Assessing Mindfulness Among Speech-Language Pathology Students
Mark W. Pellowski

Levels of mindfulness were assessed among 378 undergraduate and graduate speech-language pathology students in an attempt to develop normative data (for each year of school) based on scores from standardized scales. Participants completed the Cognitive and Affective Mindfulness Scale-Revised (Feldman, 2007) and the Mindful Attention Awareness Scale (State & Trait version; Brown & Ryan, 2003). Findings allow undergraduate or graduate speech-language pathology students to self-assess their state and trait levels of mindfulness and determine if their scores are similar to, or differ from their peers based on reported normative data. Subsequently, a student may be encouraged to participate in mindfulness training in order to enhance his/her overall well-being and counseling skills needed as a future clinician.

Full Text: PDF     DOI: 10.15640/ijhs.v8n4a9