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

Autor/inn/en	Bernay, Ross; Graham, Esther; Devcich, Daniel A.; Rix, Grant; Rubie-Davies, Christine M.
Titel	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
Quelle	In: Advances in School Mental Health Promotion, 9 (2016) 2, S.90-106 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1754-730X
DOI	10.1080/1754730X.2016.1154474
Schlagwörter	Mixed Methods Research; Well Being; Student Participation; Foreign Countries; Perception; Metacognition; Attention Control; Stress Variables; Elementary School Students; Interviews; Student Attitudes; Classroom Observation Techniques; Mental Health; Anxiety; Student Behavior; Journal Writing; Semi Structured Interviews; Questionnaires; Correlation; Control Groups; Pretests Posttests; Student Journals; Likert Scales; Preadolescents; New Zealand + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Wahrnehmung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aufmerksamkeitstest; Interviewing; Interviewtechnik; Schülerverhalten; Psychohygiene; Angst; Student behaviour; Zeitschriftenaufsatz; Fragebogen; Korrelation; Studentenzeitung; Likert-Skala; Pre-adolescence; Präadoleszenz; Neuseeland
Abstract	Children 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01