Tag: Mindfulness

Mindfulness Institute for Emerging Adults (MIEA)

Posted on by Diana_Admin

Cultivate Student Well-Being with MIEA: Special Offer for JED Members

In the ever-evolving landscape of higher education, the challenge of student stress and burnout has never been more acute. The Mindfulness Institute for Emerging Adults (MIEA) (formerly Koru Mindfulness) stands at the forefront of addressing this challenge, offering a proven solution through our evidence-based curriculum designed to cultivate resilience and well-being among college-aged students.

Our program empowers educators to guide students from feeling stressed and burnt out to capable and resilient, equipping them with practical mindfulness and meditation techniques within a supportive, small-group learning environment.

 

Exclusive Offer for JED Members

Start your journey with the MIEA Fundamentals Course or elevate your skills through our Teacher Certification Program.

As a valued JED member, you are entitled to a 10% discount on these life-changing opportunities. Use the promo code “JED” for our Fundamentals Course or mention your JED membership during application for the Certification Program.

 

Why Choose MIEA?

Evidence-Based Curriculum:
Our curriculum, developed at Duke University and lauded for its impact, is the cornerstone of our approach, proven to enhance well-being and resilience across more than 300 universities worldwide.

Empowered Educators:
Join our global network of over 1,500 teachers who are making a lasting difference in the lives of over 70,000 students by fostering environments of mindfulness and compassion.

Practical & Accessible:
Designed for the busy schedules of both students and educators, our programs emphasize practical tools and supervised practice, aligning with the American Council on Education’s findings on effective mental health interventions.

Together, we can transform the educational landscape into one where well-being and resilience are at the heart of the student experience. Join us in this mission and take advantage of your exclusive JED member discount today.

For more information and to begin your journey, visit MIEA.com.

Prevention and Treatment of Anxiety, Depression, and Suicidal Thoughts and Behaviors Among College Students Guide – SAMHSA

Posted on by Nicole Mullis
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A Randomized Controlled Trial of Koru: A Mindfulness Program for College Students and Other Emerging Adults

Posted on by JED Campus Learning Community

This study, published in 2014 in the Journal of American College Health, concludes in results that support the effectiveness of the Koru program for emerging adults in the university setting. Participants of the study showed improvements in perceived stress, sleep problems, mindfulness, and self-compassion.

Click here to view the full study.
Click here to view a summary graphic of the study.

 

Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial

Posted on by JED Campus Learning Community

This research article focuses on mindfulness and its effect on the well-being of first-year students during their transition to college. Goals of the program include enhancing students’ emotion regulation skills, introducing simple mindfulness techniques so that students may better manage stressful situations, and facilitating the learning process in a supportive, group environment.

Abstract:

Objective: Given the importance of developmental transitions on young adults’ lives and the high rates of mental health issues among U.S. college students, first-year college students can be particularly vulnerable to stress and adversity. This pilot study evaluated the effectiveness and feasibility of mindfulness training aiming to promote first-year college students’ health and wellbeing.
Participants: 109 freshmen were recruited from residential halls (50% Caucasian, 66% female). Data collection was completed in November 2014.
Methods: A randomized control trial was conducted utilizing the Learning to BREATHE (L2B) program, a universal mindfulness program adapted to match the developmental tasks of college transition.
Results: Participation in the pilot intervention was associated with significant increase in students’ life satisfaction, and significant decrease in depression and anxiety. Marginally significant decrease was found for sleep issues and alcohol consequences.
Conclusions: Mindfulness-based programs may be an effective strategy to enhance a healthy transition into college.

Click here to access the article with your institution’s access to Taylor and Francis Online.

We Are Talking About Practice: the Influence of Mindfulness vs. Relaxation Training on Athletes’ Attention and Well-Being over High-Demand Intervals

Posted on by JED Campus Learning Community

A study from the University of Miami and published in the Journal of Cognitive Enhancement involved the use of meditation and relaxation techniques for student athletes. The data gathered suggest that mental training of almost any kind may help to alleviate some of the emotional and cognitive strains that otherwise occur during physical training.

Abstract:

We investigated the impact of short-form mindfulness training (MT) vs. relaxation training (RT) programs on sustained attention and emotional well-being in college football players (N = 100) during their high-demand pre-season training interval. Participants received 4 weeks of MT (n = 56) or RT (n = 44) and completed the Sustained Attention to Response Task (SART) and questionnaires assessing emotional well-being before and after the training period. Sustained attention was assessed via SART outcomes indexing performance (A′), reaction time variability (intraindividual coefficient of variation (ICV)), and self-reported mind wandering and meta-awareness (Probe 1, Probe 2), while emotional well-being was assessed via the Positive and Negative Affect Schedule (PANAS), the State-Trait Anxiety Inventory (State; STAI-S), and the Center for Epidemiological Studies Depression (CES-D) scale. Overall, behavioral measures of sustained attention (A′, ICV) and self-report measures of emotional well-being (PANAS Positive, STAI-S, CES-D) declined during the training interval, suggesting that this was a high-demand interval with cognitive and emotional consequences. Further, while group effects comparing training programs were non-significant, greater engagement (i.e., practice and adherence) in MT, but not RT, predicted greater benefits, akin to protection-from-decline, on SART behavioral indices (A′, ICV). Greater engagement in both MT and RT predicted negative change in anxiety and positive change in positive affect over the high-demand interval. These results suggest that, similar to physical training, athletes must sufficiently engage in MT and RT to experience the distinct and overlapping benefits these programs offer over cognitively and emotionally demanding intervals, such as pre-season athletic training.

Click here to access the full article through your institution’s subscription to Springer Link.

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