Students' self-perceptions of mindfulness after learning mindfulness techniques in a professional skills course

Abstract

In this paper we describe the effect of incorporating two mindfulness techniques (keeping a diary and motivational interviewing) in a professional skills course, and the impact these had on students’ self-perceptions of mindfulness. Over the course of a fourteen-week semester, students were asked to keep a diary at four different time points and were also taught motivational interviewing skills, which they had to apply to a four-part counseling project. Using a pre-post study design and the validated tool, the Mindful Attention Awareness Scale (MAAS), we meausred students’ perceptions of mindfulness pre-course and post-course. Results from the study indicated that students’ perceptions of mindfulness significantly increased from pre-course to post-course. Further, most students agreed that both the diary assignments and practicing motivational interviewing increased mindfulness from pre-course to post-course. Additionally, a majority of students reported that practicing motivational interviewing enhanced their counseling skills on the four-part counseling project, and that the four diary assignments improved their writing skills. This study underscores the importance of incorporating mindfulness techniques into a professional skills course to increase students’ mindfulness, which can further benefit the student by increasing students’ professional skills to become more competent counselors and writers.

Effect of a modified motivational interviewing intervention on university students' psychological, cognitive, and nutritional health: A randomized controlled trial

“…Regarding the effect of the MMI intervention on cognitive health, the most important finding was the significant increase in mindfulness scores among the intervention group participants. This effect is consistent with the results reported in a study that showed a positive effect of MI on university students' mindfulness 18 . The follow‐up analyses also showed a significant between‐subjects mean difference in the scores of cognitive fusion and impulsivity.…”

“…This effect is consistent with the results reported in a study that showed a positive effect of MI on university students' mindfulness. 18 The follow-up analyses also showed a significant betweensubjects mean difference in the scores of cognitive fusion and impulsivity. The MMI intervention participants had lower impulsivity and higher cognitive fusion than the control group participants.…”

“…Nutritional indicators included university students' behaviors in eating and body mass index (BMI). These indicators were selected based on the evidence regarding (a) their role in initiating and sustaining behavioral change, (b) their role in determining the overall health of university students, and (c) the growing evidence regarding the effectiveness of MI in improving psychological, cognitive, and nutritional health 17–23 …”