This doctoral study is about Mindful Design as an approach to promoting Mindfulness. The main focus of this study is to transfer the Mindful Design approach and tools for industrial design into a higher education context that can be understood and applied by design students. Mindful Design is a design approach based on the socio-cognitive theory of Mindfulness. The concept of Mindful Design was introduced by Niedderer (2004) to describe how design products can promote and enhance mindful attention by interrupting or enhancing the user’s interaction or increase his awareness during social activities. Niedderer (2004) notes that Mindful Design can be associated with behavioural change and extends the understanding of social cognitive Mindfulness by changing the expected functions of product use. The theoretical framework addresses the differences in Mindfulness streams, their benefits, and their applicability to design context, topics that provide an important foundation for the development of Mindful Design criteria and tools. Based on this research, design criteria were selected to increase user awareness when interacting with mindful products. Furthermore, learning and teaching theories in the context of design education were discussed to support the chosen teaching strategies for the transfer of knowledge of the Mindful Design approach to design students. These themes were crucial in determining the current research question of this doctoral study. The research methodology focused on testing the applicability of the design and teaching tools developed to determine how socio-cognitive Mindfulness theory can be effectively and understandably introduced into the design context for design students in higher education. In Investigation One, a collection of tools and strategies were developed to determine student understanding and demonstrate the importance of the Mindful Design approach. As a result of this research, the Mindful Design Evaluation was developed and evaluated based on the socio-cognitive dimension of Mindfulness. Investigation Two sought to measure what students learned from the Mindful Design approach and whether the design proposals developed by students in the intervention group achieved higher levels of socio-cognitive Mindfulness than the design proposals proposed by the control group. Finally, the results of Investigation Two supported the assumptions made on the basis of the findings of the theoretical framework. The tools and strategies used to teach and apply the Mindful Design approach to design students showed significant results when applied in a higher education context.:CONTENTS 0 PREFACE 1 0.1 ZUSAMMENFASSUNG 1 0.2 ABSTRACT 3 0.3 ACKNOWLEDGeMENTs 5 1 INTRODUCTION 9 1.1 Research Problem 9 1.2 Thesis Framework 14 2 THEORETICAL FRAMEWORK 17 2.1 MINDFULNESS 17 2.1.1 Mindfulness: Two streams 17 2.1.2 Mindfulness for subjective well-being and self-regulation 21 2.1.3 Dimensions of Mindfulness 22 2.1.3.1 Distinction between Mindfulness state and Mindfulness trait 22 2.1.3.2 Differences in the categorization of Mindfulness 23 2.1.3.3 Description of the existing Mindfulness self-report 26 2.1.4 Discussion 30 2.2 MINDFUL DESIGN 32 2.2.1 Mindful Design: Meditation, focus, and empathy 33 2.2.2 Mindful Design: Social interaction, engagement, and behaviour change 34 2.2.3 Mindful Design: Mindfulness for Mindlessness 36 2.2.4 Examples of Mindful Design 37 2.2.5 Goals of Mindful Design 40 2.2.6 Discussion 41 2.3 LEARNING THEORY AND DESIGN CLASSES 45 2.3.1 Learning and teaching theories in design higher education 45 2.3.1.1 Constructivism 47 2.3.1.2 Problem-based learning 47 2.3.1.3 Experiential Learning Theory 49 2.3.2 Differences and similarities between disciplines of product design and industrial design engineering 53 2.3.2.1 Industrial design engineering process 55 2.3.3 Tools for mindful product design 56 2.3.3.1 User-centred design tools 57 2.3.3.2 MinD Personas 60 2.3.3.3 Figurative Scenes for Mindful Design 61 2.3.3.4 MinD visual cards 62 2.3.3.5 Discussion 63 2.4 CONCLUSION AND DISCUSSION OF THE THEORETICAL BACKGROUND CHAPTER 64 3 MINDFUL DESIGN EVALUATION 69 3.1.1 Development of the Mindful Design Evaluation Tool 70 3.1.1.1 Phase 1 – Selection of Statements 70 3.1.1.2 Phase 2A: Reliability, comprehensibility, and applicability 75 3.1.1.3 Phase 2B: Statements: Review 76 3.1.1.4 Limitation and adjustment 77 3.1.1.5 Measurability and evaluation 77 3.1.1.6 Phase C: Reliability assessment 78 3.1.2 Interpretation of results and discussion of the Mindful Design evaluation 79 4 EMPIRICAL INVESTIGATIONS 83 4.1 INVESTIGATION ONE – TEACHING AND LEARNING STRATEGIES FOR COMMUNICATING KNOWLEDGE ABOUT THE MINDFUL DESIGN APPROACH 85 4.1.1 Structure of the Investigation 86 4.1.2 Sample 88 4.1.3 Materials for conducting the Investigation 88 4.1.3.1 Presentation 88 4.1.3.2 Design tools: Visual Cards, Figurative Scenes, and Personas 89 4.1.4 Materials for the evaluation of the Investigation 91 4.1.4.1 Evaluation by students 91 4.1.5 Results of Investigation One 92 4.1.5.1 Evaluation by students 92 4.1.5.2 Design Proposal 94 4.1.6 Interpretation and discussion of the results 96 4.2 INVESTIGATION Two – UNDERSTANDING AND DESIGNING BASED ON THE MINDFUL DESIGN APPROACH 101 4.2.1 Ethical approval for the Investigation 103 4.2.2 Structure of the Investigation 104 4.2.3 Sample 105 4.2.4 Materials for conducting the Investigation 106 4.2.4.1 Presentation 106 4.2.4.2 Mindful Design Visual Cards 106 4.2.4.3 Personas and Figurative Scenes 109 4.2.5 Materials for evaluation of the Investigation 111 4.2.5.1 Student Evaluation 111 4.2.5.2 Knowledge Test 112 4.2.5.3 Design proposal 113 4.2.6 Results of Investigation Two 114 4.2.6.1 Evaluation by students 115 4.2.6.2 Knowledge Tests 125 4.2.6.3 Design Proposal 134 4.3 Interpretation and Discussion of the Results 141 4.3.1.1 Student Evaluation 141 4.3.1.2 Knowledge Test 143 4.3.1.3 Design proposals 145 5 CONCLUSION AND OUTLOOK 149 6 DIRECTORIES 157 6.1 References 157 6.2 List of Figures 176 6.3 List of Tables 178 6.4 List of abbreviations and symbols 180 7 APPENDIX 181

In a world with an ever-changing economic landscape, the concept of financial stability can function as a buffer against the negative effects financial crises have on consumers' well-being and finances. Parallel to this, researchers are pushing marketers to move away from traditional marketing and instead focus on psychological well-being (PWB) and mindful consumption since this will grow efforts towards sustainability. Studies suggest that mindless consumption leads to financial stress, debt, and decreased well-being. Therefore, it is suggested that mindful consumption has a positive relationship with PWB and financial stability. However, there is currently a gap in the theoretical understanding regarding the impact of mindful consumption on PWB. The purpose of this thesis is to study the relationship between mindful consumption and PWB with a particular focus on how financial stability can explain this relationship. Drawing on a comprehensive review of existing literature, the following research questions were developed: RQ1: “How do the dimensions of mindful consumption (awareness, caring, and temperance) affect psychological well-being?” RQ2: “To what extent does financial stability contribute to the connection between the dimensionsof mindful consumption and psychological well-being?” This study uses a deductive approach with a quantitative internet survey strategy. The study had a total of 218 responses where the findings suggest that financial stability does not function as a bridge or link between mindful consumption and PWB. However, it was found that mindful consumption positively influences both financial stability and psychological well-being. / I en värld med ett ständigt föränderligt ekonomiskt landskap kan begreppet finansiell stabilitet fungera som en buffert mot de negativa effekter finansiella kriser har på konsumenternas välbefinnande och ekonomi. Parallellt med detta driver forskare marknadsförare att gå bort från traditionell marknadsföring och istället fokusera på psykologiskt välbefinnande (PWB) och medveten konsumtion eftersom detta kommer att öka ansträngningarna mot hållbarhet. Studier tyder på att tanklös konsumtion leder till ekonomisk stress, skuldsättning och minskat välbefinnande. Därför föreslås det att medveten konsumtion har ett positivt samband med PWB och finansiell stabilitet. Emellertid finns det för närvarande en lucka i den teoretiska förståelsen angående effekten av medveten konsumtion på PWB. Syftet med denna avhandling är att studera sambandet mellan medveten konsumtion och PWB med särskilt fokus på hur finansiell stabilitet kan förklara detta samband. Med utgångspunkt i en omfattande genomgång av befintlig litteratur utvecklades följande forskningsfrågor: RQ1: "Hur påverkar dimensionerna av medveten konsumtion (medvetenhet, omtanke ochnykterhet) det psykiska välbefinnandet?" RQ2: "I vilken utsträckning bidrar finansiell stabilitet till sambandet mellan dimensionerna avmedveten konsumtion och psykiskt välbefinnande?" Denna studie använder en deduktiv metod med en kvantitativ internetundersökningsstrategi. Studien hade totalt 218 svar där resultaten tyder på att finansiell stabilitet inte fungerar som en bro eller länk mellan medveten konsumtion och PWB. Däremot visade det sig att medveten konsumtion har en positiv påverkan på både finansiell stabilitet och psykiskt välbefinnande.

Designing with and for People with Dementia: Wellbeing, Empowerment and Happiness is the International Conference 2019 of the MinD Consortium, the DRS Special Interest Group on Behaviour Change and the DRS Special Interest Group on Wellbeing and Happiness, hosted by the Technische Universität Dresden, in Dresden, Germany. The conference proceedings provide trans-disciplinary contributions for researchers, practitioners, end-users and policy makers from the design and health care professions in terms of new findings, approaches and methods for using design to improve dementia care and to support people with dementia and their carers. The conference has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 691001, and from the DFG German Research Foundation.

A large body of research implies that modern human behaviour threatens various life – sustaining resources. The excessive consumption patterns of resources by humans has been identified as one of the main causes of the environmental crisis. Automatic and unconscious decision-making behaviours have become deeply internalized among individuals, resulting in unsustainable and unnecessary consumption patterns. Emerging literature has begun to explore the concept of mindfulness in relation to sustainable consumption, and reports on a positive relation to lower ecological footprints, connectedness to nature and sustainable consumption patterns. This particular study builds upon existing empirical findings and addresses the relationship between mindfulness, impulsivity and consumption. An extensive literature review and primary data collection method based on a convenience sample, were used as methodological approaches for this study. Based on the data gathered through an online questionnaire, the study finds that mindfulness has a negative relation to impulsive buying behaviour, suggesting a decrease in impulsive consumption among individuals with a higher level of mindfulness. Contrary to existing research, this study found no significant relation between mindfulness and pro-environmental behaviour. However, there are several limitations to this study due to method bias, measurement issues as well as due to the format of the questionnaire approach, that need to be considered when discussing the findings. Overall, this research indicated that by tapping into mindfulness, individuals may become less vulnerable to automatic processing, helping to break routines and make consumers become more aware of negative effects of consumption choices. This paper recommends continued research and suggests possible future pathways.

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Undergraduate students lack the opportunity and environment to contemplate and develop ecoliteracy skills that serve to integrate subject matter into their everyday experiences. Ecoliteracy is grounded in Capra's web of life theoretical framework and represents students' capacities to read world systems objectively with their head, heart, hands, and spirit. Contemplative pedagogy provides educators with exercises that give students time to reflect on the integration of learning. Ecoliteracy and contemplative pedagogy research has shown little quantitative data pertaining to how contemplative pedagogy affects undergraduate student ecoliteracy. To address that gap, this causal-comparative study measured the use of contemplative pedagogy exercises relative to undergraduate student ecoliteracy. A convenience sample of 150 undergraduate students who did and did not experience contemplative pedagogy exercises completed the New Ecological Paradigm Scale and Self-Compassion Scale-Short Form. Independent-samples t tests measured the differences between the 2 groups. Findings indicated that students who did not experience contemplative pedagogy exercises in the classroom were more likely to self-report higher ecoliteracy. A possible interpretation of these findings is that current contemplative pedagogy exercises may focus students' attention internally and not adequately promote the world-centered view that would more readily advance student ecoliteracy skills. Results of this study provide further insight that may inform professional development and contemplative pedagogy exercises that empowers students' ecoliteracy skills by encouraging critical thinking, action, and compassion towards positive social change.

In this study, I examined the impact of child-centered play therapy (CCPT) on the social and emotional functioning and mindful expressions of preschoolers in Head Start preschool programs. Participants were 23 children from two Head Start preschool programs in the southwestern U.S. who qualified for free or reduced lunch and were referred by school personnel for behavioral or academic concerns (18 males, 5 females; ages 3-5, mean age = 3.74). The sample consisted of 1 (4.3%) African American, 5 (21.7%) Caucasian, 14 (60.9%) Latino, and 3 (13%) multiracial children. Participants were randomly assigned to eight weeks of twice-weekly CCPT experimental groups (n = 11) or a waitlist control group (n = 12). Results of the independent samples t-tests revealed statistically significant improvement in preschool children's empathy and responsibility for children who participated in CCPT on the Social Emotional Assets and Resiliency Scale for Preschool. Practically significant findings revealed that CCPT may influence specific mindful expressions including curiosity and openness as well as overall social-emotional competence, emotional knowledge and expression, and empathy and responsibility in Head Start preschool children. Results of this study support the effectiveness of CCPT with disadvantaged preschool children.

El presente trabajo de investigación, aborda las tendencias mundiales hacia una alimentación saludable, en conjunción con los hábitos de consumo de los peruanos, combinando el placer y la salud. Nuestra propuesta es brindar una solución como una pastelería de la sociedad y en la industria alimentaria, como es la pastelería saludable. Existiendo una tendencia hacia los hábitos de consumo de productos saludables por parte de la población con creciente interés en alimentación consciente, demanda de nuevos productos que no contengan insumos nocivos para la salud, entre los que se encuentran personas que padecen enfermedades relacionadas al sobrepeso, diabetes, hipertensión, entre otras que hacen necesario contar con alternativas que ofrezcan productos bajos en azúcar, grasas trans, gluten, lactosas, otros. Se realizó una encuesta al target identificado como, personas que pertenecen al nivel socioeconómico A, B y C+ que residen en los distritos tradicionales de la ciudad de Arequipa, cuya edad fluctúa entre 20 y 60 años, que padecen de alguna enfermedad tales como diabetes, hipertensión, sobrepeso y aquellos que son saludables, pero cuyo estilo de vida considera la alimentación como un elemento importante, para mantener la salud y un buen estado físico. El resultado de esta encuesta mostró que el 97 % se encuentra interesado en consumir productos de características saludables. Dentro del análisis financiero, se tiene una estructura de financiamiento, donde el 44% de capital es de aporte propio y el 56% será financiado. En cuanto a los indicadores se ha obtenido un valor actual neto (VANE) de S/ 189,359 calculado con una tasa de descuento de 14.75% (WACC) y una Tasa de retorno (TIRE) de 51.94% con un período de recuperación de inversión (PAY BACK) de tres años, lo cual hace viable financieramente el plan de negocios. / This research work addresses global trends towards healthy eating, in conjunction with Peruvians' consumption habits, combining pleasure and health. Our proposal is to provide a solution to society and the food industry, through a healthy bakery shop. There is a trend of habits of consumption of healthy products by the population with increasing interest in mindful eating, demand for new products that do not contain harmful ingredients to health, among which are people with diseases related to overweight, diabetes, hypertension among others, which make it necessary to have alternatives that offer sugar-free products, also free or low in: trans fats, gluten, lactose, among others. A target survey was conducted identified as people belonging to socioeconomic level A, B and C+ residing in the traditional districts of the city of Arequipa, whose age fluctuates between 20 and 60 years, who suffer from some disease such as diabetes, hypertension, overweight and those who are healthy, but whose lifestyle considers food as an important element, to maintain health and fitness. The result of this survey showed that 97% are interested in consuming products from a healthy food. Within the financial analysis there is a financing structure where 44% of capital is its own contribution and 56% will be financed. In terms of indicators, a net present value (VANE) of S/ 189,359 has been obtained calculated at a discount rate of 14.75% (WACC) and a return rate (TIRE) of 51.94% with a three-year investment recovery period (PAY BACK), which makes the business plan financially viable. / Trabajo de investigación

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