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Pause, Breathe, Smile: A Mixed-Methods Study of Student Well-Being Following Participation in an Eight-Week, Locally Developed Mindfulness Program in Three New Zealand Schools
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- 자료유형학술지논문
- 저자명Bernay, Ross,Graham, Esther,Devcich, Daniel A.,Rix, Grant,Rubie-Davies, Christine M.
- 학회/출판사/기관명Sydney University Press
- 출판년도2016
- 언어영어
- 학술지명/학위논문주기Advances in School Mental Health Promotion
- 발행사항Vol.9No.2[2016]_x000D_
- ISBN/ISSN1754-730X
- 소개/요약Children today face increasingly high stress levels, impacting their well-being. Schools can play a crucial role in teaching social and emotional skills; therefore there is a need to identify effective interventions. This mixed-methods study of 124 elementary school students from three New Zealand schools aimed to (1) assess if children experienced improved well-being after an eight-week mindfulness program, and (2) understand their perceptions of the program. Participants completed these self-rated scales: the Mindful Awareness Attention Scale for Children and the Stirling Children’s Well-being Scale. Six children were interviewed about their perceptions and classroom teachers’ observations were reviewed. Quantitative data indicated a steady increase in students’ mindfulness, while well-being increased significantly but returned to baseline levels at three-month follow up. Changes in mindfulness were positively related to changes in well-being. The study results suggest the importance of offering mindfulness-based programs for potential improvements in students’ well-being.
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