Mechanism Help Reduce Stress Levels

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Mechanism Help Reduce Stress Levels

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Question:
Does Mindfulness As An Adaptive Coping Mechanism Help Reduce Stress Levels?

Answer:

Methods
As per the studies, it has been examined that there is a proper use of qualitative open-end questions and the other experiments which have been conducted. A proper approach with the mindfulness condition for students of Sydney has been taken over the coping behaviour.
The mindfulness course has been effective to present a proper description about the physical, mental and the emotional wellbeing. The methods are set under self-reflexivity, small discussions in the group, journaling and the other experimental activities. Here, the students need to recognize the habits and the patterns which affect the learning and the relationships as well. The tools and the resources are used to support the wellness with the management of stress that has been associated with the academics (Taylor et al., 2016).
The mindful communication and positive media psychology works over the wellness centre that offers the short course structure with proper consultations as well. The instructors are seasoned teachers who take a turn with proper learning plans and the assignments which is based on co-curriculum activities. The focus is on the class periods with the progressive relaxation, visualisation and the guided meditation. The experienced mindfulness with the time for explaining the practice is depending upon working over the different sessions. Here, the participants are proper assessed based on their assignments, final group assignments as well as the participation of the students from the university.
The qualitative analysis is mainly to understand the different types of specifications where there are individual subjective experiences that are set with the mindfulness. Here, the check is on the stressors in the students’ lives with positive and negative emotions as well (di Pierdomenico et al., 2017). The mindfulness podcasts the quiet mind and the simple relaxation with sleep meditation as well. The opportunities are to focus on the practices with the assistance from the instructors. The students are also asked to write about the experiences which are related to the practices of mindfulness exercises. Here, the sense is about the transformative nature with the focus on the mental and the emotional states. A proper completion of the open-ended questions helped in practices apart with properly defining the inductive codes which were generated from the research.

Discussion
It is important to understand that there are different processes and the mechanisms which are important for working over the mindfulness practices with the positive effects. The student reflections and evaluations generally tend to focus on the communication and enhance a proper understanding about self. A proper physical and the psychological well-aspects comes from the positive self-development perspectives which has been taken to share the responsibility for the collective well-being. The journal entries have also been focusing over the overwhelming, sleeping better and staying focused in work (Halland et al, 2016). The analysis is about the validity of the data where the students can easily handle the stress of the exams, disappointing grades and maintaining a work life balance as well. The theoretical implications about the research is about the presentation of the mindfulness with the strategy that could be for the freshman college students. With this, there is a major experience setback which is in routine course with academic or the university life. The study regulates the suggestions related to self-regulatory benefits in terms of the emotional regulation and executive functions like sustained attention and the mental alertness. The self-regulation of the adolescent has been completely conceptualised with the resilience factor with the buffer from the negative influences of the peer deviance. With this, there are certain educational or the intervention programmes that target the improvement of self-regulation with emerging adults as well (Miller et al., 2017).
The study is about the benefits which are related to the sleep hygiene or the quality of sleep. The findings are based on the points where the adequate sleep is also important for the proper mental and the physical health structure. This is bidirectional relationship between the poor and the anxiety. The sleep deprivation for the adolescents is set at the average level where the disturbed sleep is linked to the deficiency in the functioning and the social-emotional and the physical, social emotion wellbeing. This also includes a proper description of how the practices tend to support the development of coherence with cooperation. The study is important for situation mindfulness in the communication theory, where the modern and secularised approach has been able to untap the potential for students of Sydney (Hanley et al, 2017). The mindfulness education with secular instructions helps the students to expand the personal repertoire with adaptive coping strategies in the universities. The incorporation of the paucity of research is mainly on the positive emotions and the mindfulness that gives an important research gap. This adds to the emerging interest with the implications related to positive emotions that tend to quell the negative emotions like anxiety and the restlessness (Song et al, 2015). The thought action enhancement of the personal resources works over the creativity and the flexibility. It is important for the college students to focus on the knowledge and skills with the greater personal responsibility. The mindfulness helps in boosting the positive emotions with corrective the negative emotions like worry, regret and rumination with anxiety. The position emotions could be helpful for building the personal reserves with a better appreciation for life and contributing to form a protective shield to copy with the future adversity.

References
di Pierdomenico, E. A., Kadziolka, M., & Miller, C. J. (2017). Mindfulness Correlates with Stress and Coping in University Students. The Canadian Journal of Higher Education, 47(2).
Halland, E., De Vibe, M., Solhaug, I., Friborg, O., Rosenvinge, J. H., Tyssen, R., … & Bjørndal, A. (2015). Mindfulness training improves problem-focused coping in psychology and medical students: results from a randomized controlled trial. College Student Journal, 49(3), 387-398.
Hanley, A. W., Garland, E. L., & Tedeschi, R. G. (2017). Relating dispositional mindfulness, contemplative practice, and positive reappraisal with posttraumatic cognitive coping, stress, and growth. Psychological Trauma: Theory, Research, Practice, and Policy, 9(5), 526.
Miller, C. J., di Pierdomenico, E. A., & Kadziolka, M. (2017). Mindfulness Correlates with Stress and Coping in University Students. Canadian Journal of Higher Education, 47(2), 121-134.
Song, Y., & Lindquist, R. (2015). Effects of mindfulness-based stress reduction on depression, anxiety, stress and mindfulness in Korean nursing students. Nurse Education Today, 35(1), 86-90.
Taylor, C., Harrison, J., Haimovitz, K., Oberle, E., Thomson, K., Schonert-Reichl, K., & Roeser, R. W. (2016). Examining ways that a mindfulness-based intervention reduces stress in public school teachers: A mixed-methods study. Mindfulness, 7(1), 115-129.

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