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.

Additional Metadata
Keywords acceptance, awareness, being at one with oneself, life changes, practising mindfulness, the here-and-now
Persistent URL dx.doi.org/10.15133/j.os.2016.006
Journal Operant Subjectivity
Citation
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