Walking the Labyrinth: An Innovative Approach to Counseling Center Outreach

Bigard, Michelle F.

doi:10.1002/j.2161-1882.2009.tb00111.x

Cited by 3 publications

(5 citation statements)

References 7 publications

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“…This stage of analysis involves total immersion for as long as it is needed to ensure both a pure and a thorough description of the phenomenon. As explained by Bigard (2009) the structure of phenomena is the major finding of any descriptive phenomenological inquiry. This structure was based upon the essential meanings that are present in the descriptions of the participants and is determined both by analysis, and also my intuitive and insights.…”

Section: Discussionmentioning

confidence: 99%

Supervising the Use of Mother Tongue Language in K-12 Education: IP School in Focus

Malong¹,

General²

2018

IJME

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The purpose of this phenomenological study was to investigate and analyze the supervision of the use of mother tongue language in K to 12 education in Caraga Davao Oriental. Employing phenomenological approach with 14 school heads, in-depth interview and focus group discussion were conducted which revealed that most of the participants’ experiences in supervising mother tongue were frustration with ineptitude, collateral complications, collaboration among teachers, improved student engagement, and compassionate intervention. The coping mechanisms of the participants include being keen and efficient, being scientific and methodical, being creative and resourceful, peer mentoring, and benchmarking. Despite the rigors of life, the respondents shared insights based on their experiences. These include MTB language promotes cultural preservation, teachers need steady support, and administrators need a helping hand. The study implies that their realization after supervising and upon implementing what they have learned, they were amazed of the transformation that happened to their teachers in particular and the schools in general.

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Section: Discussionmentioning

confidence: 99%

Supervising the Use of Mother Tongue Language in K-12 Education: IP School in Focus

Malong¹,

General²

2018

IJME

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“…One physical manifestation of mindfulness that has found its way into some higher education institutions is the creation of labyrinths (Bigard, 2009;Sellers & Moss, 2016). One physical manifestation of mindfulness that has found its way into some higher education institutions is the creation of labyrinths (Bigard, 2009;Sellers & Moss, 2016).…”

Section: The University Of Central Oklahomamentioning

confidence: 99%

“…As Bigard (2009) explains, "the labyrinth is an ancient meditative tool that has been in existence for thousands of years. As Bigard (2009) explains, "the labyrinth is an ancient meditative tool that has been in existence for thousands of years.…”

Section: The University Of Central Oklahomamentioning

confidence: 99%

“…Labyrinth and Walking Meditation. One physical manifestation of mindfulness that has found its way into some higher education institutions is the creation of labyrinths (Bigard, 2009;Sellers & Moss, 2016). While many universities, such as the University of Central Oklahoma, are home to wellconstructed labyrinths, they can also be less formal and temporary in structure.…”

Section: The University Of Central Oklahomamentioning

confidence: 99%

“…At the heart of the UCO campus resides an 11-circuit Chartres replica labyrinth. As Bigard (2009) explains, "the labyrinth is an ancient meditative tool that has been in existence for thousands of years. .…”

Section: The University Of Central Oklahomamentioning

confidence: 99%

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Mindfulness at Metropolitan Universities

Archuleta

Jennings

Cunliff

2019

New Dir Adult Contin Educ

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3 This chapter highlights mindfulness and meditation practices at two metropolitan universities and includes a discussion of programming challenges, classroom teaching practices, and suggestions for expanding offerings for non-traditional learners. Metropolitan State University in Denver, Colorado, are each experiencing an emerging incorporation of mindfulness practices within classroom, hybrid, and online settings as well as developing some opportunities for meditation, mindfulness, and increasing well-being within the wider university community. While some examples are unique to the type of university in which faculty serve, metropolitan settings, specifically, can reveal practices for those that serve non-traditional adults within a variety of higher education institutions. As Kasworm (2008) discusses, nontraditional-age adult learners can face many challenges in higher education as they navigate the learning space while dealing with the complexities of managing work, families, and ongoing health and wellness issues, and the stress of multiple emotional demands. Adults in the wider university community, including faculty, staff, and students also have to navigate some of the same issues in managing multiple roles. The university examples below illustrate how mindfulness practices and programs can support individuals within academic communities as they move toward greater awareness of and the incorporation of tending to dimensions of well-being.Mindfulness practices take place both in and out of the classroom, and is one of the ways of tending to some of the dimensions of well-being. It is not uncommon for wellness centers or counseling centers to sponsor classes that are directly focused on mindfulness. These may manifest as meditation classes which might also be credit bearing, or yoga classes which may or may not always have mindfulness as part of the agenda. Many institutions also now recognize that faculty and staff benefit from mindful practice and sometimes offer faculty and staff development activities related to mindfulness or meditation that is aimed at the wellness needs of employees. In a recent article in the Chronicle of Higher Education, Bodovski (2018) addressed wellness in

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Creating a Sustainable Community

Levy

Thorp

Chapman

et al. 2021

Advances in Higher Education and Professional Development

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Faculty and staff in higher education today face obstacles such as reduced resources, increased workloads, and uncertain expectations. In this context, the authors have worked to create a sustainable and resilient community using arts-based interventions. The chapter begins with a review of the literature on arts-based interventions for well-being, with a focus on supporting faculty and staff in higher education. The authors outline the steps they have taken, through their Arts and Health Collaborative, to create a sustainable environment of support. By providing sample workshop outlines and recommendations for systemic changes, they share an arts and health model that others can implement on their own campuses.

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Walking the Labyrinth: An Innovative Approach to Counseling Center Outreach

Cited by 3 publications

References 7 publications

Supervising the Use of Mother Tongue Language in K-12 Education: IP School in Focus

Supervising the Use of Mother Tongue Language in K-12 Education: IP School in Focus

Mindfulness at Metropolitan Universities

Creating a Sustainable Community

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