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Gepubliceerd in: Mindfulness 4/2017

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

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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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Metagegevens
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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