Implementing the Tree of Life
a mindfulness-based intervention focusing on positive self-cognitions
Murphy, Joelle
Honours
2021
Hoersting, Raquel
Bachelor of Arts
Faculty of Arts. Honours in Psychology.
Psychology
University of Prince Edward Island
Charlottetown, PE
The impact of academic stress on undergraduate university students can be substantial. With continuous course work, exams, assignments, the pressure of meeting graduation expectations, along with applications and deadlines, can be a lot to handle (Ramli et al., 2018), not to mention the recent additional strain of Covid-19 forcing students to learn online (Moawad, 2020). It is essential to evaluate students' stress levels to determine if there are useful interventions that can help relieve Show moreThe impact of academic stress on undergraduate university students can be substantial. With continuous course work, exams, assignments, the pressure of meeting graduation expectations, along with applications and deadlines, can be a lot to handle (Ramli et al., 2018), not to mention the recent additional strain of Covid-19 forcing students to learn online (Moawad, 2020). It is essential to evaluate students' stress levels to determine if there are useful interventions that can help relieve academic stress. In this study, 11 participants engaged in the "Tree of Life" protocol, a personal narrative and mindfulness-based intervention that incorporates elements of Eye Movement Desensitization and Reprocessing (EMDR) Therapy that focuses on remembering positive life memories and events while connecting them with positive self-cognitions through a visual representation of a tree. This study's findings suggested that participants reported lower levels of academic burnout and higher levels of positive self-schemas after they participated in the Tree of Life protocol. Exploratory content analysis revealed significant differences between pre and post-intervention cognitions, especially related to self-worth and control/choice. The reported levels of vividness appeared to increase for each additional autobiographical memory recalled. This study found that the incorporation of bilateral stimulation had little effect on outcome variables. Show less
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