Effectiveness of brief mindfulness practice for enhancing graduate students’ attention.

2021 ◽  
Author(s):  
Miriam F. Krumholz ◽  
Cornelia Pinnell ◽  
Daniel Sullivan
Keyword(s):  
Graduate Students ◽  
Mindfulness Practice

A Review of Mindfulness and Communication Sciences and Disorders Students

2021 ◽  
pp. 1-11
Author(s):  
Ann R. Beck
Keyword(s):  
College Students ◽  
Graduate Students ◽  
Well Being ◽  
Review Article ◽  
Mindfulness Practice ◽  
Application Process ◽  
Graduate Course ◽  
Self Compassion ◽  
Biological Stress ◽  
Stress Levels

Purpose The purpose of this review article was to define mindfulness and discuss its use with college students, students majoring in clinical programs, and communication sciences and disorders (CSD) students in particular. Method Literature was reviewed regarding mindfulness, stress, perfectionism, and self-compassion. Furthermore, how these issues relate to college students in general, students in clinically related majors, and specifically to CSD students was discussed. Research using a mindfulness practice with CSD students was reviewed and two methods of incorporating a mindfulness practice into an ongoing CSD curriculum (i.e., as part of a graduate course on counseling and as part of an undergraduate course on the graduate application process) were discussed. Results A short mindfulness practice has been found to decrease the perceived and biological stress levels of CSD undergraduate and graduate students. Participation in this practice has also been found to help CSD students ameliorate negative aspects of perfectionism and to increase self-compassion. Use of the mindfulness practice within the curriculum was accepted by students. Conclusion The use of a short mindfulness practice can successfully be incorporated into an ongoing CSD curriculum and appears to be an effective method of improving students' overall well-being.

scholarly journals Exploring the Impact of an Open Access Mindfulness Course with Online Graduate Students: A Mixed Methods Explanatory Sequential Study

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Jackie Lyn Murphy
Keyword(s):  
Graduate Students ◽  
Open Access ◽  
Graduate Education ◽  
Perceived Stress ◽  
Mind Wandering ◽  
The United States ◽  
Self Report ◽  
Mindfulness Practice ◽  
Sequential Study ◽  
The Impact

As enrollment in online graduate education increases, retention continues to be problematic for many colleges and universities across the United States.  Non-traditional students, who represent the majority of online graduate student enrollment, have unique issues related to persistence considering they often must juggle the demands of graduate school with work and families.  The competing demands can lead to increased levels of perceived stress, which can impact academic performance due to increased mind wandering and decreased attention.   Mindfulness is a practice that has been shown in the literature to decrease levels of perceived stress and mind wandering, therefore, the integration of mindfulness practice could have a positive effect on student persistence in online graduate education.  Therefore, an online open access mindfulness course was created at one large urban university. The purpose of this explanatory sequential study was to explore the impact of teaching mindfulness to online graduate students.  Self-report levels of perceived stress and mind wandering were significantly lower after students completed Module One of an open access mindfulness course.  Self-reported perceived persistence levels were found to be significantly higher after Module One with students in the first or second quarter of their program, students with little or no mindfulness experience, and students who meditated four or more times a week.  Furthermore, students interviewed felt that the course provided excellent foundational information about mindfulness that could be immediately applied, and therefore should be a requirement for all incoming students. 

Effectiveness of a Method for Teaching Self-Compassion to Communication Sciences and Disorders Graduate Students

2018 ◽  
Vol 27 (1) ◽  
pp. 192-206 ◽  
Author(s):  
Ann R. Beck ◽  
Heidi Verticchio
Keyword(s):  
Graduate Students ◽  
Qualitative Data ◽  
Reflective Writing ◽  
The Self ◽  
Mindfulness Practice ◽  
Effective Technique ◽  
Self Compassion ◽  
Important Quality ◽  
Compassion Scale

Purpose The purpose of this study is to explore the effects of a daily mindfulness practice and 2 types of journaling on participants' development of self-compassion. Method This was a between-groups design. All participants in a graduate counseling course engaged in a short daily mindfulness practice at the beginning of every class. Participants were randomly assigned to a counseling journal or a gratitude journal group. Participants were to write in their journals 2 to 5 times a week for the duration of the class. Participants completed the Self-Compassion Scale (Neff, 2003) and a questionnaire created by the 1st author before any mindfulness sessions were held and again at the completion of the course. Results Participants' level of self-compassion increased from pretest to posttest. The self-compassion scores of participants who kept counseling journals increased more than did those of participants who kept gratitude journals. Qualitative data indicated that participants believed that mindfulness was an important quality for clinicians to possess and that they were accepting of the daily mindfulness practice. Conclusions Engaging in a 12-min daily mindfulness practice utilizing simple yoga postures, breath work, reflective writing, and journaling done at a separate time appears to be an effective technique for increasing students' levels of self-compassion. Maintaining a counseling journal as opposed to a gratitude journal appears to enhance the effect of the daily mindfulness practice on self-compassion.

Enhancing Clinical Supervision Using High-Definition Real-Time Digital Recording, Annotation, and Bluetooth Technology

2019 ◽  
Vol 4 (2) ◽  
pp. 356-362
Author(s):  
Jennifer W. Means ◽  
Casey McCaffrey
Keyword(s):  
Graduate Students ◽  
Data Collection ◽  
Real Time ◽  
Clinical Supervision ◽  
Video Recording ◽  
Advanced Technology ◽  
High Definition ◽  
Recording Technology ◽  
Self Confidence ◽  
Additional Data Collection

Purpose The use of real-time recording technology for clinical instruction allows student clinicians to more easily collect data, self-reflect, and move toward independence as supervisors continue to provide continuation of supportive methods. This article discusses how the use of high-definition real-time recording, Bluetooth technology, and embedded annotation may enhance the supervisory process. It also reports results of graduate students' perception of the benefits and satisfaction with the types of technology used. Method Survey data were collected from graduate students about their use and perceived benefits of advanced technology to support supervision during their 1st clinical experience. Results Survey results indicate that students found the use of their video recordings useful for self-evaluation, data collection, and therapy preparation. The students also perceived an increase in self-confidence through the use of the Bluetooth headsets as their supervisors could provide guidance and encouragement without interrupting the flow of their therapy sessions by entering the room to redirect them. Conclusions The use of video recording technology can provide opportunities for students to review: videos of prospective clients they will be treating, their treatment videos for self-assessment purposes, and for additional data collection. Bluetooth technology provides immediate communication between the clinical educator and the student. Students reported that the result of that communication can improve their self-confidence, perceived performance, and subsequent shift toward independence.

Perception of Hearing Loss by Graduate Students of Speech-Language Pathology

2004 ◽  
Vol 31 (Fall) ◽  
pp. 205-214
Author(s):  
Mary Aguila-Vinson ◽  
Jennifer Lister ◽  
Theresa Hnath-Chisolm ◽  
Patricia Blake-Rahter
Keyword(s):  
Hearing Loss ◽  
Graduate Students ◽  
Speech Language Pathology ◽  
Language Pathology

Preliminary Findings on the Use of Session Questionnaires to Improve Clinician-Client Alliance With Special Consideration to Clinical Education

2015 ◽  
Vol 25 (1) ◽  
pp. 50-60
Author(s):  
Anu Subramanian
Keyword(s):  
Graduate Students ◽  
Clinical Education ◽  
Clinical Decision Making ◽  
Rating Scale ◽  
Treatment Effectiveness ◽  
Clinical Decision ◽  
Added Value ◽  
Therapeutic Outcomes ◽  
Specific Feedback ◽  
Stakeholder Perspective

ASHA's focus on evidence-based practice (EBP) includes the family/stakeholder perspective as an important tenet in clinical decision making. The common factors model for treatment effectiveness postulates that clinician-client alliance positively impacts therapeutic outcomes and may be the most important factor for success. One strategy to improve alliance between a client and clinician is the use of outcome questionnaires. In the current study, eight parents of toddlers who attended therapy sessions at a university clinic responded to a session outcome questionnaire that included both rating scale and descriptive questions. Six graduate students completed a survey that included a question about the utility of the questionnaire. Results indicated that the descriptive questions added value and information compared to using only the rating scale. The students were varied in their responses regarding the effectiveness of the questionnaire to increase their comfort with parents. Information gathered from the questionnaire allowed for specific feedback to graduate students to change behaviors and created opportunities for general discussions regarding effective therapy techniques. In addition, the responses generated conversations between the client and clinician focused on clients' concerns. Involving the stakeholder in identifying both effective and ineffective aspects of therapy has advantages for clinical practice and education.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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