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Gepubliceerd in: Journal of Child and Family Studies 12/2018

15-08-2018 | Original Paper

Exploring experiences of children in applying a school-based mindfulness programme to their lives

Auteurs: Julia K. Hutchinson, Jaci C. Huws, Dusana Dorjee

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 12/2018

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Abstract

Evidence for the effectiveness of mindfulness-based interventions for children and young people’s well-being is growing, particularly within educational settings. To date, very few studies have explored how children experience and apply mindfulness. This qualitative study investigated how children who received long-term mindfulness training applied mindfulness to their everyday lives. Year 6 Children (average age 11) were interviewed in three focus groups with their peers, in a semi-structured format, and the data was analysed using an inductive thematic analysis. The findings indicated that the children described mindfulness as assisting with their emotion regulation. Four themes were identified: (1) processes of emotion regulation (2) dysregulation prompt to apply mindfulness (3) challenges and strategies and (4) the conditions that support or hinder mindfulness use. These findings are discussed in the context of theories and evidence on emotion regulation, attachment, and mechanisms of mindfulness. Implications of these findings for future research of meditation-based approaches in schools, for example, self-compassion and kindness practices, are considered.
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Metagegevens
Titel
Exploring experiences of children in applying a school-based mindfulness programme to their lives
Auteurs
Julia K. Hutchinson
Jaci C. Huws
Dusana Dorjee
Publicatiedatum
15-08-2018
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 12/2018
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-018-1221-2

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