgment.
Book of Abstracts [Unofficial – Accepted Presentation, Abstract Submission Ongoing]
Mindfulness and Other Concepts of Positive Mental Health: Well-Being, Quality of Life, Flow, Resilience, and Coping