School-Based Mindfulness Intervention Supports Adolescent Resiliency: A Randomized Controlled Pilot Study

Autor/inn/en	Felver, Joshua C.; Clawson, Adam J.; Morton, Melissa L.; Brier-Kennedy, Erica; Janack, Pamela; DiFlorio, Robert A.
Titel	School-Based Mindfulness Intervention Supports Adolescent Resiliency: A Randomized Controlled Pilot Study
Quelle	In: International Journal of School & Educational Psychology, 7 (2019), S.111-122 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2018.1461722
Schlagwörter	Metacognition; Resilience (Psychology); Intervention; Educational Environment; Comparative Analysis; Attendance; Grades (Scholastic); Relaxation Training; Ethnic Groups; High School Students; At Risk Students; Health Education; Mental Health; Behavior Problems; Teaching Methods; Outcomes of Education; Disadvantaged; New York (New York) + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Anwesenheit; Notenspiegel; Entspannungstraining; Ethnie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Psychohygiene; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg
Abstract	This research evaluated the effects of a seven-session mindfulness intervention, Learning to BREATHE, on an ethnically diverse at-risk high school student sample. Two classrooms were randomly assigned to intervention or normal health-education programming. Results indicated significant effects to self-reported psychosocial resilience, with students receiving the intervention reporting stable levels of resilience over time and students in the control condition reporting significant reductions. Intervention groups did not evidence change to self-reported psychosocial problem behavior, school attendance, and quarterly academic grades. Findings suggest that MBI [mindfulness-based intervention] may offer an effective strategy for enhancing student dispositional resilience, and suggestions for further research are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01