Stanko-Kaczmarek, M., Jankowski, T., Koczyk, A. et al. Hindering or Helping? User Preferences for Features of Recorded Mindfulness Training. Mindfulness 14, 3069–3085 (2023). https://doi.org/10.1007/s12671-023-02264-8
Teaching mindfulness depends on guiding learners in mindfulness practices, either live or through the use of guided practice recordings. This study looked at how characteristics of guided practice recordings might affect the learner. A study with 138 participants examined how various aspects of recorded mindfulness instructions influence learner’s evaluations, particularly looking at elements that could hinder practice. Participants assessed 24 recordings with different speaker genders, message forms and paces, whispering presence, and artifact levels. Ratings were given on a scale, with open-ended feedback collected. The research aimed to understand how specific characteristics in mindfulness practice instructions impact individuals’ perceptions and potentially hinder their engagement with mindfulness practices.
The characteristics of the instructions heard may trigger adverse reactions. Such reactions may be intense enough to make it very difficult or even impossible for the recipient to start, continue, or fully engage and participate in the practice. “…listeners vary in sensitivity to voice-related factors. For example, the artifacts may be related to the growing number of diagnoses of misophonia. In the condition known as misophonia, small noises, such as mumbling, grunting, coughing, or breathing cause stress, anger, anxiety, and severe agitation …”
Form of the Message The grammatical form of messages including the use of plural pronouns less favored than singular pronouns “we may notice sensations” compared to “you may notice sensations”. Use of the imperative mood less favored than propositional forms. The imperative mood is directive, where the propositional mood is inviting. The term “propositional form” refers to a style of instruction that offers suggestions or propositions rather than giving direct commands. For instance, instead of saying “keep your attention focused on the breath”, a propositional style might say “you may wish to keep your attention focused on the breath”. In my training to teach MBSR I was taught a variation such as “focusing attention on the breath”.
Pace of Speech Instructions which were too slow were considered boring, and when the pace is too slow more attention may be given to the sound of the voice and less to the actual instructions given. Instructor’s gender and pace of speech significantly influenced listener ratings. A significant interaction existed between gender and pace. Male voices were preferred in fast, while female voices were preferred in medium-paced instructions.
Whispering The study investigated the impact of whispering on instructions’ perception. Whispering significantly affected ratings, with extensive whispering rated lowest. On the one hand, whispering can evoke feelings of trust, closeness, and intimacy between the listener and person speaking. On the other hand, some people may judge whispered instructions as crossing the boundaries of formality. Whispering may evoke erotic associations especially in messages delivered by women.
Artifacts Audible artifacts of speech such as saliva swallowing, gurgling, breathing, or sentence fillers such as “um”, “er”, and extraneous sounds such as the rustling of paper or squeaking of a chair significantly degraded the listener’s experience.
Referring again to my own training to teach MBSR is the over-riding importance of Authenticity. More than specific speech techniques, as important as they are, is a deep personal familiarity and knowledge of what one is saying born out of actual experience. A limitation of this study is the exclusive focus on the mechanics of speech – grammar, pacing, voice qualities – to the exclusion of the over-arching gestalt of authenticity. Nonetheless the study does offer a wealth of helpful insights to the mindfulness teacher and suggests opportunities for further research.
