| EDITORIAL ARTICLE |
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| Year : 2020 | Volume
: 34
| Issue : 2 | Page : 235-240 |
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Graduate speech-language pathology students' perceptions of practicing mindfulness
Angela Marie Medina, Jean Suzanne Mead
Department of Communication Sciences and Disorders, Florida International University, Miami, Florida, USA
Correspondence Address:
Angela Marie Medina
Florida International University, 11200 SW 8th St., AHC3.441, Miami, FL 33199
USA
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/jisha.JISHA_14_20
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Introduction: The purpose of this qualitative, exploratory study was to examine graduate speech-language pathology students’ perceptions of practicing mindfulness, including their perceived barriers to using mindfulness techniques after participating in an 8-week mindfulness program. Methods: A convenience sample of 31 second-year, graduate speech-language pathology students participated in eight weekly mindfulness sessions, which included guided meditation, yoga stretching, and breathwork. At the end of the eight weeks, participants completed a six-question survey. Four questions that generated data about their perceptions of mindfulness and barriers to practicing mindfulness were analyzed using descriptive statistics and thematic analysis procedures. Results: The majority of participants indicated that their perception of meditation changed, they recognized the benefits of mindfulness practice, and that they intended to continue practicing on their own. Thematic analysis revealed that participants viewed thoughts, time, and breathing techniques as barriers to their practice. Conclusion: Findings from this study have implications for considerations in the implementation and development of a mindfulness program for speech-language pathology students with an emphasis on potential barriers and how they can be addressed. Future research could investigate how students’ mindfulness practice impacts interactions with their clients and subsequent clinical outcomes.
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