dc.contributor.author	Parsons, Christine E.
dc.contributor.author	Jensen, Kasper L.
dc.contributor.author	Roepstorff, Andreas
dc.contributor.author	Fjorback, Lone O.
dc.contributor.author	Linehan, Conor
dc.contributor.funder	TrygFonden Charitable Foundation	en
dc.date.accessioned	2019-10-23T03:34:30Z
dc.date.available	2019-10-23T03:34:30Z
dc.date.issued	2019-08-25
dc.description.abstract	Standard mindfulness-based interventions have significant at-home assignments of formal mindfulness practice as a key component. Engagement with formal home practice has been correlated with treatment outcomes, but participants often complete less than the assigned amounts. Here, we explore the requirements for technology tools that can support and encourage home practice, in a way that is appropriate and consistent with the core principles of mindfulness-based interventions. Interviews were held with a group of five highly experienced mindfulness teachers and a group of five participants who had previously completed an eight-week course. Data was subjected to thematic analysis. A key finding was that providing teachers with information on how students practice could support communication around difficulties with home practice. We also identified questions around the appropriateness of adapting the course in response to participant difficulties and participant preferences. Both teachers and students made numerous suggestions for ways to augment their training using technology, such as via practice reminders and provision of teacher-specific content. Finally, a major design issue for technology developers is how to support participants in reflecting on their experiences of mindfulness practice, and subsequent learning, but not to critically evaluate their practice.	en
dc.description.sponsorship	TrygFonden Charitable Foundation (Primary Investigator Christine Parsons, ID: 117642).	en
dc.description.status	Peer reviewed	en
dc.description.version	Published Version	en
dc.format.mimetype	application/pdf	en
dc.identifier.articleid	2055207619868550	en
dc.identifier.citation	Parsons, C. E., Jensen, K. L., Roepstorff, A., Fjorback, L. O. and Linehan, C. (2019) 'Designing technology tools to support engagement in mindfulness-based interventions: an analysis of teacher and student experiences', Digital Health, 5, pp. 1-14. https://doi.org/10.1177/2055207619868550	en
dc.identifier.doi	10.1177/2055207619868550	en
dc.identifier.eissn	2055-2076
dc.identifier.endpage	14	en
dc.identifier.journaltitle	Digital Health	en
dc.identifier.startpage	1	en
dc.identifier.uri	https://hdl.handle.net/10468/8810
dc.identifier.volume	5	en
dc.language.iso	en	en
dc.publisher	SAGE	en
dc.relation.uri	https://journals.sagepub.com/doi/10.1177/2055207619868550
dc.rights	© The Author(s) 2019. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (http://www.creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).	en
dc.rights.uri	http://www.creativecommons.org/licenses/by/4.0/	en
dc.subject	Mindfulness	en
dc.subject	Smartphone monitoring	en
dc.subject	Meditation practice	en
dc.subject	Treatment engagement	en
dc.subject	~Applied Psychology - Journal Articles~	en
dc.title	Designing technology tools to support engagement in mindfulness-based interventions: an analysis of teacher and student experiences	en
dc.type	Article (peer-reviewed)	en

Designing technology tools to support engagement in mindfulness-based interventions: an analysis of teacher and student experiences

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