TPC-Journal-V5-Issue1

The Professional Counselor /Volume 5, Issue 1 49 Discussion The results indicate that exposure to an MBCT intervention can positively impact self-reported stress scores as measured by the PSS-10 and increase self-reported mindfulness scores as measured by the MAAS. All participants in this exploratory study showed gains in mindfulness levels as measured by the MAAS. These results likely occurred due to the fact that most participants began the study with no knowledge of or experience with mindfulness. Once exposed to the practice of meditation and other mindfulness exercises, the participants’ use of mindfulness processes increased steadily. PSS-10 scores fluctuated during the baseline phase, and that variability could be explained by academic events, evaluative and anticipatory, occurring at the time of administration of the dependent measures. Specifically, the A 1 and A 4 scores for Participant 1 were both 22. Both of these measurements were taken at high-stress academic times. However, Participant 1’s highest score in the baseline phase (25) came at A 3, on Christmas Eve. These scores support the literature that found several factors leading to nursing student stress, including home and academic demands (Magnussen & Amundson, 2003; Pulido-Martos et al., 2012). Consequently, all three participants posted their lowest mindfulness scores on days that coincided with a high- stress academic event such as final exam week, or the day before the first week of classes. However, once the MBCT intervention phase began, two of the participants (1 and 3) showed steady drops in PSS-10 scores, and the third (2) showed conservative reductions, suggesting that the intervention was a likely factor in decreasing perceived stress among the three participants. However, Participant 3’s PSS-10 scores revealed a 1.42-point gain from the baseline to intervention mean. The overall gain in the intervention mean score can be attributed to an unusually high score of 28 on B 3 . Participant 3 did report increased personal and academic distress at this time in the study. This result also could indicate that the benefits of mindfulness practice can be preempted by reactive stress to specific events. More long-term practice of mindful activities might have mitigated the stress of these events. Participant 2 posted an overall 2.92-point gain from the PSS-10 baseline mean score to the intervention mean score. This increase may be attributed to an unusually high score of 28 on B 1 , perhaps because the first session of the intervention fell on the first week of classes for the spring semester. Additionally, Participant 2 had only 50 minutes of exposure to mindfulness activities at this time. However, there was a drop of five points on the PSS-10 from B 1 –B 2 . This decrease might be attributed to some type of novelty effect from being introduced to a new treatment (MBCT). This argument is strengthened by the fact that Participant 2 posted stable stress scores throughout the rest of the intervention. It should be noted that Participant 2 informed the researchers after B 4 of the need to withdraw from the study due to time constraints and academic demands, but eventually decided to finish the study. This participant acknowledged feeling some personal distress throughout the next two sessions but did not report the need for any additional intervention. For Participant 2, it appears that MBCT was successful overall in increasing self-reported mindfulness levels as measured by the MAAS. Based on the small decreases in PSS-10 scores over time, and the continued self-report of personal distress through the final session, the MBCT intervention was only minimally successful in stress reduction for Participant 2. Homework assignments and additional meditation practice were highly encouraged in this study, but not required. All participants chose to complete some homework and practice meditations outside the study sessions; however, the reported time spent on meditation practice varied significantly. Ancillary findings from Collard et al. (2008) found a correlation between longer practice times of mindfulness and higher levels of mindfulness. An analysis of the data surrounding participant practice time and levels of obtainment of mindfulness would have been an interesting component to include in this study.