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Teaching for well-being? Introducing mindfulness in an undergraduate course

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dc.contributor.author Ingram, Carly
dc.contributor.author Breen, Andrea V.
dc.contributor.author van Rhijn, Tricia
dc.date.accessioned 2020-07-08T18:50:23Z
dc.date.available 2020-07-08T18:50:23Z
dc.date.copyright 2017-12-21
dc.date.created 2019
dc.date.issued 2017-12-21
dc.identifier.uri http://hdl.handle.net/10214/18066
dc.description.abstract Student mental health and well-being are increasing concerns in higher education. This exploratory study examined students’ learning in a mindfulness program incorporated into an undergraduate class. Six brief mindfulness-based practices were introduced: mindfulness meditation, walking meditation, body scan, mindful eating, loving-kindness, and Tonglen meditation. Fourteen students were interviewed after completion of the course to explore their conceptions and use of mindfulness and other self-care practices. Results of thematic analyses suggest that there were variations in students’ adoption of mindfulness-based practices and students’ preferred mindfulness techniques. Most participants reported that mindfulness instruction and practice were beneficial but this was not universal; some students reported that mindfulness was “not for them”. Findings suggest that mindfulness fostered self-reflection, self-awareness and relaxation for many students and incorporating mindfulness at the beginning of class improved the overall quality of discussion and facilitated students’ learning. Findings further suggest that students incorporated mindfulness into existing self-care practices that included a variety of other preferred techniques to enhance self-reflection, self-awareness and relaxation. Overall, our findings suggest that students should be supported through explicit instruction to develop a “toolbox” of self-care approaches that may include, but is not necessarily limited to, mindfulness. en_US
dc.language.iso en en_US
dc.publisher Taylor & Francis en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/4.0/ *
dc.subject mindfulness en_US
dc.subject post-secondary education en_US
dc.subject undergraduate en_US
dc.subject mental health en_US
dc.subject well-being en_US
dc.subject higher education en_US
dc.subject meditation en_US
dc.title Teaching for well-being? Introducing mindfulness in an undergraduate course en_US
dc.type Article en_US
dc.contributor.affiliation Department of Family Relations and Applied Nutrition
dc.degree.department Department of Family Relations and Applied Nutrition en_US
dc.rights.license All items in the Atrium are protected by copyright with all rights reserved unless otherwise indicated.
dcterms.relation Ingram, C., Breen, A., & van Rhijn, T. (2019). Teaching for well-being? Introducing mindfulness in an undergraduate course. Journal of Further and Higher Education, 43(6), 814-825. https://doi.org/10.1080/0309877X.2017.1409343


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