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Exploring experiences of children in applying a school-based mindfulness programme to their lives
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- 자료유형학술지논문
- 저자명Julia K. Hutchinson,Jaci C. Huws,Dusana Dorjee
- 학회/출판사/기관명Springer New York LLC
- 출판년도2018
- 언어영어
- 학술지명/학위논문주기Journal of child and family studies
- 발행사항Vol.27No.12[2018]_x000D_
- ISBN/ISSN1062-1024
- 소개/요약Evidence for the effectiveness of mindfulness-based interventions for children and young people’s well-being is growing, particularly within educational settings. To date, very few studies have explored how children experience and apply mindfulness. This qualitative study investigated how children who received long-term mindfulness training applied mindfulness to their everyday lives. Year 6 Children (average age 11) were interviewed in three focus groups with their peers, in a semi-structured format, and the data was analysed using an inductive thematic analysis. The findings indicated that the children described mindfulness as assisting with their emotion regulation. Four themes were identified: (1) processes of emotion regulation (2) dysregulation prompt to apply mindfulness (3) challenges and strategies and (4) the conditions that support or hinder mindfulness use. These findings are discussed in the context of theories and evidence on emotion regulation, attachment, and mechanisms of mindfulness. Implications of these findings for future research of meditation-based approaches in schools, for example, self-compassion and kindness practices, are considered.
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