TPC-Journal-V5-Issue1

The Professional Counselor /Volume 5, Issue 1 51 develop rapport with students. This process could be collaborative, involving college counselors, educators and students. Also, sharing data gathered from program evaluations or studies with administrators can strengthen relationships by assisting with long-term programmatic goals. Future Areas of Research Future areas of research should include the use of MBCT and other mindfulness-based interventions in order to replicate these results. More research is needed on delivering MBCT in an individual format. Another component of this study that needs more exploration is whether a longer amount of time spent practicing mindfulness activities provides greater relief from self-reported stress symptoms. The next logical step is to complete a study using a larger sample. Experimental studies comparing the effects of MBCT with more traditional counseling approaches aimed at reducing stress and improving performance could prove useful. How, for example, might MBCT compare to rational-emotive or rational-behavior approaches to reducing stress? Additionally, given the evolving nature of technology-based counseling interventions, future research on MBCT also might explore the value and usefulness of online MBCT interventions. Examining and comparing the effectiveness of synchronous versus asynchronous MBCT interventions would be especially valuable. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American College Health Association. (2013). American college health association national college health assessment II: Reference group executive summary spring 2013 . Hanover, MD: Author. Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice , 10 , 125–143. doi:10.1093/clipsy.bpg015 Barlow, D. H., & Hersen, M. (1984). Single-case experimental designs: Strategies for studying behavior change. Elmsford, NY: Pergamon. Beck, A. T., Rush, A. J., Shaw, B. F., & Emery, G. (1979). Cognitive therapy of depression . New York, NY: Guilford Press. Beddoe, A. E., & Murphy, S. O. (2004). Does mindfulness decrease stress and foster empathy among nursing students? Journal of Nursing Education , 43 , 305–312. Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., . . . Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice , 11 , 230–241. Brown, A. P., Marquis, A., & Guiffrida, D. A. (2013). Mindfulness-based interventions in counseling. Journal of Counseling & Development , 91 , 96–104. doi:10.1002/j.1556-6676.2013.00077.x Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology , 84 , 822–848. Chapman, R. A., Baker, S. B., Nassar-McMillan, S. C., & Gerler, E. R. (2011). Cybersupervision: Further examination of synchronous and asynchronous modalities in counseling practicum supervision. Counselor Education and Supervision , 50 , 298–313. Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior , 24 , 385–396. Cohen, S., & Williamson, G. (1988). Perceived stress in a probability sample of the United States. In S. Spacapan & S. Oskamp (Eds.), The social psychology of health: Claremont symposium on applied social psychology (pp. 31–67). Thousand Oaks, CA: Sage.