TALE OF EXPERIENCE MINDFULNESS UNIVERSITY

Background: Mindfulness is a technique for training people to be very careful and fully accept the reality of what they are paying attention. The clinical efficacy of mindfulness was always proved over the last two decades. Few studies however, research has been undertaken on its possible use in training of adult in a formal learning context. In fact, you can catch a high degree of similarity between the instruments used in reflective one of the most recognized protocols mindfulness, the Acceptance and Commitment Therapy (ACT) of Hayes, ie, such as cultivating the self-as-context, techniques of de-centralization or de-merger (Harris, 2011), and work on the changes of "perspectives of meaning", a fundamental requirement to achieve a” transformative learning” (Mezirow, 2003). Deliberately using the term skill rather than mindfulness meditation because from a perspective of ACT, the formal meditation is just one of many ways to learn the basic skills of mindfulness for defusion, acceptance and contact time present (Harris 2009). Aim of the research: To evaluate and describe the effects of a course of mindfulness in the training of young adults in order to examine the pedagogical implications. Building tools to promote competence meta-cognitive and meta-emotions in educational contexts by using the "fertile ground" mindfulness practices for a rational affective education integrated into the educational processes (Baldacci, 2009). Methods: this pilot study has the aim of describing, through the analysis of the narration in the form of border diary, the way of a group of student young people university who take part in a laboratory on the mindfulness practices performed in the context of the activities of LEPE, Laboratory Educational Practices Epistemological of the University Naples “Federico II”. The workshop was structured protocol inspired by the ACT in 6 two-hour class within the course in pedagogy of the learning process of the course Bachelor in Psychology. Of all the participants in the workshop, 40 students have signed up to participate in the research by filling out a border diary. Results: from the border diary showed that students who participated in the workshop mindfulness have understood the meaning and usefulness, taking the importance of the experiential and reflective nature of the instruments presented. Conclusions: Possible implications of the findings of this study are that is the ability to use and promote the use of the techniques of mindfulness beyond the clinical setting, being them of valuable tools for growth and development and above all within the context of learning.