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Integrating mindfulness practices in teaching inter- and intra-personal development to social work students
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Keyword
Location research
Date
2020
Language
ISSN
ISBN
978-99904-4-065-2
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Abstract
A study was conducted with 15 social work students taking a course, titled “Inter and Intra Personal Development” with the objective of determining the impact of teaching mindfulness for self-awareness, improved academic performance and stress management. Students were introduced to mindfulness practices which included breath awareness, STOP practice, mindful eating and walking and the body scan. Students recorded their daily practice experiences in a journal, which constituted the qualitative research. The Five Facet Mindfulness Questionnaire (FFMQ) and the Perceived Stress Scale (PSS) were administered on the first and last day of the semester. Results of the FFMQ revealed overall improvements in the facets of mindfulness at end of the course. Student’s stress which was at the moderate level at pre-test remained the same at post-test. Journal entries revealed mindfulness was useful in supporting students in cultivating self-awareness, honing inter- and intrapersonal skills and coping with personal and academic stress.
Citation
Eugene, C. (2022) Integrating mindfulness practices in teaching inter- and intra-personal development to social work students. In Faraclas, N., Severing, R., Wijer, C., Echteld, E., Rutgers, W. (eds.) Navigating Crosscurrents: Trans-linguality, Trans-culturality and Trans-identification in the Dutch Caribbean and beyond Volume 1, 299-311. University of Curaçao/University of Puerto Rico.
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University of Curaçao/University of Puerto Rico
Journal
Navigating Crosscurrents: Trans-linguality, Trans-culturality and Trans-identification in the Dutch Caribbean and beyond Volume 1
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URI
https://hdl.handle.net/20.500.14473/1546