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The Integration of the Workable Range Model into a Mindfulness-Based Stress Reduction Course: a Practice-Based Case Study.

Sally A Rose, David Sheffield, Martyn Harling

Mindfulness August 29, 2017 DOI: 10.1007/s12671-017-0787-x (opens in new tab)

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AI-extracted from the abstract
Characteristics Qualitative case study Case report Peer reviewed
Sample size 10
Population Staff at a higher educational setting enrolled in an MBSR course
Interventions Mindfulness-Based Stress Reduction (MBSR) workable range model
Topics Meditation
Keywords Stress Pedagogy First-person accounts Didactic teaching Workable range model
Key findings Participant researchers engaged with and intuitively used the workable range model to notice and describe their own patterns of feeling balanced or stressed and to explore how they related to those experiences. The authors argue the model can serve as a teaching resource in MBSR and raise questions about how conceptual and experiential teaching and learning interrelate in mindfulness-based interventions.

Abstract

Didactic teaching about stress is part of the Mindfulness-Based Stress Reduction (MBSR) curriculum. The content and methods of integrating conceptual teaching within the experiential pedagogy are rarely explored. Workable range is a model of stress and emotion regulation that illustrates patterns of physical, emotional and cognitive reactivity in relation to mindful presence. This is a qualitative case study of the inclusion of the workable range model into an MBSR course as a refinement of the didactic teaching about stress. The focus is to illuminate how the inclusion worked in practice. Ten staff, on a MBSR course in a higher educational setting, were recruited as participant researchers with an overlap between their own first-person investigation during the course and the research data. Adapted diagrams and written answers to two question schedules, completed as reflective exercises within the course, were analysed thematically using template analysis. This revealed how participant researchers engaged with and intuitively used the model to notice and describe their own patterns of feeling balanced or stressed and explore how they related to those experiences. How learning the model integrated with MBSR and the applicability of workable ranges as a teaching resource in MBSR is discussed. The study highlights questions about how conceptual and experiential teaching and learning interrelate in mindfulness-based interventions. There is scope for further research using mindfulness practice as a first-person methodology to investigate the processes within mindfulness-based programs.

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