Listen to the Children: Elementary School Students' Perspectives on a Mindfulness Intervention.
In recent years, mindfulness-based practices in grade schools have been associated with students' improved cognitive skills and general classroom behavior. In the majority of studies, however, only teacher and parent feedback are elicited, omitting a considerably significant voice – that of the stud...
| Publicado en: | Journal of Child & Family Studies Vol. 31; no. 8; pp. 2108 - 2121 |
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| Autores principales: | , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Aug2022
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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=158277859&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 158277859 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: Aug2022 vid: 31 iid: 8 pid: 237 pub: Springer Nature artinfo: ui: 158277859 10.1007/s10826-022-02292-3 ppf: 2108 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 619KB tig: atl: Listen to the Children: Elementary School Students' Perspectives on a Mindfulness Intervention. aug: au: D'Alessandro, Andrea M. Butterfield, Kaitlyn M. Hanceroglu, Lerna Roberts, Kim P. affil: McMaster University, Hamilton, ON, Canada York University, Toronto, ON, Canada University of Windsor, Windsor, ON, Canada Wilfrid Laurier University, 75 University Ave West, N2L 3C5, Waterloo, ON, Canada su: Mindfulness School environment School mental health services Focus groups Motivation (Psychology) Self-management (Psychology) Child behavior Human services programs Qualitative research Attention Teenagers' conduct of life Psychology of school children Student attitudes Content analysis Thematic analysis sug: subj: Mindfulness School environment School mental health services Focus groups Motivation (Psychology) Self-management (Psychology) Child behavior Human services programs Qualitative research Attention Teenagers' conduct of life Psychology of school children Student attitudes Content analysis Thematic analysis keyword: Classroom-based mindfulness intervention Self-regulation Semi-structured interviews Student perspectives Classroom-based mindfulness intervention Self-regulation Semi-structured interviews Student perspectives ab: In recent years, mindfulness-based practices in grade schools have been associated with students' improved cognitive skills and general classroom behavior. In the majority of studies, however, only teacher and parent feedback are elicited, omitting a considerably significant voice – that of the students. Our study aims to fill this gap by exploring student opinions and perceptions regarding the implementation of a classroom-based mindfulness program. Elementary school students (N = 51) took part in teacher-facilitated mindfulness activities which were incorporated into their daily classroom routines. Over the course of the 8-week intervention period, students participated in focus groups about their perceptions of the program. Through qualitative content analysis, two major findings emerged from the focus group data: student opinions about the mindfulness program varied substantially and the mindfulness activities were not always liked and enjoyed. Critically, if students do not enjoy classroom-based mindfulness programs, they may be less motivated to engage in mindful activities and in turn may not experience the benefits that mindfulness has to offer. To maximize student engagement with mindfulness while addressing their concerns, the following recommendations are made: A balance between the entertaining and educational aspects of the program, flexible program delivery, and encouraging students to pursue mindful living outside of the classroom. This research is important to educational and clinical practitioners as student insight will benefit the development and modification of classroom-based mindfulness programs to ensure that students are better able to engage with and benefit from these programs. Highlights: This study investigated 6th-and-8th-grade students' experience with an 8-week classroom-based mindfulness program. Focus groups were held to gain a comprehensive understanding of children's perspectives on the mindfulness program. Qualitative content analysis of the focus group data revealed key themes from the children's narratives. Students opinions varied and the mindfulness activities were not always enjoyed. Balance, flexibility, and encouragement are recommended to maximize student engagement with mindfulness activities. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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