Search Content

Mindfulness, Compassion, Resilience and Well-being in College Students

Description

This paper will use a national cross-sectional survey approach to look at the association between trainable mind-body qualities (mindfulness and self-compassion) with well-being and resilience in 111 college students across the U.S.. Specifically, it will investigate (1) the relationship between trainable qualities (mindfulness, self-compassion) and the resilience, and subjective well-being…

This paper will use a national cross-sectional survey approach to look at the association between trainable mind-body qualities (mindfulness and self-compassion) with well-being and resilience in 111 college students across the U.S.. Specifically, it will investigate (1) the relationship between trainable qualities (mindfulness, self-compassion) and the resilience, and subjective well-being in students, and (2) compare how these variables were distributed based on enrollment in a college course on compassion. After examination of descriptive statistics and Pearson correlations, comparative analyses were also employed to determine whether enrollment in compassion college courses had any relationship to one’s scores. Results: Respondents included 12 students enrolled in Compassion college course, and 99 students who were not. Both mindfulness and self-compassion showed significant positive correlations with well-being and resilience in all students, and in subgroups based on enrollment at p < .01. Additionally, students enrolled in the course averaged 3 points higher scores across all measures except resilience, where scores were about the same. Conclusions: In all college students, regardless of their enrollment in Compassion, well-being and resilience are positively correlated with both mindfulness and self-compassion. Furthermore, scores based on enrollment in “Compassion” yielded higher levels of mindfulness, self-compassion, resilience, and well-being.

ContributorsBrown, Evaline (Author) / Pipe, Teri (Thesis director) / Gueci, Nika (Committee member) / Jimenez, Manuela (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)

Created2019-05

Recovery 101: providing peer-to-peer support to students in recovery

Description

Collegiate recovery programs (CRPs) are university-sanctioned initiatives for students in recovery from alcohol and other drug addiction. Given the ever-rising rates of alcohol and opioid use and misuse, a great need exists to understand how to provide support for those who are considering recovery or who choose a recovery lifestyle…

Collegiate recovery programs (CRPs) are university-sanctioned initiatives for students in recovery from alcohol and other drug addiction. Given the ever-rising rates of alcohol and opioid use and misuse, a great need exists to understand how to provide support for those who are considering recovery or who choose a recovery lifestyle in college. The purpose of this action research study was to examine peer-to-peer support for students in recovery. The development of two training innovations, Recovery 101 and Recovery Ally, were delivered to health and wellness peer educators called the Well Devil Ambassadors (WDAs) with the goal of equipping them to better support their peers in recovery. Learning objectives for the training were to gain knowledge about addiction and recovery and to enhance positive attitudes toward students in recovery, which could thereby increase self-efficacy and behavior intention to work with their peers in recovery. Mindfulness was included in the trainings to enhance the WDAs’ experience and provide tools for a self-care skillset. Quantitative data included pre, post, and follow-up surveys for the Recovery 101 training. Qualitative data included short-answer questions following Recovery 101 training and in-depth interviews following Recovery Ally training. Findings indicated that the information provided in Recovery 101 built the WDAs’ knowledge on the topics of addiction and recovery; hearing multiple perspectives from students in recovery allowed the WDAs to increase empathy toward students in recovery; and the building of knowledge, empathy, and mindfulness allowed the WDAs to gain self-efficacy and behavior intention when supporting their peers in recovery.

ContributorsGueci, Nika (Author) / Henriksen, Danah (Thesis advisor) / Moses, Karen (Committee member) / Ruth, Alissa (Committee member) / Arizona State University (Publisher)

Created2018