Photo by Steed Yu & NightChina.net
Join us for the School of Engineering Mindfulness Time
Price: No cost
Who's invited: Everybody
What will it be like: The classroom will be set up to have soft lighting, music, and aromatherapy going. Please feel free to come and go as you please (as quietly as possible).
Snapshot of the Hour
:00 - :05- Set up time and settling in
:05 - :15- Guided Relaxation
:15 - :30- Silence
:30 - :35- Shifting time for people to come and go
:35 - :45- Guided Relaxation
:45 - :55- Silence
:55 - :00- Wake-up and room exit time
[Note: I will announce the time every 15 minute so nobody has to clock-watch :)]
Other Logistics: There are chairs in the room, but feel free to bring a yoga mat or pillow to sit on if you wish. If you think you will attend regularly, Martha can store some of these items in her office and bring them to each session- just let her know (firstname.lastname@example.org).
When: Mondays from 1-2pm and Fridays from 9-10am
Where: 1530 M2SEC (small conference room at the front of the building on the 1st floor)
Why: Research has shown that there are undeniable benefits to being mindful and practicing active relaxation. Too many of us go through our days with tense bodies and minds, and that can cause long-term negative side effects. By taking the time to practice mindfulness or some sort of meditative practice, we can begin to heal those imbalances. Here is some research that goes into more detail:
Benefits of Mindfulness for Students
Solhaug, Ida, Thor E. Eriksen, Michael de Vibem Hanne Haavind, Oddgeir Friborg, Tore Sørlie, Jan H. Rosenvinge. “Medical and Psychology Student’s Experiences in Learning Mindfulness: Benefits, Paradoxes, and Pitfalls. Mindfulness; Vol 7, Issue 4, 2016.
Mindfulness has attracted increased interest in the field of health professionals’ education due to its proposed double benefit of providing self-help strategies to counter stress and burnout symptoms and cultivating attitudes central to the role of professional helpers. The current study explored the experiential aspects of learning mindfulness. Specifically, we explored how first-year medical and psychology students experienced and conceptualized mindfulness upon completion of a 7-week mindfulness-based stress reduction program. Twenty-two students participated in either two focus group interviews or ten in-depth interviews, and we performed an interpretive phenomenological analysis of the interview transcripts. All students reported increased attention and awareness of psychological and bodily phenomena. The majority also reported a shift in their attitudes towards their experiences in terms of decreased reactivity, increased curiosity, affect tolerance, patience and self-acceptance, and improved relational qualities. The experience of mindfulness was mediated by subjective intention and the interpretation of mindfulness training. The attentional elements of mindfulness were easier to grasp than the attitudinal ones, in particular with respect to the complex and inherently paradoxical elements of non-striving and radical acceptance. Some participants considered mindfulness as a means to more efficient instrumental task-oriented coping, whilst others reported increased sensitivity and tolerance towards their own state of mind. A broader range of program benefits appeared dependent upon embracing the paradoxes and integrating attitudinal elements in practising mindfulness. Ways in which culture and context may influence the experiences in learning mindfulness are discussed along with practical, conceptual, and research implications.
Benefits of Mindfulness at Work
Hülsheger, U. R., Alberts, H. J. E. M., Feinholdt, A., & Lang, J. W. B. (2013). Benefits of mindfulness at work: The role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction. Journal of Applied Psychology, 98(2), 310-325.