Oral Presentations and Performances: Session I
Project Type
Presentation
Project Funding and Affiliations
None
Faculty Mentor’s Full Name
Stuart Hall
Faculty Mentor’s Department
Psychology
Abstract / Artist's Statement
This study explores the integration of ethical teaching within Mindfulness-Based Stress Reduction (MBSR) programs to address both practical outcomes and ethical concerns related to the adaptation of cultural practices. While MBSR has been widely adopted for stress reduction and mental health improvement, the current body of literature reveals persistent methodological challenges, including inconsistent definitions, a notable lack of longitudinal studies, and ethical concerns regarding cultural appropriation. This proposal examines three approaches: maintaining the integrity of traditional Buddhist ethical values, implementing secular ethical values, and excluding ethics training from MBSR instruction. To contribute to this growing body of research a four-year, longitudinal randomized controlled trial (RCT) with 600 university students is proposed. Participants will be divided into four groups: MBSR with Buddhist ethics (BE), MBSR with secular ethics (SE), MBSR without ethics (NE), and a waitlist control group (WL). The study will measure outcomes related to subjective well-being, ethical decision-making, and stress reduction using validated instruments. A pre-registered hypothesis states that participants in the MBSR groups with ethics components (BE and SE) will experience statistically significant positive outcomes in well-being and ethical decision-making than those in the MBSR-only group (NE) or the waitlist control group (WL). The research aims to provide empirical evidence on the differential effects of ethical frameworks in meditation practice while maintaining cultural sensitivity and methodological rigor. By addressing significant gaps in current research, this study has the potential to inform future adaptations of meditation programs in diverse contexts, balancing secularization with respect for traditional practices.
Category
Social Sciences
Effects of Ethical Teaching in Conjunction with Mindfulness Meditation Training (MSBR)
UC 333
This study explores the integration of ethical teaching within Mindfulness-Based Stress Reduction (MBSR) programs to address both practical outcomes and ethical concerns related to the adaptation of cultural practices. While MBSR has been widely adopted for stress reduction and mental health improvement, the current body of literature reveals persistent methodological challenges, including inconsistent definitions, a notable lack of longitudinal studies, and ethical concerns regarding cultural appropriation. This proposal examines three approaches: maintaining the integrity of traditional Buddhist ethical values, implementing secular ethical values, and excluding ethics training from MBSR instruction. To contribute to this growing body of research a four-year, longitudinal randomized controlled trial (RCT) with 600 university students is proposed. Participants will be divided into four groups: MBSR with Buddhist ethics (BE), MBSR with secular ethics (SE), MBSR without ethics (NE), and a waitlist control group (WL). The study will measure outcomes related to subjective well-being, ethical decision-making, and stress reduction using validated instruments. A pre-registered hypothesis states that participants in the MBSR groups with ethics components (BE and SE) will experience statistically significant positive outcomes in well-being and ethical decision-making than those in the MBSR-only group (NE) or the waitlist control group (WL). The research aims to provide empirical evidence on the differential effects of ethical frameworks in meditation practice while maintaining cultural sensitivity and methodological rigor. By addressing significant gaps in current research, this study has the potential to inform future adaptations of meditation programs in diverse contexts, balancing secularization with respect for traditional practices.
