1. 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

2. 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

3. 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

4. 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)

5. 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

6. 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)

7. 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

8. 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’

9. 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

10. 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

11. 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

12. 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

15. 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

16. Oxford Student Mindfulness Society

17. 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

18. 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

19. 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

20. 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!

21. Questions