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19-12-2016 | ORIGINAL PAPER

Social Validity Assessment and Intervention Evaluation of Mindfulness Education and Practices with High School Students

Auteurs: Douglas Worthen, James K. Luiselli

Gepubliceerd in: Mindfulness | Uitgave 4/2017

Abstract

We conducted a two-phase study with ninth-grade high school students (N = 84) who participated in a 10-week mindfulness education program. In phase 1, an intervention was introduced to increase the number of meditation sessions and minutes of formal mindfulness practices they performed. In phase 2, the students completed a social validity assessment by rating their satisfaction with and approval of the mindfulness education program. Intervention had a variable effect with the students and they positively endorsed several outcomes from mindfulness training, particular mindfulness practices, and future interest in mindfulness. We discuss implications from the study for planning and implementing school-based mindfulness education programs.

vorige artikel A Longitudinal Study on the Association Between Facets of Mindfulness and Disinhibited Eating

volgende artikel Impact of a Tibetan Buddhist Meditation Course and Application of Related Modern Contemplative Practices on College Students’ Psychological Well-being: a Pilot Study

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Titel: Social Validity Assessment and Intervention Evaluation of Mindfulness Education and Practices with High School Students
Auteurs: Douglas Worthen
James K. Luiselli
Publicatiedatum: 19-12-2016
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 4/2017
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-016-0664-z

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