26 Spirituality Studies 11-2 Fall 2025 tial practices such as mindful eating, breath awareness, and guided visualisations, as well as non-guided practice. All sessions were facilitated by the author, who also guided and adapted all meditation scripts for the Czech-speaking context. The intervention schedule followed a pre-planned sequence: 1. Pre-test questionnaires. 2. Session 1. Psychoeducation on self-compassion, tender self-compassion practices. 3. Session 2. Self-compassion practices focusing on fierce self-compassion. 4. Session 3. Introduction to mindfulness, mindfulness practices. 5. Session 4. Continued mindfulness practices and visualisations. 6. Post-test questionnaires. 7. 60-minute focus group exploring participants’ reflections and experiences. Following the focus group, each participant received a brief individual consultation in which their pre- and post-intervention questionnaire results were reviewed and interpreted. Participants were given written scores, an explanation of what they might indicate, and, where appropriate, recommendations for further mental health support. 3.4 Measures and Data Collection Data for this study were collected primarily online via the university’s Moodle platform. Selected questionnaires (Awareness and Practice of Stress-Reduction Techniques survey; Reflection on Technique) were administered in paper form. 3.4.1 Awareness and Practice of StressReduction Techniques At the beginning of the course, participants completed a brief, paper-based questionnaire assessing their prior awareness and use of various stress-reduction techniques. For each technique (e.g., mindfulness, self-compassion, autogenic training, breathing exercises, progressive muscle relaxation, yoga, meditation, guided imagery), participants indicated whether they had never heard of it, knew about it but had not tried it, had tried it, or currently practised it with varying frequency (daily, several times per week, several times per month, occasionally). Additional open-ended questions asked participants to list other stress-reduction techniques they used, identify the technique they considered most effective (and explain why), and indicate any new techniques they would be interested in trying. 3.4.2 Reflection on Techniques At the end of the intervention, participants completed a paper-based evaluation form rating each introduced technique on three 0–10 scales. These scales assessed: perceived competence (“How skilled or capable do I feel when performing this exercise?”), level of engagement (“How motivated and involved was I while doing this exercise?”), and likelihood of future use (“What is the probability that I will practise this activity in the future?”). Space was also provided for open-ended comments or feedback on each technique.
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