We would like to show you a description here but the site won’t allow blogger.com more Jun 30, · Mindfulness programs for schools are popular. We systematically reviewed the evidence regarding the effects of school-based mindfulness interventions on psychological outcomes, using a comprehensive search strategy designed to locate both published and unpublished studies. Systematic searches in 12 databases were performed in August PQDT Open, offered by ProQuest's UMI Dissertation Publishing, provides the full text of open access dissertations and theses free of charge. ProQuest Dissertations & Theses Global The largest single repository of graduate dissertations and theses which includes million works in international scope deposited from universities in 88 countries
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Mindfulness programs for schools are popular. We systematically reviewed the evidence regarding the effects of school-based mindfulness interventions on psychological outcomes, using a comprehensive search strategy designed to locate both published and unpublished studies. Systematic searches in 12 databases were performed in August Further studies were identified via hand search and contact with experts.
Two reviewers independently extracted the data, also selecting information about intervention programs elements, structure etc. Twenty-four studies were identified, of which 13 were published. Nineteen studies used a controlled design. In total, students were instructed in mindfulness, with serving as controls, ranging from grade 1 to All in all, mindfulness-based interventions in children and youths hold promise, particularly in relation to improving cognitive performance and resilience to stress.
However, the diversity of study samples, variety in implementation and exercises, and wide range of instruments used require a careful and differentiated examination of data. There is great heterogeneity, many studies are underpowered, and measuring effects of Mindfulness in this setting is challenging. The field is nascent and recommendations will be provided as to how interventions and research of these interventions may proceed.
The application of Mindfulness-Based Interventions MBIs has become increasingly popular in the last few years, doctoral dissertation database umi, both in research and practice. Mindfulness can be defined as the psychological capacity to stay willfully present with one's experiences, with a non-judgemental or accepting attitude, engendering a warm and friendly openness and curiosity Kabat-Zinn, Originally derived from eastern traditions and Buddhist psychology, mindfulness can be cultivated by various techniques Bankart, ; Wallace and Shapiro, Formally, it is trained by meditation practices such as sitting meditation, doctoral dissertation database umi, or physical movement such as yoga or tai chi.
These techniques help steady the mind and train its attentional capacity, while also increasing its breadth of focus. When the mind drifts away, the doctoral dissertation database umi is gently brought back to the present moment experience. The practitioner tries to simply observe his or her experience of the present doctoral dissertation database umi without judging or modifying it. Roughly 30 years ago, Jon Kabat-Zinn introduced mindfulness as a resource into clinical research and practice through the Mindfulness-Based Stress Reduction Program MBSR.
The MBSR program consists of 8 weekly sessions of 2½ h, and a day of mindfulness. Mindfulness is practiced formally in sitting meditation, by simple yoga movements, doctoral dissertation database umi, and in the body-scan, which is a gradual sweeping of attention through the body.
Mindfulness is also cultivated in daily activities such as eating, and by using it as a resource in emotionally challenging situations or in dealing with physical pain. The recommended daily home practice lasts approximately 45 min, and includes formal and informal exercises, doctoral dissertation database umi. Moreover, the program includes psycho-education, and attitudes such as not judging, a beginner's mind, trust, non-striving, acceptance, letting go, and patience are encompassed Kabat-Zinn, The MBSR program became the parent to several variations, such as Mindfulness-Based Cognitive Therapy MBCT; Segal et al.
In other cognitive-behavioral therapies, such as acceptance and commitment therapy, ACT; Hayes et al. In several reviews and meta-analyses, MBIs proved to be effective in a wide range of stress related and clinical problems and disorders for various disease groups Grossman et al, doctoral dissertation database umi.
In addition, an interesting aspect of MBIs is their potential preventive and health promoting capacity in non-clinical populations: reducing stress, increasing well-being and strengthening immune functions Davidson et al.
One potential mechanism could be through decreasing the tendency to avoid unwanted experiences, thus generally improving positive affect Sauer et al, doctoral dissertation database umi. Mindfulness seems to be the opposite of mind-wandering Smallwood and Schooler, Mind-wandering has been linked to the activity of the default-mode network DMNi. Interestingly, experienced Zen meditators show reduced baseline activity of the DMN Pagnoni et al.
Since a higher activity of the DMN is related to increased negative affect and to the rate of mistakes in attentional and other tasks Smallwood et al. Given the diverse usefulness and beneficial record of MBIs for adults, researchers and clinicians are striving to develop adaptations for children and youths. Research is in its infancy, but initial reviews suggest that MBIs are feasible with children and adolescents and seem to be beneficial in both clinical and non-clinical samples Black et al.
They have been successfully applied to adolescents with attention deficit hyperactivity disorder ADHD symptoms Van der Oord et al. MBIs lead to a reduction in symptoms of depression in minority children Liehr and Diaz, and to a reduction in anxiety and increase of social skills in students with learning disorders Beauchemin et al, doctoral dissertation database umi.
Also, first conceptual frameworks have been created as to why MBI's are beneficial for children and youth and how mechanisms might work Mind and Life Education Research Network MLERN; Zelazo and Lyons, School appears to be an appropriate setting for such interventions, since children spend a lot of time there and interventions can be brought directly to groups of children in areas of need as part of a preventive approach at little cost Weare and Nind, Mindfulness can be understood as the foundation and basic pre-condition for education.
Children need to learn to stop their mind wandering and regulate doctoral dissertation database umi and emotions, to deal with feelings of frustration, and to self-motivate, doctoral dissertation database umi. Mindfulness practice enhances the very qualities and goals of education in the 21st century. These qualities include not only attentional and emotional self-regulation, but also prosocial dispositions such as empathy and compassion, self-representations, ethical sensitivity, doctoral dissertation database umi, creativity, and problem solving skills.
They enable children to deal with future challenges of the rapidly changing world, ideally becoming smart, caring, and committed citizens Shapiro et al. Concurrently, reports of increasing clinical problems in children, stress-related problems and problems related to social pressure in and outside school are worrying. Children and youth frequently experience stress in school Currie et al. Serious doctoral dissertation database umi disorders are also widespread among children.
Formal education should always consider the mental health and balance of children. Schools are therefore confronted doctoral dissertation database umi the task of not only being institutions for formal education, but also a place that provides tools for preventing disorders and fostering personal development and well-being in children.
These needs have driven educators, teachers, doctoral dissertation database umi, and psychologists to seek methods to improve school-based learning and the social experience connected with it.
MBIs in schools are seen as an approach to tackle these challenges, because prevention and education can be provided simultaneously, addressing a wide range of needs and unfulfilled potentials of students. As a result, various mindfulness programs for schools have been developed and applied within the past few years see Meiklejohn et al.
Several research institutes and associations, such as the Garrison Institute, are initiating workshops and conferences on Mindfulness in Education on a regular basis. Within mailing lists administrated by the Mindfulness in Education Network www.
org or the Association of Mindfulness in Education www. orgclinicians, educators, and researchers from all over the world share ideas, material and experiences of mindfulness in schools.
The increasing amount of meetings, books, and newspaper articles indicate that the integration of mindfulness into education is received with great interest and is seen as a potentially plausible, cost-effective, and promising approach.
The number of studies evaluating MBI's in school settings is also growing. However, others point out that, to date, enthusiasm about the integration of MBI's in schools surpasses evidence Greenberg and Harris, The diversity of programmes and outcome measures combined with the pilot-character of most studies make it difficult to get a general impression of effectiveness, and directions of further research cannot be easily derived, doctoral dissertation database umi. Presenting a narrative review on the literature, Meiklejohn et al.
Specifically, it would be helpful to know if there are specific domains in which MBI's doctoral dissertation database umi particularly beneficial. At this point the inclusion of unpublished literature, such as doctoral theses, doctoral dissertation database umi, would enrich the discussion, as these often contain supplementary information that could be valuable and could introduce new approaches to this specific research field, such as, for example, the choice of measures.
Also, little is known about the feasibility of integrating MBI's into school-routine, for example, the acceptability of different programme elements. To help progress this field of research, we decided to carry out a meta-analytic review. Aiming to give a complete insight into the actual state of the art, we adopted a very open and comprehensive stance by locating as many studies as possible, doctoral dissertation database umi published and unpublished, and by including all relevant material.
First, we addressed the types of mindfulness interventions that have been applied and the measures used in order to provide a transparent overview of the field. Second, we explored how MBI's work in a school setting: collecting findings on feasibility and acceptability. With a view to provide recommendations for future research, third, we ascertained the quality of the existing trials and identified possible methodological challenges.
Fourth, we carried out a quantitative synthesis in order to ascertain whether effect sizes warrant pursuing this line of research further. By also deriving domain-specific effect sizes, we aimed to clarify the diversity of outcome measures and to address the issue of which domains might be most beneficial for school children.
Since the work was exploratory, it was intended to give orientation and develop further hypotheses rather than to test them, doctoral dissertation database umi.
In the following, we present a systematic review of the literature and a meta-analysis of the available information. A comprehensive search strategy was chosen in order to locate both published and unpublished studies. In August systematic searches were performed in 12 databases and catalogs including Web of Knowledge, SciVerse Hub, PsychARTICLES, PSYNDEX, Psychology and Behavioral Sciences Collection, ERIC, FIS, The DART-Europe E-Theses Portal, PDQT Open, DissOnline, Openthesis, and UMI Dissertation Express.
Studies were searched from the first year the database was available and no language restrictions were applied. After removal of duplicates and screening abstracts of the remaining studies, full-text articles of relevant studies were retrieved for examination. The reference lists of the selected articles were inspected and authors of relevant studies were contacted.
Emails were sent to the mailing list of Mindfulness in Education Network and the Association of Mindfulness in Education in October All volumes of the Doctoral dissertation database umi Research Monthly Newsletter and Mindfulness Journal were screened up to and including October The first two authors independently extracted the data from the original reports in order to decide on inclusion. Disagreements were solved by discussion, doctoral dissertation database umi.
We sought interventions based on the concept of mindfulness, with classical mindfulness practices such as mindful breathing or the body scan as core elements. Combinations with other methods, such as massage, imaginary journey, or games, were accepted as long as their implementation was aimed at cultivating mindfulness, making it easily accessible for the target age-group and setting, doctoral dissertation database umi.
Approaches combining mindfulness and other established doctoral dissertation database umi such as Autogenic Training or Progressive Muscle Relaxation were excluded, because outcomes cannot clearly be attributed to mindfulness.
For the same reason evaluations of trainings mainly based on concentrative meditation, such as Transcendental Meditation, were also excluded, doctoral dissertation database umi. No further methodological exclusion criteria were applied. Data on methodology and outcomes of included studies were extracted and coded by the first author and checked by the second author. These data covered information on schools and participants, sample size and study design, applied measures, type of statistical analysis and major findings reported, as well as data necessary for calculating effect sizes.
Relevant information concerning interventions and feasibility was extracted by the second doctoral dissertation database umi and checked by the first author. This information included setting, structure, and elements of intervention and various aspects of feasibility e.
In cases where important information was missing, study authors were contacted. The weighted mean effect size ES g was chosen as a statistic for final analysis. Hedges's g is a variation of Cohen's d Cohen,standardizing the mean difference by a pooled standard deviation using n -1 for each sample Hedges and Olkin, ESs were then multiplied with c ma correction factor to correct potential bias due to small sample sizes.
where m refers to degrees of freedom used to estimated s pooled. Hedges, Hedges's g can be interpreted according to Cohen's ES conventions as small 0.
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