Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Social Validity Assessment and Intervention Eva...

volgende artikel Reduced Reactivity to and Suppression of Though...

Tip

Swipe om te navigeren naar een ander artikel

26-12-2016 | ORIGINAL PAPER | Uitgave 4/2017

Impact of a Tibetan Buddhist Meditation Course and Application of Related Modern Contemplative Practices on College Students’ Psychological Well-being: a Pilot Study

Tijdschrift:: Mindfulness > Uitgave 4/2017

Auteurs:: Jennifer Kim Penberthy, Susanna Williams, Joshua N. Hook, Ngan Le, Jacob Bloch, Justin Forsyth, Jennifer Morgan Penberthy, David Germano, Kurtis Schaeffer, John Schorling

» Toegang tot de volledige tekst krijgen

Abstract

The intent of the current research was to explore the impact of a specific Tibetan Buddhist meditation course containing a lab for applied practice of modern techniques upon psychological well-being in college students. We evaluated the impact of a semester-long undergraduate Tibetan Buddhist meditation course on the psychological well-being of 205 students and assessed whether changes in well-being were mediated by mindfulness. The course was composed of two weekly lectures regarding the tradition and modern applications of meditation, respectively, and a weekly lab in which the students were taught a survey of related modern contemplative techniques to practice. Students were assessed at the beginning, middle, and end of the course, and their time spent practicing the exercises were prospectively recorded. Participants reported statistically significant increases in self-reported mindfulness, self-compassion, and positive coping and significant decreases in self-reported anxiety. Mindfulness was a significant predictor of changes in self-compassion and anxiety. These results suggest that a large lecture course with weekly meditation practice can have a positive impact on the psychological well-being of students and that some of these changes are mediated by mindfulness.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Meer informatie

Baer, R. A., Smith, G. T., Lykins, E., Button, D., Krietemeyer, J., Sauer, S., et al. (2008). Construct validity of the Five Facet Mindfulness Questionnaire in meditating and nonmeditating samples. Assessment, 15(3), 329–342. CrossRefPubMed

Bishop, S., Lau, M., Shapiro, S., Carlson, L., Anderson, N., Carmody, J., et al. (2004). Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241.

Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. CrossRefPubMed

Burns, J., Lee, R., & Brown, L. (2011). The effect of meditation on self-reported measures of stress, anxiety, depression, and perfectionism in a college population. Journal of College Student Psychotherapy, 25(2), 132–144. CrossRef

Chiesa, A., & Serretti, A. (2009). Mindfulness-based stress reduction for stress management in healthy people: a review and meta-analysis. Journal of Alternative and Complementary Medicine, 15(5), 593–600. CrossRefPubMed

Davidson, R. J., Kabat-Zinn, J., Schumacher, J., Rosenkranz, M., Muller, D., Santorelli, S. F., et al. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65(4), 564–570. CrossRefPubMed

Deckro, G. R., Ballinger, K. M., Hoyt, M., Wilcher, M., Dusek, J., Myers, P., et al. (2002). The evaluation of a mind/body intervention to reduce psychological distress and perceived stress in college students. Journal of American College Health, 50(6), 281–287. CrossRefPubMed

Duerr, M. (2004). A powerful silence: the role of meditation and other contemplative practices in American life and work. Northampton, MA: The Center for Contemplative Mind in Society.

Garnefski, N., & Kraaij, V. (2006). Cognitive emotion regulation questionnaire—development of a short 18-item version (CERQ-short). Personality and Individual Differences, 41(6), 1045–1053. CrossRef

Garnefski, N., & Kraaij, V. (2007). The cognitive emotion regulation questionnaire: psychometric features and prospective relationships with depression and anxiety in adults. European Journal of Psychological Assessment, 23(3), 141–149. CrossRef

Germer, C., & Neff, K. (2013). Self-compassion in clinical practice. Journal of Clinical Psychology, 69(8), 856–867. CrossRefPubMed

Hutcherson, C. A., Seppala, E. M., & Gross, J. J. (2008). Loving-kindness meditation increases social connectedness. Emotion, 8(5), 720–724. CrossRefPubMed

Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience, 7(2), 109–119. CrossRef

Julian, L. (2011). Measures of anxiety: state-trait anxiety inventory (STAI), Beck Anxiety Inventory (BAI), and Hospital Anxiety and Depression Scale-Anxiety (HADS-A). Arthritis Care & Research, 63(Supplement Sll), S467–S472. CrossRef

Kabat-Zinn, J. (1990). Full catastrophe living: using the wisdom of your body and mind to face stress, pain, and illness. New York: Delacorte.

Lazar, S. W., Kerr, C. E., Wasserman, R. H., Gray, J. R., Greve, D. N., Treadway, M. T., et al. (2005). Meditation experience is associated with increased cortical thickness. Neuroreport, 16(17), 1893–1897. CrossRefPubMedPubMedCentral

Malouff, J. M., & Schutte, N. S. (1986). Development and validation of a measure of irrational belief. Journal of Consulting and Clinical Psychology, 54(6), 860–862. CrossRefPubMed

Mind and Life Education Research Network (MLERN). (2012). Contemplative practices and mental training: prospects for American education. Child Development Perspectives, 6(2), 146–153. CrossRef

Neff, K. (2003). The development and validation of a scale to measure self-compassion. Self and Identity, 2(3), 223–250. CrossRef

Nidich, S. I., Rainforth, M. V., Haaga, D. A. F., Hagelin, J., Salerno, J. W., Travis, F., et al. (2009). A randomized controlled trial on effects of the transcendental meditation program on blood pressure, psychological distress, and coping in young adults. American Journal of Hypertension, 22(12), 1326–1331. CrossRefPubMedPubMedCentral

Oman, D., Shapiro, S. L., Thoresen, C. E., Flinders, T., Driskill, J. D., & Plante, T. G. (2007). Learning from spiritual models and meditation: a randomized evaluation of a college course. Pastoral Psychology, 55(4), 473–493. CrossRef

Oman, D., Shapiro, S. L., Thoresen, C. E., Plante, T. G., & Flinders, T. (2008). Meditation lowers stress and supports forgiveness among college students: a randomized controlled trial. Journal of American College Health, 56(5), 569–578. CrossRefPubMed

Pommier, E. A. (2011). The compassion scale. Dissertation Abstracts International, 72, 1174.

Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage Publications.

Roberts-Wolfe, D., Sacchet, M. D., Hastings, E., Roth, H., & Britton, W. (2012). Mindfulness training alters emotional memory recall compared to active controls: support for an emotional information processing model of mindfulness. Frontiers in Human Neuroscience, 6(15).

Rosenzweig, S., Reibel, D. K., Greeson, J. M., Brainard, G. C., & Hojat, M. (2003). Mindfulness-based stress reduction lowers psychological distress in medical students. Teaching and Learning in Medicine, 15(2), 88–92. CrossRefPubMed

Roth, H. (2014). A pedagogy for the new field of contemplative studies. In O. Gunnlaugson, E. W. Sarath, C. Scott, & H. Bai (Eds.), Contemplative approaches to learning and inquiry across disciplines (pp. 97–118). Albany: SUNY Press.

Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719–727. CrossRefPubMed

Sears, S., & Kraus, S. (2009). I think therefore I am: cognitive distortions and coping style as mediators for the effects of mindfulness meditation on anxiety, positive and negative affect, and hope. Journal of Clinical Psychology, 65(6), 561–573. CrossRefPubMed

Shapiro, S. L., Brown, K. W., & Biegel, G. M. (2007). Teaching self-care to caregivers: effects of mindfulness-based stress reduction on the mental health of therapists in training. Training and Education in Professional Psychology, 1(2), 105–115. CrossRef

Shapiro, S. L., Brown, K. W., & Astin, J. A. (2008). Toward the integration of meditation into higher education: a review of research. Northampton, MA: The Center for Contemplative Mind in Society.

Silverstein, R. G., Brown, A. C. H., Roth, H. D., & Britton, W. B. (2011). Effects of mindfulness training on body awareness to sexual stimuli: implications for female sexual dysfunction. Psychosomatic Medicine, 73(9), 817–825. CrossRefPubMedPubMedCentral

Spielberger, C. D., Gorsuch, R. L., Lushene, R., Vagg, P. R., & Jacobs, G. A. (1983). Manual for the State-Trait Anxiety Inventory. Palo Alto, CA: Consulting Psychologists Press.

Watson, D., Clark, L., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. CrossRefPubMed

Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools—a systematic review and meta-analysis. Frontiers in Psychology, 5(603).

Titel: Impact of a Tibetan Buddhist Meditation Course and Application of Related Modern Contemplative Practices on College Students’ Psychological Well-being: a Pilot Study
Auteurs:: Jennifer Kim Penberthy
Susanna Williams
Joshua N. Hook
Ngan Le
Jacob Bloch
Justin Forsyth
Jennifer Morgan Penberthy
David Germano
Kurtis Schaeffer
John Schorling
Publicatiedatum: 26-12-2016
DOI: https://doi.org/10.1007/s12671-016-0665-y
Uitgeverij: Springer US
Tijdschrift: Mindfulness
Uitgave 4/2017
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Impact of a Tibetan Buddhist Meditation Course and Application of Related Modern Contemplative Practices on College Students’ Psychological Well-being: a Pilot Study

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 4/2017

The Relationship Between Mindfulness and Negative Emotion Differentiation: a Test of Multiple Mediation Pathways

Examining the Acute Effects of Hatha Yoga and Mindfulness Meditation on Executive Function and Mood

Effects of Mindfulness Training on Posttraumatic Growth: a Systematic Review and Meta-Analysis

Am I Doing It Right?

Measuring Mindfulness: Applying Generalizability Theory to Distinguish between State and Trait

Reduced Reactivity to and Suppression of Thoughts Mediate the Effects of Mindfulness Training on Recovery Outcomes Following Exposure to Potentially Traumatic Stress