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Mindfulness

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06-01-2024 | ORIGINAL PAPER

Mindfully Teaching Mindfulness: A Conceptual Framework Based on the Compassionate Schools Project Teacher Experience

Auteurs: Polina P. Mischenko, Deborah L. Schussler, Patricia A. Jennings

Gepubliceerd in: Mindfulness | Uitgave 2/2024

Abstract

Objective

This study aimed to conceptualize teacher embodiment of mindfulness while teaching a mindfulness-based program at the elementary school level. It was predicated on the growing interest in such programs alongside the lack of easy-to-use standards and frameworks on mindfulness teacher competence in this setting.

Method

Building upon the Teacher Mindfulness in the Classroom framework, this paper presents a theory-building exploratory case study based on interviews of 11 elementary school teachers delivering Flourish: the Compassionate Schools Project curriculum.

Results

A conceptual framework, Mindfully Teaching Mindfulness—Elementary (MTM-E) is proposed and applied to two comparable classroom observations for illustration purposes.

Conclusions

This framework may be helpful for designing effective professional learning opportunities, promoting personal and professional practices among instructors, and informing the development of observational tools for assessing how well teachers embody mindfulness while teaching mindfulness in elementary school settings.

vorige artikel Childhood Trauma and Relationship Satisfaction Among Parents: A Dyadic Perspective on the Role of Mindfulness and Experiential Avoidance

volgende artikel A Qualitative Comparison of Secular and Buddhist-Informed Mental Health Practitioners’ Perceptions of Non-Attachment

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Titel: Mindfully Teaching Mindfulness: A Conceptual Framework Based on the Compassionate Schools Project Teacher Experience
Auteurs: Polina P. Mischenko
Deborah L. Schussler
Patricia A. Jennings
Publicatiedatum: 06-01-2024
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 2/2024
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-023-02285-3

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Abstract

Objective

Method

Results

Conclusions

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