A Dissertation entitled Effects of Zen Mindfulness Meditation on Student Counselor’s Stress, Attention, and Self-Compassion Levels by Mansi Brat Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Counselor Education ______________________________________ John M. Laux, Ph.D., Committee Chair ______________________________________ Yanhong Liu, Ph.D., Committee Member ______________________________________ Madeline Clark Ph.D., Committee Member _______________________________________ Mark E. Young, Ph.D., Committee Member ________________________________________ Amanda Bryant-Friedrich, Dr. rer Nat., Dean, College of Graduate Studies The University of Toledo August 2017 Copyright 2017, Mansi Brat © This document is copyrighted material. Under copyright law, no parts of this document may be reproduced without the expressed permission of the author. An Abstract of Effects of Zen Mindfulness Meditation on Student Counselor’s Stress, Attention, and Self-Compassion Levels by Mansi Brat Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Counselor Education The University of Toledo August 2017 Abstract Research suggests that meditation is an effective and efficient modality for reducing psychological distress and enhancing individual health and wellbeing (Sedlmeier, Eberth, Schwarz, Zimmermann, Haarig, Jaeger, & Kunze, 2012). In the last decade meditation has become a popular psychotherapeutic approach (e.g., MBSR, MBCT) in the field of mental health. Furthermore, empirical research on meditation and its effects on counseling practitioners demonstrate positive results for improving counselor self-efficacy (Greason & Cashwell, 2009), shown reductions in stress, anxiety, and depression (Elder et al., 2011; Kemeny et al., 2012), increase in attention (Chan & Woollacott, 2007), and emotion regulation (Kemeny et al., 2012). More recently researchers are studying the effects of meditation on student counselors. Counselor education literature is replete with evidence suggesting that stress is an inherent issue amongst graduate counseling students, leading to psychological distresses, decreased job satisfactions and eventually burnout (Roach & Young, 2007). Thus, it is essential that counselor educators endorse and employ wellness strategies that support iii student counselors in maintaining their psychological health (Meyers & Sweeney, 2008). Past research studies on counselor trainees have popularly examined the use of mindfulness-based interventions (e.g., MBSR, MBCT). There are studies noting the effects of mantra-based and loving-kindness based meditations on counselor trainees as well. However, traditional mindfulness meditations such (e.g., Zen mindfulness meditation) have never been employed for enhancing student counselor wellness by studying changes in their psychological distresses. Consequently, the current study examined the effects of Zen mindfulness meditation on student counselor’s stress, attention, and self-compassion levels (pre-to-post changes). In addition, the researcher investigated if the frequency of meditation was related to these changes when participant demographics were co-varied. The researcher conducted a one group pre-test post-test experimental design. Participants of this study (n = 11) were part of a Zen meditation-training group for six weeks. All student counselors completed self-report measures at the beginning and end of the six-week intervention and recorded their meditation frequency every week. The researcher conducted an Analysis of Covariance (ANCOVA) to measure pre-to-post test changes in the outcome variables (i.e. stress, attention, and self-compassion). In addition, hierarchical multiple regression analyses were conducted to note the variances in the outcome variables, as meditation frequency and participant demographics were co-varied. The results of the study demonstrated the following: (a) changes in stress, attention, and self-compassion levels from pre-to-post intervention, causation of which is not known; (b) ANCOVAs reported that meditation was not a predictor of these changes; (c) the regression analyses demonstrated that meditation frequency and participant demographics iv also did not have a role in pre-to-post changes in the outcome variables. The implications and limitations of these findings are discussed herein. Keywords: meditation, Zen mindfulness meditation, stress, attention, self- compassion v For Mom and Dad! Words can’t describe my love and gratitude for you both. Thank you for believing in me from day one. vi Acknowledgements As I arrive at the end of this transformational journey, I am overwhelmed by the support and commitment that I received from my mentors. I will forever be grateful and indebted to my committee members, Dr. John Laux, Dr. Yanhong Liu, Dr. Madeline Clark, and Dr. Mark Young. Working with you all has truly been an honor and privilege. Dr. John Laux, thank you for the input and feedback that you provided all along this process and for guiding me from the very beginning of the doctoral program. Dr. Yanhong Liu, I truly appreciate the kindness and words of encouragement I received each time I needed a ‘pep talk’. Dr. Madeline Clark, you continue to inspire me; your fortitude, commitment, and dedication for Counselor Education are reassuring. And finally, Dr. Mark Young, your unconditional support helped blossom this idea to its complete fruition. I am humbled by your generosity. I would also like to deeply thank my academic advisor and mentor for the past three years, Dr. Caroline O’Hara, whose support, encouragement, and devotion towards my growth and learning remains unparalleled. Our time together was invaluable. I am grateful for the most wonderful doctoral cohort and best of friends who continue to rock my world. Treading through this milestone journey with you all was a sheer joy. And finally, the facilitator and participants of this study who put their time and energy in this research project. This wouldn’t have been possible without any of you. v Table of Contents Abstract .............................................................................................................................. iii Acknowledgements ..............................................................................................................v Table of Contents ............................................................................................................... vi List of Figures .................................................................................................................. xiii 1 Introduction ........................................................................................................14 1.1 Mindfulness Meditation ...................................................................................15 1.2 Meditation and CACREP Student Counselors in Training..............................16 1.2.1. Zen Mindfulness ..................................................................17 1.2.2. Meditation Frequency ..........................................................17 1.3 Constructs of Interest .......................................................................................18 1.3.1 Stress .................................................................................................18 1.3.2 Attention ...........................................................................................19 1.3.3 Self-Compassion…………………………………………………...20 1.4 Summary of Constructs....................................................................................20 1.5 Statement of the Problem .................................................................................21 1.6 Gaps in the Literature ......................................................................................22 1.7 Significance of Study .......................................................................................23 1.9 Research Questions and Hypotheses ...............................................................24 1.10 Research Hypotheses .....................................................................................25 1.11 Operational Definitions of Variables .............................................................27 1.12 Conclusion .....................................................................................................27 vi 2 Review of Literature ..............................................................................................29 2.1 Introduction .....................................................................................................29 2.2 Meditation ........................................................................................................30 2.3 Benefits of Meditation .....................................................................................30 2.3.1 Cognitive and Behavioral .................................................................30 2.3.2 Attention Control & Uniformity .......................................................30 2.3.3 Neurological ......................................................................................32 2.3.4 Physiology and Immune System .......................................................33 2.3.5 Emotion Regulation ..........................................................................33 2.3.6 Emotional Intelligence ......................................................................34 2.3.7 Psychological