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An Examination of the Impact of a College Level Meditation Course on College Student Well Being
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- 자료유형학술지논문
- 저자명Crowley, Claire,Mank, Dana
- 학회/출판사/기관명PROJECT INNOVATION INC
- 출판년도2017
- 언어영어
- 학술지명/학위논문주기COLLEGE STUDENT JOURNAL
- 발행사항Vol.51No.1[2017]_x000D_
- ISBN/ISSN
- 소개/요약A well-established idea in meditation is that mindfulness is related to the integration of meditation into daily living experiences to bring about psychological well-being (Kabat-Zinn, 1994). Research has shown that meditation reduces anxiety and negative affect, augments the experience of hope, and ultimately enhances a person's state of well-being (Coppola & Spector, 2009; Sears & Krauss, 2009). In addition, while attention and awareness are thought to be relatively constant features of normal functioning, research has suggested mindfulness can be considered an enhanced attention to and awareness of current experience or present reality (Brown & Ryan, 2003). Through the practice of meditation, mindfulness and its many benefits such as increased ability to concentrate, recall and memory, and flexibility in response to life circumstances, are enhanced. Mindfulness practices are also believed to enhance self-insight, self-regulation, compassion, wisdom and other outcomes (Shapiro & Walsh, 2003). Mindfulness, or Mindfulness Based Cognitive Therapy, is associated with increased experience of momentary positive emotions as well as greater appreciation of, and enhanced responsiveness to, pleasant daily-life activities (Geschwind, Peeters, Drukker, van Os, & Wicchers, 2011). Meditation incorporates mindful attention as part of its practice and requires that practitioners be actively engaged in the process. Moreover, it creates an opportunity to find resolution to challenges, leaving room in the mind for the pleasantries of each moment. The remedy is not to suppress negative experiences. Rather, it is to foster positive, and in particular, to take these experiences in so they become part of you (Hanson & Mendius, 2009; Stella, 2011). Gaining insights and creating coping skills that develop during meditation can be especially helpful to college students and, adoption of these insights and skills can lead to a sense of mastery and acceptance of life circumstances (Shapiro, Brown, & Astin, 2011). In the Buddhist tradition, it is thought that anxiety is often produced by a future oriented thought process (Tolle, 1999). Thus through meditation, if the practitioner learns how to become more focused on the present, anxiety should decrease because the focus of the mind has shifted away from the unknown future, which is the object of anxiety. Another major cause of anxiety is becoming attached to a certain object or outcome (i.e., a grade in a class) where wanting creates tension that is actually painful (Komfield, 1993). If the item or outcome desired is withheld or there is a fear of losing it, anxiety ensues. Even when desired outcomes are fulfilled, there continues to be a cycle of expectations and desired outcomes, resulting in the development of anxiety (i.e., future grades in a course, graduation, employment, etc ...). The use of meditation can begin to shift ones awareness away from these expectations and towards the experience of the present. It also reduces the stress-response system and facilitates the experience of tranquility. Over time, being less reactive deepens into profound inner stillness which is increasingly woven into a person's daily life. In addition, based on the result of research done on mindfulness training, an increase in attention to the moment brings a decrease in negative affect and an increase in the sense of well-being which may contribute to a more positive outlook on life (Broderick & Metz, 2009; Kabat-Zinn, 1994). These perspectives on meditation expose the question of whether there might be a perceived positive outcome of practicing mediation for college students who are balancing work, school, family, new social experiences and other life responsibilities. It is clear that the stresses of managing all of these aspects of college life can have an adverse effect on student's psychological well-being as well as both academic and cognitive performance (Shapiro et al. …
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