Priority Mapping Breathing Meditation Behaviors

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Priority Mapping Breathing Meditation Behaviors

  1. 1. Priority Mapping Specific BehaviorsSurrounding Breathing MeditationPriority Map by Maria Molfino10/29/12mmolfino@stanford.edu
  2. 2. my target expert focus areaWHO: female freshmen at StanfordWHAT: a 20 minute set breathing meditation practiceWHEN/HOW OFTEN: at least 4 days/weekWHERE: in their own dorm roomWHY: to help manage the stress of their first yearNote: In the following priority mapping exercise, I talk specifically about afreshman Lina (based on real student, but name changed).
  3. 3. Very effective in getting Lina to practice 4 days/ weekNo way. We can’t get Lina to do this Yes! We can get Lina to do this feasibility impact Priority Map by Maria Not effective in Molfino 10/29/12 getting Lina to practice 4 days/ mmolfino@stanford.edu week
  4. 4. Very effective in getting Lina to practice 4 days/ week anchors her practice sends an email to her in another routine teacher to confirm she behavior she does has done her practice for goes to an 4x/week (P) 1 quarter (S) advanced course to deepen her practices a very tests at least 3 congratulates understanding of routinized version different sitting writes in her herself every time of her practice for props for 1 weekNo way. We can’t get Lina to do this journal effects of she finishes her 1 week (S) (S) not doing practice Yes! We can get Lina to do this practice (P) choose a list of 3 days/week (P) writes in her tests at least 3 rewards to give writes a plan to different sitting practices with journal any effects attends weekly takes a breathing herself if she scores routinize her postures for 1 another person 4X of her practice follow up group course for 4/4 for the week (D) practice (triggers, week (S) week in her dorm. 4days/week (P) sessions for a academic credit sitting, etc.) (D) (P) quarter (S) for a quarter (S) reads a scientific chooses from a list of article on the options a spot in her benefits of dorm she would do it meets and speaks the most (D) to person who breathing (D) originally designed the gets closest choose from a list posts her reason friends to learn of tiny for loving her the same practice celebrations to do practice on her (D) right after her dorm wall (D) gets doormates to feasibility chooses from a list of rewards to learn the same practice (D) give herself if she scores 4/4 (D) chooses from a list impact time periods she organizes a “learn picsks one friend would like to practice to breathe” of family member the most (D) session in her to speak regularly dorm (D) about it (P) writes down all the sets up a visual reasons she loves trigger in her dorm her practice in her to remind her of notebook (D) her practice (D) sets up a calendar reminder for her practice (D) Priority Map by Maria Not effective in Molfino 10/29/12 getting Lina to practice 4 days/ mmolfino@stanford.edu week
  5. 5. insights and observations• it was easier to generate “dot” behaviors - “dot” behaviors were generally perceived as high in feasibility but ranged in impact. “Path” behaviors were in low feasibility (and often high in impact) - by nature of the commitment they required.• several of my behaviors were on the right side of the map - perhaps because I brainstormed behaviors that I perceived were high feasibility; several of them were “dot” behaviors and involved baby steps and small choices (i.e., choosing from a list).• behaviors that involved other people were more difficult because of unpredictability of others behaviors; for ex: Lina gets her dorm mates to learn the same practice -> just because they learn it, doesnʼt mean they will all practice together.• some behaviors are very effective but have high barriers in terms of initial commitment (feasibility is low, may be best to propose when motivation is very high); for ex: Lina emails her teacher to confirm every time she has done the practice (thatʼs 4x/week).

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