On the role of mindfulness and compassion skills in students' coping, well-being, and development across the transition to college: A conceptual analysis
On the role of mindfulness and compassion skills in students' coping, well-being, and development across the transition to college: A conceptual analysis
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DOI：
10.1002/smi.2850
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发表时间：
2019-04-01
影响因子：
4.1
通讯作者：
Roeser, Robert W.
中科院分区：
文献类型：
--
作者：
Dvorakova, Kamila;Greenberg, Mark T.;Roeser, Robert W.
在本文中，我们的目标是将当前大学过渡期间压力和应对过程的概念方法与正念和同情心（MC）技能对学生福祉和发展的潜在作用相结合。首先，我们借鉴 Lazarus 和 Folkman (1984) 的交易压力模型的修订版本，概述了新兴成年人在向大学过渡期间面临的问题和挑战。其次，我们引入了通过 MC 技能增强的适应性压力和应对过程的概念模型，以对评估和应对资源以及新兴成年人的心理健康产生积极影响。具体来说，MC 技能可以通过加强新兴成年人的社会情感能力并支持适应性评估和应对资源（包括应对遭遇的前后过程）的发展，在促进健康的压力反应方面发挥重要作用。特别是，假设 MC 技能可以增强（a）应对准备，（b）通过适应性评估和巧妙部署应对资源进行生产性压力反应，以及（c）健康的应对后反思。因此，MC技能可能是一种有用的预防工具，可以增强新兴成年人适应新的学术环境和完成这一时期发展任务的能力。
In this paper, we aim to integrate the current conceptual approaches to stress and coping processes during the college transition with the potential role of mindfulness and compassion (MC) skills on students' well-being and development. First, we provide an overview of the issues and challenges emerging adults are facing during the transition to college, drawing on the revised version of the transactional stress model by Lazarus and Folkman (1984). Second, we introduce a conceptual model of adaptive stress and coping processes enhanced by MC skills to positively impact the appraisal and coping resources and emerging adults' mental health. Specifically, MC skills may play an important role in promoting a healthy stress response by strengthening emerging adults' socioemotional competencies and supporting the development of adaptive appraisal and coping resources, including processes antecedent and consequent to a coping encounter. In particular, MC skills were hypothesized to enhance (a) preparedness to cope, (b) productive stress response through adaptive appraisals and skillful deployment of coping resources, and (c) healthy postcoping reflections. Therefore, MC skills may be a useful preventive tool to strengthen emerging adults' ability to adjust to a new academic environment and fulfil the developmental tasks of this period.