Mindfulness and Student Health

Interventions Based on Mindfulness and Their Influence on the Mental Health and Healthy Lifestyles of University Students.

In recent years, there has been growing interest in the well-being and mental health of college students, driven by a significant increase in mental health problems within this population. Several mindfulness interventions, a technique to improve present moment awareness and emotional acceptance, have shown positive results in improving mental health and developing healthy lifestyle habits in this group.

A recent systematic review with meta-analysis (González et al. 2023) indicates that not only the complete standardized 8-week Mindfulness-Based Stress Reduction (MBSR) program but also other Mindfulness-Based Interventions (MBI) are effective. Compared to MBSR, other MBIs require less time commitment, making them more accessible to a larger population and potentially improving program adherence.

In this study, the researchers compare the results of two interventions, one with MBSR (both in-person and virtual) and another with a shorter MBI (in-person) in a sample of 100 university students. Using four different tools as pre- and post-test measures (Healthy Lifestyle Questionnaire [CEVS-2], Mental Health Continuous Form [MHC-SF], Perceived Stress Scale [PSS], and Mood Regulation Skills Questionnaire). emotions [ERSQ] ]), researchers aim to establish the potential degree of health improvement that different mindfulness interventions can have on the health of university students.

Inclusion Criteria:

• Individuals enrolled in university education programs.
• Specific age range that fits the typical characteristics of college students (e.g., 18-25 years old).
• Participants who have given informed consent to participate in the study.
• Students who can commit to participating in the intervention sessions and completing the evaluation questionnaires.

Exclusion Criteria:

• Individuals with medical conditions that could interfere with safe participation in mindfulness sessions (e.g., serious cardiovascular conditions, respiratory disorders).
• Students who have significant difficulties in language comprehension or communication that may affect participation and evaluation.
• Students who are currently actively participating in other similar mindfulness programs could be excluded to avoid bias in the results.
• Individuals with diagnoses of unstabilized serious mental disorders who may require more intensive clinical management.
• Students who are unable to commit to scheduled dates and times for interventions and assessments.