A grounded theory study of mindfulness training with police officers

Background: Police work is one of the most stressful and challenging occupations and has been found to have adverse physical and psychological impact on police officers. Considering this impact and a general reluctance to seek help, police forces have been searching for new initiatives to support staff. Following the trend in other countries and the increasing body of research on the benefits of mindfulness, police forces in the UK have begunto explore delivering mindfulness trainings. Aims: The study aims to: 1) explore the experience of police officers taking part in a workplace mindfulness training; 2) build a theoretical framework to explain what change police officers experience, if any, and what contributes to or hinders such change. Method: Constructivist grounded theory was used to collect and analyse data. Police officers (n = 13) were recruited from three cohorts taking part in a mindfulness training. Data was collected through 19 interviews and analysed following an iterative process of comparing data and codes. Findings: A theoretical framework explaining a process of change emerged from the data, captured through five categories. The grounded theory suggests that change starts by taking the vital first step of seeking support and accessing training. Change then involves active participation through learning mindfulness skills and establishing a practice. Through these, police officers can develop awareness, embrace acceptance and start ‘living in the present moment’. This theory suggests that these are mechanisms of change experienced as positive outcomes but also serve as a conduit for a range of other changes. Conclusions: Police officers taking part in the mindfulness training have experienced a process of change. The theory supports some of the existing literature and builds upon it further. The study discusses its limitations and implications for clinical practice and research.

Level dc:type.qualificationlevel

other

Grantor dc:publisher.institution

University of Essex

Year dc:date.issued

2020

Author dc:creator

• Prudhomme, Nancie

• BF Psychology

Language dc:language

en