College students’ perceptions of mindfulness-based interventions: A narrative review of the qualitative research

Bamber, Mandy D.; Schneider, Joanne Kraenzle

doi:10.1007/s12144-019-00592-4

Cited by 38 publications

(31 citation statements)

References 35 publications

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“…Currently, there is also ambiguity as to whether interventions tailored-made for college students may hold certain advantages over interventions developed for the general population. Prior work by Bamber and Schneider (2020) suggests that some college students may be ambivalent about MBIs, have anxiety/fear about meditation practice, or perceive lack of time as a barrier to continuing practice. Targeted MBIs may be more effective in reducing students' ambivalence and addressing perceived college-related stressors and time barriers.…”

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confidence: 99%

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The Efficacy of a Mindfulness-Based Intervention for College Students Under Extremely Stressful Conditions

Smit

Stavrulaki

2021

Mindfulness

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Objectives This study evaluates the effectiveness of a mindfulness-based intervention (MBI), called Koru mindfulness, among college students. Methods Undergraduate students (N = 34) participated in a 4-week mindfulness curriculum embedded within a college course, while a control group (N = 35) taking a different course did not. Notably, the intervention coincided with the start of a state-wide lockdown due to the COVID-19 pandemic. Results Despite the additional external stress, there was a significant main effect and a significant interaction between the intervention and time for state mindfulness, (the treatment group experienced increased state mindfulness). There was a significant main effect (higher for the control group) on coronavirus worry and a significant interaction between the intervention and time for perceived stress, with the treatment/control group experiencing decreased/increased stress over time. There was also a significant interaction between the intervention and time for sleep problems with the intervention group experiencing declines in sleep problems over time and also being more likely to experience optimal amounts of sleep over time. Conclusions The Koru intervention effectively increased state mindfulness, decreased stress, and improved sleep, suggesting that it is robust even under extremely stressful conditions. This study adds to the growing evidence that MBIs can play an important role in addressing rising concerns regarding the mental health of college students.

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confidence: 99%

“…Targeted MBIs may be more effective in reducing students' ambivalence and addressing perceived college-related stressors and time barriers. In that vein, Bamber and Morpeth (2019) recently proposed that interventions that fit the needs of college students and minimize out-of-classroom practice should be further tested (see also Bamber & Schneider, 2020).…”

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The Efficacy of a Mindfulness-Based Intervention for College Students Under Extremely Stressful Conditions

Smit

Stavrulaki

2021

Mindfulness

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“…Classroom rituals can also be very helpful in preparing students for discomfort. For the past several years, I have opened each of my class sessions with a brief mindfulness exerciseanother practice supported by higher education research (Bamber & Schneider, 2020). Usually, this involves breath work and/or a body scan, but I sometimes incorporate other elements, such as visualization, poetry, or positive self-talk.…”

Section: Preparing For Discomfortmentioning

confidence: 99%

Inclusive Pedagogy in the Academic Writing Classroom: Cultivating Communities of Belonging

Shapiro

2020

JoAW

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This practice-oriented article considers two questions: What does higher education research tell us about student conceptions and experiences with inclusivity? What are the implications of this research for academic writing classrooms and curricula? I first review key themes and findings from research on the nature of social inclusion in higher education, including interviews conducted with undergraduates at my institution. I then consider how academic writing scholars have (and have not) taken up the concept of inclusivity within our policies, curricula, and instruction. Finally, I identify four areas we can focus on as a way to deepen our commitment to inclusive pedagogy: building community, inviting lived experience, preparing students for discomfort, and talking openly about equity. I conclude with examples of how I am working toward those goals in my own teaching practice.

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“…Mindfulness -Based stress reduction program is defined as bringing one's complete attention to what is happening in the present moment in a non-judgmental way ,aimed to improve awareness of one's own mental processes, become flexible, listen attentively, being non-judgmental and act with the principal of compassion [3,4]. In the recent decades many researches proposed MBSR as a potential tool helping practitioners of becoming less vulnerable to stressors, Burnout as well as improving resilience and self-compassionate [4][5][6][7]. However, recent studies show inconclusive results about this association meta-analysis based on RCTs n this era [7,8,9], furthermore most of the trials done on the non-clinical setting ,yet only limited research done on clinical population [8,9].…”

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confidence: 99%

“…In the recent decades many researches proposed MBSR as a potential tool helping practitioners of becoming less vulnerable to stressors, Burnout as well as improving resilience and self-compassionate [4][5][6][7]. However, recent studies show inconclusive results about this association meta-analysis based on RCTs n this era [7,8,9], furthermore most of the trials done on the non-clinical setting ,yet only limited research done on clinical population [8,9]. Therefore, to help to ensure health care providers and patient safety, we used the data published RCTs in the last 10 years to carry out a meta-analysis with the main aim to Evaluate the effectiveness of Mindfulness -Based stress reduction intervention in promoting health care professional's mental health and wellbeing in terms of stress reduction, Burnout and level of satisfaction.…”

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confidence: 99%

IS MINDFULNESS-BASED STRESS REDUCTION EFFECTIVE IN REDUCING STRESS DURING COVID-19 PANDEMIC AND INCREASING LEVEL OF SATISFACTION AMONG HEALTH CARE PROFESSIONALS? A META-ANALYSIS OF RCTs

Moussa¹,

Alhor²,

illigens³

2020

IJIMS

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Introduction: During Covid-19 pandemics, healthcare workers are on the front lines putting themselves and their families at risk this could result in mental health problems .stress is a major obstacle for health care personnel that makes them less satisfied, less capable of making the best choices and could have difficulties when confronted with their patients which affects patient's care. Mindfulness – Based stress reduction (MBSR) is a program aimed to improve awareness of one’s mental processes, become flexible and act with the principal of compassion. (2). Many researches proposed MBSR for helping practitioners of becoming less vulnerable to stressors. However, results were inconclusive. Objective: To evaluate the effectiveness of MBSR intervention in stress reduction and enhancing level of satisfaction among health care professionals. Method and design: Meta-analysis of Randomized Controlled Trials (RCTs). Data Source: Medline, Psych info, PubMed, Web science and Cochrane Library Database from 2009 till 2019 for related RCTs. Selection Criteria: Published RCTs Comparing Mindfulness- Based Stress Reduction with other modalities for stress reduction and improving level of satisfaction among health care workers and stressed personnel were eligible for inclusion. Data Collection and analysis: Data entered organized in Microsoft excel 2010 then exported to comprehensive meta-analysis software version 3. Pooled: for analysis of multiple studies, and found adjusted accumulative outcome Z score method: to test difference in mean. Test for heterogeneity: Cochran’s Q test and I2. Results: In the ALL 6 included studies, 2896 subjects. There is significant improvement in perceived stress score significantly more among intervention (MBSR) group with pooled significant difference (Mean change-3.47 & SE 1.01, Z score 8.11) with no significant heterogeneity among studies. There is significant job satisfaction improvement in MBSR group significantly more than other group with pooled significant difference (mean change 5.18, SE 1.23, Z score 13.2) with no significant heterogeneity. Conclusion: these finding support that MBSR program is effective in reducing stress and increases job satisfaction among health care professionals. KEYWORDS: Mindfulness, Health workers, Stress, COVID-19 Pandemic, Systematic review, RCTs.

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College students’ perceptions of mindfulness-based interventions: A narrative review of the qualitative research

Cited by 38 publications

References 35 publications

The Efficacy of a Mindfulness-Based Intervention for College Students Under Extremely Stressful Conditions

The Efficacy of a Mindfulness-Based Intervention for College Students Under Extremely Stressful Conditions

Inclusive Pedagogy in the Academic Writing Classroom: Cultivating Communities of Belonging

IS MINDFULNESS-BASED STRESS REDUCTION EFFECTIVE IN REDUCING STRESS DURING COVID-19 PANDEMIC AND INCREASING LEVEL OF SATISFACTION AMONG HEALTH CARE PROFESSIONALS? A META-ANALYSIS OF RCTs

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