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Using ‘Check-ins’ to Chart Individual Progress on a Mindfulness Based Anger Management Programme.

Shepherd, Gary (2018) Using ‘Check-ins’ to Chart Individual Progress on a Mindfulness Based Anger Management Programme. Patient Education and Counselling. (Submitted)

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Abstract

Introduction: There has been no detailed analysis of how group members report their changing experiences on mindfulness-based anger management programmes over time.
Objective: The study explored participants weekly ‘check-ins’ as they reflected on their angry behaviour, interpersonal relationships and mindfulness practice.
Materials and methods: The research was designed using Interpretative Phenomenological Analysis (IPA). The check-ins of three participants were recorded and data analysed using an inductive process aimed at surfacing each participant’s phenomenological experience.
Results: Five themes emerged which charted the individual’s changing experience of anger and their implementation of mindfulness and breathing techniques over time.
Conclusions: Those participants able to create structure for their mindful and breathing practice seem more able to reduce their angry behaviours even in the face of chaotic experiences.
Practice implication: Group check-ins are an invaluable method of helping participants reflect on their experiences in the days between their group sessions. Group members carrying out daily ‘homework’ sessions utilise the check-in process to help reflect on their progress and to create the structure required to lower their impulsiveness and challenge their angry behaviours. Practitioners running mindfulness based, impulse control focused groups should consider how they can incorporate the reflective group check-in into their sessions.

Item Type: Article
Status: Submitted
Subjects: B Philosophy. Psychology. Religion > BF Psychology > BF511-593 Affection. Feeling. Emotion
B Philosophy. Psychology. Religion > BF Psychology > BF637 Counselling
School/Department: School of Psychological & Social Sciences
URI: http://ray.yorksj.ac.uk/id/eprint/3249

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