A Mindfulness Experiential Small Group to Help Students Tolerate Ambiguity

Lynn Bohecker; Linwood G. Vereen; Pamela C. Wells; Cristen C. Wathen

doi:10.1002/ceas.12030

A Mindfulness Experiential Small Group to Help Students Tolerate Ambiguity

Lynn Bohecker, Linwood G. Vereen, Pamela C. Wells, Cristen C. Wathen

Leadership, Technology, & Human Development

Research output: Contribution to journal › Article › peer-review

18 Scopus citations

Abstract

This study explored the lived experiences of 20 counselors-in-training (CITs) in a mindfulness experiential small group. Using grounded theory, the authors described a 5-dimensional model for navigating ambiguity. Findings suggest mindfulness training provides CITs self-reflection skills and a greater ability to manage cognitive complexity.

Original language	English
Pages (from-to)	16-30
Number of pages	15
Journal	Counselor Education and Supervision
Volume	55
Issue number	1
DOIs	https://doi.org/10.1002/ceas.12030
State	Published - Mar 1 2016

Keywords

counselor education
grounded theory
group work
mindfulness
professional development

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10.1002/ceas.12030

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abstract = "This study explored the lived experiences of 20 counselors-in-training (CITs) in a mindfulness experiential small group. Using grounded theory, the authors described a 5-dimensional model for navigating ambiguity. Findings suggest mindfulness training provides CITs self-reflection skills and a greater ability to manage cognitive complexity.",

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A Mindfulness Experiential Small Group to Help Students Tolerate Ambiguity

Abstract

Keywords

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