The Effects of Mindfulness On Social and Emotional Learning PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effects of Mindfulness On Social and Emotional Learning PDF full book. Access full book title The Effects of Mindfulness On Social and Emotional Learning by Elizabeth England. Download full books in PDF and EPUB format.
Author: Elizabeth England
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 190
Get Book Here
Book Description
Currently, up to 25% of the student population in California are suffering from stress that interferes with learning and academic success. Empirical studies and current literature indicate that social and emotional learning and mindfulness in education can produce positive student experiences. This study seeks to determine if regular mindfulness activities improve students' attitudes and behaviors that ultimately contribute to higher academic achievement. Two hundred and twenty-six high school students completed a pre-survey and post-survey after regularly participating in mindfulness activities. The duration of the study lasted four weeks with students practicing mindfulness from three to 20 minutes for three to five times a week. Specifically, the survey questions focused on student stress levels and academic focus. The findings from this study were statistically insignificant; however, students' rates of stress levels decreased by 3.4%, which indicates that mindfulness practices help students feel better, but that additional studies are required to determine if mindfulness can affect behavioral changes. A longitudinal study of eight or more weeks may produce more significant data results. Recommended practices are to include social and emotional learning, and mindfulness training for teachers and administrators. Additional recommendations are to employ instructional coaches, and provide social, and emotional learning, as well as training in teacher induction programs. Policy recommendations are for the California Department of Education to hire a Social and Emotional Learning Programs Consultant to train and influence districts statewide.
Author: Elizabeth England
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 190
Get Book Here
Book Description
Currently, up to 25% of the student population in California are suffering from stress that interferes with learning and academic success. Empirical studies and current literature indicate that social and emotional learning and mindfulness in education can produce positive student experiences. This study seeks to determine if regular mindfulness activities improve students' attitudes and behaviors that ultimately contribute to higher academic achievement. Two hundred and twenty-six high school students completed a pre-survey and post-survey after regularly participating in mindfulness activities. The duration of the study lasted four weeks with students practicing mindfulness from three to 20 minutes for three to five times a week. Specifically, the survey questions focused on student stress levels and academic focus. The findings from this study were statistically insignificant; however, students' rates of stress levels decreased by 3.4%, which indicates that mindfulness practices help students feel better, but that additional studies are required to determine if mindfulness can affect behavioral changes. A longitudinal study of eight or more weeks may produce more significant data results. Recommended practices are to include social and emotional learning, and mindfulness training for teachers and administrators. Additional recommendations are to employ instructional coaches, and provide social, and emotional learning, as well as training in teacher induction programs. Policy recommendations are for the California Department of Education to hire a Social and Emotional Learning Programs Consultant to train and influence districts statewide.
Author: Kimberly A. Schonert-Reichl
Publisher: Springer
ISBN: 1493935062
Category : Psychology
Languages : en
Pages : 409
Get Book Here
Book Description
This handbook addresses the educational uses of mindfulness in schools. It summarizes the state of the science and describes current and emerging applications and challenges throughout the field. It explores mindfulness concepts in scientific, theoretical, and practical terms and examines training opportunities both as an aspect of teachers’ professional development and a means to enhance students’ social-emotional and academic skills. Chapters discuss mindfulness and contemplative pedagogy programs that have produced positive student outcomes, including stress relief, self-care, and improved classroom and institutional engagement. Featured topics include: A comprehensive view of mindfulness in the modern era. Contemplative education and the roots of resilience. Mindfulness practice and its effect on students’ social-emotional learning. A cognitive neuroscience perspective on mindfulness in education that addresses students’ academic and social skills development. Mindfulness training for teachers and administrators. Two universal mindfulness education programs for elementary and middle school students. The Handbook of Mindfulness in Education is a must-have resource for researchers, graduate students, clinicians, and practitioners in psychology, psychiatry, education, and medicine, as well as counseling, social work, and rehabilitation therapy.
Author:
Publisher: ReadHowYouWant.com
ISBN: 1427085099
Category :
Languages : en
Pages : 222
Get Book Here
Book Description
Author: Jessica Lynn Quinter
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 340
Get Book Here
Book Description
Social emotional well-being has a direct effect on school performance. Students who engage in prosocial peer interactions and feel a connectedness to school are more likely to experience growth in their social emotional competence and academic performance. Often, students who live in high stress environments come to school with inadequate skills in this area, affecting their ability to self-regulate, attend, and interact with others. However, these skills can be directly taught to students and improved through regular instruction and practice. Mindfulness practices serve as a gateway skill for developing social emotional well-being and are becoming more commonly used in the school setting. Using the perspectives of elementary teachers in Pennsylvania who have attended professional development and thus implemented mindfulness practices into their classrooms, an instrumental case study was conducted. The study explored how teachers describe the effects of mindfulness practices on their students' social emotional well-being, classroom climate, and overall academic performance. Nine elementary teachers in public schools in Pennsylvania participated in the study, which included a semi-structured interview and completion of a participant journal. All teachers had participated in at least eight hours of district-provided professional development series and had implemented mindfulness practices into their classrooms at least three times per week. The interviews were analyzed to gain insight into the participants' perspectives of their professional development, their personal and professional experiences with mindfulness practices, and the perceived effects of mindfulness practices on the students in their classrooms. Four thematic findings emerged: (a) opportunities for professional development, (b) personal mindfulness practices of teachers, (c) social emotional learning and mindfulness practices in the classroom, and (d) the effects of mindfulness practices on students in the classroom setting. From the findings, four results were drawn regarding the implications of implementing mindfulness in school settings. First, teachers expressed the need and desire for ongoing, supported professional development. Secondly, the teacher serves as a model in the classroom, establishing an environment in which desired, prosocial behaviors and social emotional competence are modeled for students. Thirdly, the data analysis showed that the implementation of mindfulness practices can serve as a means to develop social emotional competence in students. Finally, the analysis of participant responses indicated that mindfulness practices had a positive effect on student learning and classroom interactions. The study concluded and recommended implementing mindfulness practices into school settings with potential benefits for administrators and teachers as well as students. This recommendation begins with recognizing the importance of social emotional learning for students and supporting both pre-service and practicing teachers in the development of their own social emotional well-being. Given the impact of social emotional learning on all facets of education, administrators and educational leaders should advocate for support and funding for programs that would support social emotional development in school settings. Recommendations for future research include expanding the study to additional sites or extended years of implementation, an in-depth examination of professional development opportunities and structure, consideration of the educational leader's role in encouraging social emotional learning and self-care for educators, analysis of mindfulness programs implemented with fidelity, and the addition of student and family perceptions of mindfulness practices into the current research base. Keywords: social emotional learning, mindfulness practices, prosocial classroom, emotional intelligence, professional development.
Author: James J Blascovich
Publisher: SAGE Publications Ltd
ISBN: 1446245039
Category : Psychology
Languages : en
Pages : 130
Get Book Here
Book Description
The SAGE Library in Social and Personality Psychology Methods provides students and researchers with an understanding of the methods and techniques essential to conducting cutting-edge research. Each volume within the Library explains a specific topic and has been written by an active scholar (or scholars) with expertise in that particular methodological domain. Assuming no prior knowledge of the topic, the volumes are clear and accessible for all readers. In each volume, a topic is introduced, applications are discussed, and readers are led step by step through worked examples. In addition, advice about how to interpret and prepare results for publication are presented. Social Psychophysiology for Social and Personality Psychology provides methodological and technical information to help social psychologists make valid and valuable use of peripheral neurophysiological and endocrine measures of psychological constructs.
Author: Patricia A. Jennings
Publisher: Guilford Publications
ISBN: 1462540015
Category : Education
Languages : en
Pages : 286
Get Book Here
Book Description
Demonstrating the benefits of mindfulness for both educators and students in PreK–12, this book presents flexible models for implementing and sustaining schoolwide initiatives. Compelling case studies show how mindfulness practices can enhance students' academic and social–emotional functioning as well as teacher effectiveness. Chapters review the evidence base for available programs, reflect on lessons learned in real schools, and provide guidance for planning and decision making. The roles of school leaders, teachers, counselors, and parents in creating a more supportive and compassionate school climate are discussed. Also described are innovative approaches to professional development and preservice teacher training.
Author: Philip David Zelazo
Publisher: Psychology Press
ISBN: 1136647988
Category : Psychology
Languages : en
Pages : 363
Get Book Here
Book Description
This volume in the JPS Series is intended to help crystallize the emergence of a new field, "Developmental Social Cognitive Neuroscience," aimed at elucidating the neural correlates of the development of socio-emotional experience and behavior. No one any longer doubts that infants are born with a biologically based head start in accomplishing their important life tasks––genetic resources, if you will, that are exploited differently in different contexts. Nevertheless, it is also true that socially relevant neural functions develop slowly during childhood and that this development is owed to complex interactions among genes, social and cultural environments, and children’s own behavior. A key challenge lies in finding appropriate ways of describing these complex interactions and the way in which they unfold in real developmental time. This is the challenge that motivates research in developmental social cognitive neuroscience. The chapters in this book highlight the latest and best research in this emerging field, and they cover a range of topics, including the typical and atypical development of imitation, impulsivity, novelty seeking, risk taking, self and social awareness, emotion regulation, moral reasoning, and executive function. Also addressed are the potential limitations of a neuroscientific approach to the development of social cognition. Intended for researchers and advanced students in neuroscience and developmental, cognitive, and social psychology, this book is appropriate for graduate seminars and upper-level undergraduate courses on social cognitive neuroscience, developmental neuroscience, social development, and cognitive development.
Author: Molly Alvin
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
This intervention study explored the effectiveness of a mindfulness-based social emotional learning program, Calmer Choice, on kindergarten students' risk for social, academic, and emotional problems. The study used a quasi-experimental design with two measures collected as pretests and posttests for students in an intervention group and students in a wait-list control group. Kindergarten teachers completed the Social Academic Emotional Behavior Rating Scale (SAEBRS; Kilgus and von der Embse, 2014) and the Devereux Student Strengths Assessment-mini (DESSA-mini; Naglieri, LeBuffe and Shapiro, 2014) for each student at these two time points. The intervention, Calmer Choice, consisted of 16 lessons taught twice a week for eight weeks. Lessons, approximately 20 minutes in length, were taught by Calmer Choice instructors and included engaging activities and the practice of mindful awareness. Participants included 13 teachers, five instructors, and 214 students. Results indicated that there were no significant differences between groups, however, lessons were implemented with high treatment integrity, measured by observations of approximately one-third of lessons and by instructor's checklists completed after each lesson. Qualitative results suggested high levels of teacher satisfaction. Teachers did not perceive any adverse effects and reported benefits in students as well as personal benefits from participating in the lessons. Limitations of this study are discussed, with implications for future research and suggestions for implementing mindfulness in early childhood.
Author: Hawn Foundation
Publisher: Scholastic Teaching Resources
ISBN: 9780545267120
Category : Education
Languages : en
Pages : 160
Get Book Here
Book Description
A comprehensive guide to helping all learners focus and reach their potential through brain-centered management and teaching strategies! Includes a full-color, innovative teaching poster with fascinating facts about the brain!
Author: Patricia C. Broderick
Publisher: W. W. Norton & Company
ISBN: 0393713164
Category : Education
Languages : en
Pages : 192
Get Book Here
Book Description
Mindfulness includes qualities of mind and heart; it provides a strong foundation for other social and emotional skills. Mindfulness is making inroads into classrooms, as teachers seek ways to center and focus their own attention as well as that of their distracted students. Trish Broderick describes the particular relevance of mindfulness to the teaching of adolescent students, including its potential to alleviate stress, foster motivation, engagement, and compassion—and ultimately, to improve both learning and social relationships. Her book is a guide to applying mindfulness to day-to-day classroom challenges; every chapter contains authentic vignettes of secondary teachers and students, brief practices to try, and a set of takeaway points and reflection questions.
