Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis
A systematic review and narrative synthesis were conducted for quantitative and qualitative studies that report the effects of MBIs for teachers of children aged 5–18 years on symptoms of stress and emotion regulation and self-efficacy.
SHOWING 1-10 OF 156 REFERENCES
Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children
A school-based program of mindful awareness practices (MAPs) was evaluated in a randomized control study of 64 second- and third-grade children ages 7–9 years. The program was delivered for 30…
A controlled trial of mindfulness training in schools: The importance of practice for an impact on well-being
We report the results of a short programme of mindfulness training administered to adolescent boys in a classroom setting. Intervention and control groups (N = 155) were compared on measures of…
Feasibility and Preliminary Outcomes of a School-Based Mindfulness Intervention for Urban Youth
- PsychologyJournal of abnormal child psychology
Findings suggest the intervention was attractive to students, teachers, and school administrators and that it had a positive impact on problematic responses to stress including rumination, intrusive thoughts, and emotional arousal.
The effects of mindfulness and self-consciousness on persistence
The Role of Mindfulness in Predicting Individual Performance
La pleine conscience refere a une variable de differences individuelles mesurant le degre auquel une personne vit dans le moment present (K. W. Brown & R. M. Ryan, 2003). Malgre un interet…
Mindfulness: Theoretical Foundations and Evidence for its Salutary Effects
Interest in mindfulness and its enhancement has burgeoned in recent years. In this article, we discuss in detail the nature of mindfulness and its relation to other, established theories of attention…
The benefits of being present: mindfulness and its role in psychological well-being.
- PsychologyJournal of personality and social psychology
Correlational, quasi-experimental, and laboratory studies show that the MAAS measures a unique quality of consciousness that is related to a variety of well-being constructs, that differentiates mindfulness practitioners from others, and that is associated with enhanced self-awareness.
Mindfulness training in school students: The attention academy
- Journal of Applied School Psychology,
Acceptance and Change in the Treatment of Eating Disorders: The Evolution of Manual-Based Cognitive-Behavioral Therapy.