Mindfulness without meditation? Testing a novel web-based mindfulness intervention for counselors-in-training

Bouffard, Stacey Renee (2023) Mindfulness without meditation? Testing a novel web-based mindfulness intervention for counselors-in-training. Doctoral thesis, Northern Arizona University.

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Abstract

Counselors-in-training are often encouraged to adopt self-care practices to manage stress and prevent professional burnout. Mindfulness interventions are increasingly incorporated in counselor preparation curricula as means to enhance students’ stress resilience and to cultivate qualities of empathy, presence, and emotional self-regulation. Although counselors-in-training reported meaningful outcomes associated with mindfulness training, they often cited lengthy time investments and formal meditation practice requirements as barriers to consistent program engagement. The purpose of this study was to evaluate the effectiveness and acceptability of The Mindful Counselor, a novel four-week online “no-meditation” mindfulness intervention with brief content tailored to the personal and professional development needs of counselors-in-training. Further, the study examined whether engagement with program components predicted outcomes. In this randomized controlled trial, 132 master’s-level students in counseling-related programs were randomly assigned to either an immediate start for The Mindful Counselor intervention (n = 74), or to a four-week delay (n = 58). Participants completed measures of mindfulness and burnout at baseline and again four weeks after study enrollment. Thirty-nine participants in the active treatment group competed post-participation program evaluation questionnaires. Participants in the intervention group showed statistically significant increases in mindful qualities of Observing, Describing, and Non-judging of Inner Experience when compared to the waitlist control group in MANCOVA on an Intention-to-treat basis (n = 131). Additionally, the mindfulness facet of Non-reacting to Inner Experience was significant in the Per-protocol analysis (n = 88). None of the three facets of burnout were significantly affected by the intervention. In the secondary analysis, participants’ self-reported practice frequency, number of modules completed, and comprehension scores did not predict mindfulness in a multiple regression model. Furthermore, there was no relationship between these measures of program compliance and burnout. An alternative explanation for the intervention’s effects emerged from the qualitative data, suggesting increases in mindful qualities could be attributed to the intervention’s ability to (a) activate and expand upon participants’ prior mindfulness experience, and (b) address common misconceptions about mindfulness to help novices begin developing foundational mindfulness skills and attitudes. Quantitative measures and qualitative feedback suggested participants viewed the intervention as an acceptable method for learning and applying mindfulness skills. Overall, results of this study suggested (a) mindful qualities can be increased through informal practices, (b) brief online intervention models can be effective, (c) even briefer interventions and more flexible delivery formats may be preferred for adult learners in counselor preparation, and (d) online delivery of content tailored to the personal and professional development needs of counselors-in-training can provide an acceptable means of promoting mindfulness traits. The main limitations of this study were reliance on self-selection and a low completion rate.

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	Brief Intervention; Counselors-in-training; Informal Mindfulness Practices; Mindfulness; Online Intervention; Randomized Controlled Trial; School counselors
Subjects:	L Education > LB Theory and practice of education
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Educational Psychology
Date Deposited:	03 Aug 2023 16:59
Last Modified:	03 Aug 2023 16:59
URI:	https://openknowledge.nau.edu/id/eprint/6090

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