Eighth International Conference on Health, Wellness & Society

Abstract

There is growing body of research promoting mindfulness practices as interventions for self regulation (Kabat Zinn, 1990; Corcoran, et al., 2010; Farb et al., 2010; Siegel, 2007) and to support anxiety related conditions in university students (Regehr et al., 2013; Hoffmann et al., 2010). Graduate students, particularly those enrolled in medical education demonstrate high levels of anxiety and situational stress related to academic performance and time management. Mindfulness practices like meditation can reduce situational stress (Baer, 2003) and teach the ability to sustain attention and engage in non-judgmental acceptance of the present experience (Kabat-Zinn, 1990; Eberth & Sedelmeier, 2012). Mindful Breathing is a combination of the mindfulness practices of being present, refraining from judgment and demonstrating self compassion with deep (diaphragmatic) breathing. Medical students were taught deep breathing techniques including naming in and out breaths, counting breaths, or using a short mantra during inhalation/exhalation. State mindfulness characteristics (being present, awareness of breath, non-engagement with thoughts, ideas, emotions) were instructed to enhance attention and increase emotional regulation. Mindful Breathing as a metacognitive strategy supported emotional regulation by reducing emotional reactivity while refocusing attention. This session will discuss the practice of Mindful Breathing, a self regulation strategy taught to medical students at Touro University California.