Blog

health

Learning Mindfulness at #NASPA2
Posted by On Thursday, June 11, 2015

Earlier this week, we attended the NASPA Region II conference held at George Washington University in Washington, DC. It was a great experience, a wonderful complement to the National NASPA Conference we attended earlier this year in New Orleans. The conference was expertly organized and well-attended.

We had the opportunity to speak about how we transform compliance requirements into engaging learning experiences, and we valued the discussion with the audience afterwards. But what we enjoyed the most was the opportunity to meet with practitioners and attend other sessions.  We always learn a lot from these conferences.

One session we wanted to write about was actually the last one we attended. Yael Shy, the Director of Global Spiritual Life at NYU, presented on NYU’s Mindfulness Project. Director Shy outlined the Project’s popularity and rapid rise, discussed the current research on mindfulness, and led the session in a guided meditation, letting us experience what she was talking about.

According to the Project’s website, Mindfulness is “[t]he intentional moment to moment awareness of our thoughts, feelings, sensations, and surrounding environment without judgement.” The practice of mindfulness usually involves meditation (meditation does not always have a spiritual or religious dimension). Having grown rapidly, NYU’s Mindfulness Project now offers weekly meditation and yoga classes as well as programs and events centered on Mindfulness and meditation. Besides detailing the success of the program at NYU, Director Shy argued that mindfulness could help address some of the challenges schools are facing today.

For example, according to the Higher Education Research Institute’s  (HERI) American Freshman survey, “students’ self-rated emotional health dropped to 50.7%” in 2014. This is the lowest level in the history of the survey. By itself this information should worry college administrators, but HERI’s research also suggests that poor emotional health hurts student engagement, negatively impacting affected students’ college experience.

Mindfulness might be one way to help elevate student’s emotional health. Although meditation and mindfulness research is still young, the results are quite promising. They suggest that meditation can enhance mood, promote a healthy immune system, reduce stress, improve sleep, benefit relationships, and even slow the loss of brain tissue associated with aging. If you’re interested in learning more, UCLA’s Mindful Awareness Research Center has a good research summary on the positive effects of mindfulness and meditation.

Given this research, starting a mindfulness practice on your campuses could be a valuable goal to set for next year. A good place to start would be reviewing the website for NYU’s Mindfulness Project to look at their offerings. UCLA’s Mindful Awareness Research Center also provides useful resources, including guided meditations and research. Also check out Calm.com, a website with relaxing music, peaceful scenes, and timed, guided meditations. Or visit the American Mindfulness Research Association.

Talk About It!Share on Google+Tweet about this on TwitterShare on FacebookShare on LinkedInShare on TumblrEmail this to someone

“A Leadership Role”: Interview with Peter Novak [Part 3 of 3]
Posted by On Monday, October 6, 2014

In our last installment from CampusClarity’s interview with Peter Novak, he discusses how colleges and universities can take a leadership role in stopping sexual misconduct and substance abuse by setting goals that may at first seem counter-intuitive.

Talk About It!Share on Google+Tweet about this on TwitterShare on FacebookShare on LinkedInShare on TumblrEmail this to someone

Why Are Students So Unhealthy during Finals Week?
Posted by On Monday, December 9, 2013

It’s that time of the year: the trees are all bare, a coat of frost shines on the sidewalk, the smell of  anxiety hangs in the air, and sleep-deprived students lumber around campus unshowered and unshaven. Ah, finals season!

Most of us intuitively understand that stress is connected to students’ failure to fulfill even the most basic self-care during finals, but why? After all, students usually don’t have class or other commitments during finals week, so they should be able to focus exclusively on studying without ignoring the basics like brushing their teeth and getting enough to eat.

Indeed, one might think that faced with the intense pressure of finals, students would renew their focus and effort. In fact, research suggests otherwise, demonstrating how stress alters the way we make decisions.

When stressed out we tend to focus on the short-term rewards and pleasurable outcomes of a decision while ignoring the less savory and long-term consequences. That’s why it’s so hard to resist eating that pint of ice cream in your freezer after a tough day or to forgo buying that new pair of shoes you covet (but can’t afford) after a miserable meeting at the office.

In other words, it is exactly because students have to study for five finals that a friend’s invitation to party tempts them so much. The stress causes them to focus on the immediate reward of going to the party (socializing and drinking) and not the downside of losing a night’s sleep to late night carousing (hang over and poor grades).

Stress also makes it more difficult for students to connect bad decisions to their consequences. Even if students go out the night before a test, stress will help them remember the pleasurable experience of socializing and drinking and forget the fact that they were horribly hung over for the exam. This is one reason why researchers also link stress to substance abuse and addiction. Under stress, you focus on the pleasures of the drug and lose sight of the negative consequences.

Am I saying that stress makes us short-sighted and irresponsible? Not quite. Another recent study shows that under stress some people are actually more likely to sacrifice their time to help someone they care about. The research supports the uplifting hypothesis that humankind’s default setting is to self-sacrifice (when it comes to close relationships). This is well and good for our species, but it also explains why some harried students take on big social commitments during finals week when they should be making more time for themselves.

All this rather paradoxically suggests that exactly when we need to buckle down and get the most done, we have the fewest cognitive resources to do so because stress saps our willpower. Given this fact, a nudge in the right direction might help students keep their cool and improve their grades.

A few common tips worth reminding students about:

Exercise (like walking) has long been touted as an important stress reliever and memory aid. Recent studies suggest that regular exercise also boosts creativity.

Mindfulness and meditation are also good ways to decompress and still the turbulent waters of daily life.

Also remind students to wait until after finals to make big decisions. The simple act of waiting can help students make better, more reflective choices.

Talk About It!Share on Google+Tweet about this on TwitterShare on FacebookShare on LinkedInShare on TumblrEmail this to someone