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The Mind-Body Team: Mindfulness in College Health American College Health Association June 2, 2010 Robin Boudette, Ph.D. Shefalika Gandhi, LCSW Deanna.

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Presentation on theme: "The Mind-Body Team: Mindfulness in College Health American College Health Association June 2, 2010 Robin Boudette, Ph.D. Shefalika Gandhi, LCSW Deanna."— Presentation transcript:

1 The Mind-Body Team: Mindfulness in College Health American College Health Association June 2, 2010 Robin Boudette, Ph.D. Shefalika Gandhi, LCSW Deanna Nobleza, MD Victoria Rosenfeld, RD, CSSD Laura Rubinstein, Health Educator

2 Today’s Objectives  Introduction to mindfulness  Overview of mindfulness based interventions  Mindfulness in college health, why?  Evolution the Mind-Body Team at Princeton  Case Study  Applications for college counseling centers  Best practices in bringing mindfulness to college health settings

3 Definitions  Introduction to mindfulness  Overview of mindfulness based interventions  Mindfulness in college health, why?  Evolution the Mind-Body Team at Princeton  Case Study  Applications for college counseling centers  Best practices in bringing mindfulness to college health settings

4 Mindfulness Based Interventions  Dialectical Behavior Therapy  Acceptance and Commitment Therapy  Integrating mindfulness in individual therapy  Mindfulness-Based Stress Reduction ▫MBCT ▫MBRP ▫MB-EAT ▫MBRE ▫MBAT

5 MBSR: John Kabat-Zinn  Developed in 1979 at U Mass  Most researched mindfulness intervention  Involves 8 week psycho-education program  Participants learn and practice mindfulness meditation and mindfulness in a variety of activities  Suggested practice: meditation 40 minutes 6 times per week  Program appropriate for all stress-related conditions

6 Positive Clinical Outcomes with MBSR  Chronic Pain: Kabat-Zinn, 1985  Anxiety: Kabat-Zinn, 1992  Fibromyalgia: Goldenberg, 1994  Psoriasis: Kabat-Zinn, 1998  Binge Eating: Kristeller, 1999  Depression: Teasdale, 2000  Cancer: Speca, 2002  Immune Function: Davidson, 2003

7 Studies Funded by National Institutes of Health

8 Does Mindfulness Change the Brain: Findings in Neuroscience

9 The Impact of Mindfulness: Domains of Possibility  Physical  Cognitive  Psychological  Behavioral  Social  Spiritual

10 Mindfulness in College Health: Why?  Chronic stress in college students is implicated in: ▫Physical Illness: sleep disturbance, colds, headaches ▫Psychological disorders: anxiety and depression ▫Unhealthy behaviors: substance use, suicidal ideation ▫Declining academic performance

11 National College Health Association Survey: Students reported the following factors affected their academic performance  National results  Princeton results 2006 N= N= N=641 Stress29.3%31.1%29.5% Sleep21.6%22%20% Cold & Flu26%31.1%16.7% 2006 N=94, N=80, N=87,105 Stress 32.0%33.9%27.8% Sleep 23.9%25.6%20.o% Cold & Flu 26.0%28.8%19.0%

12 Mindfulness in College Health: Research  Shapiro, et al. (1998) RWLC Medical students reported decreased levels of stress and depression with reductions maintained during exams; findings replicated with WL group.  Rosenzweig et al. (2003) Medical students reported significant reduction in negative mood and increased ability to cope with stress.  Jain et al. (2007) RWLC Pre-med undergrads students reported significant reduction in psychological distress and increased empathy.

13 Integrated Approach at UHS  Comprehensive Health Service ▫Medical Services ▫Counseling and Psychological Services ▫Employee Health Services ▫Health Promotion and Wellness Services ▫Inpatient Service  Multidisciplinary Team Approach ▫Eating Disorders Team ▫Alcohol and Other Drugs Team ▫Mind/Body Health Team ▫Integrative Case Conference

14 Evolution of the Mind Body Team Partner with Student Life and Student Groups, offer Drop-in groups Outreach Programs, Education for UHS Staff, Clinical Services UHS Training and Treatment Team

15 UHS Mind Body Team: Mission  Create a culture that supports use of mind/body interventions in the treatment of stress related problems.  Give treatment providers the education, skills and materials to inform students about the effectiveness of mind/body interventions and resources available on campus.  Develop a multidisciplinary team within UHS that specializes in behavioral medicine and provides medical, psychological and nutritional services to students with stress-related problems.  Liaison with campus groups that provide mind/body services to create a network of resources for students beyond UHS.

16 Mind Body Interventions  Psycho-education on mind body connection  Relaxation Response  Mindfulness  Attuned Eating  Healthy Exercise  Mental Imagery  Cognitive Behavioral Therapy

17 Mind Body Team: Clinical  Take a holistic approach to treating physical illness and psychological disorders.  Educate staff and students about the mind/body connection and the effectiveness of mind/body interventions in healing physical and psychological concerns.  Use mind/body interventions such as meditation and relaxation to address psychological and physical concerns.  Refer staff and students to campus activities for mind/body health.  Provide prevention services for staff and students.  Support the Peer Health Educators.

18 Mind Body Services Flyer

19 Team Members  Counseling  Medical  Psychiatry  Nutrition  Health Education  Athletic Trainer

20 Team Members: Counseling  Mindfulness-Based Therapy o Acceptance o Patience and Compassion o Mindfulness Meditation Practice  Applications o Stress, Management o Depression and anxiety o Interpersonal issues o Medical issues  Psycho-education/ Interpretation o Triangle of Awareness o Reacting vs. Responding to Stress o Mind’s Conditioning o Holding on vs. Letting go  Therapeutic Effects o Present Moment Awareness o Tolerance of Rumination/ Worry o Ability to Disengage o Shift Perspective o Cultivate Positive Emotions  Mindfulness Training o Mindfulness and Psychotherapy conferences o MBSR o MBCT o MB EAT o MBRP

21 Mindfulness Groups  Clinical ▫Mindfulness Skills Training for Graduate Students ▫Mindfulness for Undergraduates ▫Mindfulness for Health and Healing ▫Mindfulness-Based Performance Enhancement for Athletes ▫Mindfulness- Based Graduate Women’s Therapy group  Outreach ▫Lunch Time Stress Management ▫Mindful Food Group ▫Meditation for Staff ▫Monthly Series at the Graduate School  Mindful Time Management  Mindful Interpersonal Skills  Mindfulness Skills for Job Search  Mindfulness and Happiness

22 Groups Flyer

23 Mindfulness Skills Training for Graduate Students: Outcomes  42 participants over 6 semesters  Formal mindfulness practice ▫71% of students found it “very helpful” ▫64% would continue to practice  Mindful activities ▫57% of students found it “very helpful” ▫62% would continue to practice  Weekly group ▫86% of students found it “very helpful” ▫75% of students expressed an interest in participating in another group in the future

24 Mindfulness Skills Training Group: Student Feedback  “My stress level went down. My awareness of my moods went up. I learned to be more accepting of myself.”  “I feel happier somehow. I use the methods to ground myself when I run away from problems.”  “Thoughts are not facts”  “I’m more attentive to thoughts, feelings, at least some of the time. I meditate more regularly.”  “Group participants made me realize that I am not alone with feeling anxieties about graduate school, my work, etc.”  “Helped me very much with dealing with my depression.”

25 Team Members: Psychiatry  Evaluations with an ear to… o Medical comorbidities o Somatic symptomatology o Openness (or not) to psychotropic medications o Self care  Psychoeducation o Exercise o Mind/Body Interventions o Sleep Hygiene o Light therapy o Herbals/Supplements  Referrals o Individual o Groups o Nutrition o Massage Therapy o Medical o Herbalist/CAM specialist  Mindfulness Training o Nutritional and Complementary Approaches to Mental Health Disorders o Herbal Medications in Psychiatry o Orthomolecular Psychiatry

26 Team Members: Medicine  Evaluations with an ear to…  Illnesses that have a Med/Psych and/or Stress Component o Chronic pain o IBS o Headaches o Insomnia  Role of stress and lack of self-care on presenting problem(s)  Psychoeducation o Students o Medical Staff  Referrals o Mind/Body Interventions o Mind/Body Team o Nutrition o Counseling  Mindfulness Training o UHS Wide training o Mindfulness Based Stress Reduction for HealthCare Providers

27 Team Members: Nutrition  Nutrition assessment including: o Spiritual practice o Current or past use of mind body modalities- meditation, guided imagery, yoga o Stress o Sleep o Coping skills  Presenting problems o BED o IBS o Ulcerative Colitis o Weight worried o HTN  Approach: o Integrate M/B practices into treatment plan o Mindful eating/Intuitive eating o Mindful awareness o Correct sleep and stress management early in process o Refer to other team members, groups, written and online resources  Mindfulness Training o UHS Wide training o Mindfulness Based Stress Reduction for HealthCare Providers  Future directions: o Additional training o Intuitive eating groups o Integration of structured HAES/Intuitive eating process

28 Team Members: Health Promotion and Wellness  Outreach o Team Marketing o Mindfulness Workshops o Eating Mindfully at the holidays o Graduate Mindfulness Series  Peer Advisor Training o Healthy Minds o Eating Concerns Advisors o Student Athlete Wellness Leaders  Infusing into “Traditional” Content o Smoking Cessation o “Healthy Eating” o Eating Disorders o Depression o Stress o Order in’s  Educational Resources: o Online information o Audio Downloads o Books and DVDs at the UHS lending library

29 Case Study  EG

30 Mindfulness Initiatives in University Settings  Mindfulness Centers: ▫Teach mindfulness through programs, courses, workshops ▫Engage in research that furthers the understanding of mindfulness and its benefits ▫Serve campus community through special events, publications, and other activities  Groups and online resources: ▫Mindfulness Programs for students, staff and faculty ▫For credit MBSR classes ▫Extensive educational materials, audio downloads

31 Mindfulness At Other Universities  Training in mindfulness for post-doctoral clinicians  Campus-wide initiatives: ▫Centers, departments and groups partner to support and offer education and training in mindfulness  Mind-Body Lab: ▫Self-paced environment designed to help students explore various resources for improving their emotional and physical health ▫Features self-directed audio and video instructions on mind-body practices, biofeedback equipment and other interactive tools  Integrated health services- Medical and counseling within one service department

32 Mindfulness in College Health BenefitsChallenges  Holistic approach to healthcare  Evidenced-based, short-term clinical interventions  Effectively and efficiently offered in large group settings  Attracts diverse student groups to services  Appropriate for prevention and treatment  Encourages participants to take and active role in healthcare  Fosters health of campus community  Competing clinical demands within health services  Barriers to engaging students in stress management  Motivating students for groups and home practices  Competing interests for students’ time

33 Future Directions  What ideas or experience do you have in bringing mindfulness into college health?  What are some “best practices” in bringing mindfulness into college health?

34 Best Practices for Mindfulness in College Health  Professional training for designated staff members in the Health Services Department  An integrative, multi-disciplinary team approach  In-service trainings across disciplines  Diversity of services for students  Clinical interventions  Outreach activities  Monitor outcomes  Partner with student groups  Partner with other student life departments  Opportunities for staff and faculty to learn and practice


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