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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

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

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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

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