Parsons Christine E, Jensen Kasper L, Roepstorff Andreas, Fjorback Lone O, Linehan Conor
Interacting Minds Center, Department of Clinical Medicine, Aarhus University, Denmark.
School of Engineering, Aarhus University, Denmark.
Digit Health. 2019 Aug 25;5:2055207619868550. doi: 10.1177/2055207619868550. eCollection 2019 Jan-Dec.
Standard mindfulness-based interventions have significant at-home assignments of formal mindfulness practice as a key component. Engagement with formal home practice has been correlated with treatment outcomes, but participants often complete less than the assigned amounts. Here, we explore the requirements for technology tools that can support and encourage home practice, in a way that is appropriate and consistent with the core principles of mindfulness-based interventions. Interviews were held with a group of five highly experienced mindfulness teachers and a group of five participants who had previously completed an eight-week course. Data was subjected to thematic analysis. A key finding was that providing teachers with information on how students practice could support communication around difficulties with home practice. We also identified questions around the appropriateness of adapting the course in response to participant difficulties and participant preferences. Both teachers and students made numerous suggestions for ways to augment their training using technology, such as via practice reminders and provision of teacher-specific content. Finally, a major design issue for technology developers is how to support participants in reflecting on their experiences of mindfulness practice, and subsequent learning, but not to critically evaluate their practice.
基于正念的标准干预措施将正式的正念练习作为关键组成部分布置了大量家庭作业。参与正式的家庭练习与治疗效果相关，但参与者完成的作业量往往少于布置的量。在此，我们探讨技术工具的要求，这些工具能够以适合并符合基于正念的干预措施核心原则的方式支持和鼓励家庭练习。我们对五位经验丰富的正念教师和五位此前完成了为期八周课程的参与者进行了访谈。对数据进行了主题分析。一个关键发现是，向教师提供有关学生练习情况的信息有助于围绕家庭练习中的困难进行沟通。我们还确定了围绕根据参与者的困难和偏好调整课程的适当性的问题。教师和学生都就如何利用技术增强培训提出了许多建议，例如通过练习提醒和提供针对教师的内容。最后，技术开发者面临的一个主要设计问题是如何支持参与者反思他们的正念练习体验及后续学习，但不对他们的练习进行批判性评估。
