Cross-Cultural Mindfulness: Examining the Processes and Outcomes of a Multidisciplinary Study Abroad Experience
DOI:
https://doi.org/10.36366/frontiers.v37i2.912Keywords:
Cross-cultural mindfulness, interdisciplinary study abroad, mindfulness for human service professionals, mindfulnessAbstract
Mindfulness has become a popular topic of intellectual and experiential study in multiple disciplines, including healthcare, business, education, and various human service professions. We designed a study abroad experience where undergraduate and graduate students from various human service disciplines engaged in academic study, personal practices, and cross-cultural learning experiences related to mindfulness. A mixed-methods design was used in this study. Participants reported a significantly greater sense of mindful awareness after completing their study abroad. Experiences that allowed for internal processing of mindfulness (e.g., meditation, journaling, readings, and non-doing) and experiences that allowed for external engagement with mindfulness (e.g., learning about the brain and science, visiting schools that integrate mindfulness, participating in a Buddhist retreat) emerged as crucial to the embodiment of mindfulness in participants’ personal lives. Based on these findings, we note the potential relevance of mindfulness to intercultural learning, and we conclude by offering suggestions to support human service professionals in developing learning activities that cultivate mindfulness through experiential and immersive experiences.
Downloads
References
Altinyelken, H. K. (2018). Promoting the psycho-social well-being of international students through mindfulness: A focus on regulating difficult emotions. Contemporary Buddhism, 19(2), 185-202. https://doi.org/10.1080/14639947.2019.1572306 DOI: https://doi.org/10.1080/14639947.2019.1572306
Altner, N. H. (2018). Altner N, Erlinghagen M, Körber D, Cramer H, Dobos G (2018) Cultivating mindfulness within the primary school system of a whole town–a reference project of the state of Northrhine Westphalia. https://doi.org/10.31219/osf.io/vxg2m DOI: https://doi.org/10.31231/osf.io/vxg2m
Altner, N., & Adler, B. (2021). Being Really Present as a Teacher: Mindful Presence and Embodied Phenomenological Dialogues promote intra-and interpersonal Development as well as Cultural Changes in an Education for the Common Good. Achtsamkeit in Bildungsprozessen: Professionalisierung und Praxis, 169-184. https://doi.org/10.1007/978-3-658-30832-2_13 DOI: https://doi.org/10.1007/978-3-658-30832-2_13
American College Health Association. (2022). American college health association-national college health assessment II: Reference group executive summary spring 2022. https://www.acha.org/documents/ncha/NCHA-III_SPRING_2022_REFERENCE_GROUP_EXECUTIVE_SUMMARY.pdf
Arch, J. J., & Craske, M. G. (2006). Mechanisms of mindfulness: Emotion regulation following a focused breathing induction. Behaviour research and therapy, 44(12), 1849-1858. https://doi.org/10.1016/j.brat.2005.12.007 DOI: https://doi.org/10.1016/j.brat.2005.12.007
Barkin, G. (2020). The imperative of access in short-term study abroad. In J. J. Bodinger de Uriarte & M. A. Di Giovine (Eds.), Study abroad and the quest for an anti-tourism experience (pp. 119–134). Lexington Books. DOI: https://doi.org/10.5771/9781498583275-119
Brown, K.W. & Ryan, R.M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, 822-848. https://doi.org/10.1037/0022-3514.84.4.822 DOI: https://doi.org/10.1037/0022-3514.84.4.822
Burke, C.A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19(2). 133-144. https://doi:10.1007/s10826-009-9282. DOI: https://doi.org/10.1007/s10826-009-9282-x
Carsley, D., Khoury, B., & Heath, N. L. (2018). Effectiveness of mindfulness interventions for mental health in schools: A comprehensive meta-analysis. Mindfulness, 9, 693-707. https://doi.org/10.1007/s12671-017-0839-2 DOI: https://doi.org/10.1007/s12671-017-0839-2
Chamberlain B. (2009). Phenomenology: a qualitative method. Clinical nurse specialist CNS, 23(2), 52–53. https://doi.org/10.1097/NUR.0b013e3181996ae5 DOI: https://doi.org/10.1097/NUR.0b013e3181996ae5
Coffey, K. A., Hartman, M., & Fredrickson, B. L. (2010). Deconstructing mindfulness and constructing mental health: Understanding mindfulness and its mechanisms of action. Mindfulness, 1, 235-253. DOI: https://doi.org/10.1007/s12671-010-0033-2
Conley, C. S., Durlak, J. A., & Dickson, D. A. (2013). An evaluative review of outcome research on universal mental health promotion and prevention programs for higher education students. Journal of American College Health, 61(5), 286-301. https://doi.org/10.1080/07448481.2013.802237 DOI: https://doi.org/10.1080/07448481.2013.802237
de Bruin, E. I., Meppelink, R., & Bögels, S. M. (2015). Mindfulness in higher education: Awareness and attention in university students increase during and after participation in a mindfulness curriculum course. Mindfulness, 6(5), 1137-1142. https://doi.org/10.1007/s12671-014-0364-5 DOI: https://doi.org/10.1007/s12671-014-0364-5
Eisenberg, J. (2018). Developing students' cross-cultural competence through academic programs: Analytical review of empirical findings. In C. Maheshkar & V. Sharma (Eds.), Handbook of research on cross-cultural business education (pp. 36–47). IGI Global. https://doi.org/10.4018/978-1-5225-3776-2.ch002 DOI: https://doi.org/10.4018/978-1-5225-3776-2.ch002
Grabovac, A. D., Lau, M. A., & Willett, B. R. (2011). Mechanisms of mindfulness: A Buddhist psychological model. Mindfulness, 2(3), 154-166. https://doi.org/10.1007/s12671-011-0054-5 DOI: https://doi.org/10.1007/s12671-011-0054-5
Hepburn, S. J., Carroll, A., & McCuaig, L. (2021, November). Promoting stress management and wellbeing for teachers, A pilot study. In Frontiers in Education (Vol. 6, p. 744227). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.744227 DOI: https://doi.org/10.3389/feduc.2021.744227
Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of consulting and clinical psychology, 78(2), 169. https://doi.org/10.1037%2Fa0018555 DOI: https://doi.org/10.1037/a0018555
Hricova, M., Nezkusilova, J., & Raczova, B. (2020). Perceived Stress and Burnout: The Mediating Role of Psychological, Professional Self-Care and Job Satisfaction as Preventive Factors in Helping Professions. European Journal of Mental Health, 15(1). https://doi.org/3–22. https://doi.org/10.5708/EJMH.15.2020.1.1 DOI: https://doi.org/10.5708/EJMH.15.2020.1.1
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy.bpg016 DOI: https://doi.org/10.1093/clipsy/bpg016
Kallapiran, K., Koo, S., Kirubakaran, R., & Hancock, K. (2015). Review: effectiveness of mindfulness in improving mental health symptoms of children and adolescents: a meta-analysis. Child and Adolescent Mental Health, 20(4), 182–194. https://doi.org/10.1111/camh.12113 DOI: https://doi.org/10.1111/camh.12113
Kenny, M., Luck, P., & Koerbel, L. (2020). Tending the field of mindfulness-based programs: the development of international integrity guidelines for teachers and teacher training. Global Advances in Health and Medicine, 9, 1-10. https://doi.org/10.1177/2164956120923975 DOI: https://doi.org/10.1177/2164956120923975
Kielty, M.L. & Gilligan, T.D. (2019). PSYC 400/PSYC 501—Cross Cultural Mindfulness for School-Based Child or Adolescent Wellness Providers [Syllabus]. Department of Psychology and Department of Graduate Psychology, James Madison University.
Kuyken, W., Ball, S., Crane, C., Ganguli, P., Jones, B., Montero-Marin, J., & MYRIAD Team. (2022). Effectiveness of universal school-based mindfulness training compared with normal school provision on teacher mental health and school climate: results of the MYRIAD cluster randomised controlled trial. Evidence-based mental health, 25(3), 125-134. https://doi.org/10.1136%2Febmental-2022-300424 DOI: https://doi.org/10.1136/ebmental-2022-300424
Pidgeon, A. M., & Keye, M. (2014). Relationship between resilience, mindfulness, and psychological well-being in University students. International Journal of Liberal Arts and Social Science, 2(5), 27-32. http://www.ijlass.org/data/frontImages/gallery/Vol._2_No._5/3.pdf
Pidgeon, A. M., Ford, L., & Klaassen, F. (2014). Evaluating the effectiveness of enhancing resilience in human service professionals using a retreat-based Mindfulness with Metta Training Program: a randomised control trial. Psychology, health & medicine, 19(3), 355-364. https://doi.org/10.1080/13548506.2013.806815 DOI: https://doi.org/10.1080/13548506.2013.806815
Rechtschaffen, D. (2014). The way of mindful education: Cultivating well-being in teachers and students. WW Norton & Company.
Ryan, G. W., & Bernard, H. R. (2003). Techniques to Identify Themes. Field Methods, 15(1), 85–109. https://doi.org/10.1177/1525822X02239569 DOI: https://doi.org/10.1177/1525822X02239569
Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre- and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137–151. https://doi.org/10.1007/s12671-010-0011-8 DOI: https://doi.org/10.1007/s12671-010-0011-8
Segal, Z. (2020). Preventing Recurrent Depression with Mindfulness-Based Cognitive Therapy. Alternative and Complementary Therapies, 26(6), 228-232. DOI: https://doi.org/10.1089/act.2020.29302.zse
Shapiro, S. L., Brown, K. W., & Astin, J. (2011). Toward the integration of meditation into higher education: A review of research evidence. Teachers College Record, 113(3), 493-528. https://doi.org/10.1177/016146811111300306 DOI: https://doi.org/10.1177/016146811111300306
Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of clinical psychology, 62(3), 373-386. https://doi.org/10.1002/jclp.20237 DOI: https://doi.org/10.1002/jclp.20237
Spitzberg, B. H., & Changnon, G. (2009). Conceptualizing intercultural competence. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 2–52). SAGE Publications. https://doi.org/10.4135/9781071872987 DOI: https://doi.org/10.4135/9781071872987.n1
Starr-Glass, D. (2020). Intercultural awareness and short-term study abroad programs: An invitation to liminality. In V. A. Cujba & M. A. Fleşer (Eds.), Academic mobility programs and engagement: Emerging research and opportunities (pp. 31–56). IGI Global. DOI: https://doi.org/10.4018/978-1-7998-1607-2.ch002
Tan, L. B. (2016). A critical review of adolescent mindfulness-based programmes. Clinical child psychology and psychiatry, 21(2), 193-207. https://doi.org/10.1177/1359104515577486 DOI: https://doi.org/10.1177/1359104515577486
Tucker, T., Bouvette, M., Daly, S., & Grassau, P. (2017). Finding the sweet spot: developing, implementing and evaluating a burn out and compassion fatigue intervention for third year medical trainees. Evaluation and Program Planning, 65, 106-112. https://doi.org/10.1016/j.evalprogplan.2017.07.006 DOI: https://doi.org/10.1016/j.evalprogplan.2017.07.006
Tuleja, E. A. (2014). Developing cultural intelligence for global leadership through mindfulness. Journal of Teaching in International Business, 25(1), 5-24. DOI: https://doi.org/10.1080/08975930.2014.881275
Vago, D. R., & Silbersweig, D. A. (2012). Self-awareness, self-regulation, and self-transcendence (S-ART): a framework for understanding the neurobiological mechanisms of mindfulness. Frontiers in human neuroscience, 6, 296. DOI: https://doi.org/10.3389/fnhum.2012.00296
Vande Berg, M. (2016, February 3). From the inside out: Transformative teaching and learning. Workshop on Intercultural Skills Enhancement (WISE) Conference, Wake Forest University. http://global.wfu.edu/files/2016/03/Training-WISE-workshop-second-version-2-3-16.pdf
Vande Berg, M., Paige, R. M., & Lou, K. H. (Eds.). (2023). Student learning abroad: What our students are learning, what they’re not, and what we can do about it. Taylor & Francis. DOI: https://doi.org/10.4324/9781003447184-2
Walach, H., Buchheld, N., Buttenmüller, V., Kleinknecht, N., & Schmidt, S. (2006). Measuring mindfulness—the Freiburg mindfulness inventory (FMI). Personality and individual differences, 40(8), 1543-1555. https://psycnet.apa.org/doi/10.1016/j.paid.2005.11.025 DOI: https://doi.org/10.1016/j.paid.2005.11.025
Williams, M., and D. Penman. (2011). Mindfulness: A Practical Guide to Finding Peace in A Frantic World. Piatkus
Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2014). Mindfulness interventions with youth: A meta-analysis. Mindfulness, 6(2), 290-302. https://psycnet.apa.org/doi/10.1007/s12671-013-0260-4 DOI: https://doi.org/10.1007/s12671-013-0260-4
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Tammy D Gilligan, Michele Kielty
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
