A practical pilot experience of a mindfulness program in university teacher—researcher training

This paper is aimed at relating a practical pilot experience of mindfulness meditation in a university context. This pilot experience aims to acquire an incipient understanding of the potential of this practice as a training mechanism for teaching staff. A qualitative method was used to record the m...

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Autores:
Mazorco Salas, Julio Eduardo
Cuenca Botero, Andrea Carolina
Tipo de recurso:
Article of journal
Fecha de publicación:
2019
Institución:
Universidad de Ibagué
Repositorio:
Repositorio Universidad de Ibagué
Idioma:
eng
OAI Identifier:
oai:repositorio.unibague.edu.co:20.500.12313/3850
Acceso en línea:
https://hdl.handle.net/20.500.12313/3850
Palabra clave:
Mindfulness meditation
Teacher training
University
Rights
openAccess
License
http://purl.org/coar/access_right/c_abf2
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network_name_str Repositorio Universidad de Ibagué
repository_id_str
dc.title.eng.fl_str_mv A practical pilot experience of a mindfulness program in university teacher—researcher training
title A practical pilot experience of a mindfulness program in university teacher—researcher training
spellingShingle A practical pilot experience of a mindfulness program in university teacher—researcher training
Mindfulness meditation
Teacher training
University
title_short A practical pilot experience of a mindfulness program in university teacher—researcher training
title_full A practical pilot experience of a mindfulness program in university teacher—researcher training
title_fullStr A practical pilot experience of a mindfulness program in university teacher—researcher training
title_full_unstemmed A practical pilot experience of a mindfulness program in university teacher—researcher training
title_sort A practical pilot experience of a mindfulness program in university teacher—researcher training
dc.creator.fl_str_mv Mazorco Salas, Julio Eduardo
Cuenca Botero, Andrea Carolina
dc.contributor.author.none.fl_str_mv Mazorco Salas, Julio Eduardo
Cuenca Botero, Andrea Carolina
dc.subject.proposal.eng.fl_str_mv Mindfulness meditation
Teacher training
University
topic Mindfulness meditation
Teacher training
University
description This paper is aimed at relating a practical pilot experience of mindfulness meditation in a university context. This pilot experience aims to acquire an incipient understanding of the potential of this practice as a training mechanism for teaching staff. A qualitative method was used to record the mindfulness meditation practice experiences of teachers and instructors being trained; the trainees comprise the teaching staff that coordinates a learning environment called Context and region: Introduction to systemic thinking at Ibague University. A qualitative record and analysis process of the narratives of the practice experience were conducted based on the voices of the participants. Categories demonstrating aspects perceived as favorable or annoying with regard to the practice of mindfulness emerged. Benefits are perceived by participants in the following order: awareness, well-being, gratitude, and attention toward the other and oneself in the relationship. The annoyances are referred to as perceptions of physical discomfort present at the time of practicing mindfulness. The experience allowed a practical pilot that was shared with the team supporting the incorporation of attitudes related to the teaching role, personal experience, and the composition of teaching staff
publishDate 2019
dc.date.issued.none.fl_str_mv 2019-11-11
dc.date.accessioned.none.fl_str_mv 2023-10-17T21:48:56Z
dc.date.available.none.fl_str_mv 2023-10-17T21:48:56Z
dc.type.none.fl_str_mv Artículo de revista
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dc.identifier.citation.none.fl_str_mv Mazorco Salas, J.E., Cuenca Botero, A.C. A Practical Pilot Experience of a Mindfulness Program in University Teacher—Researcher Training. Hu Arenas 3, 360–367 (2020). https://doi.org/10.1007/s42087-019-00084-8
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identifier_str_mv Mazorco Salas, J.E., Cuenca Botero, A.C. A Practical Pilot Experience of a Mindfulness Program in University Teacher—Researcher Training. Hu Arenas 3, 360–367 (2020). https://doi.org/10.1007/s42087-019-00084-8
25225804
url https://hdl.handle.net/20.500.12313/3850
dc.language.iso.none.fl_str_mv eng
language eng
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dc.relation.citationissue.none.fl_str_mv 3
dc.relation.citationstartpage.none.fl_str_mv 360
dc.relation.citationvolume.none.fl_str_mv 3
dc.relation.ispartofjournal.none.fl_str_mv Human Arenas
dc.relation.references.none.fl_str_mv Arias, J. D. L. F., Franco, C., & Mañas, I. (2010). Efectos de un programa de entrenamiento en conciencia plena (mindfulness) en el estado emocional de estudiantes universitarios. Estudios Sobre Educación, 19, 31–52.
Barragán, R., Lewis, S., & Palacio, J. E. (2007). Autopercepción de cambios en los déficit atencionales intermedios de estudiantes universitarios de Barranquilla sometidos al Método de Autocontrol de la Atención (Mindfulness). Revista Científica Salud Uninorte, 23(2). Recuperado de http://rcientificas.uninorte.edu.co/index.php/salud/article/view/4032. Accessed 4 Mar 2015
Bonilla, K., & Padilla, Y. (2015). Estudio piloto de un modelo grupal de meditación de atención plena (mindfulness) de manejo de la ansiedad para estudiantes universitarios en Puerto Rico. Revista Puertorriqueña de Psicología, 26(1), 72–87.
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822.
Cormack, D., Jones, F. W., & Maltby, M. (2018). A “Collective Effort to Make Yourself Feel Better”: the group process in mindfulness-based interventions. Qualitative Health Research, 28(1), 3–15. https://doi.org/10.1177/1049732317733448.
Crane, R. S., Kuyken, W., Hastings, R. P., Rothwell, N., & Williams, J. M. G. (2010). Training teachers to deliver mindfulness-based interventions: learning from the UK experience. Mindfulness, 1(2), 74–86. https://doi.org/10.1007/s12671-010-0010-9.
Franco Justo, C. (2010). Intervención sobre los niveles de burnout y resiliencia en docentes de educación secundaria a través de un programa de conciencia plena (mindfulness). Revista Complutense de Educación, 21(2), 271–288.
Franco Justo, C., Ayala, E. S., & Martínez, E. J. (2010). Incidencia de un programa psicoeducativo de mindfulness (conciencia plena) sobre el autoconcepto y el rendimiento académico de estudiantes inmigrantes sudamericanos residentes en España. Revista Iberoamericana De Educación, 53(6), 1–13. https://doi.org/10.35362/rie5361709.
Grabovac, A. D., Lau, M. A., & Willett, B. R. (2011). Mechanisms of mindfulness: a buddhist psychological model. Mindfulness, 2(3), 154–166. https://doi.org/10.1007/s12671-011-0054-5.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy.bpg016.
Kabat-Zinn, J. (2004). Vivir con plenitud las crisis. España: Kairós.
Kerr, C. E., Sacchet, M. D., Lazar, S. W., Moore, C. I., & Jones, S. R. (2013). Mindfulness starts with the body: somatosensory attention and top-down modulation of cortical alpha rhythms in mindfulness meditation. Frontiers in Human Neuroscience, 7, 12. https://doi.org/10.3389/fnhum.2013.00012.
Lindsay, E. K., Young, S., Brown, K. W., Smyth, J. M., & Creswell, J. D. (2019). Mindfulness training reduces loneliness and increases social contact in a randomized controlled trial. Proceedings of the National Academy of Sciences, 116(9), 3488–3493. https://doi.org/10.1073/pnas.1813588116.
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. European Journal of Work and Organizational Psychology, 26(4), 492–513. https://doi.org/10.1080/1359432X.2017.1308924.
Lustyk, M. K. B., Chawla, N., Nolan, R. S., & Marlatt, G. A. (2009). Mindfulness meditation research: issues of participant screening, safety procedures, and researcher training. Advances in Mind-Body Medicine, 24(1), 20–30.
Lutz, A., Dunne, J. D., & Davidson, R. J. (2007). Meditation and the neuroscience of consciousness: an introduction. En P. D. Zelazo, M. Moscovitch, & E. Thompson (Eds.), The Cambridge Handbook of Consciousness (pp. 499-552). https://doi.org/10.1017/CBO9780511816789.020.
Mañas, I., Franco Justo, C., Gil, M. D., & Gil, C. (2014). Educación consciente: mindfulness (Atención Plena) en el ámbito educativo: Educadores conscientes formando a seres humanos conscientes. En Soriano Díaz & Cruz Zúñiga (Alianza de civilizaciones, políticas migratorias y educación, pp. 193-229). Sevilla: Aconcagua Libros.
Nieto, L. (2015). Respira, un programa para humanizar el sistema educativo en Colombia. El Tiempo. Recuperado de https://www.eltiempo.com/archivo/documento/CMS-15313756. Accessed 2 Feb 2015
Raffone, A., Srinivasan, N., & Barendregt, H. H. (2014). Attention, consciousness and mindfulness in meditation. En Psychology of Meditation (Nirbhay N. Singh, pp. 147-166). Holanda: Nova Science Publications.
Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: an emerging area of research and practice. Child Development Perspectives, 6(2), 167–173. https://doi.org/10.1111/j.1750-8606.2012.00238.x.
Russo, C. (2019). The group benefits of mindfulness meditation in education and mental health care. Human Arenas. https://doi.org/10.1007/s42087-019-00060-2.
Salcido, L. (2014) Mindfulness para regular emociones: programa inteligencia emocional plena y su adaptación a una plataforma virtual. [dissertation]. España: Publicaciones y divulgación científica. Universidad de Málaga.
Sánchez, F. (2016) Efectos de un Programa de Meditación Mindfulness en el Sentido de Vida de Jóvenes Universitarios de la Ciudad de Ibagué – Colombia (Programa Consciencia Plena del Sentido en la Vida –CPSV). [dissertation]. Buenos Aires: Universidad de Flores.
Save the Children.org. (2015). Profesores y estudiantes practican la atención plena | Save the Children. Recuperado 15 de Septiembre de 2015, de Save the Children website: https://www.savethechildren.org.co/articulo/profesores-y-estudiantes-practican-la-atenci%C3%B3n-plena.Semple, R. J. (2010). Does mindfulness meditation enhance attention? A randomized controlled trial. Mindfulness, 1(2), 121–130. https://doi.org/10.1007/s12671-010-0017-2.
Siegel, D. (2007). The mindful brain: reflections and attunement in the cultivation of well-Being. New York: Norton.
Stahl, B., & Goldstein, E. (2010). Mindfulness para reducir el estrés: Una guía práctica. Barcelona: Kairós.
Weare, K. (2014). Evidence for mindfulness: impacts on the wellbeing and performance of school staff. Recuperado de https://mindfulnessinschools.org/wp-content/uploads/2014/10/Evidence-for-Mindfulness-Impact-on-school-staff.pdf. Accessed 28 Aug 2019
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spelling Mazorco Salas, Julio Eduardo61ae8205-e462-48b4-a21f-ecb0ab6bec5a-1Cuenca Botero, Andrea Carolina54b2cda1-674d-460c-b5fc-a3d1395f6e79-12023-10-17T21:48:56Z2023-10-17T21:48:56Z2019-11-11This paper is aimed at relating a practical pilot experience of mindfulness meditation in a university context. This pilot experience aims to acquire an incipient understanding of the potential of this practice as a training mechanism for teaching staff. A qualitative method was used to record the mindfulness meditation practice experiences of teachers and instructors being trained; the trainees comprise the teaching staff that coordinates a learning environment called Context and region: Introduction to systemic thinking at Ibague University. A qualitative record and analysis process of the narratives of the practice experience were conducted based on the voices of the participants. Categories demonstrating aspects perceived as favorable or annoying with regard to the practice of mindfulness emerged. Benefits are perceived by participants in the following order: awareness, well-being, gratitude, and attention toward the other and oneself in the relationship. The annoyances are referred to as perceptions of physical discomfort present at the time of practicing mindfulness. The experience allowed a practical pilot that was shared with the team supporting the incorporation of attitudes related to the teaching role, personal experience, and the composition of teaching staffapplication/pdfMazorco Salas, J.E., Cuenca Botero, A.C. A Practical Pilot Experience of a Mindfulness Program in University Teacher—Researcher Training. Hu Arenas 3, 360–367 (2020). https://doi.org/10.1007/s42087-019-00084-825225804https://hdl.handle.net/20.500.12313/3850engPaíses bajos36733603Human ArenasArias, J. D. L. F., Franco, C., & Mañas, I. (2010). Efectos de un programa de entrenamiento en conciencia plena (mindfulness) en el estado emocional de estudiantes universitarios. Estudios Sobre Educación, 19, 31–52.Barragán, R., Lewis, S., & Palacio, J. E. (2007). Autopercepción de cambios en los déficit atencionales intermedios de estudiantes universitarios de Barranquilla sometidos al Método de Autocontrol de la Atención (Mindfulness). Revista Científica Salud Uninorte, 23(2). Recuperado de http://rcientificas.uninorte.edu.co/index.php/salud/article/view/4032. Accessed 4 Mar 2015Bonilla, K., & Padilla, Y. (2015). Estudio piloto de un modelo grupal de meditación de atención plena (mindfulness) de manejo de la ansiedad para estudiantes universitarios en Puerto Rico. Revista Puertorriqueña de Psicología, 26(1), 72–87.Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822.Cormack, D., Jones, F. W., & Maltby, M. (2018). A “Collective Effort to Make Yourself Feel Better”: the group process in mindfulness-based interventions. Qualitative Health Research, 28(1), 3–15. https://doi.org/10.1177/1049732317733448.Crane, R. S., Kuyken, W., Hastings, R. P., Rothwell, N., & Williams, J. M. G. (2010). Training teachers to deliver mindfulness-based interventions: learning from the UK experience. Mindfulness, 1(2), 74–86. https://doi.org/10.1007/s12671-010-0010-9.Franco Justo, C. (2010). Intervención sobre los niveles de burnout y resiliencia en docentes de educación secundaria a través de un programa de conciencia plena (mindfulness). Revista Complutense de Educación, 21(2), 271–288.Franco Justo, C., Ayala, E. S., & Martínez, E. J. (2010). Incidencia de un programa psicoeducativo de mindfulness (conciencia plena) sobre el autoconcepto y el rendimiento académico de estudiantes inmigrantes sudamericanos residentes en España. Revista Iberoamericana De Educación, 53(6), 1–13. https://doi.org/10.35362/rie5361709.Grabovac, A. D., Lau, M. A., & Willett, B. R. (2011). Mechanisms of mindfulness: a buddhist psychological model. Mindfulness, 2(3), 154–166. https://doi.org/10.1007/s12671-011-0054-5.Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy.bpg016.Kabat-Zinn, J. (2004). Vivir con plenitud las crisis. España: Kairós.Kerr, C. E., Sacchet, M. D., Lazar, S. W., Moore, C. I., & Jones, S. R. (2013). Mindfulness starts with the body: somatosensory attention and top-down modulation of cortical alpha rhythms in mindfulness meditation. Frontiers in Human Neuroscience, 7, 12. https://doi.org/10.3389/fnhum.2013.00012.Lindsay, E. K., Young, S., Brown, K. W., Smyth, J. M., & Creswell, J. D. (2019). Mindfulness training reduces loneliness and increases social contact in a randomized controlled trial. Proceedings of the National Academy of Sciences, 116(9), 3488–3493. https://doi.org/10.1073/pnas.1813588116.Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: an inclusive systematic review of the empirical literature. European Journal of Work and Organizational Psychology, 26(4), 492–513. https://doi.org/10.1080/1359432X.2017.1308924.Lustyk, M. K. B., Chawla, N., Nolan, R. S., & Marlatt, G. A. (2009). Mindfulness meditation research: issues of participant screening, safety procedures, and researcher training. Advances in Mind-Body Medicine, 24(1), 20–30.Lutz, A., Dunne, J. D., & Davidson, R. J. (2007). Meditation and the neuroscience of consciousness: an introduction. En P. D. Zelazo, M. Moscovitch, & E. Thompson (Eds.), The Cambridge Handbook of Consciousness (pp. 499-552). https://doi.org/10.1017/CBO9780511816789.020.Mañas, I., Franco Justo, C., Gil, M. D., & Gil, C. (2014). Educación consciente: mindfulness (Atención Plena) en el ámbito educativo: Educadores conscientes formando a seres humanos conscientes. En Soriano Díaz & Cruz Zúñiga (Alianza de civilizaciones, políticas migratorias y educación, pp. 193-229). Sevilla: Aconcagua Libros.Nieto, L. (2015). Respira, un programa para humanizar el sistema educativo en Colombia. El Tiempo. Recuperado de https://www.eltiempo.com/archivo/documento/CMS-15313756. Accessed 2 Feb 2015Raffone, A., Srinivasan, N., & Barendregt, H. H. (2014). Attention, consciousness and mindfulness in meditation. En Psychology of Meditation (Nirbhay N. Singh, pp. 147-166). Holanda: Nova Science Publications.Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: an emerging area of research and practice. Child Development Perspectives, 6(2), 167–173. https://doi.org/10.1111/j.1750-8606.2012.00238.x.Russo, C. (2019). The group benefits of mindfulness meditation in education and mental health care. Human Arenas. https://doi.org/10.1007/s42087-019-00060-2.Salcido, L. (2014) Mindfulness para regular emociones: programa inteligencia emocional plena y su adaptación a una plataforma virtual. [dissertation]. España: Publicaciones y divulgación científica. Universidad de Málaga.Sánchez, F. (2016) Efectos de un Programa de Meditación Mindfulness en el Sentido de Vida de Jóvenes Universitarios de la Ciudad de Ibagué – Colombia (Programa Consciencia Plena del Sentido en la Vida –CPSV). [dissertation]. Buenos Aires: Universidad de Flores.Save the Children.org. (2015). Profesores y estudiantes practican la atención plena | Save the Children. Recuperado 15 de Septiembre de 2015, de Save the Children website: https://www.savethechildren.org.co/articulo/profesores-y-estudiantes-practican-la-atenci%C3%B3n-plena.Semple, R. J. (2010). Does mindfulness meditation enhance attention? A randomized controlled trial. Mindfulness, 1(2), 121–130. https://doi.org/10.1007/s12671-010-0017-2.Siegel, D. (2007). The mindful brain: reflections and attunement in the cultivation of well-Being. New York: Norton.Stahl, B., & Goldstein, E. (2010). Mindfulness para reducir el estrés: Una guía práctica. Barcelona: Kairós.Weare, K. (2014). Evidence for mindfulness: impacts on the wellbeing and performance of school staff. Recuperado de https://mindfulnessinschools.org/wp-content/uploads/2014/10/Evidence-for-Mindfulness-Impact-on-school-staff.pdf. Accessed 28 Aug 2019Open access articles in Springer Nature journals are published under Creative Commons licences. 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