Skip to main content
Bohn Stafleu van Loghum
ZOEKEN
MENU 1 2 3 4
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Mindfulness 1/2016

19-12-2015 | COMMENTARY

Mindfulness-Based Programs and the American Public School System: Recommendations for Best Practices to Ensure Secularity

Auteur: Patricia A. Jennings

Gepubliceerd in: Mindfulness | Uitgave 1/2016

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Excerpt

Over the past decade, the interest in mindfulness among educators and the number of mindfulness-based programs for students and teachers have grown dramatically. Empirical research to examine the effectiveness of such programs has increased exponentially, but it has not kept up with the burgeoning growth of school-based programing. While the research is indeed promising, there is still much to learn about how best to introduce mindful awareness practices (MAPs) to children and adolescents in school settings. A primary concern is whether or not MAPs constitute religious activities that cross the boundary between church and state, especially as delineated by the first amendment to the U.S. Constitution (e.g., Sedlock v. Baird 2015). The purposes of this commentary are to address this question and to offer recommendations for best practices in public educational settings. …
vorige artikel Integrating Mindfulness-based Practices into Social and Emotional Learning: a Case Application
volgende artikel Mindfulness and the College Transition: The Efficacy of an Adapted Mindfulness-Based Stress Reduction Intervention in Fostering Adjustment among First-Year Students
Literatuur
Broderick, P. C. (2013). Learning to breathe: a mindfulness curriculum for adolescents to cultivate emotion regulation, attention, and performance. Oakland: New Harbinger Publications.
Felver, J. C., Doerner, E., Jones, J., Kaye, N. C., & Merrell, K. W. (2013). Mindfulness in school psychology; applications for intervention and professional practice. Psychology in the Schools, 50, 531–547. doi: 10.​1002/​pits.​21695. CrossRef
Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51, 44–51. PubMedCentralCrossRefPubMed
Greenberg, M. T., & Mitra, J. L. (2015). From mindfulness to right mindfulness: the intersection of awareness and ethics. Mindfulness, 6, 74–78. CrossRef
Harris, A. R., Jennings, P. A., Katz, D. A., Abenavoli, R. M., & Greenberg, M. T. (2015). Promoting stress management and well-being in educators: feasibility and efficacy of the CALM intervention. Mindfulness. doi: 10.​1007/​s12671-015-0451-2.
Jennings, P. A. (2015). Mindfulness for teachers: simple skills for peace and productivity in the classroom. New York: W. W. Norton.
Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): results of two pilot studies. Journal of Classroom Interactions, 46, 27–48.
Jennings, P. A., Lantieri, L., & Roeser, R. (2012). Supporting educational goals through cultivating mindfulness: approaches for teachers and students. In A. Higgins-D'Alessandro, M. Corrigan, & P. M. Brown (Eds.), The handbook of prosocial education (pp. 371–397). New York: Rowman and Littlefield.
Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): results of a randomized controlled trial. School Psychology Quarterly, 28, 374–390. CrossRefPubMed
Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S. L., Tanler, R., Rasheed, D., DeWeese, A., DeMauro, A., & Greenberg, M. T. (2015). Promoting teachers’ social and emotional competence, well-being and classroom quality: a randomized controlled trial of the CARE for Teachers Professional Development Program. In C. Bradshaw (Ed.), Examining the impact of school-based prevention programs on teachers: findings from three randomized trials. Washington D. C: Symposium presented at the Society for Prevention Research Annual Meeting.
Kang, Y., Gray, J. R., & Dovidio, J. F. (2015). The head and the heart: effects of understanding and experiencing lovingkindness on attitudes toward the self and others. Mindfulness, 6, 1063–1070. CrossRef
Keng, S. L., Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on psychological health: a review of empirical studies. Clinical Psychology Review, 31, 1041–1056. PubMedCentralCrossRefPubMed
Lewallen, T. C., Hunt, H., Potts-Datema, W., Zaza, S., & Giles, W. (2015). The Whole School, Whole Community, Whole Child Model: a new approach for improving educational attainment and healthy development for students. Journal of School Health, 85, 729–739. PubMedCentralCrossRefPubMed
Mind and Life Education Research Network (MLERN), Davidson, R. J., Dunne, J., Eccles, J. S., Engle, A., Greenberg, M., Jennings, P. A., Jha, A., Jinpa, T., Lantieri, L., Meyers, D., Roeser, R. W., & Vago, D. (2012). Contemplative practices and mental training: prospects for American education. Child Development Perspectives, 6, 146–153. CrossRef
Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: an emerging area of research and practice. Child Development Perspectives, 6, 167–173. CrossRef
Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., Oberle, E., Thomson, K., Taylor, C., & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: results from two randomized, waitlist-control field trials. Journal of Educational Psychology., 105, 787–804. CrossRef
Schonert-Reichl, K. A., Roeser, R. W., Oberle, E., Whitehead, J., Kitil, J. M., & Lawlor, M. (2015). Singular and combined effects of mindfulness-based education programs on teacher and student well-being and classroom context. In R. W. Roeser (Ed.), Systematic approaches to mindfulness-based interventions for teachers and students: early childhood and elementary school settings. Chicago: Symposium presented at the American Education Research Association Annual Meeting.
Schussler, D. L., Jennings, P. A., Sharp, J. E. & Frank, J. L. (2015). Improving teacher awareness and well-being through CARE: a qualitative analysis of the underlying mechanisms. Mindfulness. doi: 10.​1007/​s12671-015-0422-7
Taylor, C., Harrison, J., Haimovitz, K., Oberle, E., Thomson, K., Schonert-Reichl, K., & Roeser, R. W. (2015). Examining ways that a mindfulness-based intervention reduces stress in public school teachers: A mixed-methods study. Mindfulness. doi: 10.​1007/​s12671-015-0425-4
Metagegevens
Titel
Mindfulness-Based Programs and the American Public School System: Recommendations for Best Practices to Ensure Secularity
Auteur
Patricia A. Jennings
Publicatiedatum
19-12-2015
Uitgeverij
Springer US
Gepubliceerd in
Mindfulness / Uitgave 1/2016
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI
https://doi.org/10.1007/s12671-015-0477-5

Andere artikelen Uitgave 1/2016

Mindfulness 1/2016 Naar de uitgave

ORIGINAL PAPER

A Systematic Review of Mindfulness-Based Interventions for Youth in School Settings

ORIGINAL PAPER

Trait-Like Mindfulness Promotes Healthy Self-Regulation of Stress

LETTER TO THE EDITOR

Safeguarding Mindfulness Meditation for Vulnerable College Students

ORIGINAL PAPER

A Non-Randomised Feasibility Trial Assessing the Efficacy of a Mindfulness-Based Intervention for Teachers to Reduce Stress and Improve Well-Being

ORIGINAL PAPER

The Self-Compassion Scale is a Valid and Theoretically Coherent Measure of Self-Compassion

ORIGINAL PAPER

Mindful Parenting and Parents’ Emotion Expression: Effects on Adolescent Risk Behaviors