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23-01-2017 | ORIGINAL PAPER

The Feasibility of Bringing Brief Mindfulness-Based Training to the University Classroom

Auteurs: Carlin J. Miller, Katelyn Elder, Antonette Scavone

Gepubliceerd in: Mindfulness | Uitgave 4/2017

Abstract

Mindfulness has been promoted as a way to increase resiliency during times of stress. Universities are reporting that record numbers of undergraduate students are seeking mental health services related to stress. This study assessed the feasibility of layering brief mindfulness-based practice within a large-scale university course. Data were collected from 115 participants enrolled in a third-year psychology course. The intervention took approximately 5 min of the 80-min class time on alternating course days, resulting in no deleterious effects on learning outcomes. 53.6% of the students indicated that they had used the practice outside of class, possibly leading to long-term positive effects in multiple areas. One-fifth of students reported seeking out other opportunities to learn about mindfulness in the same semester. Participants reported increased stress and decreased mindfulness over the course of the study, which corresponded to the assessment points within the semester, but may also highlight the impact of mindfulness training on awareness of both positive and negative emotional states. Future research should consider the role of brief mindfulness interventions in stress reduction, anxiety reduction, overall coping, and academic engagement in the undergraduate large-class environment.

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

volgende artikel Mindfulness and Meditation Practice as Moderators of the Relationship between Age and Subjective Wellbeing among Working Adults

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Titel: The Feasibility of Bringing Brief Mindfulness-Based Training to the University Classroom
Auteurs: Carlin J. Miller
Katelyn Elder
Antonette Scavone
Publicatiedatum: 23-01-2017
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 4/2017
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-017-0680-7

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