The Evolution of Mindfulness-Based Stress Reduction Teacher Training Programs for People Who Serve Historically Underrepresented Racial and Ethnic Groups.

Background: There is a lack of mindfulness instructors from underserved/underrepresented communities who have completed systematic mindfulness teacher-training programs to meet the growing demand for culturally responsive mindfulness training in those communities. Objectives: To investigate strategies for increasing the representation of Mindfulness-Based Stress Reduction (MBSR) teachers who serve historically underrepresented racial and ethnic groups. Methods: Conducted through 4 one-hour Zoom focus groups (n = 54; women = 74%), this study queried individuals with experience serving underrepresented racial and ethnic communities, and had mindfulness experience, on how to increase participation from underrepresented communities in mindfulness. Thematic analysis of transcripts of participant responses involved double-coding by three team members, supporting rigorous evaluation of the data. All respondents who expressed interest in participating enrolled (no dropout from study enrollment to participation in focus groups). Results: The study identified four key themes that illuminate challenges and essential adaptations for MBSR teacher training aimed at individuals serving historically underrepresented racial and ethnic groups. These themes include: (1) Cost and time commitment; (2) Trauma sensitivity; (3) Cultural Awareness; and (4) Diversity in teachers. Conclusion: Participants provided actionable recommendations poised to facilitate the expansion of MBSR into more diverse communities, emphasizing optimal benefits and effective communication of inherent healing strengths within these communities. The findings underscore the compelling interest among leaders in marginalized communities to extend the reach of MBSR through culturally responsive approaches. This involves guiding pertinent adjustments and encouraging greater involvement of underserved communities in MBSR teacher training programs.

Tactile Echoes: Multisensory Augmented Reality for the Hand.

Touch interactions are central to many human activities, but there are few technologies for computationally augmenting free-hand interactions with real environments. Here, we describe Tactile Echoes, a finger-wearable system for augmenting touch interactions with physical objects. This system captures and processes touch-elicited vibrations in real-time in order to enliven tactile experiences. In this article, we process these signals via a parametric signal processing network in order to generate responsive tactile and auditory feedback. Just as acoustic echoes are produced through the delayed replication and modification of sounds, so are Tactile Echoes produced through transformations of vibrotactile inputs in the skin. The echoes also reflect the contact interactions and touched objects involved. A transient tap produces discrete echoes, while a continuous slide yields sustained feedback. We also demonstrate computational and spatial tracking methods that allow these effects to be selectively assigned to different objects or actions. A large variety of distinct multisensory effects can be designed via ten processing parameters. We investigated how Tactile Echoes are perceived in several perceptual experiments using multidimensional scaling methods. This allowed us to deduce low-dimensional, semantically grounded perceptual descriptions. We present several virtual and augmented reality applications of Tactile Echoes. In a user study, we found that these effects made interactions more responsive and engaging. Our findings show how to endow a large variety of touch interactions with expressive multisensory effects.