Creating Novel School-Based Education Programs to Cultivate Mindfulness in Youth: What The Letters Told Us.
In contemporary education, there is increasing interest in the potential of mindfulness-based training to improve mental health, behavior, and school performance, as part of fostering contemplative pedagogy that can positively impact the lives of young children. However, practice-based knowledge is...
| Publicado en: | Journal of Child & Family Studies Vol. 26; no. 9; pp. 2564 - 2579 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Sep2017
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=124656090&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 124656090 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10621024 JFM jtl: Journal of Child & Family Studies issn: 10621024 maglogo: N pubinfo: dt: Sep2017 vid: 26 iid: 9 pid: 237 pub: Springer Nature artinfo: ui: 124656090 10.1007/s10826-017-0761-1 ppf: 2564 ppct: 15 formats: fmt: @attributes: type: P size: 627KB tig: atl: Creating Novel School-Based Education Programs to Cultivate Mindfulness in Youth: What The Letters Told Us. aug: au: Cheek, Julianne Abrams, Elizabeth Lipschitz, David Vago, David Nakamura, Yoshio affil: Department of Business, Languages and Social Sciences , Østfold University College , Remmen 1757 Norway Counseling Department , Saint Mary's College of California , Moraga USA Pain Research Center, Department of Anesthesiology , School of Medicine, University of Utah , 615 Arapeen Dr., Ste. 200 Salt Lake City 84108 USA Department of Physical Medicine & Rehabilitation, Department of Psychiatry & Behavioral Sciences , Vanderbilt University , Nashville USA su: United States Mindfulness Elementary education Youth psychology Academic achievement Training Psychology of school children Mental health of youth Psychology Curriculum Health behavior School health services Qualitative research Elementary school curriculum sug: subj: Mindfulness Elementary education Youth psychology Academic achievement Training Psychology of school children Mental health of youth Psychology Curriculum Health behavior School health services Qualitative research United States Elementary school curriculum keyword: Contemplative education Implementation programs Mindfulness training Students Contemplative education Implementation programs Mindfulness training Students ab: In contemporary education, there is increasing interest in the potential of mindfulness-based training to improve mental health, behavior, and school performance, as part of fostering contemplative pedagogy that can positively impact the lives of young children. However, practice-based knowledge is lacking about how to implement mindfulness-based training effectively at schools. Thus, the key question motivating our study was how we can create school-based educational programs that cultivate mindfulness in young people. The study, a retrospective, qualitative analysis of 188 letters written by 112 elementary students who participated in a classroom-based mindfulness-based training curriculum in the mid-1990s, provided an unique opportunity for gaining important insights into ways in which the students viewed the mindfulness-based training curriculum, themselves, and each other when undertaking that training. Applying the principles of qualitative analysis, each letter was coded, and codes were constantly compared, and from this five thematic categories emerged about central aspects of the process and implementation of that mindfulness-based training. They were: (1) Importance of a sense of place; (2) We are more of a community; (3) Actively taking it on; (4) How I relate to others; and (5) Getting in touch with the inner self. A key finding is that the mindfulness-based training program was a sustained process facilitating the cultivation of a range of students' skillsets, and not simply reduced to attentional techniques acquired in a finite time slot in an otherwise unchanging classroom. This finding has important implications for the way mindfulness-based training is conceptualized and implemented in contemporary school settings. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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