Though it is plausible that meditation and attention training technique (ATT) require similar attention control, empirical research on the similarities and differences between these methods is limited and further required. As a first step toward filling this research gap, we investigated the brain activity of experienced meditators while they engaged in ATT and compared the results with those of previous research. Eight healthy right-handed persons with considerable experience in meditation participated in this study. Electroencephalograms (EEG) of all participants were recorded during the three conditions included in ATT, as well as in an eyes-closed resting state. Using sLORETA (standardized low-resolution electromagnetic tomography) software to compute signal source location, we investigated brain activity during each condition of ATT. During the attention switching condition and divided attention condition, when compared with the rest, significant increases of gamma frequency, known to be closely correlated with brain activation, were observed in the right dorsolateral prefrontal cortex (DLPFC). This result is consistent with that of the previous neuroscientific study of meditation, and this activation may reflect maintenance of sustained attention. Larger meditator group and continuing the investigation that compares ATT and meditation are needed.

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Mindfulness is defined as “paying attention in a particular way, on purpose, in the present moment, and nonjudgmentally.” In recent years, mindfulness training has been used for treating depression and anxiety. In mindfulness training, one is taught to control one’s attention, which helps improve attention function. In addition, the training helps reduce experiential avoidance, which means trying to avoid one’s own emotions and physical sensations. In this study, we examined whether even a short period of brief training could (1) improve attention function, assessed using the attention network test, and (2) reduce experiential avoidance through mindfulness breathing training. The results showed a significant trend reduction of experiential avoidance after training. This indicates that mindfulness facilitates the acceptance of experience, and it is supported by self-report. However, it was not found to improve attention function. The conditions of this study, like brief instructions and training, were insufficient to improve attention function.

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The focus of this study is mindfulness intervention for children who are in need of social care such as traumatized children. Mindfulness is a particular way of paying attention to whatever one’s experience is in the present moment, without judgment. Yoga and mindfulness have the attentional stance in common, namely, moment-to-moment non-judgmental awareness of one’s experience such as somatic sensation. The current study sought to report the results of yoga practice for children in the child guidance center. A questionnaire survey was conducted on yoga practice among 33 children, and the data were analyzed by the KJ method. The main results are as follows: 1) the yoga practice that emphasized non-judgmental awareness was feasible with children in the child guidance center: 2) this yoga was beneficial to the alleviation of children’s physical and mental strain: 3) children wanted to do this yoga outside of regular practice times, and some children voluntarily practiced this yoga in their life.

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This qualitative study examined effective and suffering experiences of 79 girls who practiced mindfulness meditation, 15 minutes a day for 9 months on average in the juvenile training school. The result indicated that 84% of practitioners reported 732 points of effective experiences, then they were classified into 6 categories; 1. Body, 2. Emotion, 3. Memory, 4. Coping with Reality, 5. View of meditation, 6. Humanity. 77% of them reported 280 points of suffering experiences, these were classified into 6 categories; 1. Body, 2. Emotion, 3. Memory, 4. Coping with Reality, 5. Technique of meditation, 6. Distrust of transformation. Some challenges for the future emerged as stated below. In consideration of the relationship between their suffering and effects, we need to examine the process of their experiences more closely, we need to clarify the relationship between the original personality and experiences of each girl，and also we need to evaluate the effectiveness for prevention of recurrence of delinquency.

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