Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Mindfulness 4/2017

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

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

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.
Literatuur
go back to reference de Bruin, E. I., van der Zwan, J. E., & Bögels, S. M. (2016). A RCT comparing daily mindfulness meditations, biofeedback exercises, and daily physical exercise on attention control, executive functioning, mindful awareness, self-compassion, and worrying in stressed young adults. Mindfulness, 7(5), 1182–1192. doi: 10.​1007/​s12671-016-0561-5. CrossRefPubMedPubMedCentral de Bruin, E. I., van der Zwan, J. E., & Bögels, S. M. (2016). A RCT comparing daily mindfulness meditations, biofeedback exercises, and daily physical exercise on attention control, executive functioning, mindful awareness, self-compassion, and worrying in stressed young adults. Mindfulness, 7(5), 1182–1192. doi: 10.​1007/​s12671-016-0561-5. CrossRefPubMedPubMedCentral
go back to reference Ferguson, E., & Lawrence, C. (2013). Normative and counter-normative stress messages and symptom reporting: implications for health promotion and a methodological artefact for stress research. British Journal of Health Psychology, 18, 279–295. Ferguson, E., & Lawrence, C. (2013). Normative and counter-normative stress messages and symptom reporting: implications for health promotion and a methodological artefact for stress research. British Journal of Health Psychology, 18, 279–295.
go back to reference Gallego, J., Aguilar-Parra, J. M., Cangas, A. J., Langer, Á. I., & Mañas, I. (2014). Effect of a mindfulness program on stress, anxiety and depression in university students. The Spanish Journal of Psychology, 17, E109. doi: 10.​1017/​sjp.​2014.​102. CrossRef Gallego, J., Aguilar-Parra, J. M., Cangas, A. J., Langer, Á. I., & Mañas, I. (2014). Effect of a mindfulness program on stress, anxiety and depression in university students. The Spanish Journal of Psychology, 17, E109. doi: 10.​1017/​sjp.​2014.​102. CrossRef
go back to reference Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology’s (re)invention of mindfulness: comment on Brown et al. (2011). Psychological Assessment, 23(4), 1034–40–6. doi: 10.​1037/​a0022713. CrossRefPubMed Grossman, P. (2011). Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology’s (re)invention of mindfulness: comment on Brown et al. (2011). Psychological Assessment, 23(4), 1034–40–6. doi: 10.​1037/​a0022713. CrossRefPubMed
go back to reference Henderson-King, D., & Smith, M. N. (2006). Meanings of education for university students: academic motivation and personal values as predictors. Social Psychology of Education, 9, 195–221. CrossRef Henderson-King, D., & Smith, M. N. (2006). Meanings of education for university students: academic motivation and personal values as predictors. Social Psychology of Education, 9, 195–221. CrossRef
go back to reference Nichols, L., & Islas, Á. (2016). Pushing and pulling emerging adults through college: college generational status and the influence of parents and others in the first year. Journal of Adolescent Research, 31, 51–95. CrossRef Nichols, L., & Islas, Á. (2016). Pushing and pulling emerging adults through college: college generational status and the influence of parents and others in the first year. Journal of Adolescent Research, 31, 51–95. CrossRef
go back to reference Osman, A., Lamis, D. A., Bagge, C. L., Freedenthal, S., & Barnes, S. M. (2016). The mindful attention awareness scale: further examination of dimensionality, reliability, and concurrent validity estimates. Journal of Personality Assessment, 98(2), 189–199. doi: 10.​1080/​00223891.​2015.​1095761. CrossRefPubMed Osman, A., Lamis, D. A., Bagge, C. L., Freedenthal, S., & Barnes, S. M. (2016). The mindful attention awareness scale: further examination of dimensionality, reliability, and concurrent validity estimates. Journal of Personality Assessment, 98(2), 189–199. doi: 10.​1080/​00223891.​2015.​1095761. CrossRefPubMed
go back to reference Park, T., Reilly-Spong, M., & Gross, C. R. (2013). Mindfulness: a systematic review of instruments to measure an emergent patient-reported outcome (PRO). Quality of Life Research : An International Journal of Quality of Life Aspects of Treatment, Care and Rehabilitation, 22(10), 2639–2659. doi: 10.​1007/​s11136-013-0395-8. CrossRef Park, T., Reilly-Spong, M., & Gross, C. R. (2013). Mindfulness: a systematic review of instruments to measure an emergent patient-reported outcome (PRO). Quality of Life Research : An International Journal of Quality of Life Aspects of Treatment, Care and Rehabilitation, 22(10), 2639–2659. doi: 10.​1007/​s11136-013-0395-8. CrossRef
go back to reference Paul, N. A., Stanton, S. J., Greeson, J. M., Smoski, M. J., & Wang, L. (2013). Psychological and neural mechanisms of trait mindfulness in reducing depression vulnerability. Social Cognitive and Affective Neuroscience, 8(1), 56–64. doi: 10.​1093/​scan/​nss070. CrossRefPubMed Paul, N. A., Stanton, S. J., Greeson, J. M., Smoski, M. J., & Wang, L. (2013). Psychological and neural mechanisms of trait mindfulness in reducing depression vulnerability. Social Cognitive and Affective Neuroscience, 8(1), 56–64. doi: 10.​1093/​scan/​nss070. CrossRefPubMed
go back to reference Reiner, K., Granot, M., Soffer, E., & Lipsitz, J. D. (2015). A brief mindfulness meditation training increases pain threshold and accelerates modulation of response to tonic pain in an experimental study. Pain Medicine (Malden, Mass.). doi: 10.​1111/​pme.​12883. Reiner, K., Granot, M., Soffer, E., & Lipsitz, J. D. (2015). A brief mindfulness meditation training increases pain threshold and accelerates modulation of response to tonic pain in an experimental study. Pain Medicine (Malden, Mass.). doi: 10.​1111/​pme.​12883.
go back to reference Segrin, C., Woszidlo, A., Givertz, M., & Montgomery, N. (2013). Parent and child traits associated with overparenting. Journal of Social and Clinical Psychology, 32, 569–595. CrossRef Segrin, C., Woszidlo, A., Givertz, M., & Montgomery, N. (2013). Parent and child traits associated with overparenting. Journal of Social and Clinical Psychology, 32, 569–595. CrossRef
go back to reference Soer, R., de Jong, A. B., Hofstra, B. L., Preuper, H. R. S., & Reneman, M. F. (2015). Does mindfulness improve after heart coherence training in patients with chronic musculoskeletal pain and healthy subjects? A pilot study. Global Advances in Health and Medicine : Improving Healthcare Outcomes Worldwide, 4(4), 50–55. doi: 10.​7453/​gahmj.​2015.​028. CrossRef Soer, R., de Jong, A. B., Hofstra, B. L., Preuper, H. R. S., & Reneman, M. F. (2015). Does mindfulness improve after heart coherence training in patients with chronic musculoskeletal pain and healthy subjects? A pilot study. Global Advances in Health and Medicine : Improving Healthcare Outcomes Worldwide, 4(4), 50–55. doi: 10.​7453/​gahmj.​2015.​028. CrossRef
go back to reference Stoeber, J., Childs, J. H., Hayward, J. A., & Feast, A. R. (2011). Passion and motivation for studying: predicting academic engagement and burnout in university students. Educational Psychology, 31, 512–528. CrossRef Stoeber, J., Childs, J. H., Hayward, J. A., & Feast, A. R. (2011). Passion and motivation for studying: predicting academic engagement and burnout in university students. Educational Psychology, 31, 512–528. CrossRef
go back to reference Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: the costs and benefits of dawdling. Psychological Science, 8, 454–458. CrossRef Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: the costs and benefits of dawdling. Psychological Science, 8, 454–458. CrossRef
go back to reference Webb, T. L., Christian, J., & Armitage, C. J. (2007). Helping students turn up for class: does personality moderate the effectiveness of an implementation intention intervention? Learning and Individual Differences, 174, 316–327. CrossRef Webb, T. L., Christian, J., & Armitage, C. J. (2007). Helping students turn up for class: does personality moderate the effectiveness of an implementation intention intervention? Learning and Individual Differences, 174, 316–327. CrossRef
Metagegevens
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

Andere artikelen Uitgave 4/2017

Mindfulness 4/2017 Naar de uitgave