Abstract

This paper provides an overview of a mindfulness skills curriculum in the classroom, and presents student data related to self-reported impacts of mindfulness skills on stress levels, sleep quality, self-compassion, and general well-being. Data analyses comparing several student cohorts provides empirical support for the positive impact of this mindfulness curriculum (which is offered as an academic course in a university program in Integrative Holistic Health and Wellness at a mid-sized university in the US). Mindfulness skills provide an opportunity for students to deepen their self-awareness, reflective thought, and a “taming of the mind.” Contemplative mindfulness practices, such as sitting and walking meditation, body scan, and mindful movement allow students to self-reflect while engaging in the curriculum and the learning process. Further, mindfulness skills provide students the capacity to strengthen somatic awareness and self-regulation, which has associated impacts on wellness and a sense of well-being. Offering a university curriculum in mindfulness skills has the potential to positively impact not only students’ academic skills, but teaches a lifelong mindfulness practice that supports health and well-being in emerging adult populations. Implications, precautions, future directions, and recommendations for successful implementation will be offered and discussed.

Presenters

Lori Gray
Program Director and Assistant Professor, School of Interdisciplinary Health Programs, Integrative Holistic Health and Wellness, Western Michigan University, Michigan, United States

Details

Presentation Type

Paper Presentation in a Themed Session

Theme

Health Promotion and Education

KEYWORDS

Mindfulness, Health Education, Wellness, Well-being, Health Curriculum, Spirituality

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