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dc.contributor.author | Dirhan, Dara![]() |
es_ES |
dc.contributor.author | Sarcona, Alessandra![]() |
es_ES |
dc.date.accessioned | 2021-09-09T09:42:09Z | |
dc.date.available | 2021-09-09T09:42:09Z | |
dc.date.issued | 2021-07-26 | |
dc.identifier.isbn | 9788490489758 | |
dc.identifier.issn | 2603-5871 | |
dc.identifier.uri | http://hdl.handle.net/10251/171742 | |
dc.description.abstract | [EN] In this paper we describe the effect of incorporating two mindfulness techniques (keeping a diary and motivational interviewing) in a professional skills course, and the impact these had on students’ self-perceptions of mindfulness. Over the course of a fourteen-week semester, students were asked to keep a diary at four different time points and were also taught motivational interviewing skills, which they had to apply to a four-part counseling project. Using a pre-post study design and the validated tool, the Mindful Attention Awareness Scale (MAAS), we meausred students’ perceptions of mindfulness pre-course and post-course. Results from the study indicated that students’ perceptions of mindfulness significantly increased from pre-course to post-course. Further, most students agreed that both the diary assignments and practicing motivational interviewing increased mindfulness from pre-course to post-course. Additionally, a majority of students reported that practicing motivational interviewing enhanced their counseling skills on the four-part counseling project, and that the four diary assignments improved their writing skills. This study underscores the importance of incorporating mindfulness techniques into a professional skills course to increase students’ mindfulness, which can further benefit the student by increasing students’ professional skills to become more competent counselors and writers. | es_ES |
dc.format.extent | 9 | es_ES |
dc.language | Inglés | es_ES |
dc.publisher | Editorial Universitat Politècnica de València | es_ES |
dc.relation.ispartof | 7th International Conference on Higher Education Advances (HEAd'21) | |
dc.rights | Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) | es_ES |
dc.subject | Higher Education | es_ES |
dc.subject | Learning | es_ES |
dc.subject | Educational systems | es_ES |
dc.subject | Teaching | es_ES |
dc.subject | Mindfulness | es_ES |
dc.subject | Anxiety | es_ES |
dc.subject | Diary | es_ES |
dc.subject | Motivational interviewing | es_ES |
dc.subject | Counseling | es_ES |
dc.subject | Writing skills | es_ES |
dc.title | Students' self-perceptions of mindfulness after learning mindfulness techniques in a professional skills course | es_ES |
dc.type | Capítulo de libro | es_ES |
dc.type | Comunicación en congreso | es_ES |
dc.identifier.doi | 10.4995/HEAd21.2021.12603 | |
dc.rights.accessRights | Abierto | es_ES |
dc.description.bibliographicCitation | Dirhan, D.; Sarcona, A. (2021). Students' self-perceptions of mindfulness after learning mindfulness techniques in a professional skills course. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 535-543. https://doi.org/10.4995/HEAd21.2021.12603 | es_ES |
dc.description.accrualMethod | OCS | es_ES |
dc.relation.conferencename | Seventh International Conference on Higher Education Advances | es_ES |
dc.relation.conferencedate | Junio 22-23, 2021 | es_ES |
dc.relation.conferenceplace | València, Spain | es_ES |
dc.relation.publisherversion | http://ocs.editorial.upv.es/index.php/HEAD/HEAd21/paper/view/12603 | es_ES |
dc.description.upvformatpinicio | 535 | es_ES |
dc.description.upvformatpfin | 543 | es_ES |
dc.type.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.relation.pasarela | OCS\12603 | es_ES |