Graduate counselling psychology students' experiences of mindfulness meditation and gratitude journalling
Catherine M. Chlebak
cIRcle (University of British Columbia) 2013 DOI: 10.14288/1.0073800 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Sample size | 9 |
| Population | Graduate counselling psychology students |
| Interventions | Mindfulness meditation Gratitude journalling |
| Dose | 15-minute |
| Topics | Meditation |
| Citations | 1 |
| Key findings | The authors argue that a brief mindfulness meditation and gratitude journalling practice can serve as self-care for counselling trainees, and they call for a mindfulness curriculum in counselling training plus further research on gratitude counselling and the mindfulness-gratitude relationship. Four interview themes and three diary themes emerged from the nine participants' accounts. |
Abstract
Stress-impacts, both short and long term, are well-documented occupational “land-mines” that counsellors navigate throughout their careers (Baker, 2003; Guy, Poelstra, & Stark, 1989). Novice therapists and trainees are particularly vulnerable to these effects (Shapiro, Brown, & Biegel, 2007). Protective practices to prevent impairment and distress are paramount; one significant antidote is through self-care (Baker, 2003), having positive impacts both personally and professionally (Elman, 2007). Mindfulness is naturally linked with self-care through cultivating self-regulation and self-awareness, balancing interests related to self and others, and through coping (Shapiro et al. 2007). Emerging research with health care professionals, including trainees, shows benefits both personally and professionally (e.g. Davis & Hayes, 2011). Gratitude, considered theoretically to be linked with mindfulness, also has self-care roots. This emotion is considered within a cluster of traits associated with wellness and health (McCullough, 2002); not suprisingly, then, a causal relationship between well-being and gratitude is established (Nelson, 2009). Despite this research, counselling training programs have historically done little to offer trainees self-care strategies (Baker, 2003). In order to address these gaps, using a qualitative design with thematic analysis, a 15-minute mindfulness meditation and gratitude journalling intervention was conducted with 9 graduate counselling psychology students. Data was collected and analyzed from the weekly diaries and an interview at study-end. Four themes emerged from the interviews: Routine & Structure, Relationships, Attitudes of Mindfulness, and Overall Impressions. The diaries revealed three themes: Relationships, Situtational / Life Circumstances, and Ineffable Life Enhancers. A compelling argument is made for the inclusion of a mindfulness curriculum and for further studies of gratitude counselling interventions and the mindfulness and gratitude relationship.
Comparable studies
Other qualitative studies on meditation, most cited first.