Effects of a School-Based Mindfulness Program for Young Children.
Schools are an attractive setting for implementation of mindfulness-based programs because mindfulness practices, by their very nature, align with a wide range of core educational goals. The present study investigated the effects of an 8-week (16 session) school-based mindfulness program for young c...
| Publicado en: | Journal of Child & Family Studies Vol. 30; no. 6; pp. 1516 - 1528 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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Springer Nature
Jun2021
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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=150304479&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 150304479 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: Jun2021 vid: 30 iid: 6 pid: 237 pub: Springer Nature artinfo: ui: 150304479 10.1007/s10826-021-01955-x ppf: 1516 ppct: 12 formats: fmt: @attributes: type: P size: 789KB tig: atl: Effects of a School-Based Mindfulness Program for Young Children. aug: au: Sciutto, Mark J. Veres, Denise A. Marinstein, Tovia L. Bailey, Brooke F. Cehelyk, Sarah K. affil: Department of Psychology, Muhlenberg College, 18104, Allentown, PA, USA Shanthi Project, P.O. Box 91423, 18109, Allentown, PA, USA su: Prosocial behavior Mindfulness Health education Evaluation of human services programs Clinical trials Child behavior School children Social skills Research methodology Pre-tests & post-tests Descriptive statistics sug: subj: Prosocial behavior Mindfulness Health education Evaluation of human services programs Clinical trials Child behavior School children Social skills Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology) Research methodology Pre-tests & post-tests Descriptive statistics keyword: Education Externalizing behavior Implementation fidelity School-based mindfulness Education Externalizing behavior Implementation fidelity School-based mindfulness ab: Schools are an attractive setting for implementation of mindfulness-based programs because mindfulness practices, by their very nature, align with a wide range of core educational goals. The present study investigated the effects of an 8-week (16 session) school-based mindfulness program for young children across 8 classrooms (K through 2) using a quasi-experimental delayed-intervention control group design. Results indicated that the mindfulness program was associated with significant improvements in teacher ratings of externalizing and prosocial behaviors. Program outcomes were not associated with child sex or race/ethnicity, but did vary by grade. Descriptive analyses suggest that outcomes tended to be more positive in classrooms with higher levels of teacher and student engagement. Results of the present study add to the growing knowledge base on the positive effects of school-based mindfulness programs and point to a need for more rigorous inquiry into the extent to which students and teachers are engaged with mindfulness programs both during the program itself and in their day to day functioning. Highlights: Teacher ratings of prosocial behavior and externalizing behavior improved after a 16-session mindfulness program. Program outcomes differed by grade but not across child sex and race/ethnicity. Teacher and student engagement in the mindfulness program was associated with more positive outcomes. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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