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.

A Mindfulness Practice for Communication Sciences and Disorders Undergraduate and Speech-Language Pathology Graduate Students: Effects on Stress, Self-Compassion, and Perfectionism

2017 ◽  
Vol 26 (3) ◽  
pp. 893-907 ◽  
Author(s):  
Ann R. Beck ◽  
Heidi Verticchio ◽  
Scott Seeman ◽  
Emma Milliken ◽  
Heidi Schaab
Keyword(s):  
Perceived Stress ◽  
Biological Markers ◽  
Well Being ◽  
Self Report ◽  
Mindfulness Practice ◽  
Self Compassion ◽  
Biological Stress ◽  
Stress Levels ◽  
Before And After ◽  
And Biological Markers

Purpose The purpose of the present study was to explore the effects of a mindfulness practice on participants' levels of self-compassion, perfectionism, attention, and perceived and biological stress. Method This was a between-groups design. Experimental participants engaged in a short mindfulness practice weekly for one academic semester; control participants did not. All participants completed three self-report scales measuring perceived stress, self-compassion, and perfectionism before and after mindfulness sessions. In addition, electrophysiological measures were taken before and after to determine changes in biological markers of stress and attention. Experimental participants also kept reflective journals that were analyzed qualitatively. Results Compared with control participants, by the end of the semester, experimental participants' perceived stress levels and potentially negative aspects of perfectionism decreased and biological markers of stress and self-compassion improved. Experimental participants' reflective writings indicated they perceived the sessions to be beneficial. Although the results are promising, no significant effect was found for attention. Conclusions Engaging in a 20-min mindfulness practice using simple yoga posture and breath work across an academic semester appears to be effective in reducing students' perceived and biological stress levels and maladaptive aspects of perfectionism and in increasing their self-compassion. These are all factors that can improve students' overall well-being.

scholarly journals Attachment, Self-Compassion, Empathy, and Subjective Well-Being Among College Students and Community Adults

2011 ◽  
Vol 79 (1) ◽  
pp. 191-221 ◽  
Author(s):  
Meifen Wei ◽  
Kelly Yu-Hsin Liao ◽  
Tsun-Yao Ku ◽  
Phillip A. Shaffer
Keyword(s):  
College Students ◽  
Well Being ◽  
Subjective Well Being ◽  
Self Compassion

A feasibility study on a novel well-being intervention for university students

2021 ◽  
pp. 1-5
Author(s):  
E. Hunt ◽  
L. Coombes
Keyword(s):  
Mental Health ◽  
College Students ◽  
Undergraduate Students ◽  
Time Use ◽  
Mental Health Problems ◽  
Well Being ◽  
Universal Time ◽  
First Year ◽  
Evaluation Questionnaire ◽  
Self Compassion

Abstract Objectives: Challenging transitions, increased stress and mental ill health can affect students’ academic performance and their capacity to remain in higher education. Prevention and early treatment of mental health problems in college students is therefore a key public health priority, nationally and internationally. Developing a range of evidence-based interventions targeting the mental health of students is critical. We examined the feasibility and acceptability of a new universal time use and well-being intervention, the ‘Everyday Matters: Healthy Habits for University Life’ digital badge (EMDB), a co-curricular micro-credential for first-year college students. Methods: This study used a single-arm, pre–post design for first-year undergraduate students. The EMDB comprised eight 1-hour lunchtime sessions on brain development and time-use habits across the 24 hours of the day including sleep, self-care, leisure, study and work. Validated measures of occupational competence and value, mental well-being, sleep health, mindset, self-compassion and gratitude were completed, along with an evaluation questionnaire. Results: Eight first-year undergraduate students completed the demographic questionnaire and pre- and post- measures, with one additional student completing only the evaluation questionnaire. There was significantly improved levels of well-being, self-compassion and growth mindset following the intervention. Many of the challenges reported by participants related to occupational issues such as managing finances and having a satisfying routine. Participants appreciated the practical relevance and scientific underpinnings of the programme content. The sense of belonging within the group and having insightful conversations with other group members were particularly valued by participants. Conclusions: This study offers preliminary evidence that an occupational therapy based universal time-use and well-being intervention was feasible to deliver and acceptable to first-year undergraduate students. The results of this study and the participant acceptability support further development and evaluation of the EMDB intervention.

Mindfulness, self-compassion and spiritual well-being in chronic depression

2016 ◽  
Vol 33 (S1) ◽  
pp. S415-S415 ◽  
Author(s):  
E. Silva ◽  
S. Simões ◽  
H. Espírito-Santo ◽  
M. Marques ◽  
L. Lemos
Keyword(s):  
Psychiatric Treatment ◽  
Well Being ◽  
The Self ◽  
Chronic Depression ◽  
Mindfulness Practice ◽  
Common Humanity ◽  
Self Compassion ◽  
Spiritual Well Being ◽  
Compassion Scale ◽  
Predictors Of Depression

IntroductionDepression is one of the main causes of incapacity worldwide. Research has shown that mindfulness practice, self-compassion promotion, and spiritual well-being are beneficial for depressed individuals.ObjectiveAnalyze the associations between compassion, mindfulness, and spiritual well-being, during and after a therapeutic intervention (concluded less than a year ago).AimsTo determine if mindfulness, self-compassion, and spiritual well-being are predictors of depression.MethodPatients diagnosed with chronic depression were treated in a residential therapeutic community for a period of six to eight months. The 63 participants (M = 32.84, SD = 10.24, range = 15–50 years old; 32 during treatment; 31 after treatment) were assessed with the Beck Depression Inventory, the Questionnaire of the Five Facets of Mindfulness, the Self-Compassion Scale, and the Spiritual Well-Being Questionnaire.ResultsThere were differences in mindfulness, self-compassion, spiritual well-being and depression by sex, existence of previous psychiatric treatment, moment of the study (during versus after intervention), and depression levels. After intervention the group had higher levels of mindfulness and self-compassion (common humanity) and lower levels of over-identification, compared with group during treatment. The predictors of depression were the self-judgment dimension of the self-compassion scale and, negatively, the mindfulness dimensions of non-reactivity and non-judging, and the spiritual well-being dimension of personal well-being.ConclusionResults confirm the relationship between the study variables and depression. This reinforces the importance of intervention based on positive psychology enhancing positive areas of human experience, rather than focusing on psychological pain, weaknesses, and disabilities.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Effect of Mindfulness on Empathy and Self-Compassion: An Adapted MBCT Program on Filipino College Students

2020 ◽  
Vol 10 (3) ◽  
pp. 61 ◽  
Author(s):  
Reginald Paul R. Centeno ◽  
Karina Therese G. Fernandez
Keyword(s):  
Mental Health ◽  
College Students ◽  
Short Form ◽  
The Philippines ◽  
Self Report ◽  
Mindfulness Practice ◽  
Health Conditions ◽  
Reactivity Index ◽  
Mental Health Conditions ◽  
Self Compassion

Attending college is meaningful for many young adults. This period is marked by physical, emotional, and psychological changes that can have both positive and negative effects on college students. The last two decades have seen an alarming increase in the number of college students who suffer from mental health conditions, such as depression, suicide, anxiety, and alcohol abuse. It is recommended that actions to support the students’ wellbeing must be creative and evidence-based. Research suggests that a mindfulness-based intervention may be an effective strategy to address mental health conditions among college students. This study was done to examine the efficacy of an adapted mindfulness-based cognitive therapy (MBCT) program that was implemented in a classroom setting in the Philippines and to explore how mindfulness practice can affect empathy and self-compassion on senior Filipino college students aged 19–22 years old. Two classes were used to compare the effects of mindfulness intervention. One class underwent the adapted MBCT program while the other class underwent the same kind of class without mindfulness interventions. Self-report measures of the Five Facet Mindfulness Questionnaire, Perspective Taking subscale and Empathic Concern subscale of Interpersonal Reactivity Index, and Self-compassion scale—short form were administered before undergoing the adapted MBCT and after the program. After going through the adapted MBCT, college students’ mindfulness significantly improved. Empathy and self-compassion also significantly improved after undergoing the program. This corroborates previous studies done on mindfulness and its efficacy with adolescents and suggests how practicing mindfulness can improve empathy and self-compassion with Filipino college students. It provides a promising groundwork for the emerging interest and research in Asia, particularly in the Philippines, on how the practice of mindfulness can help with the mental health of college students.

scholarly journals Differences between Undergraduate and Graduate Students in Stress and Coping Strategies

2015 ◽  
Vol 13 (1) ◽  
pp. 13-25 ◽  
Author(s):  
Melinda J. Ickes ◽  
Joanne Brown ◽  
Brandy Reeves ◽  
Pierre Martin D. Zephyr
Keyword(s):  
Social Support ◽  
College Students ◽  
Graduate Students ◽  
Coping Strategies ◽  
Regression Tree ◽  
Important Variable ◽  
Classification And Regression Tree ◽  
College Health ◽  
Stress Levels ◽  
And Coping

Background and Purpose: Stress among college students, and the related health and academic consequences, remains an important issue for college health professionals. Yet, less is known about the reported coping strategies among both undergraduate and graduate students. Purpose: This crosssectional study examined differences between undergraduate and graduate college students in stress levels and coping behaviors. Methods: An online health behavior survey was administered to a random sample of 1,139 college students enrolled in 2011. Chi-square test of independence examined demographic differences, stress levels and coping strategies. Classification and Regression Tree analysis further explored coping strategies which differentiated groups. Results: Participants were primarily white (87.2%), graduate students (58.5%), and female (59.8%). Almost 80% reported moderate, much or great deal of stress, with no significant differences between undergraduate and graduate students. Sleep (69.6%), exercise (66.1%), and food (56.8%) were the most common coping strategies, regardless of academic classification. Social support as a coping strategy was the most important variable explaining differences between undergraduate and graduate students. Conclusion: Undergraduate and graduate college students cope with stress in a similar manner. However, social support was more likely among graduate students and may be an important strategy for future college health programming.

Self-kindness when facing stress: The role of self-compassion, goal regulation, and support in college students’ well-being

2009 ◽  
Vol 33 (1) ◽  
pp. 88-97 ◽  
Author(s):  
Michelle E. Neely ◽  
Diane L. Schallert ◽  
Sarojanni S. Mohammed ◽  
Rochelle M. Roberts ◽  
Yu-Jung Chen
Keyword(s):  
College Students ◽  
Well Being ◽  
Self Compassion ◽  
Goal Regulation

scholarly journals Modelo Integrador de Mindfulness (MIM): El cultivo de los estados mentales positivos hacia uno mismo y los demás a través del Mindfulness y la autocompasión

2016 ◽  
Vol 32 (3) ◽  
pp. 749 ◽  
Author(s):  
Raquel Rodríguez-Carvajal ◽  
Carlos García-Rubio ◽  
David Paniagua ◽  
Gustavo García-Diex ◽  
Sara De Rivas
Keyword(s):  
Mindfulness Meditation ◽  
Well Being ◽  
Mental States ◽  
Effect Sizes ◽  
Mindfulness Practice ◽  
Integrative Model ◽  
Main Hypothesis ◽  
Randomized Controlled ◽  
Self Compassion ◽  
Meditation Experience

There are more and more studies showing the effectiveness of Mindfulness-based interventions (MBI) in well-being. However, there are few studies that explore the mechanisms underlying this effect. The aim of this study is to present and validate the Integrative Model of Mindfulness (MIM). MIM main hypothesis is that mindfulness practice leads to an increment in mindfulness trait, which leads to an increase of self-compassion, and these in turn, lead to increase positive mental states towards others and oneself. A MBI intensive three-week with non-randomized controlled group was designed. Participants (N = 87) were differentiated by meditation experience as well. The results show large effect sizes regarding the effect of MBI on mindfulness trait, self-compassion and positive mental states to oneself and to others. The data support the MIM, indicating that the practice of mindfulness meditation leads in a sequentially way to the cultivation of mindfulness and self-compassion, which subsequently appears to lead to the development of positive mental states towards others and oneself.

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