The Effectiveness of a Training Program Based on the Techniques of Mindfulness in Developing Flow of the Assistant Staff of the Faculty Members and its Impact on Reducing the Mind Wandering of their Students

The aim of the current research is to identify the effectiveness of a program based on the techniques of mindfulness in developing the psychological flow of the teaching staff and its impact on reducing the mind wandering of their students, as well as revealing the degree of continuity of the effectiveness of the training program in developing the flow of a sample of the assistant staff of faculty members. The research used the quasi-experimental approach and the experimental design with two groups. The research sample consisted of (11) participants, with (6) as an experimental group and (5) as a control group, and the sample of students consisted of (89) male and female students in the second and third year at the Faculty of Specific Education in Damietta, aged between (19 -22) years (mean=20.08, SD=2.90). The research tools were applied, and they were: Flow Scale prepared by Amal Baza (2011), Mind wandering Scale prepared by Helmy Elfiel (2019), a program based on mindfulness prepared by the researcher, consisting of (18) sessions and was applied in a period of (Two months and a week), time ranged (60-75 minutes) for each session, and a number of techniques and guiding methods were used. The results of the research found that there were statistically significant differences between the mean ranks of the experimental group in the pre and post measures in favor of the post measure, and there were statistically significant differences between the mean ranks of the experimental and control groups in the post measure in favor of the experimental group, and there were no statistically significant differences between the average ranks of the experimental group in the two measures dimensional and follow- up after tow months, and for the sample of students; There were statistically significant differences in the average scores of students in the first dimension of the mind wandering scale in favor of the post measure, while the differences were statistically significant in the second dimension in favor of the pre measure, and there were no significant differences in the scale as a whole.