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Qualitative and quantitative methods were combined to examine the experience of eight adults referred for mindfulness meditation training (MMT) within the context of a group, out-patient, hospital-based, stress reduction clinic. Through interviewing, observation and document analysis, three aspects of experience were investigated: the subjective experience of learning meditation; the application of meditation-based coping skills in daily life; and the effects of the training on perception of self. Individual and cross-sectional case study methods were used to examine longitudinally, the classes and common patterns of experience of participants during and following the conclusion of the intervention. In addition, the experience of participants was examined within the theoretical framework of Self-Knowledge Development Theory (SKT) in an attempt to understand how people at differing stages of self-knowledge, as delineated by the theory, experienced and utilized MMT. Results suggest that: (1) the majority of participants showed reductions in medical symptoms (MSCL) and in clinically elevated levels of psychological distress (SCL-90R) on outcome measures; (2) common patterns of experience characteristic of mindfulness meditation practice emerged progressively during and following the intervention among patients with diverse diagnoses; (3) the interdependent nature of the formal and informal dimensions of mindfulness meditation may be particularly important in the development of positive long-term changes in health behavior in the lives of medical patients; (4) there is an interactive, learning cycle between skill development (formal meditation), application of skills in daily life (informal meditation), and perception of self that functions as a self-motivating force, fostering continued skill development following the conclusion of the intervention; and (5) there is variance in the participant's use of the intervention that appears to be consistent with and further defines elements of the Situational and Pattern stages of Self-Knowledge Development Theory.

The Higher Education Equal Opportunity Act (Act 101), of the Commonwealth of Pennsylvania, took effect in July, 1971. The thrust of this legislation was to provide educational opportunities for economically and educationally disadvantaged students. Supportive intervention strategies such as peer counseling and professional counseling are fundamental ingredients of Act 101 programs. No particular peer counselor model is uniformly endorsed as the most effective for assisting Act 101 students. This study was a comparative, qualitative case study of the preservice and inservice training components of peer counseling programs at East Stroudsburg University, University of Pennsylvania, and Widener University. Program directors and counselors completed a questionnaire and participated in an in-depth interview in order to assess the amount of emphasis placed on various themes, skills, and attitudes during peer counseling preservice and inservice programs. The results of the study indicate there is general agreement among directors and counselors, at all three programs, about content and methodologies. It was concluded that a harmoniously blended theoretical model with the Carkhuff model (1967) as a base, is preferred. The Carkhuff model emphasises the core dimensions of helping: (1) empathic understanding; (2) positive regard; (3) genuineness; and (4) concreteness. The counselors have integrated parts of various theories, such as self-actualization theory, values clarification, skills training, and experiential learning. This eclectic approach represents the theoretical orientation preferred by the participants in this study.