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The Calming Meditations module followed the "Program Design" structure like module one, Yoga Flow! We felt that maintaining a consistent structure was an effective strategy to create a clear and concise module from session to session.

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First we had to research meditation. We found studies by various researchers that showed meditation improved individuals' mental and physical health by calming the body and quieting stress-induced thoughts (Sharma, 2015; Yaribeygi et al., 2017). Additionally, we discovered that there were many types of meditation. Although many of them seemed similar at first, we discovered that each type of meditation had differences, some which were subtle, and some more profound.

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Mindfulness is a type of meditation that focuses on an increased awareness and acceptance of living in the present moment (Mayo Clinic, 2020), and reduces stress, anxiety, and depression (Khoury et al., 2013). Preliminary studies also found online mindfulness-based interventions can reduce stress and have a positive effect on mental health (Morledge et al., 2013; Spijkerman et al., 2016). This study affirmed that an online program, like ours, would be effective for the clubhouse members. The second type of meditation we chose was guided meditation. Guided meditation, also called guided imagery or visualization, may help reduce feelings of stress, anxiety, pain, and depression (Felix at al., 2018; Grammatica, 2018; Menzies et al., 2014; Patricolo et al., 2017). We felt both of these types of meditations would suit the needs of the clubhouse members, a population who suffer from mental illnesses that are likely exacerbated by stress.

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Once we decided which types of meditation we wanted to focus on, we had to locate videos. Much like the Yoga Flow! module, at first it was a challenge to find videos that fit the needs of the program, in terms of content and duration. However, we each identified a number of videos to begin, then put all of them into our Power Point. From there, we were able to narrow them down and choose the best ones. Collecting more videos than "necessary" was effective to find the videos we both agreed upon.

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For the Calming Meditations module, Uiara and I felt much more competent utilizing the audio feature (technically and practically). In addition to audio explanations, we added speaker notes in an area to further guide the leader who will utilize the module.

While we ran into some troubleshooting issues with our links, we managed to recognize and solve these issues early on, a few days days prior to the due date.

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Strength: Attendance and Program Evaluation Forms

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Strength: Attendance and Program Evaluation Forms

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This module ended up being even more in-depth than the first. We added specific slides for Calming Meditations, like an attendance sheet and an evaluation form. These forms will allow the leaders of the group to easily record who attended each module, and whether or not he or she met the Calming Meditations goal and objectives.

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We also added the Decompress and De-stress! poster to this module as well, to assure the leader had enough copies to hang up or distribute.

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Additionally, we decided to add a "Meditation Toolkit" handout with meditation suggestions, links, and app suggestions that participants can try at home. The variety of suggestions made this handout client-centered. We also used the appropriate readablility level for the information to make it as accessible as possible. It was fun to revisit Canva and design a handout that looked visually appealing and matched the intention of our program.

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Uiara and I work well together by recognizing and building on one another's strengths in the appropriate areas. We tended to give each other assigned areas on the Power Point. When we finished those areas, we would check in with one another to make any final decisions or changes in order to best meet the needs of the clubhouse members, leaders, and the program overall.

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Module one took us a great deal of time. While Calming Meditations also took time, I felt more confident in our program and the direction it was moving in. I believe the format we chose is perfect for our program. Following a format like module one gave us more time to think about what else we could add to this module to make it even better than the first.

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Felix, M. M., Ferreira, M. B., Oliveira, L. F., Barichello, E., Pires, P. D., & Barbosa, M. H. (2018). Guided imagery relaxation therapy on preoperative anxiety: A randomized clinical trial. Revista Latino-Americana de Enfermagem, 26, e3101-e3101. https://doi.org/10.1590/1518-8345.2850.3101

Grammatica, G. (2018). Guided imagery as a resource to decrease test anxiety. Creative Nursing, 24(4), 211-214. https://doi.org/10.1891/1078-4535.24.4.211

Khoury, B., Lecomte, T., Fortin, G., Masse, M., Therien, P., Bouchard, V., & Hofmann, S. G. (2013). Mindfulness-based therapy: A comprehensive meta-analysis. Clinical Psychology Review, 33(6), 763-771. https://doi.org/10.1016/j.cpr.2013.05.005

Mayo Clinic. (2020, April 22). Meditation: A simple, fast way to reduce stress. https://www.mayoclinic.org/tests-procedures/meditation/in-depth/meditation/art-20045858

Menzies, V., Lyon, D. E., Elswick, R. K., & Gray, D. P. (2014). Effects of guided imagery on biobehavioral factors in women with fibromyalgia. Journal of Behavioral Medicine, 37(1), 70-80. https://doi.org/10.1007/s10865-012-9464-7

Morledge, T. J., Allexandre, D., Fox, E., Fu, A. Z., Higashi, M. K., Kruzikas, D. T., & Reese, P. R. (2013). Feasibility of an online mindfulness program for stress management: A randomized, controlled trial. Annals of Behavioral Medicine, 46(2), 137-148. https://doi.org/10.1007/s12160-013-9490-x

Patricolo, G. E., LaVoie, A., Slavin, B., Richards, N. L., Jagow, D., & Armstrong, K. (2017). Beneficial effects of guided imagery or clinical massage on the status of patients in a progressive care unit. Critical Care Nurse, 37(1), 62-69. https://doi.org/10.4037/ccn2017282

Sharma H. (2015). Meditation: Process and effects. Ayu, 36(3), 233-237. doi:10.4103/0974-8520.182756

Spijkerman, M. P., Pots, W. T., & Bohlmeijer, E. T. (2016). Effectiveness of online mindfulness-based interventions in improving mental health: A review and meta-analysis of randomized controlled trials. Clinical Psychology Review, 45, 102-114. https://doi.org/10.1016/j.cpr.2016.03.009

Yaribeygi, H., Panahi, Y., Sahraei, H., Johnston, T. P., Sahebkar, A. (2017).  The impact of stress on body function: A review. EXCLI Journal, 16, 1057-1072. http://dx.doi.org/10.17179/excli2017-480