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MINDFULNESS IN UNIVERSITY EDUCATION: A PILOT STUDY SM. De
Simone, A. Romano, M.R. Strollo University of Naples "Federico II"
(ITALY)
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Background Among professional psychologists distress and
burnout are commonly reported and have implications for the quality
of patient care. Already in the course of university studies,
psychology students relate to mental distress and lower life
satisfaction
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Background The clinical efficacy of mindfulness has
consistently been proved over the last two decades. A lot of
studies, however, have been undertaken on its possible use in the
adults training in a formal learning context.
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Methods This pilot study aims to describe, through self-
assessment tests with an assessment before and after the
educational experience, the path of a group of young university
Psychology Students, at University of Naples Federico II.
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Methods The workshop was inspired by the ACT structured
program, and consisted of 6 sessions of two-hour as part of the
course in the pedagogy of learning processes of the degree course
in Psychology.
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Methods Participants Among 50 students who participated in the
workshops, 31 students completed the assessment, both the pre-test
and post-test.
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Methods- Hypothesis This exploratory study aims to assess the
effect of meditation practices on the psychological factors and
well- being in psychology students. These factors are identified as
the main processes by which mindfulness protocols operate:
decentralization, psychological flexibility, values, emotional
regulation, self- compassion, spirituality, referring to mainly
theoretical studies by Baer.
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Methods- Hypothesis The Research Question is this: does
meditation practice promote change in a given process
(decentralization, emotional regulation, etc.)? Does it promote
also an increase in the perception of well-being?
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The Laboratory
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The protocol of the Acceptance and Commitment Therapy The
Acceptance and Commitment Therapy (known as ACT) is one of the most
known protocols of mindfulness from the last years
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The Laboratory The protocol of the Acceptance and Commitment
Therapy The use of linguistic instruments such as metaphors and
paradoxes, the ability of mindfulness and a multitude of
experimental exercises, are considered exercises of meditation
which are associated with traditional behavioral interventions. ACT
proposes a model, named hexaflex, that includes six pathologic
processes to which correspond multiple therapeutically
processes.
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The Laboratory Inspired by the protocol mindfulness ACT, the
workshop was structured into six meetings of two hours: I meeting:
theoretical introduction and presentation of the laboratory. What
is the mind? What is the purpose of ACT? What is mindfulness?.
Exercise in pairs: the ACT is a simple experiential metaphor of
"the book before his eyes was pushed away, resting gently on her
lap".
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The Laboratory II meeting: the use of visual and filmic
metaphors for the explanation of the six processes identified by
ACT. The experience of a continuous awareness. III meeting: the
exercise of Hexaflex. Meditation on a music piece. IV meeting:
diffusion. Exercise of the "I'm having the thought that.. ".
Exercise of the "Singing with silly voices." Metaphor on computer
screen. Meditative techniques: the brook leaves. The normality of
negative thinking. Metaphor of the passengers in the bus.
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The Laboratory V meeting: acceptance. Meditative exercise of
the body scanners. Attention to pseudo-acceptance. Metaphor of
crossing the swamp. Metaphor of the demons on the boat. Switch
metaphor of the struggle. Walking Zen. VI Meeting : To be
here-and-now. Exercise of the awareness of the hand. Visual
metaphors of the self as context. Exercises: note whos noting,
speaking and listening, observing the stage. The values . Exercise:
"imagine your 80th birthday" guided fantasy. The action to be
performed: homework on "SMART" objectives.
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The choice for using the ACT protocol the six processes of the
Acceptance and Commitment Therapy works (acceptance, cognitive
diffusion, self as context, contact with the present moment,
contact with values , committed actions) seem to be largely
overlapping processes identified in terms of structure/ process,
mostly suggestible by the practices of mindfulness:
decentralization, psychological flexibility, values, emotional
regulation, self-compassion.
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The choice for using the ACT protocol it is a protocol that
uses many other tools, such as metaphors or paradoxes and
experiential exercises, that can be considered for all the
performances, meta- cognitive and meta-emotional tools, so
promoters of self- reflexivity and self- training.
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Conclusions the analysis of self-assessment questionnaires
shows an improvement in all surveyed areas. The possible
implications of the findings of this study regard the ability to
use and promote the use of the techniques of mindfulness beyond the
clinical setting as valuable tools for growth and development and
above all within learning contexts.
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Conclusions Particularly, the proposal to include a mindfulness
protocol reflective practice in training programs in psychology is
designed to provide skills to deal with the stressors of training,
and through this experience of structured effective self-care, also
improve long-term clinical skills of the future psychologists.
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Conclusions The results provide preliminary evidence that a
brief (six meetings of two hours) program of mindfulness training
may result in the achievement of acceptable competence, to help
future psychologists in their clinical practice
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Conclusions and in the achievement of more improvement on the
sense of well-being, essential to preserve as a practice of
"self-care" in a workplace that, starting from the same years of
training, bears significant stress and risks of burn-out
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References Baer, R.A. (Eds.) (2012). Come funziona la
mindfulness. Teoria, ricerca, strumenti. Milano: Raffaello Cortina
Editore. Baer, R.A., Smith, G., Hopkins, J., Krietemeyer, J.,
Toney, L. (2006). Using self- report assessment methods to explore
facets of mindfulness. Assessment, 13, pp. 27-45. Tarrasch, R.
(2014). Mindfulness Meditation Training for Graduate Students in
Educational Counseling and Special Education: A Qualitative
Analysis. Journal of Child and Family Studies, in Press, pp. 1-12.
Harris, R. (2009). ACT Made simple: An Easy-To-Read Primer on
Acceptance and Commitment Therapy. New Harbinger Publications.
Hayes, S.C., Luoma, J.B., Bond, F.W., Masuda A., Lillis J. (2006),
Acceptance and Commitment therapy: Model, processes and outcomes,
Behaviour Research and Therapy, 44, pp. 1-25. Harris, R. (2011).
Fare act. Una guida pratica per professionisti allAcceptance and
Commitment Therapy. Milano: FrancoAngeli. Mortari, L. (2006). La
pratica dellaver cura. Milano: Bruno Mondadori.
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References Dobkin, P.L., Hutchinson, T.A. (2013). Teaching
mindfulness in medical school: where are we now and where are we
going?. Medical Education, 47, pp. 768- 779. Ivars, A.J.,
Calatayud, D.P. (2013). Mindfulness training for interpreting
students. Lebende Sprachen, 58, 2, pp. 341-365. Lampe, M. (2012).
Mindfulness-based business ethics education. Academy of Educational
Leadership Journal, 16 Issue 3, pp.99-111. Rogers, H.B. (2013b).
Koru: Teaching Mindfulness to Emerging Adults. New Directions for
Teaching and Learning, June 2013, 134, pp.73-81. Rogers H.B.
(2013a), Mindfulness meditation for increasing resilience in
college students. Psychiatric Annals, 43(12), December 2013, pp.
545-548.