Thisstudyinvestigatedtheexperienceofmindfulnesspracticewithagroup of students who had participated in a one-year college program that included mindfulness-based training. The specific question was: How does learning about mindfulness through training and practising various mindful activities in an educational program influence and transform participants’ lives? A two-factor solution was chosen with one factor expressing a new found and deeply-felt generous acceptance, being in touch with and at one with oneself, with others and with nature. The other factor reflected the experience of being in an on-going learning process with a yet to be realized hope of gradual and explicit integration of the whole self-in- relation with others. Discussion of the two factors focuses on the different stages of the developmental processes that the participants associated with each factor seem to be in, with Factor 1 exemplifying a mature phase of mindfulness and awareness and Factor 2 revealing itself to be in an earlier less comfortable phase. In both cases, the attitude towards and experience of mindfulness is positively oriented in terms of life changes.

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doi.org/10.15133/j.os.2016.006
Operant Subjectivity

Ragnvald Kvalsund, Berit Baardsen, & Eleanor Allgood. (2016). Mindfulness Subjectivity through Q Methodology: Training and Practising Mindfulness in an Educational Program as Influential and Transformative. Operant Subjectivity, 38(2), 33–59. doi:10.15133/j.os.2016.006