Abstract: Objectives: Current generations of college students are experiencing elevated levels of stress and anxiety impacting them academically and at times continuing into their career paths. Graduate students, particularly those in demanding programs such as speech-language pathology (SLP), often struggle with managing academic and clinical stressors. Mindfulness training, particularly through programs like Koru Mindfulness (KM), has been suggested as an effective intervention for reducing stress and improving mental health outcomes in this population. This study examines the impact of a mindfulness curriculum based on KM integrated into an SLP program, focusing on how various facets of mindfulness predict perceived stress in the SLPs as graduates. Methods: A quantitative approach was used, with 33 SLP alumni completing surveys that measured mindfulness (via the Five Facet Mindfulness Questionnaire), life experiences (via the Life Experiences Survey), and perceived stress (via the Perceived Stress Scale). Results: Facets of mindfulness, including acting with awareness and nonjudgmental attitude, were significant predictors of lower perceived stress. Furthermore, mindfulness training during graduate school was reported as beneficial by most participants, with many continuing to practice mindfulness post-graduation. Conclusions: These findings suggest that mindfulness training could play a key role in helping SLP professionals manage stress both during their academic careers and into practice. The study also highlights the need for further research on the long-term effects of mindfulness interventions in professional education, particularly in healthcare fields like speech-language pathology.
Keywords: mindfulness, stress reduction, speech language pathology, five facet mindfulness questionnaire.
Title: Facets of Mindfulness and Stress Reduction in Speech Language Pathologists
Author: Amy Walters, Kristen Barta, Germaine Ferreira
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 13, Issue 3, July 2025 - September 2025
Page No: 189-197
Research Publish Journals
Website: www.researchpublish.com
Published Date: 16-August-2025
