“I am getting something out of this, so I am going to stick with it”: supporting participants’ home practice in Mindfulness-Based Programmes
Abstract Background The practice of mindfulness at home is a core component of standard eight-week mindfulness-based programmes (MBP). Teachers of mindfulness courses require an understanding of the factors that need to be addressed to support participants in establishing and maintaining a mindfulne...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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BMC
2020-08-01
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| Series: | BMC Psychology |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s40359-020-00453-x |
| _version_ | 1818084773180997632 |
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| author | Jiva Masheder Lone Fjorback Christine E. Parsons |
| author_facet | Jiva Masheder Lone Fjorback Christine E. Parsons |
| author_sort | Jiva Masheder |
| collection | DOAJ |
| description | Abstract Background The practice of mindfulness at home is a core component of standard eight-week mindfulness-based programmes (MBP). Teachers of mindfulness courses require an understanding of the factors that need to be addressed to support participants in establishing and maintaining a mindfulness practice. Method Here, we present a review of seven factors that we argue are important for participants’ practice of mindfulness. We use the well-established model of Behaviour Change, the COM-B model (Capability, Opportunity, Motivation and Behaviour) to organise and consider these factors. For each factor, we first present a definition and then a discussion in relation to psychological, health and Buddhist literature. We illustrate the importance of each factor with quotes from MBP participant interviews. Results We discuss participants’ Capability (planning/commitment, physical space), Opportunity (social support, the relationship with the teacher) and Motivation (readiness for self-care, beliefs about practice, self-efficacy, experiencing the rewards of practice), and how these lead to the target Behaviour (mindfulness practice). Conclusions Our understanding, as teachers and researchers, of how best to support and guide participants during MBPs is at an early stage. We draw out practical lessons around each of the seven factors for mindfulness teachers in supporting participants’ home practice. |
| first_indexed | 2024-12-10T19:59:13Z |
| format | Article |
| id | doaj.art-97e63ffeae684cd5970fc9c1afdead2e |
| institution | Directory Open Access Journal |
| issn | 2050-7283 |
| language | English |
| last_indexed | 2024-12-10T19:59:13Z |
| publishDate | 2020-08-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj.art-97e63ffeae684cd5970fc9c1afdead2e2022-12-22T01:35:34ZengBMCBMC Psychology2050-72832020-08-018111410.1186/s40359-020-00453-x“I am getting something out of this, so I am going to stick with it”: supporting participants’ home practice in Mindfulness-Based ProgrammesJiva Masheder0Lone Fjorback1Christine E. Parsons2Mindfulness BrightonDanish Center for MindfulnessDanish Center for Mindfulness, Department of Clinical Medicine, Aarhus UniversityAbstract Background The practice of mindfulness at home is a core component of standard eight-week mindfulness-based programmes (MBP). Teachers of mindfulness courses require an understanding of the factors that need to be addressed to support participants in establishing and maintaining a mindfulness practice. Method Here, we present a review of seven factors that we argue are important for participants’ practice of mindfulness. We use the well-established model of Behaviour Change, the COM-B model (Capability, Opportunity, Motivation and Behaviour) to organise and consider these factors. For each factor, we first present a definition and then a discussion in relation to psychological, health and Buddhist literature. We illustrate the importance of each factor with quotes from MBP participant interviews. Results We discuss participants’ Capability (planning/commitment, physical space), Opportunity (social support, the relationship with the teacher) and Motivation (readiness for self-care, beliefs about practice, self-efficacy, experiencing the rewards of practice), and how these lead to the target Behaviour (mindfulness practice). Conclusions Our understanding, as teachers and researchers, of how best to support and guide participants during MBPs is at an early stage. We draw out practical lessons around each of the seven factors for mindfulness teachers in supporting participants’ home practice.http://link.springer.com/article/10.1186/s40359-020-00453-xHome practiceTreatment engagementMindfulnessHomeworkMeditation practice |
| spellingShingle | Jiva Masheder Lone Fjorback Christine E. Parsons “I am getting something out of this, so I am going to stick with it”: supporting participants’ home practice in Mindfulness-Based Programmes BMC Psychology Home practice Treatment engagement Mindfulness Homework Meditation practice |
| title | “I am getting something out of this, so I am going to stick with it”: supporting participants’ home practice in Mindfulness-Based Programmes |
| title_full | “I am getting something out of this, so I am going to stick with it”: supporting participants’ home practice in Mindfulness-Based Programmes |
| title_fullStr | “I am getting something out of this, so I am going to stick with it”: supporting participants’ home practice in Mindfulness-Based Programmes |
| title_full_unstemmed | “I am getting something out of this, so I am going to stick with it”: supporting participants’ home practice in Mindfulness-Based Programmes |
| title_short | “I am getting something out of this, so I am going to stick with it”: supporting participants’ home practice in Mindfulness-Based Programmes |
| title_sort | i am getting something out of this so i am going to stick with it supporting participants home practice in mindfulness based programmes |
| topic | Home practice Treatment engagement Mindfulness Homework Meditation practice |
| url | http://link.springer.com/article/10.1186/s40359-020-00453-x |
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