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Priority Mapping Breathing Meditation Behaviors
1. Priority Mapping Specific Behaviors
Surrounding Breathing Meditation
Priority Map by Maria Molfino
10/29/12
mmolfino@stanford.edu
2. my target expert focus area
WHO: female freshmen at Stanford
WHAT: a 20 minute set breathing meditation practice
WHEN/HOW OFTEN: at least 4 days/week
WHERE: in their own dorm room
WHY: to help manage the stress of their first year
Note: In the following priority mapping exercise, I talk specifically about a
freshman Lina (based on real student, but name changed).
3. Very effective in
getting Lina to practice 4 days/
week
No 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. 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 week
No 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. 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).