Employing Contemplative Practices as a Pathway Toward Psychosocial Outcomes Among College Students

• In Event: Poster Session 1
  In Poster Session: Stress, Burnout, and Student Experiences

Abstract

This longitudinal, qualitative study examines how the instruction of contemplative practices within a large lecture course on Buddhist meditation affected students' psychosocial development. While the students interviewed reported that learning the contemplative practices was the best aspect of the course, most did not use the practices regularly after the class ended. However, they appreciated their ability to evoke the practices when needed in order to reduce personal stress, gain mental clarity, and navigate interpersonal relationships. Finally, students encouraged the institution to implement contemplative practices early into the first year experience. Relationships of the findings to Chickering and Reisser's (1993) Psychosocial Theory of Student Development and implications for practice are also discussed.

Authors

• Sarah E. Whitley, University of Virginia

• Karen K. Inkelas, University of Virginia