Dr Ruth Collins Oxford University Counselling Service Embedding Mindfulness in the HE Setting: Reflections on Eight-Years of Successfully Delivering Mindfulness to Oxford University Students Dr Ruth Collins Oxford University Counselling Service

Students In Higher Education 75% of mental health problems develop before the age of twenty-four Widely acknowledged student life stressful and demanding Many challenges to negotiate … transition from home, academic demands, psychological and emotional issues Limited job market, social media, increasing emphasis on immediate results perpetuate perfectionist mentality

Welfare Support Year on year increase in students seeking support from university counselling services in recent years This year alone 13% increase in students contacting Oxford University CS – approximately 12% of student population (2,795) To get the most from university and to achieve personal and academic goals crucial that the welfare needs of students are prioritised

Mindfulness for Students Value of offering mindfulness to students well-recognized in US; many universities routinely offer mindfulness courses (e.g. Princeton, Harvard, Yale, Columbia and Stanford) Such programmes demonstrate positive outcome for participants, psychologically and emotionally, and also in terms of facilitating better cognitive and academic performance (e.g. Shapiro, 2011)

Benefits of Mindfulness Regehr et al. (2013) conducted meta-analysis to investigate the benefits of offering evidence-based interventions to prevent stress in students Concluded that the use of interventions incorporating a CBT/mindfulness-based proved to have a particularly positive impact on reducing stress, anxiety and depression

Need for Intervention ‘universities are advised to examine means to provide opportunities for a larger number of students to access these interventions. The favourable outcomes benefit not only individual students, but have the potential to provide wide-spread benefits to universities’ (Regehr et al., 2013:10)

Role of Mindfulness Based Programmes (MBPs) for Students Helps students who are performing well to perform even better as well as assisting those who are struggling An evidence informed approach for managing low mood/depression and reducing anxiety Maximises general wellbeing and flourishing, building tools for life such as empathy, self-compassion, emotional resilience and tolerance

Considerations for Delivering MBPs in the University Setting Carefully planned and aimed at meeting specific needs of students population Informed by theory and practice Flexible but faithful to programme form and substance Taught by teachers experienced, confident and versatile in working with students from across much of the mental health spectrum Must meet minimum teacher training requirement as outlined in the ‘UK Good Practice Guidelines for Mindfulness Teachers’

Mindfulness Based Programmes for Students at Oxford Intention: to reduce emotional distress and improve emotional well-being and resilience Viewed as playing vital vital in reducing student distress and promoting mental resilience and well-being Four 8-week courses a term catering for up to 110 students each time 2009: Mindfulness Based Cognitive Therapy 2011: Finding Peace in a Frantic World

MBCT Courses for Students Termly eight-week course, shorter than, but closely adhering to, standard MBCT course Particularly helpful for students experiencing low-mood, anxiety or stress and other chronic difficulties (with usual exclusions) Includes psychoeducation based on CBT Orientation towards positive well being, self-care and a greater sense of calm and balance Emphasis on encouraging students to develop their own strategies for sustaining personal resilience

Non-Clinical Courses for Students Curriculum materials specifically designed by Oxford Mindfulness Centre based on ‘Mindfulness: a Practical Guide to Finding Peace in a Frantic World’ by Williams and Penman Series of eight taught classes that students can fit into their busy daily lives Places emphasis on skills needed for managing anxiety/stress typical of university life as well as techniques for building resilience, and developing healthy relationships

Referrals MBCT: referred by counsellors for low-mood or depression But referrals can also include students with other mental health difficulties: e.g. OCD, intrusive anxiety, chronic fatigue, chronic pain Finding Peace: self-referral, direct sign up via OMC website May also be referred by counsellors, welfare staff or college nurses

MBPs for Students: Practicalities Mindfulness MBCT Course based on ‘Finding Peace’ book Timing: 5.30pm – 7.00pm 8 x 90 min sessions Group size: up to 30 Students pay £65 for course Hosted by Colleges Home-practice up to 30mins per day x 6 days Follow-on with Oxford Student Mindfulness Society Closely follows standard MBCT course Timing: 5.30pm – 7.00pm 8 x 90 min sessions Group size: up to 18 No charge for course, CD £5 Run in Counselling Service Home-practice up to 40mins per day x 6 days Follow-on with Oxford Student Mindfulness Society

Oxford Student Mindfulness Society

Pre-course Preparation Pre-course info sent in advance outlining what is involved in the course: e.g. The importance of practice between classes Facing difficulty Patience and persistence As well as being told about the benefits! MBCT: Assessed by well-briefed counsellors Finding Peace: Participants invited to make pre-course contact with course leader to discuss any health concerns

Feedback Generally, very good attendance/Low drop-out rate Qualitative feedback collected after each course Feedback suggests students become both more forthcoming about problems and more confident about dealing with them during the course Oxford student mindfulness sessions popular and well-attended

Embedding Mindfulness into the Curriculum Holistic approach to student well-being Evidenced-informed clinical intervention Effectively and efficiently offered in large group settings Attracts diverse student groups to services Appropriate for prevention and treatment Encourages students to take an active role in their own healthcare Fosters health of university campus community Mindfulness based interventions are consistent with the mission of college health centers

Recent Feedback Learnt to be more aware and self-compassionate. Provided provided with helpful resources to go back to, and to take forward into the future The group setting was very beneficial; a safe and encouraging space Helped me to learn to check-in with myself so I can better manage my mental health needs; the sense of autonomy that brings Found it very helpful and hope to make it part of my daily life The clinical focus made me feel that I was on equal footing with the other participants; the course was secular and metaphysics-free The course has been fantastic! Thank you!

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