3800 mindfulness research

MINDFULNESS

by

JENNIFER CANAVAN

B.S., Eastern Illinois University, 2015

A Research Paper Submitted in Partial Fulfillment of the Requirements for the

Health Education Research Methods I & II

Department of Health Studiesin the College of Education and Professional Studies

Eastern Illinois University

April, 2014

TABLE OF CONTENTS

CHAPTER PAGE

ABSTRACT ……………………………………………………………………………i

CHAPTERS

CHAPTER 1 – Introduction…...............................................................................1

CHAPTER 2 – Literature Review …………………………………………….....5

CHAPTER 3 – Methods ………………………………………………………...13

CHAPTER 4 – Results ………………………………………….........................16

CHAPTER 5 – Summary, Conclusions, Discussion and Recommendations…....22

REFERENCES ………………………………………………………………………….30

APPENDICIES

Appendix- A Mindfulness Survey ……………………………………………….35

Appendix- B Consent form ……………………………………………………...39

ii.

iABSTRACT

An Abstract of the Research Paper OfJennifer Canavan, Bachelors of Science Degree in Health Studies

TITLE: THE ROLE OF MINDFULNESS AND OVERALL INDIVIDUAL WELLNESS IN RELATION TO A HEALTHY MIND AND BODY AMONG COLLEGE-AGED STUDENTS

PROFESSOR: Dr. Misty RhoadsThe purpose of this study was to further investigate the role of mindfulness in relation to

overall wellness. The study also focused on college- aged students’ knowledge, attitudes, and

behaviors in concern to mindfulness in order to gather information of how it can correlate with

students overall wellbeing. The study included a sample of 25 college aged students from a

public University in the Midwest and included both males and females between the ages of 18 –

25. The survey given to the participants included 21 questions that examined their current

knowledge and behaviors concerning the topic. It was able to conclude from my study that

majority of students do understand the mind plays an important role in one’s physical health and

it is possible to maintain control of their own thoughts. Although, it was brought into being that

less than half of the respondents currently practice mindfulness as a daily routine.

CHAPTER 1

INTRODUCTION

While the majority of healthcare emphasizes largely on physical health aspects;

“It has been suggested that the practice of mindfulness may facilitate insight, which can

be understood as awareness of oneself and ones motives” (Richards, Campenni, Muse-Burke,

2010, p.251). In eastern culture it is known the mind plays a significant role in an individual’s

health, immunity, and wellbeing (Stossel, 2008).The Greeks referred to health as the physics, or

the healing force within; thus health, in relation to wellness, needs to be recognized as a

continual process of self-discovery manifesting a positive influence on the world around us in

order to live a healthy and satisfying life (Pelletier, 1994). Mindfulness is shown to positively

relate too existential wellbeing, or a measure in which individuals discover meaning and

contentment throughout their lives (Prazak, Critelli, Martin, Miranda, Purdum, & Powers, 2012).

“Cognitive theorists describe mindfulness as a form of attention awareness in which

thoughts can be observed in non-judging, de- centered, and non – attached ways” (Frewen,

Evans, Maraj, Dozois, & Partridge, 2007, para.4). Whatever the mind expects its finds for the

mind foresees a happy, joyous life (Sasson, 2011). Negative thoughts, on the other hand, create

unhappy actions and views in one’s life and it takes awareness of the negative thought to replace

it with a constructive one (Sasson, 2011).

For the purpose of improving physical, mental, spiritual, and emotion health individuals

practice the mind body self-regulation technique known as biofeedback in which people learn to

voluntary control what were once thought as involuntary body processes (Frank, Khorshid,

Kiffer, Moravec, McKee, 2010). External stressors such as psychological stress, injury, or

interpersonal conflict can disturb the voluntary processes but through exercising control

mechanisms, positive in addition to negative feedback loops can be learned to create function

and stability within an individual (Lehrer & Eddie, 2013) Biofeedback has the power to help

people stay centered on the present, and in learning to train important mindfulness and

meditation techniques in effecting positive changes in one’s overall health (Edwards, 2011).

Statement of the Problem

The effect of stress among college students is extremely overlooked. According to the

National Alliance on Mental Illness “More than 80% of students felt overwhelmed by all they

had to do in the last year and 45% have felt things were worthless” (NAMI, n.d., para.

2).Furthermore, “Mindfulness is often used as one aspect of treatment for a range of issues, such

as anxiety, depression, substance abuse, binge eating disorder, and chronic pain” (Brown

University Health Education, 2014, para.4). Studies show that mindfulness based practices

directly relate to a healthier body and mind; although less than half of respondents said to

practice mindful based practices within their everyday lives. It is important to recognize that

practicing meditation is the actual process of the brain changing itself; recognizing the foods we

eat, how much we exercise, and acts of compassion are all major aspects that can ultimately

affect a person’s overall health (Stahura, 2012). Yoga exercises are used in maintaining physical

and mental fitness by attaining peace within the body and mind by making individuals more

consciously aware of their own health and wellness (Rathore & Choudhary, 2013).

Purpose of the Study

The purpose of this study was to gather information on college-aged students’

knowledge, attitudes, and behaviors concerning mindfulness in regard to an individual’s overall

wellness.

Research Question

What are college-aged students’ knowledge, attitudes, and behaviors concerning

mindfulness in regard to overall wellness?

Sample

The sample consisted of 25 college- aged students from a Midwest public state

University with an enrollment of around 10,000 plus or minus. Both men and women between

the ages of 18-25 were used within the study. All subjects of the study completed a consent form

that provided them with the necessary information. The subjects were chosen at random

throughout the college campus. Most participates subsisted in off campus housing; which is

fairly common among the students who attend the University.

Data Collection

This data was attained from a convenience sample, a type of non-probability sampling, at

a Midwestern public University. The subjects consisted of both males and females with an age

range of 18-25, and were commonly used due to their availability. The consent forms included

with the survey are to remain confidentially in the professor’s office and to be kept for five years.

The surveys were given to a variety of students throughout the campus for a week’s period. After

the collection period of the date, the data was summarized into quantitative data and the central

tendency.

Limitations

Prominent limitations of this study included the sample population, the time given to

collect data, and the time allotment of the entire study. As stated in chapter three, the sample

population consisted of 25 students of whom attended the same University. A larger sample of

participants from a variety of college campuses among the Midwest could have provided more

data resulting in different results. Meanwhile, the two-week time frame given to collect data

imposed another limitation on the number of participants. In a larger time frame more surveys

could have been completed. The last limitation imposed on the study included the time available

for the entire study. The complete study was to be met at a specific date and time in order to

meet requirements of University policy.

Definition of Terms

For the purpose of this literature review, the terms referred to in this study are operationally defined as follows:

Reiki: An ancient Japanese form of healing founded on the notion that an energy flow that supports life exists within all living beings. The word Reiki means universally guided or spiritual life energy, and consists of the two Japanese words Rei, which means “the hidden force” or “spiritual” and “Ki”, or “life energy” (Herron-Marx, Price-Knol, Burden, & Hicks, 2008).

Yoga: “Science of mental control” (Rathore & Choudhary, 2013).

Biofeedback: “A mind body technique in which individuals learn how to modify their physiology for the purpose of improving physical, mental, emotional, and spiritual health” (Frank, Khorshid, Kiffer, Moravec, McKee, 2010).

Wellness: “The quality or state of being in good health especially as an actively sought goal” (Merriam-Webster Online Dictionary, 2013a).

Spirituality: “The quality or state of being concerned with religion or religious matters; the quality or state of being spiritual” (Merriam-Webster Online Dictionary, 2013b).

Mediation: “ A practice of concentrated focus upon a sound, object, visualization, the breath, movement, or attention itself in order to increase awareness of the present moment, reduce stress, promote relaxation, and enhance personal and spiritual growth” (The Free Dictionary, 2013).

Physicalsim: “A thesis that the descriptive terms of scientific language are reducible to terms which refer to spatiotemporal things or events or to their properties” (Merriam-Webster Online Dictionary, 2013c).

Automatic Thinking: “Having a self – acting or self – regulating mechanism” (Merriam-Webster Online Dictionary, 2013d).

Existential: “Grounded in existence or the experience of existence” (Merriam-Webster Online Dictionary, 2013e).

Cognitive: “Of relating too, or involving conscious and mental activities” (Merriam-Webster Online Dictionary, 2013f).

Physiological: “Characteristic of or appropriate to an organism’s healthy or normal functioning” (Merriam-Webster Online Dictionary, 2013g).

Ruminative: “To turn a matter over and over in the mind” (Merriam-Webster Online Dictionary, 2013h)

Chapter 2

Literature Review

In recent findings from healthcare reviews there has been an increase of social scientific

research establishing that mindfulness based practice is associated with improved mental and

physical health that assists in establishing and maintaining one’s overall wellness (Harvey,

2009). While the majority of healthcare emphasizes largely on physical health aspects; “it has

been suggested that the practice of mindfulness may facilitate insight, which can be understood

as awareness of oneself and ones motives” (Richards, Campenni, Muse-Burke, 2010, p.251).The

following literature review looks at how understanding the power of the mind is essential to

maintaining complete physical and mental wellness.

Background

In eastern culture it is known the mind plays a significant role in an individual’s health,

immunity, and wellbeing (Stossel, 2008).The Greeks referred to health as the physics, or the

healing force within; thus health, in relation to wellness, needs to be recognized as a continual

process of self-discovery manifesting a positive influence on the world around us in order to live

a healthy and satisfying life (Pelletier, 1994). Mindfulness is shown to positively relate too

existential wellbeing, or a measure in which individuals discover meaning and contentment

throughout their lives (Prazak, Critelli, Martin, Miranda, Purdum, & Powers, 2012).

Mindfulness

The practice of mindful based thoughts and attitudes do not occur overnight; thus in order

to turn the mind toward positive thinking, training and inner works is vital (Sasson, 2011).

Mindfulness is obtained through a persistent practice of ones awakening to life’s present moment

experiences (Brewer, Bowen, Smith, Marlatt, & Potenza, 2010). Approaches to mindfulness are

used to present new ways of responding to life experiences in order to establish a deeper sense of

wellbeing and health into individual’s lives (Harvey, 2009).For example, research indicates that

mindfulness based training can be effective in decreasing habitual ruminative thinking in relation

to stress and depression (Brewer et al., 2010) in which both can affect the overall wellness of the

mind and body relationship.

Awareness

Mindfulness is understood as knowledge about the self, and awareness of one’s own

experience in the present moment (Richards et al., 2010). An internal awareness of one’s

emotions and cognitions correlates with the internal and external role of mindfulness in

acquaintance to establishing ones cognitions and emotions within their surrounding environment

(Richards et al., 2010). Mindfulness has no expectations or intrinsic rules since it embraces the

arising of the present moment (Harvey, 2009). Ones behaviors, emotions, and thoughts are

considered a state, or situational (Richards et al., 2010). When individuals are mindful and stay

focused on the present moment the mind calms and suffering eases improving mood, the immune

system, decreases of stress, and promotes healing within people (Leo, 2011).

The Control of Positive and Negative Thinking

“Cognitive theorists describe mindfulness as a form of attention awareness in which thoughts can

be observed in non-judging, de- centered, and non – attached ways” (Frewen, Evans, Maraj,

Dozois, & Partridge, 2007, para.4). Furthermore, cognitive theories suggest that mindfulness

may play a role in controlled versus automatic thinking (Frewen et al., 2008). Cognitive

symptoms that are traditionally regarded as automatic thinking, such as depression and anxiety,

are characterized by negative thoughts like worry and rumination (Frewn et al., 2008). Although

thoughts are done subconsciously, the power of thought always shapes our life and we have the

mighty power to make the shaping process of thoughts a conscious one (Sasson, 2011).

Whatever the mind expects its finds for the mind foresees a happy, joyous life (Sasson, 2011).

Negative thoughts, on the other hand, create unhappy actions and views in one’s life and it takes

awareness of the negative thought to replace it with a constructive one (Sasson, 2011).

Self-care

Self – care refers to seeking one’s own personal counseling; personal counseling is

known as psychological treatment for any type of distress or impairment within a person’s life

(Richards et al., 2010). Moreover, self- care is stated as a basic level of health care practiced by

the members of the public for self-care needs to occur on a daily basis in order to establish a

dominant form of a healthy living (Fries, 2013). Self – care practices are evolved through a

probationary realization of the self and individual to construct a healthy lifestyle (Fries, 2013).

Self – care practices are also known to create what is known as high performance humans

meaning they have a more informed understanding of both their bodies and health conditions

because self – care is a continuous process of balancing an individual’s mind and body

relationship (Fries, 2013).

Biofeedback

For the purpose of improving physical, mental, spiritual, and emotion health individuals

practice the mind body self-regulation technique known as biofeedback in which people learn to

voluntary control what were once thought as involuntary body processes (Frank, Khorshid,

Kiffer, Moravec, McKee, 2010). External stressors such as psychological stress, injury, or

interpersonal conflict can disturb the voluntary processes but through exercising control

mechanisms, positive in addition to negative feedback loops can be learned to create function

and stability within an individual (Lehrer & Eddie, 2013). Biofeedback has the power to help

people stay centered on the present, and in learning to train important mindfulness and

meditation techniques in effecting positive changes in one’s overall health (Edwards, 2011).

Another goal of biofeedback is in reducing sympathetic arousal including heart rate, skin

temperature, and respiration rate; thus why biofeedback is used in psychophysiological

psychotherapy models of learning in individuals who suffer from disease (Frank et al, 2010).

Self-regulation practices including biofeedback endow individuals to make choices that create

lifelong patterns of positive thinking, creating, reacting, and caring; if biofeedback is not

attended to positive change cannot occur (Edwards, 2011).

Meditation

Meditative mindfulness, no matter what type practiced, has a positive impact on

individuals since all meditative practices across traditions concentrate on the consciousness,

awareness and directed attention (Edwards, 2011). Mindfulness meditation is considered a

conscious discipline about the refinement of attention in addition to awareness of an open

hearted and nonjudgmental attitude toward ones being (Stahura, 2012). Practicing meditation is

the actual process of the brain changing itself; recognizing the foods we eat, how much we

exercise, and acts of compassion are all major aspects that can ultimately affect a person’s

overall health (Stahura, 2012). For instance, some of the oldest and most popular Hindu

techniques in meditation incorporate systematic psycho – physical training in breathing,

stretching, and mental concentration in order to establish control over both the mind and body

(Ireland, 2012). Yoga, another type of meditation used to control the fluctuation of the mind, is

considered a spiritual practice that uses the mind and breathing techniques to reenergize and

create balance within a person (Rathore & Choudhary, 2013). Yoga exercises are used in

maintaining physical and mental fitness by attaining peace within the body and mind by making

individuals more consciously aware of their own health and wellness (Rathore & Choudhary,

2013).

Spirituality

As the human body develops over time, the body and soul work as one creating spiritual

beings (Mehta, 2011). The spiritual body can only respond when an individual becomes aware of

their own consciousness or can only appear when it is recognized (Holmes, 2011).This is

because change has to first begin within a person’s collective consciousness to create the needed

balance between being and doing to complete the total consciousness ( Abbott, 2012).

Furthermore, individuals who understand the physicalism condition of the body and soul are

more likely to practice behaviors that protect their bodies (Forstmann, Burgmer, & Mussweiler

2012). For example a form of healing known as Reiki, developed by Dr.Miako in ancient Japan,

concentrates on establishing a balanced mind, body, and spirit (Herron, Price –Knol, Burden, &

Hicks, 2008). An aspect of Reiki understands that negative health occurs when a person’s life

energy is condensed (Herron, Price – Knol, Burden, and Hicks, 2008). When an individual’s life

energy is disrupted the physical body also suffers from improper functioning of the tissues,

organs, and other bodily domains (Mansour, Beuche, Laing, Lies, Nurse, 1999).

Summary

Overall, health can be summoned as a state of mind or accumulation of positive thinking,

emotions, strengths, and experiences that are able to aid an individual in allocating with adverse

life situations, sufferings, and illnesses (Rathore & Choudhary, 2013). Furthermore, illness

includes more than the physical realms of health meaning that energy inquired from the

individual must be present for illness to exist (Juline, 2012). Not only does mindfulness change

the mind but the physical brain and its overall impact on someone’s health (Stahura, 2012).

When mindfulness is practiced, and we become aware that every thought and action stems within

the unconscious, the individual mind can integrate the fact of we ourselves are in control of our

own health and happiness (Williams, 2012). To maintain both a healthy mind and body each and

every aspect of mindfulness must be included into an individual’s daily life to acknowledge their

own meaningful existence (Rathore & Choudhary, 2013).According to the Harvard Health

Letter, “Mindfulness also brings about a well – studied physiological change that can help lower

yours blood pressure, heart rate, oxygen consumption, adrenaline levels, and levels of the stress

hormone cortisol” (“Harvard Health Letter”, 2013, p.6).

CHAPTER 3

METHODS

Introduction

The purpose of this study was to obtain an understanding of what college- aged students

know about the practice of mindfulness, and how mindfulness correlates with overall physical

and mental health. This descriptive study explored students’ knowledge, attitudes, and behaviors

on mindfulness in addition to how being mindful relates to interpreting life and its experiences.

Research Design

Participants

The sample consisted of 25 college- aged students from a Midwest public state

University with an enrollment of around 10,000 plus or minus. Both men and women between

the ages of 18-25 were used within the study. All subjects of the study completed a consent form

that provided them with the necessary information. The subjects were chosen at random

throughout the college campus. Most participates subsisted in off campus housing; which is

fairly common among the students who attend the University.

Research Question

What are college- aged students’ knowledge, attitudes, and behaviors concerning


Research Instrumentation

An ecological and sociological 21 question survey was used for this research; both face

and content validity was established. The survey covered demographics, and incorporated

knowledge, attitudes, and behaviors of the practice of mindfulness. The survey consisted of

Likert, Ordinal, and multiple choice questions.

Data Collection

This data was attained from a convenience sample, a type of non-probability sampling, at

a Midwestern public University. The subjects consisted of both males and females with an age

range of 18-25, and were commonly used due to their availability. The consent forms included

with the survey are to remain confidentially in the professor’s office and to be kept for five years.

The surveys were given to a variety of students throughout the campus for a week’s period. After

the collection period of the date, the data was summarized into quantitative data and the central

tendency.

Data Analysis

Analysis of the data was done through descriptive statistics using Excel. Data was

reported by the use of frequencies, percentages, and open coding by going through every

question, counting, and calculating the percentages for every answer. These descriptive statistics

allowed the researcher to advance the understanding of college aged students’ knowledge,

attitudes, and behaviors concerning the practice of mindfulness.

Summary

The purpose of this study was to acquire information on how college- aged student’s

beliefs and practices of mindfulness can affect their overall wellness including physical and

mental health. This was a descriptive study that was non-experimental and used a non-

probability convenience sample. An ecological and sociological survey was used with content

and face validity followed by using SPSS to report the frequencies and percentages of the

obtained data.

CHAPTER 4

RESULTS

Majority of subjects within this study had a basic understanding on the concept of

mindfulness and the association to life’s present moment of here and now. Nevertheless, a

variety of attitudes was present among the subjects. The main difference of beliefs seemingly

occurred within the subjects of spirituality and religion; granted the study was completed with

diversity among students. In like manner, behaviors reported among participates withheld a

mediocre similarity among responses.

Sample Demographics

The convenience sample consisted of 25 subjects in the Spring 2014 semester. The gender of the

subjects was adjacent with the participation of male subjects at 56% (N=14) and 44% (N=11)

being female. Of the respondents 28% (N=7) were 18-20 years of age, 56% (N=14) were 21-22

years of age, and the following 16% (N=4) were aged 23-25 years of age. Although, the current

year in school, in accordance to the Universities credit policy, of the subjects varied with 8%

(N=2) for freshman and sophomores, 48% (N=12) were juniors, 20% (N=5) were seniors, and

16% (N=4) were Graduate students. As was stated earlier, the majority of subjects subsisted off

of campus property; common to the community of the University. Of the subjects 56% (N=14)

responded to living off campus and 24% (N=6) responded to living in campus Residence halls.

Research Question

What are college -aged student’s attitudes, knowledge, and behaviors concerning


Findings

Knowledge

Ninety six percent (N=24) of the respondents were aware that mindfulness is an internal

bodily function and only 4% (N=1) supposed mindfulness was an external bodily function. When

asked how mindfulness is achieved 92% (N=23) choose the correct statement; through awareness

to life’s present moment of here and now and 8% (N=2) responded with through daily exercise.

Furthermore, 80% (N=20) of the respondents understood that the practice of mindfulness is most

associated with both improved mental and physical health, and 20% (N=5) responded with

mindfulness to be only associated with a sense of improved mental health.

Attitudes

Eighty eight percent (N=2) of the respondents strongly agreed that the mind has an effect

on an individual’s physical health, 12% (N=3) agreed; no respondents reported disagreement as

shown in Chart 1.

Chart 1.

Position on the Mind Effecting Physical Health

When asked whether it is possible to be in control of your own thoughts, both positive and

negative, 60% (N=15) of respondents strongly agreed, 32% (N=8) agreed, 4% (N=1) disagreed,

and 4% (N=1) strongly disagreed to the statement (See Graph 1).

Graph 1.

Attitudes on the control of Positive and Negative Thoughts

Attitudes on the Control of Positive and Negative Thoughts

Of the respondents, 36% (N=9) strongly agreed and 36% (N=9) agreed disease is more prevalent

among individuals who focus on negative thoughts; although 24% (N=6) disagreed and 4%

(N=1) strongly disagreed.

Fifty six percent (N=14) of respondents strongly agreed and 36% (N=9) agreed that

mental fitness, creating peace within the body and mind, can aid individuals in being more

consciously aware of their own overall health. Eight percent (N=2) disagreed with the statement.

Moreover, when asked if spirituality contributes to overall physical wellness 52% (N=13)

reported to strongly agree, 36% (N=9) agreed, and 8% (N=2) disagreed. Majority of the

respondents 76% (N=19) strongly agreed and 32% (N=8) agreed that practicing self-care can and

should take place on a daily basis in order to maintain a healthy lifestyle; zero of the respondents

reported to strongly disagree or disagree (See Graph 2).

Graph 2.

Agreement of Daily Self-Care in Relation to a Healthy Lifestyle

Agreement of Daily Self-Care in Relation to a Healthy Lifestyle

Also, of the 25 respondents, 48% (N=12) strongly agreed and 44% (N=11) agreed constructive

criticism can be and is beneficial in achieving mindfulness; none of the 25 respondents reported

disagreement.

Behaviors

Participants were asked if the practice of mindfulness occurs within their everyday life.

One respondent answered always, 48% (N=12) replied with very often, 28% (N=7) practice

mindfulness fairly often, and 20% (N=5) reported sometimes (See Chart 2)

Chart 2.

Daily Practice of Mindfulness

Participants were also asked about awareness of their own negative thoughts; 32% (N=8)

responded as always being aware, 28% (N=7) as very often, 28% (N=7) as fairly often, and 12%

(N=3) to sometimes as shown in Chart 3.

Chart 3.

Awareness of Negative Thoughts

When asked how often respondents practiced meditation, one respondent always meditates, 16%

(N=4) meditate very often, 8% (N=2) stated fairly often, and 12% (N=3) said to sometimes

meditate. Although, the majority of participants, 48% (N=12) never practice in meditation.

Likewise, 48% (N=12) do not participate in religious practices, 12% (N=3) answered to almost

never participating, 20% (N=5) said to sometimes part take; but 16% (N=4) of the participants

did say to take part in religious practices very often and who had always. Lastly, participates

were asked how many times a week they participated in yoga. Seventy six percent (N=19) never

participated yoga, but three participants practiced yoga one to two times a week and three also

answered three to four times weekly.

SUMMARY

The knowledge, attitudes, and behaviors concerning mindfulness among the sample of

co-ed college -aged students, of who mostly house off campus at a Midwest state University,

resulted in proficient data findings. The results indicated a basic level of knowledge on

mindfulness among the sample. The average member of the sample population heard about it

either from popular culture, education, or word of mouth from their peers. Meanwhile,

differentiated attitudes on positive and negative thoughts represented the largest dissimilarity

among the sample group. Overall, 60% (N=15) of the population group stated the survey helped

each subject in becoming more aware of their own mindfulness based practices and an interest in

learning more of how mindfulness affects an individual’s overall wellness.

CHAPTER 5

SUMMARY, CONCLUSIONS, DISCUSSION AND RECOMMENDATIONS

Overview

This chapter provides a review of the study and the researcher’s interpretations of the

results. Mindfulness based practices are important elements of maintaining both a healthy body

and mind. The awareness of ones thoughts and mental state of mind are equally important to the

physical health realm of the body. The information obtained from this study is integrated into

how understanding the mind is essential to reaching a state of good health and complete

wellness.

Purpose

The purpose of this study was to gather information on college- aged students’

knowledge, attitudes, and behavior concerning mindfulness in regard to an individual’s overall

wellness.

Summary of the Study

Mindfulness is understood as knowledge about the self, and awareness of one’s own

experience in the present moment (Richards et al., 2010). An internal awareness of one’s

emotions and cognitions correlates with the internal and external role of mindfulness in

acquaintance to establishing ones cognitions and emotions within their surrounding environment

(Richards et al., 2010). Mindfulness has no expectations or intrinsic rules since it embraces the

arising of the present moment (Harvey, 2009). Ones behaviors, emotions, and thoughts are

considered a state, or situational (Richards et al., 2010). When individuals are mindful and stay

focused on the present moment the mind calms and suffering eases improving mood, the immune

system, decreases of stress, and promotes healing within people (Leo, 2011).

The practice of mindful based thoughts and attitudes do not occur overnight; thus in order

to turn the mind toward positive thinking, training and inner works is vital (Sasson, 2011).

Mindfulness is obtained through a persistent practice of ones awakening to life’s present moment

experiences (Brewer, Bowen, Smith, Marlatt, & Potenza, 2010). Approaches to mindfulness are

used to present new ways of responding to life experiences in order to establish a deeper sense of

wellbeing and health into individual’s lives (Harvey, 2009).For example, research indicates that

mindfulness based training can be effective in decreasing habitual ruminative thinking in relation

to stress and depression (Brewer et al., 2010) in which both can affect the overall wellness of the

mind and body relationship.

Overall, health can be summoned as a state of mind or accumulation of positive thinking,

emotions, strengths, and experiences that are able to aid an individual in allocating with adverse

life situations, sufferings, and illnesses (Rathore & Choudhary, 2013). Furthermore, illness

includes more than the physical realms of health meaning that energy inquired from the

individual must be present for illness to exist (Juline, 2012). Not only does mindfulness change

the mind but the physical brain and its overall impact on someone’s health (Stahura, 2012).

When mindfulness is practiced, and we become aware that every thought and action stems within

the unconscious, the individual mind can integrate the fact of we ourselves are in control of our

own health and happiness (Williams, 2012). To maintain both a healthy mind and body each and

every aspect of mindfulness must be included into an individual’s daily life to acknowledge their

own meaningful existence (Rathore & Choudhary, 2013).According to the Harvard Health

Letter, “Mindfulness also brings about a well – studied physiological change that can help lower

yours blood pressure, heart rate, oxygen consumption, adrenaline levels, and levels of the stress

hormone cortisol” (“Harvard Health Letter”, 2013, p.6).

The purpose of this study was to gather information of college ages students’ knowledge,

attitudes, and behaviors concerning the role of mindfulness in regard to a healthy body and mind.

The sample population of this study consisted of 25 college- aged students from a Midwest

public University with an enrollment of around 10,000 plus or minus. Both men and women

between the ages of 18-25 were chosen at random throughout the University campus. The data

was collected over a two-week time period in Spring semester of 2014, using a type of non-

probability sampling called a convenience sample. Consent was obtained from participants using

a signed consent form. Face and content validity were established by using an expert panel.

At the end of the data collection, the data was coded into EXCEL. The data was

analyzed through descriptive statistics and was reported by frequencies and percentages. A

twenty-one question survey was used. The survey included demographics, and incorporated

knowledge, attitudes, and behaviors on the practice of mindfulness. The survey consisted of

Likert, Ordinal, and multiple choice questions. There was one research question for this study:

What are college- aged students’ knowledge, attitudes, and behaviors concerning


ConclusionsUpon reviewing the data from the study, the following conclusions were made:

1.) A majority of college-aged students understand a person has the ability to regulate

thought processes. Correspondingly, 60% of students strongly agree that it is possible to

be in control of positive and negative thinking.

2.) A majority of college-aged students know a state of good health is a continuous

process that is actively sought out. In brief, the study confirms 88% of students are aware

the mind can affect physical health.

3.) Less than half of college-aged students are conscious of the present moment of here

now. According to the study, only 48% of students incorporate a minimal amount of

mindfulness to their everyday lives.

Discussion

College students are essentially under large levels of stress to fit in, attend class, achieve

decent grades, maintain a social life, get enough sleep, and plan for the future. The life of a

college student becomes overwhelming and causes feelings of anxiety and stress. Stress can

further make it difficult for students to exert self-control and make unhealthy decisions related to

smoking, drinking, and eating (AMA, 2013). Thus, “College students who are particularly

vulnerable to stress often lack the required resources to make conscious choices and succumb to

mindless behaviors” (AMA, 2013, para. 1).

Although, recent findings form healthcare reviews show there has been an increase of

social scientific research establishing that mindfulness based practices are associated with

improved mental and physical health that assists in establishing and maintaining one’s overall

wellness (Harvey, 2009). Initially, college-aged students can acquire the skills to incorporate

mindfulness into their daily routines. Awareness of the present moment strengthens one’s ability

to notice and sustain occurring thought processes.

Generally speaking, thoughts are done subconsciously and the power of thought will

always shapes our life but we as an individual have the mighty power to make the shaping

process of thoughts a conscious one (Sasson, 2011). Furthermore, cognitive theories suggest that

mindfulness may play a role in controlled versus automatic thinking (Frewen et al., 2008).

Cognitive symptoms that are traditionally regarded as autonomic thinking, such as depression

and anxiety, are characterized by negative thoughts like worry and rumination (Frewen et al.,

2008). In short, a mindful state has the potential to lessen such thought process.

Likewise, the maintenance of positive thoughts can improve a college student’s outlook

on self-care. Self-care is stated as a basic level of health care practiced by the members of society

for self-care needs to occur on a daily basis in order to establish a dominant form of healthy

living (Fries, 2013). Self-care practices create high performance humans meaning they have a

more informed understanding of both their bodies and health conditions because self-care is a

continuous process of balancing an individual’s mind and body relationship (Fries, 2013). Self-

care practices such as meditation and biofeedback are beneficial to both the mind and body. A

minimal amount of the studies respondents practiced any sort of meditation. However,

meditative mindfulness can positively impact an individual because all meditative practices

concentrate on the consciousness, awareness, and directed attention (Edwards, 2011).

Limitations of the Study

Prominent limitations of this study included the sample population, the time given to

collect data, and the time allotment of the entire study. As stated in chapter three, the sample

population consisted of 25 students of whom attended the same University. A larger sample of

participants from a variety of college campuses among the Midwest could have provided more

data resulting in different results. Meanwhile, the two-week time frame given to collect data

imposed another limitation on the number of participants. In a larger time frame more surveys

could have been completed. The last limitation imposed on the study included the time available

for the entire study. The complete study was to be met at a specific date and time in order to

meet requirements of University policy.

Recommendations for Future Research

When conducting future research on mindfulness and college students, it would be

beneficial for the research to:

1.) Use a larger and more demonstrative sample of college student participants.

2.) Use a larger time range to collect data and to analyze further into the given results.

3.) Use given data to analyze the comparative difference of responses among male and

female population.

4.) Use given data to analyze comparative difference of responses among the 18-25 age

range of the sample population.

Recommendations for Health Educators

1.) By communicating and advocating information to college campuses on how the mind affects

physical health. Providing brochures or pamphlets across college campuses can educate students

on the power of the mind. If students understand how the mind affects behavioral choices they

may be less likely to make the choice to partake in risky behaviors when under large amounts of

stress.

2.) By implementing education sessions on awareness of the here and now. Specifically targeting

those of who are considered at risk for mental health disorders such as depression and anxiety;

thus creating awareness of negative thoughts and how mindful based practices can help students

reduce the risk of developing mental health disorders.

3.) By developing and implementing meditative mindful programs to students across college

campuses. If students are offered the resources to become more mindful the percent of students

who practice self-care can be increased. For instance, college campuses can provide meditation

and yoga classes available to students.

Summary

The purpose of this study was to obtain information from college-aged students on their

knowledge, attitudes, and behaviors in regards to mindfulness and overall wellness. Students

who are mindful and understand the mind body relationship are less likely to make poor

decisions that can be detrimental to their health. Students who are more mindful are at a lower

risk to engage in poor behaviors such as eating unhealthy food, drinking large amounts of

alcohol, smoking cigarettes, and abusing drugs. Those who are aware the mind and body

relationship have a better understanding of their bodies and health conditions (Fries, 2013). To

sum up, overall individual wellness includes physical health together with emotional and

spiritual health in order to live a satisfying life.

References

Abbott, C. (2012, April). A balanced you, a balanced earth. Science of Mind, 85 (4), 11 -18.

American Marketing Association. (2013). Mindfulness offers long terms solution to

manage college students stress and improve health. Retrieved from

http://www.prnewswire.com/news-releases/mindfulness-offers-long-term-solution-to-

manage-college-student-stress-and-improve-health-235408251.html

Brewer, J. A., Bowen, S., Smith, J. T., Marlatt, G., & Potenza, M. N. (2010). Mindfulness-based

treatments for co-occurring depression and substance use disorders: What can we learn

from the brain? Addiction for Debate, 105(10), 1698-1706.

Brown University Health Education. (n.d.). Mindfulness. Retrieved from

http://www.brown.edu/Student_Services/Health_Services/Health_Education/

common_college_health_issues/mindfulness.php

Edwards, L. (2011). Biofeedback, meditation, and mindfulness. Association for Applied

Psychophysiology &Biofeedback, 39(2), 67-70.

Forstmann, M., Burgmer, p., & Mussweiler, T. (2012). The mind is willing, but the flesh is

weak. The effects of mind – body dualism on health behavior. Psychological Science, 23

(10), 1239 -1245.

Frank, D., Khorshid, L., Kiffer, J., Moravec, C., & McKee, M. (2010). Biofeedback in medicine:

who, when, why, and how. Mental Health in Family Medicine, 7(2), 85 -91.

Frewen, P., Evans, E., Maraj, N., Dozios, D., & Partridge, K. (2008).Letting go: Mindfulness and

negative automatic thinking. Cognitive Therapy & Research, 126(6), 758-774.

Fries, C. (2013). Self – care and complementary and alternative medicine as care for the self: An

embodied basis for distinction. Health Sociology Review, 22(11), 37 -51.

Harvard Health Letter. (2013). The Magic of Mindfulness, 38(11), 6.

Harvey, W. (2009). Mindfulness in practice. Healthcare Counseling & Psychotherapy Journal,

9(1), 3-7.

Herron-Marx, S., Price-Knol, F., Burden, B., & Hicks, C. (2008). A systematic review of the use

of Reiki in health care. Alternative & Complementary Therapies, 14(1), 37 -42.

Holmes, E. (2011, October). Daily guides. Science of Mind, 84 (10), 32 -64.

Ireland, M. (2012). Meditation and psychological health and functioning: A descriptive

and critical review. Scientific Review of Mental Health Practice, 9 (1), 4 -19.

Juline, K. (2012, May). Standing for peace; the life and message of Marianne Williamson.

Science of mind, 85 (5), 18 – 25.

Lehrer, P., & Eddie, D. (2013). Dynamic processes in regulation and some implications for

biofeedback and behavioral interventions. Applied Psychophysiology & Biofeedback, 38

(2), 14.

Mansour, A., Beuche, M., Laing, G., Leis, A., & Nurse, J. (1999). A study to test the

effectiveness of placebo Reiki standardization procedures developed for a planned Reiki

efficacy study. Journal of Alternative & Complementary Medicine, 5(2), 153. 3-155.

Mehta, N. (2011). Mind – body dualism: A critique from a health perspective. Mens Sana

Monographs, 9 (1), 202 -209.

Merriam-Webster Online Dictionary, Automatic. (2013a).Automatic. Retrieved November 11,

2013 from http://www.merriam-webster.com/dictionary/Automatic

Merriam-Webster Online Dictionary, Cognitive. (2013f).Retrieved November 11, 2013 from

http://www.merriam-webster.com/dictionary/Cognitive

Merriam-Webster Online Dictionary, Existential. (2013b). Retrieved November 11, 2013 from

http://www.merriam-webster.com/dictionary/Existential

Merriam-Webster Online Dictionary, Physicalsim. (2013c). Retrieved November 11, 2013 from

http://www.merriam-webster.com/dictionary/Physicalism

Merriam-Webster Online Dictionary, Physiological. (2013g). Retrieved November 11, 2013

from http://www.merriam-webster.com/dictionary/Physiological

Merriam-Webster Online Dictionary, Ruminative. (2013h). Retrieved November 11, 2013 from

http://www.merriam-webster.com/dictionary/Ruminative

Merriam-Webster Online Dictionary, Spirituality. (2013b). Retrieved November 11, 2013 from

http://www.merriam-webster.com/dictionary/Spirituality

Merriam-Webster Online Dictionary, Wellness. (2013a). Retrieved November 11, 2013 from

http://www.merriam-webster.com/dictionary/Wellness

National Alliance on Mental Illness. (n.d.).Learn about the issue. Retrieved from

http://www.nami.org/Content/NavigationMenu/Find_Support/

NAMI_on_Campus1/Learn_About_The_Issue/Learn_About_The_Issue.htm

Pelletier, K. (1994).Sound Mind, Sound Body. New York, NY: Simon & Schuster.

Prazak, M., Critelli, J., Martin, L., Miranda V., Purdum, M., & Powers C., (2012).

Mindfulness, and it’s Role in Physical and Psychological Health. Applied Psychology:

Health & Well-Being, 4 (1), 91 -105.

Rathore, S. & Choudhary, K. (2013).Impact of yoga on emotional intelligence and subjective

well –being: a pre and post analysis. Indian Streams Research Journal, 3 (7), 1-5.

Richards, K. C., Campenni, C., & Muse-Burke, J. L. (2010). Self-care and well-being in mental

health professionals: The mediating effects of self-awareness and mindfulness. Journal of

Mental Health Counseling, 32(3), 247-264.

Sasson, R. (2011). The Power of Positive Thinking. Retrieved from 2013, September 15,

http://www.xing.com/net/icare/sharing-of-ideas-and-information-on-health-and-wellness-

222796/the-power-of-positive-thinking-36680337

Stahura, B. (2012, May). Changing the world, one brain at a time. Science of mind, 85 (5), 11 –

17.

Stossel, R. (2008). Use the power of the mind to improve your health and well Being. Retrieved

2013, September 15, from http://www.naturalnews.com/023048_Chi_health_

meditation.html

The Free Dictionary. (2013). Retrieved November 11, 2013 from http://medical-

dictionary.thefreedictionary.com/meditation

Williams, D. (2012, April). Awakening inner wisdom to navigate through difficult times.

Science of mind, 85(4), 29-35.

Mindfulness Survey

This is a brief survey conducted with the intentions of gathering information based on your

knowledge, attitudes, and behaviors concerning the role of mindfulness in regard to a healthy

body and mind.

Mindfulness – the quality or state of being conscious or aware of something

Wellness – the quality or state of being in good health especially as an actively sought goal.

1. Mindfulness is what kind of bodily function?

A. External

B. Internal

2. Mindfulness is achieved by…

A. Through daily exercise

B. Through awareness to life’s present moment of here and now

C. Through financial wealth

D. Through the belief you are better than everyone around you

3. What is the practice of mindfulness most associated with?

A. Improved mental health

B. Improved physical health

C. Both A and B

D. None of the above

*Circle the strength of your agreement with the following statements.

4. The mind has an effect on your physical health.

Strongly Agree Agree Disagree Strongly Disagree

5. It is possible to be in control of your own thoughts (Positive & Negative).


6. Disease is more common in individuals who focus on their negative thoughts.


7. Mental fitness (creating peace within the body and mind) can make individuals more

consciously aware of their own health?


8. Spirituality can contribute to physical wellness.


9. Self –care should occur on a daily basis to maintain healthy living.


10. Constructive criticism from family or peers can beneficial.


11. I practice mindfulness in my everyday life.

A. Always

B. Very often

C. Fairly often

D. Sometimes

E. Almost never

F. Never

12. I am aware of my negative thoughts.

A. Always

B. Very often

C. Fairly often

D. Sometimes

E. Almost never

F. Never

13. I practice meditation.

A. Always

B. Very often

C. Fairly often

D. Sometimes

E. Almost never

F. Never

14. Do you take part in religious practices?

A. Always

B. Very Often

C. Sometimes

D. Almost Never

E. Never

15. How often do you participate in yoga?

A. 0 times a week

B. 1 -2 times a week

C. 3-4 times a week

16. Male or Female (Circle One)

17. What is your age?

A. 18-20

B. 21-22

C. 23-25

D. 26 & above

18. What is your year in school?

A. Freshman

B. Sophomore

C. Junior

D. Senior

E. Graduate Student

19. Where do you currently live?

A. Residence Halls

B. University Court/ Apartments

C. Greek Court

D. Off campus

C. Commute from home or a different town

20. Please circle your academic area of study.

A. Arts & Humanities

B. Business & Applied Sciences

C. Education & Professional Studies

D. Sciences

21. This survey has made me more aware of my own mindfulness based practices?


Thank you for taking time out of your schedule to contribute to this study. Your

participation is greatly appreciated!

Dear Volunteer,

As a part of a study directed by Jennifer Canavan and Dr. Misty Rhoads in the department of

Health Studies within the College of Education and Professional Services at EIU, further

investigation is desired into Mindfulness. Dr. Misty Rhoads and Jennifer Canavan wish to invite

you to participate in this research study. The surveys will be anonymous with no identifying

factors. Only the researcher will review the surveys, and solely for the purpose of coding data

and performing analysis.

Data will be kept on file for three years before being destroyed. The consent forms will be kept

in a secure file separate from the data collected through these recordings. Only the primary

researcher will have access to the master code key and consent forms as well as the data.

Participation is voluntary. If you choose to participate in this research study, it will take you

approximately five to ten minutes. Please remember that your participation in this study is

voluntary and you may withdrawal from the study at any time without penalty. You can contact

Dr. Rhoads directly to request your withdrawal from the study, [email protected] .

All reports based on this research and written by the researcher will maintain the anonymity and

confidentiality of the participants. Please retain this page for your personal records. If you

volunteer to participate in this study, please sign and date the second page and return it to the

researcher.

If you have any questions concerning this study and its execution, please contact

Dr. Misty Rhoads

Lantz 1142 Eastern Illinois University

Charleston, IL 61920

via office telephone: 217-581-6203

via email: [email protected]

This project has been reviewed and approved by the EIU Human Subjects Committee. Questions

concerning your rights as a participant in this research may be addressed to the Committee

Chairperson, Office of Research Development and Administration, EIU, Charleston, IL 61920.

Phone (217) 581-8576.

The Practice of Mindfulness & College Aged Students Study

_____ I agree to voluntarily participate in this activity and know my responses will be reported

in the

aggregate and kept confidential and anonymous.

_____ I do not wish to participate in this study.

_________________________ ___________

Print Name Date

3800 mindfulness research

Documents