Adapting a mindfulness-based intervention for depression and anxiety for use with indigenous university students
| dc.contributor.author | Desjarlais, Sharon M. | |
| dc.date.accessioned | 2021-06-25T20:33:31Z | |
| dc.date.available | 2021-06-25T20:33:31Z | |
| dc.date.issued | 2021-04 | |
| dc.description | A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts (Honours) in Psychology, University of Regina. 64 p. | en_US |
| dc.description.abstract | Indigenous university students experience high rates of anxiety and depression, due primarily to the pernicious and persistent effects of colonialism, racism, and discrimination. Mindfulness-based interventions (MBIs) are promising for depression and anxiety; however, they require adaptation to make them more culturally relevant for diverse populations, specifically Indigenous peoples. The purpose of this study was to adapt an MBI for anxiety and depression to make it culturally relevant for Indigenous university students, thereby ensuring a culturally sensitive and congruent intervention approach with this particular population. To achieve this, goal, 14 (female = 86%, male = 14%; Mage = 28.92) Indigenous university students from the University of Regina and First Nations University were invited to provide input for adapting a mindfulness-based intervention protocol. The three-part study employed a mixed method design along with Indigenous research methods (e.g., talking circle) to elicit feedback from the students regarding their perceptions of the acceptability and cultural relevance of MBIs, and ways to make them consistent with Indigenous cultures and student lifestyle. In Part 1 and Part 3, participants (n = 14 and n = 9, respectively) completed an online survey consisting of Likert scale and open-ended qualitative questions. In Part 2, these participants (n=6) also engaged in a talking circle in which open-ended qualitative questions elicited more in-depth feedback. Thematic analysis was used to analyze survey and talking circle data. Students emphasized the need for incorporation of a) traditional Indigenous practices (e.g., sweats and smudging) into the MBI; and b) an Indigenous intervention facilitator. The emergent themes were used in the adaptation of an MBI description. The adapted MBI, titled Miyowâyâwin Mindful Wellbeing Program, received favorable evaluations by students for cultural consistency (M = 5.00, 6 being highest). Indigenous cultures are heterogenous, and so could not be represented in their fullness in the adaptation process. The small sample size may limit the generalizability of the results. This study paves the way for the latter steps of the design and subsequent evaluation of the Miyowâyâwin Mindful Wellbeing Program among Indigenous students. | en_US |
| dc.description.authorstatus | Student | en_US |
| dc.description.peerreview | no | en_US |
| dc.identifier.uri | https://hdl.handle.net/10294/11814 | |
| dc.language.iso | en | en_US |
| dc.publisher | Faculty of Arts, University of Regina | en_US |
| dc.subject | Anxiety | |
| dc.subject | Depression | |
| dc.subject | Mindfulness (Psychology) | |
| dc.subject | Mindfulness-based intervention | |
| dc.subject | Universities and colleges | |
| dc.subject | Students | |
| dc.subject | Indigenous peoples | |
| dc.subject | Cultural adaptation | |
| dc.title | Adapting a mindfulness-based intervention for depression and anxiety for use with indigenous university students | en_US |
| dc.title.alternative | Adapting a mindfulness-based intervention | en_US |
| dc.type | Thesis | en_US |