The Effectiveness of a Brief Mindfulness-Based Intervention for College Freshmen Who Have Aged out of Foster Care

Gray, Lori A.; Font, Sarah A.; Unrau, Yvonne A.; Dawson, Ann

doi:10.1007/s10755-018-9433-3

Cited by 9 publications

(7 citation statements)

References 29 publications

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“…Koru is an MBI designed specifically to support the development of emerging adults. Only a handful of studies have evaluated the Koru program so far (Gonzalez-Voller et al, 2019;Gray et al, 2018;Greeson et al, 2014), yet the results have been encouraging and indicate that it warrants further investigation. Greeson et al (2014) employed a randomized controlled trial (N = 90) to compare the effects of Koru training relative to the control group on college students.…”

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confidence: 99%

“…They found significant, medium-sized, group, and time (pre, post) interactions in perceived stress, sleep problems, and mindfulness. Gray et al (2018) evaluated the Koru curriculum among undergraduate students that had aged out of foster care (N = 16) against a control group (N = 20) and found significant reductions in stress levels and improvements in sleep quality post intervention. Gonzalez-Voller et al (2019) compared the effectiveness of a 5-h "all-in-one-day" mindfulness program with a modified 4-week Koru curriculum adapted for the needs of family caregivers (N = 12), and found that both programs experienced medium-sized effects of increased mindfulness and stress reduction, although the all-day participants experienced higher scores.…”

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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%

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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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“…Teachers can facilitate spiritual exploration and development with mindful diligence in their lessons. In turn, underserved minority and culturally diverse youth are given a chance for healthfully engaging daily life stressors, improving school performance, and opportunities to develop social and emotional intelligences (Gray et al, 2018). Most youth can develop mindfulness competencies, but the discipline to continue the practice throughout life appears to be the challenge (Brody et al, 2018).…”

Section: Empirical Validation Of Mindfulness Meditation Practicesmentioning

confidence: 99%

“…Mindfulness in the classroom helps students appreciate self-exploration for developing self-esteem, diverse growth-promoting relationships, and holistic well-being (Gray et al, 2018; Vidic & Cherup, 2019). Mindfulness focuses on the here-and-now by helping students become aware or attuned to important everyday life happenings.…”

Section: Mindful Of Emotionsmentioning

confidence: 99%

Mindfulness diligence: Supporting the culturally relative self-actualization processes of diverse groups of youth.

Kazanjian

2022

The Humanistic Psychologist

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Scholarly empirical research, in addition to educational and psychological organizations, have recommended that education systems around the world take a proactive approach to helping youth prevent or cope with emotional disturbances, such as anxiety and depression. Research literature has revealed that negative forms of stress that lead to mental disturbances also lead to physical ailments and diseases. To answer the call for preventatives or interventions for well-being, this paper argues that U.S. public schools and afterschool programs adopt the practice of mindfulness as part of curricular and pedagogical standards. Mindfulness meditation practices have shown to reduce stress, physical ailments, and increase overall well-being of youth. Mindfulness also supports the social and emotional intellectual development of children that may not have curricular opportunities due to inequalities or discrimination. This article argues that mindfulness-based interventions are integral for building a multicultural humanistic psychological paradigm, which can help diverse communities of youth achieve opportunities for culturally relative self-actualization.

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“…For example, neuroimaging studies suggest that the gray matter in the brain, which is related to learning and memory (among other things), increases with mindfulness practice (e.g., Vestergaard-Poulsen et al, 2009) along with increases in volume of the hippocampus, another area of the brain associated with learning and memory (Holzel et al, 2011). Specifically, within the higher education field, mindfulness practices have been shown to help students both with their mental health (Gray et al, 2018;Lynch et al, 2018) and with their learning. For example, meditation has been shown to help students connect with their internal processes, grow their self-compassion, and, in turn, allow for connection to others in the classroom.…”

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Role of Mindfulness Practices in the College Classroom

Kosal

2022

JETHE

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The following study examined the effect of mindful practices on college student attitudes and learning comprehension using two sections of an introductory biology course taught by the same instructor. One section used lecture complemented with active learning formats while the other section additionally included mindful practices. Comparisons were made between the students’ surveys and quiz/exam scores. Students in the mindful section also kept journals. Results showed no significant differences in quiz and exam scores between the two groups; however, students in the mindfulness section found value in the practices both in and outside the classroom. Students reported a gain in their attitude towards the value of mindfulness practices as well as the use of mindfulness practices and reported a decrease in anxiety levels. Students identified these practices as helping them with focused attention, peace, and relaxation. At the end of the semester, over 90% of students agreed that mindfulness has a valuable place in the college classroom.

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The Effectiveness of a Brief Mindfulness-Based Intervention for College Freshmen Who Have Aged out of Foster Care

Cited by 9 publications

References 29 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

Mindfulness diligence: Supporting the culturally relative self-actualization processes of diverse groups of youth.

Role of Mindfulness Practices in the College Classroom

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