scholarly journals A Mixed Study on the Somatic Mindfulness Meditation of College Students －Focused on Mindfulness, Body Awareness, and Ego-resilience

2021 ◽  
Vol 15 (3) ◽  
pp. 207-223
Author(s):  
hwa Kang ◽  
anna Kim
Keyword(s):  
College Students ◽  
Character Education ◽  
Everyday Life ◽  
Mindfulness Meditation ◽  
Body Awareness ◽  
The Body ◽  
Control Group ◽  
College Level ◽  
School Work ◽  
Ego Resilience

This study examined the effects that a somatic mindfulness course had upon the body awareness, ego-resilience and mindfulness of college students. The participants included 91 students attending C college, located in Gyeonggi-do. 51 students were assigned to a somatic mindfulness meditation course, and 40 students (the control group) were assigned to a humanities course, without any mindfulness and body awareness training involved. The results of mindfulness, body awareness, and ego-resilience upon the two groups were assessed in week 1, and again when the course was over after 14 weeks. Homogeneity using a variance test, the mean, the standard deviation, and a mixed ANOVA were performed using the SPSS 2.0 program. In parallel with this, a focus group interview was conducted with eight students in order to evaluate their personal experience of the somatic mindfulness meditation course, along with their experience of practicing the course’s techniques at home. Finally, the study assessed any changes that the students might have felt as a result of taking this course. The students were selected based on their attitude toward the course, their attendance record, and their home practice rate.The quantitative data results showed that in all mindfulness (F=10.531, p<.01), body awareness (F=19.867, p<.001), and ego-resilience (F=4.349, p<.05), the interaction effects between the groups, and the time of assessment, were statistically significant. Based on the qualitative analysis, the results were classified into four areas: 1) physical, 2) emotional, 3) cognitive, and 4) everyday life, as well as into 15 subcategories. The subcategories included ‘decrease of mind-body discomfort’ in the physical area, ‘being able to maintain some distance from negative emotions’, ‘reduced frustration’ in the emotional area, ‘being aware of differences between thoughts and reality’, ‘becoming generous with myself’ in the cognitive area, and ‘choosing a meditation method for myself’ in the everyday life area.The findings indicated that the students managed the stress they experienced from their school work and in their personal lives using what they learned from the course. Based on these results, the use of mindfulness as a way of educating self-care for mental health, and as a tool for future character education at the college level, is further discussed.

scholarly journals Feasibility of using a biofeedback device in mindfulness training - a pilot randomized controlled trial

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Brenna Lin ◽  
Christopher Prickett ◽  
Steven Woltering
Keyword(s):  
College Students ◽  
Mindfulness Meditation ◽  
Controlled Trial ◽  
Scientific Evidence ◽  
Well Being ◽  
Open Science ◽  
Control Group ◽  
Test Procedures ◽  
The Usa ◽  
Biofeedback Device

Abstract Background Stress can negatively impact an individual’s health and well-being and high levels of stress are noted to exist among college students today. While traditional treatment methods are plagued with stigma and transfer problems, newly developed wearable biofeedback devices may offer unexplored possibilities. Although these products are becoming commonplace and inexpensive, scientific evidence of the effectiveness of these products is scarce and their feasibility within research contexts are relatively unexplored. Conversely, companies are not required, and possibly reluctant, to release information on the efficacy of these products against their claims. Thus, in the present pilot, we assess the feasibility of using a real-time respiratory-based biofeedback device in preparation for a larger study. Our main aims were to assess device-adherence and collaboration with the company that develops and sells the device. Method Data were collected from 39 college students who self-identified as experiencing chronic stress at a Southwestern university in the USA. Students were randomized into either a mindfulness-only control group without a biofeedback device (n = 21), or an experimental group with biofeedback device (n = 18). Both groups received mindfulness meditation training. Pre-test and post-test procedures were conducted 2 weeks apart. Further, both participant compliance and company compliance were assessed and collaboration with the company was evaluated. Results Participant device-adherence as well as the company’s collaboration necessary for a full-scale study was determined to be low. This may also have affected our results which showed a strong main effect for time for all outcome variables, suggesting all groups showed improvement in their levels of stress after the intervention period. No group by time effects were identified, however, indicating no added benefit of the biofeedback device. Conclusions Our findings suggest feasibility of future studies requires full collaboration and detailed and agreed upon data sharing procedures with the biofeedback company. The particular device under investigation added no value to the intervention outcomes and it was not feasible to continue a larger-scale study. Further, as the technology sector is innovating faster than it can validate products, we urge for open science collaborations between public and private sectors to properly develop evidence-based regulations that can withstand technological innovation while maintaining product quality, safety, and effectiveness. Trial registration NCT02837016. Registered 19 July 2016.

scholarly journals Efficacy of the Mindfulness Meditation Mobile App “Calm” to Reduce Stress Among College Students: Randomized Controlled Trial (Preprint)

2019 ◽  
Author(s):  
Jennifer Huberty ◽  
Jeni Green ◽  
Christine Glissmann ◽  
Linda Larkey ◽  
Megan Puzia ◽  
...  
Keyword(s):  
College Students ◽  
Perceived Stress ◽  
Mindfulness Meditation ◽  
Intervention Group ◽  
Mobile App ◽  
Control Group ◽  
Wait List Control ◽  
Self Compassion ◽  
Mean Differences

BACKGROUND College students experience high levels of stress. Mindfulness meditation delivered via a mobile app may be an appealing, efficacious way to reduce stress in college students. OBJECTIVE We aimed to test the initial efficacy and sustained effects of an 8-week mindfulness meditation mobile app—Calm—compared to a wait-list control on stress, mindfulness, and self-compassion in college students with elevated stress. We also explored the intervention’s effect on health behaviors (ie, sleep disturbance, alcohol consumption [binge drinking], physical activity, and healthy eating [fruit and vegetable consumption]) and the feasibility and acceptability of the app. METHODS This study was a randomized, wait-list, control trial with assessments at baseline, postintervention (8 weeks), and at follow-up (12 weeks). Participants were eligible if they were current full-time undergraduate students and (1) at least 18 years of age, (2) scored ≥14 points on the Perceived Stress Scale, (3) owned a smartphone, (4) were willing to download the Calm app, (5) were willing to be randomized, and (7) were able to read and understand English. Participants were asked to meditate using Calm at least 10 minutes per day. A P value ≤.05 was considered statistically significant. RESULTS A total of 88 participants were included in the analysis. The mean age (SD) was 20.41 (2.31) years for the intervention group and 21.85 (6.3) years for the control group. There were significant differences in all outcomes (stress, mindfulness, and self-compassion) between the intervention and control groups after adjustment for covariates postintervention (all P<.04). These effects persisted at follow-up (all P<.03), except for the nonreacting subscale of mindfulness (P=.08). There was a significant interaction between group and time factors in perceived stress (P=.002), mindfulness (P<.001), and self-compassion (P<.001). Bonferroni posthoc tests showed significant within-group mean differences for perceived stress in the intervention group (P<.001), while there were no significant within-group mean differences in the control group (all P>.19). Similar results were found for mindfulness and self-compassion. Effect sizes ranged from moderate (0.59) to large (1.24) across all outcomes. A significant group×time interaction in models of sleep disturbance was found, but no significant effects were found for other health behaviors. The majority of students in the intervention group reported that Calm was helpful to reduce stress and stated they would use Calm in the future. The majority were satisfied using Calm and likely to recommend it to other college students. The intervention group participated in meditation for an average of 38 minutes/week during the intervention and 20 minutes/week during follow-up. CONCLUSIONS Calm is an effective modality to deliver mindfulness meditation in order to reduce stress and improve mindfulness and self-compassion in stressed college students. Our findings provide important information that can be applied to the design of future studies or mental health resources in university programs. CLINICALTRIAL ClinicalTrials.gov NCT03891810; https://clinicaltrials.gov/ct2/show/NCT03891810

scholarly journals Differential changes in self-reported aspects of interoceptive awareness through 3 months of contemplative training

2017 ◽  
Author(s):  
Boris Bornemann ◽  
Beate M. Herbert ◽  
Tania Singer
Keyword(s):  
Discriminant Validity ◽  
Daily Life ◽  
Self Regulation ◽  
Well Being ◽  
Body Awareness ◽  
The Body ◽  
Self Report ◽  
Interoceptive Awareness ◽  
Control Group ◽  
Convergent And Discriminant Validity

Interoceptive body awareness (IA) is crucial for psychological well-being and plays an important role in many contemplative traditions. However, until recently, standardized self-report measures of IA were scarce, not comprehensive, and the effects of interoceptive training on such measures were largely unknown. The Multidimensional Assessment of Interoceptive Awareness (MAIA) questionnaire measures IA with eight different scales. In the current study, we investigated whether and how these different aspects of IA are influenced by a 3-months contemplative intervention in the context of the ReSource project, in which 148 subjects engaged in daily practices of “Body Scan” and “Breath Meditation.” We developed a German version of the MAIA and tested it in a large and diverse sample (n = 1,076). Internal consistencies were similar to the English version (0.56– 0.89), retest reliability was high (r s: 0.66–0.79), and the MAIA showed good convergent and discriminant validity. Importantly, interoceptive training improved five out of eight aspects of IA, compared to a retest control group. Participants with low IA scores at baseline showed the biggest changes. Whereas practice duration only weakly predicted individual differences in change, self-reported liking of the practices and degree of integration into daily life predicted changes on most scales. Interestingly, the magnitude of observed changes varied across scales. The strongest changes were observed for the regulatory aspects of IA, that is, how the body is used for self-regulation in daily life. No significant changes were observed for the Noticing aspect (becoming aware of bodily changes), which is the aspect that is predominantly assessed in other IA measures. This differential pattern underscores the importance to assess IA multi-dimensionally, particularly when interested in enhancement of IA through contemplative practice or other mind–body interventions.

scholarly journals Effects of Mindfulness Meditation on Musical Aesthetic Emotion Processing

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaolin Liu ◽  
Yong Liu ◽  
Huijuan Shi ◽  
Maoping Zheng
Keyword(s):  
Mindfulness Meditation ◽  
Emotion Processing ◽  
The Body ◽  
Self Report ◽  
Control Group ◽  
Emotional Experiences ◽  
Convenience Sample ◽  
Musical Works ◽  
Sad Music ◽  
The Relationship

Mindfulness meditation is a form of self-regulatory training for the mind and the body. The relationship between mindfulness meditation and musical aesthetic emotion processing (MAEP) remains unclear. This study aimed to explore the effect of temporary mindfulness meditation on MAEP while listening to Chinese classical folk instrumental musical works. A 2 [(groups: mindfulness meditation group (MMG); control group (CG)] × 3 (music emotions: calm music, happy music, and sad music) mixed experimental design and a convenience sample of university students were used to verify our hypotheses, which were based on the premise that temporary mindfulness meditation may affect MAEP (MMG vs. CG). Sixty-seven non-musically trained participants (65.7% female, age range: 18–22 years) were randomly assigned to two groups (MMG or CG). Participants in MMG were given a single 10-min recorded mindfulness meditation training before and when listening to music. The instruments for psychological measurement comprised of the Five Facet Mindfulness Questionnaire (FFMQ) and the Positive and Negative Affect Schedule (PANAS). Self-report results showed no significant between-group differences for PANAS and for the scores of four subscales of the FFMQ (p &gt; 0.05 throughout), except for the non-judging of inner experience subscale. Results showed that temporary mindfulness meditation training decreased the negative emotional experiences of happy and sad music and the positive emotional experiences of calm music during recognition and experience and promoted beautiful musical experiences in individuals with no musical training. Maintaining a state of mindfulness while listening to music enhanced body awareness and led to experiencing a faster passage of musical time. In addition, it was found that Chinese classical folk instrumental musical works effectively induced aesthetic emotion and produced multidimensional aesthetic experiences among non-musically trained adults. This study provides new insights into the relationship between mindfulness and music emotion.

A Comparison of Three Alcohol Instruction Programs on the Knowledge, Attitudes, and Drinking Behaviors of College Students

1981 ◽  
Vol 11 (2) ◽  
pp. 157-166 ◽  
Author(s):  
James Robinson
Keyword(s):  
College Students ◽  
Explicit Instruction ◽  
Control Group ◽  
College Level ◽  
Implicit Instruction ◽  
Treatment Groups ◽  
Drinking Behaviors ◽  
Knowledge Levels ◽  
Alcohol Attitudes ◽  
All Treatment

In this study, the effects of three educational methodologies (implicit instruction, explicit instruction, and values clarification instruction) were investigated. Each treatment was administered over four 50-minute class sessions to students attending general college-level health classes. Pretest, posttest, and followup data were collected via a self-reported questionnaire designed to assess the subjects' knowledge levels regarding beverage alcohol, attitudes toward alcohol, drinking behaviors, and intended drinking behaviors. Analysis of the data revealed that all treatment groups reported significantly higher knowledge scores than did the control group, but only the explicit instruction treatment was able to produce any changes in attitudes or behavior. The only significant change reported for drinking intentions was a deterioration in reported intentions within the control group.

Body Awareness and Yoga Training

1994 ◽  
Vol 79 (3) ◽  
pp. 1103-1106 ◽  
Author(s):  
N. Jhansi Rani ◽  
P. V. Krishna Rao
Keyword(s):  
Body Awareness ◽  
The Body ◽  
Hatha Yoga ◽  
Control Group ◽  
Trained Group

This study was done to investigate whether the practice of hatha yoga enhances the awareness of the normal, nonemotive bodily processes. A yoga-trained group of 17 and a control group of 19 were administered the Body Awareness Questionnaire. Analysis showed that the yoga-trained group had a significantly better body awareness than the control group.

scholarly journals Study on the Exercise and Nutrition Intervention on Body Composition and Fitness of Female College Students with Invisible Obesity

2021 ◽  
Vol 233 ◽  
pp. 02038
Author(s):  
Zhang Wei-wei ◽  
Yu Ling
Keyword(s):  
College Students ◽  
Body Composition ◽  
Health Education ◽  
Exercise Intervention ◽  
Intervention Group ◽  
The Body ◽  
Female College Students ◽  
Control Group ◽  
Female College ◽  
Education Group

To observe the effect of exercise intervention and nutrition health education on body composition and fitness of female college students with invisible obesity. 60 female college students with invisible obesity were randomly divided into three groups: control group, exercise intervention group and exercise + nutrition health education group. The control group had normal study and life; the exercise intervention group used aerobic exercise and resistance exercise to carry out collective exercise prescription exercise and individual contract exercise; the exercise intervention + nutrition health education group carried out nutrition health education on the basis of exercise intervention. Before the experiment, the three groups of female college students were homogenous (P > 0.05); after 16 weeks of the experiment, the body composition and fitness of the exercise intervention group and the exercise intervention + nutrition and health education group were significantly higher than that before the experiment, among which there were significant differences in BMI, BF%, VFI, vital capacity, 800m, sit forward flexion and sit up indexes (P < 0.05); after 8 weeks of training, the exercise intervention group was significantly higher than that before the experiment (P < 0.05) The BMI, BF% and VFI of the exercise intervention + nutrition health education group continued to decrease (P < 0.05). The combination of aerobic exercise and resistance exercise can reduce the body composition and improve the fitness level of female college students with recessive obesity. The effect of combined intervention of nutrition and health education on the basis of exercise intervention is better than that of single exercise intervention, and it can promote students to form the concept of reasonable nutrition and exercise actively. It is suggested that the correct nutrition concept and active exercise of the recessive obese college students can reduce the body composition and improve the fitness level of the recessive obese female college students.

scholarly journals Body schema and body awareness of amputees

2008 ◽  
Vol 32 (3) ◽  
pp. 363-382 ◽  
Author(s):  
Á. Mayer ◽  
K. Kudar ◽  
K. Bretz ◽  
J. Tihanyi
Keyword(s):  
Body Schema ◽  
Spatial Location ◽  
Body Awareness ◽  
The Body ◽  
Functional Adaptation ◽  
Phantom Limb ◽  
Limb Amputation ◽  
Control Group ◽  
Cortical Representation ◽  
Schema Model

Aim: The phantom phenomenon is a well-known example of the difference between body awareness and body schema. The present study is aimed at showing how body changes and prosthesis use are reflected in body schema and body awareness–the latter relating to the image that various amputees have of their bodies.Subject and methods: (i) Examining the configuration of body schema: A trial examining the spatial location of the phantom limb (50 people with lower or upper limb loss); (ii) examining the functional aspect of body schema: The distribution of weight power between intact and prosthetic limbs (34 people with tibial amputation); (iii) examining body awareness: Body Focus Questionnaire by Fisher (44 people with lower limb amputation, 33 intact people); and (iv) Questionnaire on anamnesis- and prosthesis-wearing habits (people participating in research methods [i] and [iii] mentioned above).Results: We found that when the amputees wore their prostheses, the configuration of body schema did not change, however, the people who had not used their prosthesis for a long period of time (in our study, at least for six years), the phantom limb shortened, a phenomenon known as telescoping. The functional adaptation of the prosthesis to the body schema starts in a short time (within two weeks) after wearing it, and it becomes close to normal in carrying body weight after a longer period of time (two years). In the beginning phase of rehabilitation, the awareness of legs is similar to that of the control group, while later on it this awareness decreases. Over time, however, the lost limb, regardless of having a prosthesis or not, loses its importance. People with a more serious or vascular amputation of the upper limbs have a clearer image of them. Limb parts having a greater cortical representation appear more intensively in phantom sensations, while the strength of the cortical representation in body schema has no significance.Conclusion: From both configuration and functional aspects, wearing a prosthesis helps maintain a body schema in which the phantom limb remains similar to the intact one, which can be explained by the connectional schema model. This is needed for movements to be carried out properly. Although the amputee can see the prosthesis and senses the phantom limb, they do not consider it their own since they are aware of the loss. Therefore, the fact that a prosthesis is worn will not be represented in body awareness as the highest level of mental structure.

Mindfulness Meditation to Improve Body Awareness

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512515313p1-7512515313p1
Author(s):  
Kimberly Szucs ◽  
Rebecca Lord ◽  
Raphaela Libunao ◽  
Jennie Dyer ◽  
Melissa Lees
Keyword(s):  
Quality Of Life ◽  
College Students ◽  
Mindfulness Meditation ◽  
Well Being ◽  
Target Population ◽  
Body Awareness ◽  
Self Report ◽  
Device Use ◽  
Primary Author

Abstract Date Presented 04/22/21 In today's technology-based world, prolonged device use is common among college students. This quantitative study explores the effect of 2 weeks of mindfulness meditation on body awareness in college students. On the basis of preliminary data analysis, there is an increase in self-report of mindfulness and body awareness in the target population. These current findings support further exploration of mindfulness meditation to maximize health, well-being, and quality of life for all people. Primary Author and Speaker: Kimberly Szucs Additional Authors and Speakers: Patricia Coker-Bolt Contributing Authors: Dorothea Jenkins

Sign in / Sign up

Export Citation Format

Share Document