Mindfulness and Mandalas: Alternative Therapeutic Techniques for AOD Adolescents

Mindfulness-based practices and mandalas are recognized for their healing properties. Recent academic literature supports the use of these alternative therapeutic techniques with the AOD (alcohol and other drug) adolescent population in preventing relapse and maintaining sobriety. The purpose of this project was to implement the techniques gleaned from research on the use of mindfulness-based exercises and mandala art directives through an existing drug rehabilitation/recreational program for AOD adolescents a drug and alcohol treatment facility in Columbus, OH. Participants engaged in three different mindfulness-based exercises and completed a mandala art directive following each exercise. Participants selected for this study were under the supervision of facility’s primary licensed clinicians, case managers, and recreational therapist, as well as the approval of a board certified art therapist. The implementation of these techniques with the AOD adolescent population was successful and should be considered in recovery treatment plans at additional facilities. INTRODUCTION The current treatment program at the drug and alcohol treatment facility that participated in this research is founded on the Alcoholics Anonymous (AA) 12 Steps. While at the facility, clients engage in “diverse treatment modalities...that address the teen's unique needs and those of their family” (quoted from the facility’s literature). These include recreation and art therapy, psychological and psychiatric services, drug and alcohol counseling, and life-skills development group sessions. Although the facility does not currently use mindfulness-based practices, recent studies promote the use of mindfulness meditation as an emerging therapeutic technique supporting positive treatment outcomes for individuals with addictive disorders (Marcus & Zgierska, 2012). Mindfulness meditation is an effective therapeutic technique in the treatment of addiction because it “limits experiential avoidance by promoting nonjudgmental acceptance of moment-tomoment thoughts and by interrupting the tendency to respond using maladaptive behaviors such as substance use” (Marcus & Zgierska). This therapeutic technique is applicable to the adolescent population as during this stage of development “adolescent thought transitions from childhood into more abstract cognition that applies hypotheses and deductive reasoning to provide an ability to grasp the complex concepts associated with mindfulness” (Montgomery et al., 2013). Although there is literature to support the use of mindfulness in the treatment of adolescents with addictive disorders, “only in the recent year have researchers begun to investigate the impact of mindfulness therapies on adolescent illness” (Montgomery et al.). Mindfulness-based practices and the use of mandalas have been established as alternative therapeutic techniques with adolescents in residential treatment for addiction. The purpose of this research was to implement the mindfulness-based practices and the use of mandalas through an existing drug rehabilitation program for AOD (alcohol and other drug) adolescents. The definition of mindfulness is often more easily stated in words than practiced. The literature concerning mindfulness presents a variety of definitions of the term, however, all woven from a common thread. Dankly and Stanton (2014) describe mindfulness as “paying attention in a particular way”. This type of attention requires that an individual pay attention on purpose, in the present moment, and non-judgmentally (Dankly & Stanton, 2014). According to Marcus and Zgierska (2012), attention is directed towards one’s awareness of “thoughts, feelings, and bodily sensations as they arise”. In addition to an awareness or attention to the present moment, mindfulness requires that the individual recognize and accept the impermanence of these experiences, refraining from attempts to suppress or modify them (Marcus & Zgierska). Lineman (cited in Dankly & Stanton) provided a more simplistic definition of mindfulness by using an analogy. Lineman described mindfulness as a skill that one acquires, that puts “you in the driver’s seat so that you are in control of your mind, rather than your mind being in control of you” (Dankly & Stanton). Mindfulness and meditative practices are closely linked. Like mindfulness, meditation requires that the individual consciously “attempt to focus attention in a non-analytical way...attempt[ing] not to dwell on discursive, ruminating thought” (Young et al., 2011). Meditation has three primary types of practice: devotional, mantra, and mindfulness. Devotional meditation is most commonly used in Christian tradition (Young et al.). Mantra meditation may be further classified as either focused or unfocused. In focused mantra meditation the aspirant repeats a word or phrase, called a mantra, “for the purpose of keeping the mind occupied during meditation” (Young et al.). It is advised that focused mantra meditation be practiced “throughout the day, not just during