Adverse childhood experiences (ACEs) are traumatic and stressful events during a person’s early life that can influence their later mental health, physical health, and wellbeing. Internalizing symptoms such as anxiety and depression are common mental health outcomes associated with ACEs. Two factors, religiosity/spirituality (R/S) and mindfulness, are possible protective factors that may help lessen the effects of ACEs on later mental health. This study hopes to examine whether R/S and mindfulness are protective factors in the relationship between ACEs from childhood and internalizing symptoms in adulthood. Further, this study examines whether the protective impact of R/S is further strengthened by an individual’s mindfulness (moderated moderation). Participants (N = 769, age M = 20.43, SD = 4.51) for this study were recruited through the SONA research platform at East Tennessee State University as a part of the REACH (Religion, Emotions, and Current Health) self-report survey. We used a retrospective measure, the Adverse Childhood Experiences (ACE) questionnaire, to assess childhood adversity. We used the Brief Multidimensional Measure of Religiosity and Spirituality (BMMRS) to assess current religiosity/spirituality of participants and the Five Facet Mindfulness Questionnaire (FFMQ) to assess current overall mindfulness of participants. To examine internalizing symptoms of the sample, we used the Generalized Anxiety Disorder-7 (GAD-7) questionnaire to assess anxiety symptoms, and the Center for Epidemiologic Studies Depression Scale Revised (CESD-R-20) to assess depression symptoms. The analyses for this project were conducted using the Statistical Package for the Social Sciences (SPSS). Bivariate analyses for this project will be conducted using Pearson’s correlations and the moderated moderation model will be tested using the Hayes Process Macro (version 3.0, Model 3). We predict that ACEs will be related to internalizing symptoms as is commonly demonstrated in the literature, such that more ACES are associated with more symptoms of anxiety and depression. Further, we expect that both R/S and mindfulness will weaken (i.e. moderate) this relationship. Additionally, we propose that mindfulness will impact the moderating (protective) effect of R/S on this relationship, such that the protective effect of R/S is greatest for those with high levels of mindfulness.

Undervisning i ämnet slöjd ska syfta till att elever utvecklar förmågan att formge och framställa föremål. Undervisningen ska ge eleverna möjlighet att utveckla sin skicklighet i en process där tanke, sinnesupplevelse och handling samverkar (Skolverket, 2022). Den process en genomgår vid slöjdande benämns ibland som slöjdprocess och innefattar ofta en mängd olika upplevelser. Slöjdprocessen kan upplevas som både positiv och negativ, upplevelserna kan skifta och de olika moment som slöjd innefattar kan skapa både lust och olust. För att hantera de upplevelser en stöter på behövs verktyg och förhållningssätt. Syftet med denna undersökning är därför att undersöka hur mindfulness och specifikt mindfulnessträning i form av stilla meditation skulle kunna påverka dessa upplevelser i samband med slöjd. Detta genom att kombinera mindfulness med slöjdarbete där guidade meditationsövningar genomförs i samband med textilt arbete. Undersökningen utgår från frågeställningen Hur kan mindfulnessträning påverka ens upplevelser i slöjdprocesser? Resultatet av undersökningen visar att slöjdande i sig bidrar till olika upplevelser, att dessa upplevelser kan förändras, förstärkas och försvinna och att mindfulness i form av stilla meditation kan påverka dessa. De guidade meditationsövningarna skapade i denna undersökning en möjlighet att komma i kontakt med dessa upplevelser och viss utsträckning hantera dessa upplevelser i samband med slöjdprocesser.

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Introduction: Nursing students often encounter stressful situations when navigating coursework, examinations, simulation activities, clinical rotations, and maintaining personal responsibilities. Background: Stress in certain circumstances can negatively impact the attainment of educational goals. Nursing educators must address academic stress by building curriculums that include strategies for enhancing well-being and self-care management. The prebrief in simulation-based learning (SBL) may be a platform for promoting holistic techniques like mindfulness to facilitate self-care management within academic settings and foster skill transfer to future clinical practice settings. Methods: This dissertation aimed to examine using SBL to promote self-care with mindfulness in prebrief. A scoping review (ScR) was conducted to review the knowledge about mindfulness in nursing education and SBL. A research study examined mindfulness in prebrief for improving perceived stress, mindfulness, and awareness. An idea for creating a holistic theoretical model for enhancing prebrief practice was explored. Results: The ScR indicated that mindfulness was used in nursing education and rarely in SBL. The study showed no significance with posttest scores after prebrief mindfulness activities. A proposed model was designed to promote self-care practice in prebrief using mindfulness. Discussion: The findings from this dissertation provide a foundation for exploring ways to implement self-care management, including mindfulness, starting with the SBL prebrief in the academic setting.

More college students are experiencing stress that negatively affects their psychological wellbeing. Many universities are reporting that more students are seeking mental health services related to stress (Miller, Elder, Scavone, 2017). The intent of this thesis is to extend the previous research findings by specifically investigating the role of mindfulness on psychological well-being of college students. Participants were asked to complete a self-administered online survey that consists of the mindful attention awareness scale (MAAS) that measures the frequency of mindfulness state, the Psychological well-being scale (PWB) that measures six aspects of wellbeing and happiness, and the generalized self-efficacy scale (GSES). The survey included a section on demographic information such as gender, age, race/ethnicity, and family income. All data was analyzed through the Statistical Package for the Social Sciences (SPSS) and consisted of a series of correlational analyses and multiple regression analyses. We found that mindfulness positively correlated with psychological well-being. Furthermore, we found the mindfulness and self-efficacy significantly predicted the level of psychological well-being. The findings of this study can inform college administrators in the development of more targeted intervention programs that may be utilized for the stability of students psychological wellbeing.

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