A qualitative case analysis of mindfulness meditation training in an outpatient stress reduction clinic and its implications for the development of self-knowledge.

摘要

Qualitative and quantitative methods were combined to examine the experience of eight adults referred for mindfulness meditation training (MMT) within the context of a group, out-patient, hospital-based, stress reduction clinic. Through interviewing, observation and document analysis, three aspects of experience were investigated: the subjective experience of learning meditation; the application of meditation-based coping skills in daily life; and the effects of the training on perception of self. Individual and cross-sectional case study methods were used to examine longitudinally, the classes and common patterns of experience of participants during and following the conclusion of the intervention.;In addition, the experience of participants was examined within the theoretical framework of Self-Knowledge Development Theory (SKT) in an attempt to understand how people at differing stages of self-knowledge, as delineated by the theory, experienced and utilized MMT.;Results suggest that: (1) the majority of participants showed reductions in medical symptoms (MSCL) and in clinically elevated levels of psychological distress (SCL-90R) on outcome measures; (2) common patterns of experience characteristic of mindfulness meditation practice emerged progressively during and following the intervention among patients with diverse diagnoses; (3) the interdependent nature of the formal and informal dimensions of mindfulness meditation may be particularly important in the development of positive long-term changes in health behavior in the lives of medical patients; (4) there is an interactive, learning cycle between skill development (formal meditation), application of skills in daily life (informal meditation), and perception of self that functions as a self-motivating force, fostering continued skill development following the conclusion of the intervention; and (5) there is variance in the participant's use of the intervention that appears to be consistent with and further defines elements of the Situational and Pattern stages of Self-Knowledge Development Theory.