Effectiveness of a Method for Teaching Self-Compassion to Communication Sciences and Disorders Graduate Students Purpose The purpose of this study is to explore the effects of a daily mindfulness practice and 2 types of journaling on participants' development of self-compassion. Method This was a between-groups design. All participants in a graduate counseling course engaged in a short daily mindfulness practice at the ... Research Article
Research Article  |   February 06, 2018
Effectiveness of a Method for Teaching Self-Compassion to Communication Sciences and Disorders Graduate Students
 
Author Affiliations & Notes
  • Ann R. Beck
    Department of Communication Sciences and Disorders, Illinois State University, Normal
  • Heidi Verticchio
    Department of Communication Sciences and Disorders, Illinois State University, Normal
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication.×
  • Correspondence to Ann R. Beck: arbeck@ilstu.edu
    Correspondence to Ann R. Beck: arbeck@ilstu.edu ×
  • Editor-in-Chief: Krista Wilkinson
    Editor-in-Chief: Krista Wilkinson×
  • Editor: Shelley Brundage
    Editor: Shelley Brundage×
Article Information
Research Issues, Methods & Evidence-Based Practice / Research Articles
Research Article   |   February 06, 2018
Effectiveness of a Method for Teaching Self-Compassion to Communication Sciences and Disorders Graduate Students
American Journal of Speech-Language Pathology, February 2018, Vol. 27, 192-206. doi:10.1044/2017_AJSLP-17-0060
History: Received May 2, 2017 , Revised May 23, 2017 , Accepted October 3, 2017
 
American Journal of Speech-Language Pathology, February 2018, Vol. 27, 192-206. doi:10.1044/2017_AJSLP-17-0060
History: Received May 2, 2017; Revised May 23, 2017; Accepted October 3, 2017

Purpose The purpose of this study is to explore the effects of a daily mindfulness practice and 2 types of journaling on participants' development of self-compassion.

Method This was a between-groups design. All participants in a graduate counseling course engaged in a short daily mindfulness practice at the beginning of every class. Participants were randomly assigned to a counseling journal or a gratitude journal group. Participants were to write in their journals 2 to 5 times a week for the duration of the class. Participants completed the Self-Compassion Scale (Neff, 2003) and a questionnaire created by the 1st author before any mindfulness sessions were held and again at the completion of the course.

Results Participants' level of self-compassion increased from pretest to posttest. The self-compassion scores of participants who kept counseling journals increased more than did those of participants who kept gratitude journals. Qualitative data indicated that participants believed that mindfulness was an important quality for clinicians to possess and that they were accepting of the daily mindfulness practice.

Conclusions Engaging in a 12-min daily mindfulness practice utilizing simple yoga postures, breath work, reflective writing, and journaling done at a separate time appears to be an effective technique for increasing students' levels of self-compassion. Maintaining a counseling journal as opposed to a gratitude journal appears to enhance the effect of the daily mindfulness practice on self-compassion.

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