명상도서관
A QUALITATIVE EXPLORATION OF IMPLEMENTATION FACTORS IN A SCHOOL-BASED MINDFULNESS AND YOGA PROGRAM: LESSONS LEARNED FROM STUDENTS AND TEACHERS
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- 자료유형학술지논문
- 저자명Dariotis, J. K.,Mirabal-Beltran, R.,Cluxton-Keller, F.,Feagans Gould, L.,Greenberg, M. T.,Mendelson, T.
- 학회/출판사/기관명John Wiley & Sons, Ltd
- 출판년도2017
- 언어영어
- 학술지명/학위논문주기Psychology in the schools
- 발행사항Vol.54No.1[2017]_x000D_
- ISBN/ISSN0033-3085
- 소개/요약Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators - students and their classroom teachers - merit attention in this context and have rarely been explored using qualitative methods. This study reports qualitative perspectives of fifth and sixth grade participants and their teachers of a 16-week school-based mindfulness and yoga program in three public schools serving low-income urban communities. Four themes related to program implementation barriers and facilitators emerged: program delivery factors, program buy-in, implementer communication with teachers, and instructor qualities. Feedback from students and teachers is discussed in the context of informing implementation, adaptation, and future development of school-based mindfulness and yoga programming in urban settings.
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