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Galante, J., Friedrich, C., Dawson, A. F., Modrego-Alarcón, M., Gebbing, P., Delgado-Suárez, I., Gupta, R., Dean, L., Dalgleish, T., White, I. R., & Jones, P. B. (2021). Mindfulness-Based Programmes for Mental Health Promotion in Adults in Nonclinical Settings: A Systematic Review and Meta-Analysis of Randomised Controlled Trials. PLoS Medicine, 18, e1003481. https://doi.org/10.1371/journal.pmed.1003481

has been cited by the following article:

• TITLE: The Impact of a Mindfulness-Gestalt Based Counseling Group on Undergraduate College Students

  AUTHORS: Angeliki Kyvelou, Katerina Antonopoulou, George Kleftaras, Athanasios Verdis, Georgios Tsitsas

  KEYWORDS: Gestalt, Mindfulness, Counseling Intervention, Well-Being, College Students

  JOURNAL NAME: Psychology, Vol.14 No.8, August 9, 2023

  ABSTRACT: The purpose of this study was to examine the effects of a Mindfulness-Gestalt-based Counseling Program on students’ mindfulness skills and aspects of well-being. Gestalt psychotherapy considers mindfulness as part of its therapeutic model, both of which contribute to the development of awareness. A growing number of studies of Mindfulness-based interventions (MBIs) have shown positive outcomes for students’ mental health and well-being. An intervention program was conducted on a sample of 208 undergraduate students who completed four self-report questionnaires: the Mindfulness, Attention, and Awareness Scale (MAAS), the Positive and Negative Affect Scale (PANAS), the Satisfaction with Life Scale (SWLS), and the Subjective Happiness Scale (SHS). Two assessments were conducted one week before and one week after the completion of the ten-week intervention program. One hundred forty-seven (147) participants took part in the “Personal Development” intervention program and sixty (60) formed the control group. The groups did not differ on any of the pretest measures. The results suggest that the Mindfulness-Gestalt-based Personal Development Group program had a positive impact on the participants’ levels of awareness, positive effect, life satisfaction, and subjective happiness. These findings could contribute to both the outcomes of mindfulness gestalt-based interventions and the development of future interventions to support students’ academic lives.