1. Introduction Mindfulness is an approach that sets itself as the main objective of making the person aware of his/her own feelings with consequent bodily "reeducation". It is therefore characterized by two components that are closely interconnected: 1) the ability to direct attention to the present moment (selfregulation of attention) and 2) the attitude with which it is done, made up of curiosity, openness and acceptance. These components together allow the person to relate in a mindful way to one’s experiences (with awareness and acceptance) (Halliwell, 2010; Siegel, 2010; Gallego, Aguilar-Parra, Cangas, Langer, & Mañas, 2014). 2. Aims Eight students with disabilities (4 motor, 2 cognitive and 2 visual), participated in the Mindfulness Laboratory at the University of Salerno. The Laboratory, which used audio-assistive techniques, aimed at reducing stress and increase coping skills to improve self-esteem. The study lasted six months. 3. Materials and methods 3.1. Assistive technologies Students used audio guides to practice meditation on their own, as Mindfulness favors the continuity of these practices. The audio guides include 10 different tracks with topics such as feeling a part of the body, deep listening to nature, and bodily exploration. 3.2. Self-administered psychological tests in pre-post laboratory mode - DS-14: idea of Self; - PSS: perceived stress; - SVS: vulnerability to stress; - CISS: multidimensional aspects of coping. 4. Results The incoming results revealed a negative self-idea (80%) and very high levels of perceived stress and vulnerability to it (98%). As regards coping skills, emotion (75%) scored more compared to avoidance (50%) and social diversion (50%). At the end of the workshop, changes in students included: reading their world in a less emotional way; showing greater acceptance of their difficulties and diversity; and experiencing less stress and increased coping skills. 5. Conclusions Through the continuous practice of Mindfulness, with an experienced trainer or on one’s own with the use of assistive technologies, it is possible to change the relationship with experience and the Self (Kabat-Zinn, 2003, 2014) for people with disabilities.
Assistive technologies applied to Mindfulness to reduce stress and increase coping resources: A laboratory with disabled university students
Savarese G.
;Ingino M. T.
2020-01-01
Abstract
1. Introduction Mindfulness is an approach that sets itself as the main objective of making the person aware of his/her own feelings with consequent bodily "reeducation". It is therefore characterized by two components that are closely interconnected: 1) the ability to direct attention to the present moment (selfregulation of attention) and 2) the attitude with which it is done, made up of curiosity, openness and acceptance. These components together allow the person to relate in a mindful way to one’s experiences (with awareness and acceptance) (Halliwell, 2010; Siegel, 2010; Gallego, Aguilar-Parra, Cangas, Langer, & Mañas, 2014). 2. Aims Eight students with disabilities (4 motor, 2 cognitive and 2 visual), participated in the Mindfulness Laboratory at the University of Salerno. The Laboratory, which used audio-assistive techniques, aimed at reducing stress and increase coping skills to improve self-esteem. The study lasted six months. 3. Materials and methods 3.1. Assistive technologies Students used audio guides to practice meditation on their own, as Mindfulness favors the continuity of these practices. The audio guides include 10 different tracks with topics such as feeling a part of the body, deep listening to nature, and bodily exploration. 3.2. Self-administered psychological tests in pre-post laboratory mode - DS-14: idea of Self; - PSS: perceived stress; - SVS: vulnerability to stress; - CISS: multidimensional aspects of coping. 4. Results The incoming results revealed a negative self-idea (80%) and very high levels of perceived stress and vulnerability to it (98%). As regards coping skills, emotion (75%) scored more compared to avoidance (50%) and social diversion (50%). At the end of the workshop, changes in students included: reading their world in a less emotional way; showing greater acceptance of their difficulties and diversity; and experiencing less stress and increased coping skills. 5. Conclusions Through the continuous practice of Mindfulness, with an experienced trainer or on one’s own with the use of assistive technologies, it is possible to change the relationship with experience and the Self (Kabat-Zinn, 2003, 2014) for people with disabilities.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
