10 Spirituality Studies 3 Materials and Methods 3.1 Research Design This research utilized a single-arm pretest-posttest feasibility (pilot) design. This design was selected as an appropriate initial step to assess the feasibility of a culturally specific intervention delivered in a naturalistic temple setting, and to examine pre-post changes associated with participation, given that randomization and a control condition were not feasible due to logistical and ethical constraints. Accordingly, findings are interpreted as preliminary associations rather than evidence of causality. 3.2 Formative Research The formative research phase was conducted to elicit expert perspectives that would ensure the intervention’s theoretical integrity and cultural authenticity, rather than to construct the program independently. This approach aligns with guidance on developing complex interventions, where qualitative inquiry and expert consultation inform intervention design (Terrell 2012). Qualitative research is widely recognized as a critical step in intervention development, offering nuanced understanding that informs subsequent quantitative phases (O’Cathain et al. 2019; Yardley et al. 2021; Agostinho et al. 2023). This phase involved an extensive review of both primary and secondary sources. Primary sources included English translations of the Tipiṭaka, with particular focus on texts relevant to the practice of Right Mindfulness (sammā-sati). Secondary sources comprised classical commentaries, peer-reviewed research articles, and Buddhist academic journals. Complementing the literature review, the study incorporated in-depth, face-to-face interviews with seventeen purposively selected key informants to ensure diversity of expertise and perspectives. Informants were drawn from three distinct groups: 1. Buddhist scholars – experts in Theravāda and Mahāyāna Buddhist doctrines, particularly in the areas of sammā-sati and the Ānāpānasati Sutta, who provided textual and doctrinal clarity. 2. Meditation masters – experienced practitioners and teachers capable of translating doctrinal knowledge into practical meditation methods suitable for contemporary and cross-cultural settings. 3. Psychologists – professionals with expertise in mental health, workplace stress, and burnout prevention, who could bridge Buddhist practices with modern psychological interventions. Selection criteria included: 1. A minimum of ten years of relevant professional or teaching experience in their field. 2. Recognized contributions to research, teaching, or public programs in mindfulness, meditation, or mental health. 3. Willingness to participate in a 60 to 90-minute in-depth interview and share culturally sensitive insights for adapting the program to Vietnamese employees in Japan. This triangulation of expertise ensured that the intervention was doctrinally accurate, practically applicable, and psychologically relevant, consistent with best practices for developing complex interventions (O’Cathain et al. 2019; Yardley et al. 2021). All interviews were conducted by the principal investigator, ensuring a focused and coherent data collection process. Each session lasted between one and two hours, allowing participants sufficient time to share their views on essential elements of the program, such as its ideal duration, session format, and the inclusion of complementary activities. This phase significantly contributed to ensuring the ecological validity and authenticity of the intervention design.
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