TPC-Journal-V5-Issue1

The Professional Counselor /Volume 5, Issue 1 50 Limitations One disadvantage of this study is the inherent limitation of single-subject design—specifically, external validity. Because this study included separate experiments with data on only three cases, it is difficult to make generalizations. However, external validity can be enhanced by replicating the design multiple times, thus strengthening possibilities for generalizations (Heppner et al., 2008; Hinkle, 1992). Additionally, Hinkle (1992) discussed issues related to the AB design, specifically stating that “cause and effect cannot be explicitly determined” (p. 392). The sample was motivated enough to volunteer for the study, which may mean that participants were more stressed than other nursing students and more motivated to seek solutions for stress. Alternatively, the willingness to volunteer for the study may have meant that these participants were less stressed and had more free time to participate in a weekly intervention. Another limitation was the modifications made to the MBCT intervention to accommodate the individual counseling modality. However, because of the exploratory nature of the study, modifications in future studies are warranted. The use of only one dependent measure for each dependent variable also presents limitations. The PSS-10 and the MAAS measure self-reported stress and mindfulness. The use of other instruments or data to measure the two dependent variables might have strengthened the study. Specifically, a mixed-methods design could have focused on the provided quantitative measures as well as qualitatively analyzing the homework forms and the participant’s verbal session content. Potentially, because of the timing of the study, and because stress is often linked with college student academic failure (American College Health Association, 2013), final exam grades and midterm grades could have been compared to assess for academic changes based on the introduction of the intervention. Implications for Counseling This study strengthens the growing research base on the use of MBCT. Specifically, it adds to the literature supporting the efficacy of MBCT in reducing stress. A unique contribution is the use of MBCT in a single- subject experimental design. Typically, MBCT is used in a class format; this study supports the potential efficacy of MBCT in individual sessions. Based on the above implications, this study also has implications for college counselors and counselors who work with those in stressful professions. Due to high attrition, academic distress and high-stakes testing, colleges are struggling to help their students succeed. College counselors provide services that address the academic and personal well-being of students. This study indicates that the use of MBCT in individual counseling to mitigate stress can yield promising results. College counselors and faculty members can work together to provide mindfulness-based workshops or other activities that promote a meditative approach. Developing effective partnerships should begin with an assessment of available mindfulness resources. Program administrators want their students to be successful and may be willing to integrate resources from outside the program. Many colleges and universities might have trained counselors on staff who can provide these services. If not, negotiations with certified off-campus meditation or yoga centers could provide reduced rates for students. More importantly, counselors can train faculty members in mindfulness exercises that they can integrate into the fabric of their programs. Embedding mindfulness into academic programs could be more effective and efficient if students perceive it as part of their education instead of an add-on. College counselors will do well to learn the language and culture of the academic programs on their campus. Crafting mindfulness interventions to correspond directly with the stressors of a certain program might help