A Study of the Effects of Mindfulness in Five Primary Schools in New Zealand

Autor/inn/en	Rix, Grant; Bernay, Ross
Titel	A Study of the Effects of Mindfulness in Five Primary Schools in New Zealand
Quelle	In: New Zealand Journal of Teachers' Work, 11 (2014) 2, S.201-220 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-6662
Schlagwörter	Foreign Countries; Elementary School Students; Relaxation Training; Metacognition; Attention Control; Stress Management; Program Effectiveness; Well Being; Indigenous Knowledge; Indigenous Populations; Pacific Islanders; Outcomes of Education; Learner Engagement; Interpersonal Competence; Elementary School Teachers; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Entspannungstraining; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aufmerksamkeitstest; Stressmanagement; Stressbewältigung; Well-being; Wellness; Wohlbefinden; Sinti und Roma; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Lernleistung; Schulerfolg; Interpersonale Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Neuseeland
Abstract	This study investigated the effects of an eight-week mindfulness in schools programme delivered in five primary schools in New Zealand. The participants included 126 students ranging in age from 6-11 years old and six classroom teachers. The programme was developed by one of our researchers (Rix) to align with The New Zealand Curriculum (Ministry of Education, 2007) and with a bi-cultural focus in mind. A Maori model of hauora (holistic well-being), Te Whare Tapa Wha, was incorporated as a key element of the programme. Te Whare Tapa Wha describes a Maori perspective on health and well-being which suggests that the house (whare) and its parts are viewed as a metaphor for different aspects of one's health such that if one part of a house (or one's health) is not in order, then there will be an effect of the other parts of the house (an individual's health). Thus, physical health, spiritual health, family health and mental health are all interconnected for a person's well-being, which is also a critical aspect of mindfulness. Classroom teachers were asked to complete fortnightly journal entries as part of a qualitative analysis of the effectiveness of the programme. A follow-up survey was completed three months after the last mindfulness class to assess any potential long term effects. Findings suggest that the programme may be efficacious for increasing calm, reduced stress, and improved focus and attention. In addition, results indicated enhanced self-awareness, and the development of positive relationships. A number of these outcomes were observed in both students and classroom teachers. These findings suggest that mindfulness practice can make a strong contribution to the key competencies outlined in the New Zealand curriculum. The design of the programme, findings of the study, and future recommendations for implementing mindfulness practice in New Zealand schools are discussed. (As Provided).
Anmerkungen	New Zealand Journal of Teachers' Work. Auckland University of Technology, Private Bag 92006, Auckland 1142, New Zealand. Web site: https://ojs.aut.ac.nz/teachers-work/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01