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Priority Mapping Specific Behaviors
Surrounding Breathing Meditation



Priority Map by Maria Molfino
10/29/12
mmolfino@stanford.edu
my target expert focus area

WHO: female freshmen at Stanford

WHAT: a 20 minute set breathing meditation practice

WHEN/HOW OFTEN: at least 4 days/week

WHERE: in their own dorm room

WHY: to help manage the stress of their first year


Note: In the following priority mapping exercise, I talk specifically about a
freshman Lina (based on real student, but name changed).
Very effective in
                                       getting Lina to practice 4 days/
                                                    week
No way. We can’t get Lina to do this




                                                                                              Yes! We can get Lina to do this
                                       feasibility



                                                     impact




                                                                            Priority Map by Maria
                                        Not effective in                                  Molfino
                                                                                         10/29/12
                                       getting Lina to practice 4 days/   mmolfino@stanford.edu
                                                    week
Very effective in
                                                                                                          getting Lina to practice 4 days/
                                                                                                                       week
                                                                                                                                                                                        anchors her practice
                                                             sends an email to her                                                                                                       in another routine
                                                            teacher to confirm she                                                                                                        behavior she does
                                                           has done her practice for                                                     goes to an                                         4x/week (P)
                                                                 1 quarter (S)                                                       advanced course to
                                                                                                                                        deepen her          practices a very              tests at least 3
                                                                                                   congratulates                      understanding of     routinized version             different sitting
                                                              writes in her                      herself every time                                        of her practice for           props for 1 week
No way. We can’t get Lina to do this



                                                            journal effects of                    she finishes her                                              1 week (S)                        (S)
                                                           not doing practice




                                                                                                                                                                                                                                             Yes! We can get Lina to do this
                                                                                                    practice (P)                                                                                                       choose a list of
                                                            3 days/week (P)
                                                                                    writes in her                                                                                          tests at least 3            rewards to give
                                                                                                                                                                   writes a plan to        different sitting
                                         practices with                          journal any effects                     attends weekly    takes a breathing                                                         herself if she scores
                                                                                                                                                                     routinize her          postures for 1
                                       another person 4X                           of her practice                       follow up group        course for                                                           4/4 for the week (D)
                                                                                                                                                                  practice (triggers,          week (S)
                                       week in her dorm.                           4days/week (P)                         sessions for a    academic credit        sitting, etc.) (D)
                                               (P)                                                                          quarter (S)     for a quarter (S)                             reads a scientific     chooses from a list of
                                                                                                                                                                                            article on the      options a spot in her
                                                                                                                                                                                             benefits of         dorm she would do it
                                       meets and speaks                                                                                                                                                             the most (D)
                                        to person who                                                                                                                                       breathing (D)
                                           originally
                                         designed the                          gets closest                                                                                                   choose from a list       posts her reason
                                                                             friends to learn                                                                                                       of tiny              for loving her
                                                                           the same practice                                                                                                  celebrations to do        practice on her
                                                                                   (D)                                                                                                          right after her          dorm wall (D)

                                                                         gets doormates to                 feasibility                                                                          chooses from a
                                                                                                                                                                                               list of rewards to
                                                                          learn the same
                                                                            practice (D)                                                                                                       give herself if she
                                                                                                                                                                                                 scores 4/4 (D)
                                                                                                                                                                                                                    chooses from a list


                                                                                                                            impact
                                                                                                                                                                                                                     time periods she
                                                                                                                                             organizes a “learn                                  picsks one friend
                                                                                                                                                                                                                   would like to practice
                                                                                                                                                to breathe”                                     of family member
                                                                                                                                                                                                                        the most (D)
                                                                                                                                               session in her                                   to speak regularly
                                                                                                                                                 dorm (D)                                           about it (P)
                                                                                                                                                                                                                          writes down all the
                                                                                                                                                                                                  sets up a visual        reasons she loves
                                                                                                                                                                                                trigger in her dorm       her practice in her
                                                                                                                                                                                                  to remind her of           notebook (D)
                                                                                                                                                                                                  her practice (D)

                                                                                                                                                                                                                           sets up a calendar
                                                                                                                                                                                                                            reminder for her
                                                                                                                                                                                                                              practice (D)




                                                                                                                                                                                                    Priority Map by Maria
                                                                                                             Not effective in                                                                                     Molfino
                                                                                                                                                                                                                 10/29/12
                                                                                                          getting Lina to practice 4 days/                                                        mmolfino@stanford.edu
                                                                                                                       week
insights and observations
•   it was easier to generate “dot” behaviors - “dot” behaviors were
    generally perceived as high in feasibility but ranged in impact. “Path”
    behaviors were in low feasibility (and often high in impact) - by nature
    of the commitment they required.

•   several of my behaviors were on the right side of the map - perhaps
    because I brainstormed behaviors that I perceived were high
    feasibility; several of them were “dot” behaviors and involved baby
    steps and small choices (i.e., choosing from a list).

•   behaviors that involved other people were more difficult because of
    unpredictability of others behaviors; for ex: Lina gets her dorm mates
    to learn the same practice -> just because they learn it, doesnʼt mean
    they will all practice together.

•   some behaviors are very effective but have high barriers in terms of
    initial commitment (feasibility is low, may be best to propose when
    motivation is very high); for ex: Lina emails her teacher to confirm
    every time she has done the practice (thatʼs 4x/week).

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Priority Mapping Breathing Meditation Behaviors

  • 1. Priority Mapping Specific Behaviors Surrounding Breathing Meditation Priority Map by Maria Molfino 10/29/12 mmolfino@stanford.edu
  • 2. my target expert focus area WHO: female freshmen at Stanford WHAT: a 20 minute set breathing meditation practice WHEN/HOW OFTEN: at least 4 days/week WHERE: in their own dorm room WHY: to help manage the stress of their first year Note: In the following priority mapping exercise, I talk specifically about a freshman Lina (based on real student, but name changed).
  • 3. Very effective in getting Lina to practice 4 days/ week No way. We can’t get Lina to do this Yes! We can get Lina to do this feasibility impact Priority Map by Maria Not effective in Molfino 10/29/12 getting Lina to practice 4 days/ mmolfino@stanford.edu week
  • 4. Very effective in getting Lina to practice 4 days/ week anchors her practice sends an email to her in another routine teacher to confirm she behavior she does has done her practice for goes to an 4x/week (P) 1 quarter (S) advanced course to deepen her practices a very tests at least 3 congratulates understanding of routinized version different sitting writes in her herself every time of her practice for props for 1 week No way. We can’t get Lina to do this journal effects of she finishes her 1 week (S) (S) not doing practice Yes! We can get Lina to do this practice (P) choose a list of 3 days/week (P) writes in her tests at least 3 rewards to give writes a plan to different sitting practices with journal any effects attends weekly takes a breathing herself if she scores routinize her postures for 1 another person 4X of her practice follow up group course for 4/4 for the week (D) practice (triggers, week (S) week in her dorm. 4days/week (P) sessions for a academic credit sitting, etc.) (D) (P) quarter (S) for a quarter (S) reads a scientific chooses from a list of article on the options a spot in her benefits of dorm she would do it meets and speaks the most (D) to person who breathing (D) originally designed the gets closest choose from a list posts her reason friends to learn of tiny for loving her the same practice celebrations to do practice on her (D) right after her dorm wall (D) gets doormates to feasibility chooses from a list of rewards to learn the same practice (D) give herself if she scores 4/4 (D) chooses from a list impact time periods she organizes a “learn picsks one friend would like to practice to breathe” of family member the most (D) session in her to speak regularly dorm (D) about it (P) writes down all the sets up a visual reasons she loves trigger in her dorm her practice in her to remind her of notebook (D) her practice (D) sets up a calendar reminder for her practice (D) Priority Map by Maria Not effective in Molfino 10/29/12 getting Lina to practice 4 days/ mmolfino@stanford.edu week
  • 5. insights and observations • it was easier to generate “dot” behaviors - “dot” behaviors were generally perceived as high in feasibility but ranged in impact. “Path” behaviors were in low feasibility (and often high in impact) - by nature of the commitment they required. • several of my behaviors were on the right side of the map - perhaps because I brainstormed behaviors that I perceived were high feasibility; several of them were “dot” behaviors and involved baby steps and small choices (i.e., choosing from a list). • behaviors that involved other people were more difficult because of unpredictability of others behaviors; for ex: Lina gets her dorm mates to learn the same practice -> just because they learn it, doesnʼt mean they will all practice together. • some behaviors are very effective but have high barriers in terms of initial commitment (feasibility is low, may be best to propose when motivation is very high); for ex: Lina emails her teacher to confirm every time she has done the practice (thatʼs 4x/week).