Investigating the Effectiveness of Mindfulness-based Intervention on Teachers' Stress and Psychological Well-being in Rural Indonesia
Phase: NA
Conditions: Stress, Psychological
Sponsor: International Islamic University Malaysia

                                                          Document Date: 10 / 9 / 2023 
 
Clinical Trial Register 
Study Protocol 
Brief title 
Brief Mindfulness-based Intervention for Indonesian Teacher in Rural Area 
Scientific title 
Investigating the Influence of Mindfulness-based Intervention on Teachers' Stress and 
Psychological Well-being in Rural Indonesia: a Mixed Method Approach.   
Biodata 
 
Applicant 
Study Leader 
Name 
Ega Asnatasia Maharani 
Dr. Jamilah Hanum Abdul Khaiyom 
Email 
Ega.am@live.iium.edu.my 
hanum@iium.edu.my 
Affiliation Universitas 
Ahmad 
Dahlan, 
Indonesia 
International 
Islamic 
University 
Malaysia 
 
Approval by ethic committee  
Approved No. of ethic committee 
012211183 
Name of the ethic committee 
Komite Etik Penelitian Universitas Ahmad 
Dahlan 
Date of approved by ethic committee 
December 14th, 2022 
Contact Name of the ethic committee 
Dr. Nurul Qomariyah, M.Med., Ed 
Contact Address of the ethic committee Jl. Prof. Dr. Soepomo, S. H, Yogyakarta 
Contact phone of the ethic committee 
(0274) 563515,Ekstension 3310. 
Contact email of the ethic committee 
kep@uad.ac.id 
 
 

Highlights 
 
 
The first intervention trial to address stress and psychological well-being among 
Indonesian teacher in rural area 
 
The mindfulness-based intervention trial protocol with addition an Islamic 
perspective/ 
 
A systematic pilot study protocol to assess the effectiveness, feasibility, and 
implementation of the brief mindfulness use a between-group, randomized 
controlled (RCT) design. 
 

Abstract 
 
Introduction: Teacher in early childhood education (ECE) in Indonesia is experiencing 
high intense stress due to work environment, class management, child behaviour problem, 
and lack administrative support. Stress has also shown negatively impact their 
psychological well-being, quality of teaching, and to children’s’ executive function. 
Research about stress and the effects on teacher well-being is especially lacking for rural 
schools. They represent a forgotten minority and thus, teacher from rural area need a 
prompt and direct support in terms of stress management strategies. 
 
Objectives: The purpose of this study is to investigate how mindfulness based-
intervention impact on ECE teachers’ perceived stress and their psychological well-
being. Additional purposes of the study were to determine how the participants of the 
study described their personal experiences after the mindfulness-based training 
implementation. This study is designed to be meaningfully significant to the current 
research on mindfulness in educational setting. 
 
Methods: This study employs mixed methods research using sequential explanatory 
strategy involves a first phase of quantitative data collection and analysis, followed by 
a second phase of qualitative data collection and analysis to examine the results in more 
detail. The first quantitative phase is randomized wait-list controlled trial design (RCT) 
with an assessment before and after treatment.  4-weeks brief mindfulness-based 
protocol will be given to 40 teachers as experimental group. 40 other teachers receive 
wait-list treatment will assign as control group. Measurement of perceived stress level 
will be using Indonesian version of Perceived Stress Scale (PSS), psychological 
wellbeing will be measure using Indonesian Well-being Scale (IWS), and mindfulness 

traits will be measure using Indonesian version of Five Factor Mindfulness 
Questionnaire (FFMQ).  The second phase is qualitative data collection will be 
conducted right after the intervention, aims to explore how personal experience during 
mindfulness-based training, how they perceived stress in pre- and post- training 
program, to what extent mindfulness affect their personal and work life, and what 
strategies from mindfulness-based training they feel most beneficial to reduce stress. 8 
participants will purposively select for 1:1 semi-structured interview based. Data 
analysis using MANOVA and ANOVA to measure the differences between groups and 
within groups for all tests and constructs measured.  Thematic Analysis (TA) will be 
used to explore detail examination of participants’ personal experience during 
implementation of mindfulness in their work and daily life. 
 
Keywords: brief mindfulness, perceived stress, psychological well-being, mindfulness, 
teacher, rural area.  
 
Abbreviations 
ECE = Early Childhood Education 
PSS = The Perceived Stress Scale  
IWS = Indonesia Well-being Scale 
FFMQ = Five Facet Mindfulness Questionnaire 
 
 
 
 
 
 

Investigating the Influence of Mindfulness-based Intervention on Teachers' 
Stress and Psychological Well-being in Rural Indonesia: a Mixed Method 
Approach. 
 
1. Background  
Teaching is one of the most stressful and high-demanding occupations (Haydon, 
Leko, & Stevens, 2018; Geng, Midford, & Buckworth, 2015; Gong, Niu, & Wang, 
2020). A study found that from 2002, 2011 to 2016, the professional pressure of basic 
education teachers, including some preschool teachers, has gradually increased (Xu, 
2017). According to Education Support (2019), 34 % of educators in the UK 
experienced psychological issues in the academic year, and 57 % of respondents have 
considered leaving the educational profession due to physical and psychological 
pressure. A study conducted by the University of Missouri in 2018 found that 93% of 
121 elementary school teachers report they are highly stressed (Herman & Reinke, 
2018). Meanwhile, based on a survey of 150 preschool teachers in Romania, 42.0% 
were "very stressed," and 86% had intermediate to advanced stress levels (Clipa & 
Boghean, 2015). Another study based in China showed that 24,9% of 302 preschool 
teachers felt severe or extreme stress (Wang et al., 2015). Although there is currently 
no empirical research in Indonesia for direct comparison, it is generally believed that 
early childhood teachers face younger children while caring for childcare and education 
work at the same time, and their professional pressure is more significant than primary 
and secondary school teachers (Tsai et al., 2006). The results of a study involving a 
small sample in the Banyuwangi area, Indonesia, found that 51.5% of teachers have a 
high risk of stress (Perwiraningsih, 2020). Meanwhile, one study focusing on teachers' 
stress in Yogyakarta found that teachers' stressors vary substantially, ranging from work 
demands to their personal lives (Khilmiyah, 2012).  

Research indicates that teachers with a high level of stress and struggle to cope 
with that stress are more vulnerable to emotional exhaustion, feeling unaccomplished, 
and have low self-efficacy (Cui et al., 2018; Geng, Midford, & Buckworth, 2015). In 
turn, these negative stress responses are associated with a decrease in teacher 
performance (Collie, Shapka, & Perry, 2012;). Teachers having high stress may act 
more reactively and depend on more punitive, less sensitive methods that discourage 
students from managing their own emotions and behavior, thus create an emotionally 
disturbed climate in the classroom (Friedman-Krauss, Raver, Morris, & Jones, 2014).  
Considering the influence of teacher-child interaction on early childhood 
development and the potential harm that excessive stress of teachers might have on 
those interactions, it is essential to investigate the coping skill that can decrease 
teachers' stress levels. In Indonesia, numerous studies so far focus on how teachers' 
stress affects them and their stress management (Putranto, 2013; Nasution & Rafida, 
2019; Pratasiwi, 2017; Farista, 2018). There is a scarcity of published research on 
teacher stress in rural areas of Indonesia and how to manage it using strategies from 
standardized protocols. 
Identifying the effect of mindfulness-based practice on stress and well-being 
would aid in our understanding of the unique needs of this population. Numerous 
studies on mindfulness have been conducted in Indonesia across teacher populations 
(Maharani, 2016; Rahmawati et al., 2020; Wilani et al., 2021); however, these initial 
studies were not well designed. Some of the design flaws included lack of control 
groups, small sample sizes, and inadequate evaluation of treatment integrity. Although 
researchers have shown increasing interest in mindfulness-based research, there are still 
questions about how mindfulness can be used in vulnerable populations and the 
mechanisms of action by which mindfulness can bring about desired health outcomes 
in these populations (Li, 2017). According to Chin, Anyanso, and Greeson (2019), it is 

unclear how mindfulness research can be generalized to a greater, more diverse 
population. More research is needed to fill the gap in the discussion of mindfulness 
among underrepresented groups. Recent studies also show the importance of 
developing a culturally responsive mindfulness-based intervention for a diverse 
population (Watson-Singleton & Spitvey, 2019). This finding is in accordance with 
Manotas (2012), who emphasized the importance of conducting mindfulness training 
across different cultures. 
According to one meta-analysis study, recent investigations are narrow in their 
focus and do not capture the full experience of individuals receiving mindfulness 
training (Goyal et al., 2014). The need for a study with deep and rich qualitative data 
on participants' perceptions and how valuable they think it is for themselves is often 
unrecognized in the literature. While various quantitative measures provide essential 
information and are used in this study, they cannot capture the actual usefulness of 
mindfulness training for their real life. This research aims to achieve both of these 
aspects practically and ethically.  
The purpose of this study is to explore how mindfulness practice can affect the 
lives of teachers in rural areas. More qualitative research is needed to overcome the 
historical lack of regard for rural people and places to facilitate a better understanding 
of rural education (Roberts & Cuervo, 2015). There has been some emergence of rural 
research in publications such as Journal of Research in Rural Education and Rural 
Educator in recent years, but most research, such as dissertations, rarely receive much 
interest; there needs to be an effort to cultivate more relevant research in the realm of 
rural education (Howley, Howley, & Yahn, 2014). Through a qualitative study, data will 
be obtained to provide a more in-depth understanding of how mindfulness contributes 
to an environment with many constraints. 

2 Research Objectives, Research Questions, and Hypotheses 
2.1 To measure the effectiveness of Mindfulness-based training in reducing perceived 
stress and improving the psychological well-being and mindfulness of Early 
Childhood Education (ECE) teachers in rural areas  
Quantitative research questions and hypothesis developed to answer the objective are: 
1. How does training mindfulness-based strategies for ECE teachers impact: 
a)  Perceived stress level as measured through the Perceived Stress Scale (PSS) 
by (Cohen, Kamarck, & Mermelstein, (1983)  
     H1: Perceived stress would significantly decrease in the participant's 
group of the experiment from pretest to post-test  
 
H2: The experimental group's perceived stress level is lower than the control 
group after four weeks of intervention 
b) Psychological well-being as measured through Indonesian Well-being Scale 
(IWB) by Maulana et al (2019) 
    H3: Psychological well-being would increase significantly in participants 
group of experiments from pretest to post-test 
    H4: The experimental group's psychological well-being is higher than the 
control group's after four weeks of intervention 
c) Mindfulness as measured through the Five-Factor Mindfulness Questionnaire 
(FFMQ) by Baer et al. (2006)  
     H5: Mindfulness would increase significantly in participants group of 
experiments from pretest to post-test  

     H6: The experimental group's mindfulness is higher than the control 
group’s after four weeks of intervention 
 
2.2 To explore participants’ experience and meaning towards Mindfulness based-
intervention   
Qualitative research question developed for this research objective: 
2. How did participant interpret their inner experiences during and after the four weeks 
of mindfulness-based intervention? 
3. From participants' perspective, what are the most effective mindfulness-based 
strategies teachers can implement to reduce stress and enhance their well-being? 
4. To what extent do participants' stress and well-being change upon completion of four 
weeks of mindfulness-based intervention? 
 
3 Methodology 
3.1 Research Design 
 
This study will employ mixed methods research using a sequential explanatory 
strategy.  The sequential explanatory approach involves the first phase of quantitative 
data collection and analysis, followed by the second phase of qualitative data collection 
and analysis to examine the results in more detail (Creswell, 2009). The study utilized 
an experiment, randomized wait-list controlled trial design with an assessment before 
and after treatment for the first stage. These measures allowed for the detection of 
changes over time (pre-post) in the experiment group while statistically controlling for 
within-subject effects and the mean difference between group (control and experiment). 

The second stage of the study will use a phenomenology study (see Appendix D for 
research design workflow). Phenomenology may be the best method when a researcher 
wants to study what an experience means to a particular group of people (Grossoehme, 
2014). One of the objectives of this study is to capture individual experiences during 
mindfulness training; therefore, the phenomenological study is the most appropriate 
design.  
3.2 Population and sample 
This study is developed for voluntary participation among ECE teachers in 
Bantul, Yogyakarta. Bantul is one of the districts in Yogyakarta, Indonesia, which has 
the largest area (506,850 km2). Some of these areas are difficult to reach and have very 
low population density, hence considered representative as rural areas. Bambanglipuro 
and Pandak sub-districts are selected because of their rural area and representativeness 
of the Bantul population (see table 1). 
Table.1 Indicator Regarding Teacher Characteristics in Bantul-district, Bambanglipuro-
sub-district, and Pandak-sub-district 
Indicators 
Bantul 
Bambanglipuro 
Pandak 
Number of schools 
264 
17 
22 
The average number of full-
time in-service teachers per 
school 
7,2 
6,7 
6,9 
Teacher-student ratio 
1: 13 
1:14 
1:14 
Considering the geographical characteristics of the Bantul area and research 
needs, the sampling technique that will be used in this study is a combination of cluster 
and purposive sampling. Within each of the two sub-districts, 5/17 kindergarten from 
Bambanglipuro and 7/22 kindergarten from Pandak will be randomly selected, and 

teachers in these schools are considered the accessible population. In other words, the 
schools served as clusters, and all teachers within the randomly selected clusters 
(schools) who met the selection criteria will be invited to voluntarily participate. The 
entire teaching staff at the 12 selected schools will be invited to participate. An email 
containing a written explanation and a short video presentation will be sent to all 
schools, along with a questionnaire to measure stress levels and an informed consent 
link for teachers who are willing to participate.   
The inclusion criteria for current research: (a) minimum two years of work 
experience, (b) minimum 25 years of age, (c) scoring Moderate (total score 14-26) to 
High (total score 17-40) perceived stress on PSS-10, while the exclusion criteria are: 
(a) have received any form mindfulness training prior and (b) Have ever been diagnosed 
with chronic stress or other related mental disorders such as anxiety and depression. 
Additionally, this research will involve participants at the managerial level to ensure a 
sustainability effect. The principal, administrative staff, or school committee will be 
invited to participate in the training. However, because their participation is not 
considered representative, they will not receive a pretest and posttest. 
Based on G*power analysis and the review of literature on prior studies done 
on brief mindfulness (Reardon, 2012), recommend a sample size of 34 participants. A 
more recent review of MBSR studies found an overall attrition rate of 15% among 
MBSR studies (de Vibe et al., 2012), resulting in a total of 80 participants will be 
enrolled in the current study, with 40 participants for control group and 40 participants 
for experiment group. Each group will be devided into 2-3 cohorts consist of 15 
participants. The use of small group samples is also consistent with the perspective of 
mindfulness practitioners, who emphasize the importance of group processes to build 
trust and reduce barriers among group members (Griffith, Bartley, & Crane, 2019.  

3.3 Data Collection Procedure 
In the first phase, the intervention will be employed consists of 4 weeks of 
mindfulness training. Participants will randomly be assigned to either an experimental 
or a wait-list control group. Participants in the experimental group receive mindfulness 
training in a two-hour class per week for four weeks. The mindfulness intervention 
protocol in this study is an adaptation of the module used by Manotas (2012) with the 
addition of psychospiritual elements and characteristics of the Indonesian population. 
Psychospiritual care is a series of spiritual approaches modified by the researcher to 
improve emotional regulation, make sense of their life and always be grateful and feel 
closer to God.  
During four weeks of intervention, participants will be engaged in open 
awareness exercises, body awareness exercises, introduction and practice of meditation, 
discussion, and review homework over the course of four weeks. Each activity aims to 
cultivate the mindfulness ability described by Bishop (2004) as self-regulation of 
attention while remaining focused on the present moment experience, as well as an 
attitude of curiosity, openness, and acceptance without biasing mental reaction or 
judgment. The training also included an educational component with the integration of 
psychospiritual values and homework assignments (See Appendix F for intervention 
outline). The final mindfulness training session will conclude with a follow-up plan, 
with the goal of providing participants with new stress-management strategies in the 
future. 
Additionally, participants are given a mindfulness recording and instructed to 
practice mindfulness for 45 minutes daily by following the recording's instructions. 
Field noted, log book, and reflection will be given to participants to record their 
personal experiences. Participants will have the option to participate in a different time 
slot each week due to the nature of their schedules and the fact that they could not 

complete the training during work hours. Four distinct time slots will be available 
weekly. The intervention will continue to be delivered in the form of groups, although 
with different participant combinations in each session. 
With the exception of the daylong retreat, the class included all of the 
components described as part of MBSR training. The training will be led by a certified 
facilitator who has a Master's degree in Psychology and Counseling, certified MBSR 
teacher, and has been practicing formal mindfulness for over ten and seven years. Two 
facilitators will be available to guide participants through the four-week sessions. Each 
facilitator will take up two of the four available time slots each week. 
Quantitative data will be collected to measure whether the mindfulness-based 
intervention has an impact on stress, well-being, and mindfulness among participants. 
The three questionnaires combined into a single Qualtrics survey, which can be 
completed on mobile devices such as smartphones and laptop computers. Paper 
versions will also be available for those who could not bring a device. The informed 
consent form will be included as the first part of the questionnaire. This data collection 
will serve as a pretest, administered prior to the training session.   
 
After the last session in the fourth week, participants will also be given more time 
so they could complete the post-test questionnaire on Qualtrics as a post-test.  
Additionally, participants will be asked if they are willing to be interviewed individually 
following the training. Only volunteers will be included in the following phase of 
qualitative data collection. Furthermore, control group participants will receive the 
same four-week mindfulness training within two weeks after the experimental group 
completed its intervention. No post-test will be given to these participants. 
The second qualitative phase is conducted to understand the participants’ 
experiences of attending mindfulness-based intervention and to better understand the 
quantitative findings (Creswell, 2009). Eight participants will be included, as 

recommended by Andrew and Harry (2015), for a small project using thematic analysis. 
In this phase, follow-up using in-depth interview focus on the exploration of personal 
experience during mindfulness-based training, how they perceived stress in a pre-and 
post-training program, to what extent mindfulness affects their personal and work life, 
and what strategies from mindfulness-based training they feel most beneficial to reduce 
stress. All field notes, log book, reflections that has been filled during intervention will 
be used as an additional data source to deepen the interview data in the qualitative stage. 
Furthermore, synthesizing analysis will be focusing on interpretation from the data that 
has been collected to corroborate both quantitative and qualitative results. Figure 1 
illustrates the two phases of this research. 
 
                                                       
   
 
 
 
 
 
 
          Figure 1. graphically represents the data collection and analysis process. 
 
 
MBS 
RQ 1 
H1 – H6 
RQ 2: QUAL (field 
notes, reflection, 
Experiment group 
RQ 2,3, 4 
QUAL 
(Thematic Analysis) 
PHASE 1  
PHASE 2 
Control group 
RQ 1 
H2,H4,H6 
RQ 2: QUAL (field 
notes, reflection, 
RQ 2,3,4 
QUAL 
(Thematic Analysis) 
Analysis 
 based on QUAL and 
QUAN 

3.4 Analysis Plan 
 
The purpose of including a quantitative data approach in the present study is to 
investigate the influence of the mindfulness-based intervention on teacher's stress and 
well-being. The Statistical Package for the Social Sciences (SPSS), Ver. 24.0 will be 
used to analyze the data. The multivariate analysis of covariates (MANCOVA) is used 
to identify any statistical differences between the groups for the two Dependent 
Variables as primary outcomes (stress and well-being) from time effect (pretest to post-
test) and group effect (experimental and control group). Additionally, covariates (age, 
level of education) will be included in the analysis to examine if these factors have 
significant interaction with the dependent variable. If MANOVA resulted in statistical 
significance, an ANOVA would be performed for each of the two variables. Then, a 
two-way analysis of covariates (ANCOVA) will be employed to look at the difference 
between time (pretest-posttest) and groups (experiment and control) with respect to the 
variable of mindfulness. The covariates will also be included in the final analysis.  
 
The rationale for using qualitative data in the present study is to gain a deeper 
understanding regarding participants’ experience and meaning towards mindfulness 
based-intervention. Qualitative data will be analyzed using Thematic Analysis (TA) 
consistent with Braun and Clark (2006) protocol: 1) familiarizing with the data, 2) 
generating initial codes, 3) searching for themes, 4) reviewing themes, 5) defining and 
naming themes, and 6) producing the report. 
3.5 Ethical Consideration 
Increased mindfulness can lead to greater awareness of one's thoughts and 
emotions. Participants may have become aware of unpleasant or difficult feelings. 
Participants are taught to accept and examine their thoughts in a non-judgmental 

manner as part of the mindfulness intervention. In cases where the subjects feel 
overwhelmed by these thoughts or feelings, they will be given resources to help them 
learn additional coping strategies. Participants also have access to the group therapist's 
assistance in dealing with insights that arose as a result of the mindfulness activity. All 
participants from the control group will receive the exact same treatment after the 
completion of post-test measurement. This is to ensure they receive the same benefits 
as participants in the experimental group.  
Participants will be informed that their participation in this study is entirely 
voluntary and that they could choose to withdraw at any time without penalty. All 
information gathered from participants will be kept strictly confidential and not 
associated with the participants. According to APA guidelines, all protocols and 
research material will be kept for five years. Research ethics will be submitted to IIUM 
Research Ethics Committee (IREC) and Ahmad Dahlan University (UAD) Yogyakarta 
Research Ethics Committee upon proposal approval. 
 
 
 
 
 
 
 
 
 

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Appendix A  
Conceptual Framework 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Perceived stress 
b
h
Mindfulness 
Awareness 
Non-
reactivity 
Non-
judging 
Self-
regulation 
Short term: 
•
Relaxation 
•
Emotional focused 
Reduce stress 
Long term: 
Improve Psychological 
Wellbeing 
Observing 
Mindfulness-based 

Appendix B 
 Theoretical Framework Psychological Stress  
 
     Figure 3. Transactional Model of Stress and Coping  
(Lazarus & Folkman, 1984) 
 
 
 
 
 
 
 
 

Appendix C 
Mixed Method Workflow 
 
 
 
 
                            
 
 
Phase 1: Intervention 
(RQ1-RQ2)
QUAN
Sample
- 40 teachers (experiment)
- 40 teachers (control)
Procedure
randomized waitlist-control group 
design
4 weeks intervention
Data Collection
- Measurement: PSS, IWB, FFMQ,
- Field note, reflection, log-book
Analysis
- MANCOVA
- ANCOVA
Internal and Eksternal 
validity
QUAN RESULT
Phase 2: Outcomes 
(RQ 3-RQ 4)
QUAL
Sample
8 teachers
Procedure
Selected voluntarily
Data collection
- Semi structured interview
- In depth interview
Analysis
- Thematic Analysis
Internal validity
QUAL RESULT
Integration 
QUAN + QUAL 

Appendix E 
Semi-Structured Interview 
Welcome and introduction 
• Appreciation for sharing thoughts about mindfulness-based training 
• Introduction 
• Why and how 
- 
We are trying to understand the unique experience from each 
participant and make an effort to improve the intervention 
- 
Please share your point of view 
- 
No right or wrong answer 
- 
We equally welcome positive and negative feedback 
- 
Audio recording usage 
- 
Anonymity assurance 
 
1. Can you tell me about your experience following mindfulness training? 
Suggested probes: what kind of sensation that arises? How did that feel in your 
body? How did you interpret symptoms? Why do you think symptoms appeared at 
that time in your life? What was going on in your mind then?  
2. How is your experience change during 4 weeks intervention? 
Suggested probes: how is it different between week 1 until week 4? What do you 
think practicing mindfulness with facilitator and independently? Have you notice 
any physical or emotional reaction over time? What challenge you in practicing 
mindfulness? 
3. What strategies did you think the most effective? 
Suggested probes: What did you think could help you better at that time? Why? 
what prevent you from practicing other strategies? What did you think should be 
done to help you overcome your problems?  
4. What was most helpful about this training, and why? 

Suggested probes: Was there something you learned in the course that was helpful? 
Could you give an example from your experience? Was there a specific activity 
that you found most helpful? 
5. How do you think mindfulness impact your life? 
Suggested probes: how would you know you have recovered from stress symptoms? 
How you incorporate mindfulness practice into your life? How would you see your 
life afterwards?  
6. After going through this mindfulness intervention, what is your understanding 
of how it works to improve your health? 
Suggested probes: Could you give an example from your experience? Have you 
seen changes in your performance? If yes what do you attribute to causing these 
changes? 
 
 
 
 
 
 
 
 
 
 
 

Appendix F 
Intervention Outline 
Session 
Component 
Activity 
Week 1 
Mindfulness overview 
• Introduction 
• Open discussion on experience 
• Yoga introduction 
• Mindful eating 
• Body scan 
• Body scan discussion 
Week 2 
Challenges to mindfulness 
• Body scan  
• Meditation discussion 
• Shared obstacles and difficulties 
discussion 
• Introduction 
to 
breath 
meditation 
Week 3 
Mindfulness 
as 
stress 
management 
• Short breath meditation 
• Formal sitting meditation 
• Self-gratitude meditation 
• The act of loving-kindness 
• Introduction to mindful of 
habits talk 
Week 4 
Mindful communication 
• Sitting meditation 
• Mindful 
communication 
exercise 
• Large 
group 
discussion 
on 
mindful communication 
• Continuing the practice and 
action plan 
• Pulling it all together: Be here 
now, direct attention, accept and 
calm step back, befriend with 
difficult 
        Table 2. Mindfulness-Based intervention adapting by Manotas (2013) 
 
 

Objectives: 
• The first week aims to provide basic knowledge about mindfulness and 
exploration of participants' previous experiences related to automatic pilot and 
mindlessness conditions. This first session will also introduce some simple 
exercises related to the skills cultivated by mindfulness i.e, observing and non-
judging 
• In the second week, participants will be given other mindfulness practices and 
identify difficulties that may be experienced.  
• The goal of the third week is to practice various mindfulness meditation 
techniques, which also contain the psychospiritual values of surrender, gratitude, 
and kindness. 
• In the fourth week, participants will practice communicating with awareness as 
well as other mindfulness applications in daily life. This session will also 
encourage participants to make follow-up plans in using the mindfulness 
strategies that they have learned. In the closing session, participants will practice 
skills related to mindfulness in their daily life.