Mindfulness-based Interventions for Mental Health Across Educational Settings

Mindfulness-based Interventions for Mental Health Across Educational Settings PDF Author: Dana Carsley
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
"Mindfulness, a focused attention, awareness, and nonjudgmental acceptance of present moment experiences, has been increasingly incorporated in schools to support students’ mental health and well-being. Many mindfulness-based interventions (MBI) in schools have been adapted from programs targeted for adults; however, given the variations in attention spans and development of executive function abilities in youth, MBIs targeting attention and awareness in adults may not be suitable for students during different developmental periods. The Developmental Contemplative Science (DCS) Framework suggests that response to mindfulness training differs between developmental periods. One type of school-based anxiety that is reported during multiple developmental periods is test anxiety and it is associated with lower grades, grade retention, and dropout; however, research on effective methods to support students with test anxiety is lacking. To address school-based anxiety, mindful art making has been receiving attention in the literature; however, little is known about the impact of a brief mindful art activity on text anxiety during multiple developmental periods. Based on the DCS framework, this program of research examines the effectiveness of MBIs that are being incorporated in educational settings for students’ mental health and well-being in multiple developmental periods, with a focus on the effectiveness of an alternative mindfulness-based art activity for test anxiety in childhood, adolescence, and adulthood. Study 1 assessed the effect sizes and moderators contributing to the effectiveness of school MBIs for mental health in children and adolescents, and provided evidence on the overall significant effects of MBIs compared to controls. Moderator analyses revealed that response to intervention might depend on the developmental period of the students receiving the intervention, whether the intervention was delivered by a teacher or outside facilitator, and the type of program that was being delivered. Studies 2, 3, and 4 evaluated the effectiveness of mindfulness-based colouring for students’ test anxiety. In Study 2, 152 elementary school students were randomly assigned to a mandala or free colouring group, and completed measures of test anxiety and state mindfulness before and after colouring, immediately before a test, and a measure of dispositional mindfulness. Study 2 provided evidence on the effectiveness of mindfulness-based colouring for children’s test anxiety and state mindfulness, and the relationship between dispositional mindfulness and mindfulness states prior to beginning the intervention. Study 3 was a replication of Study 2 with 193 adolescents, and provided evidence on the effectiveness of mindfulness colouring on adolescents’ test anxiety and state mindfulness, and the impact of gender on students’ response to the intervention. Mediation analyses revealed how adolescents’ reports of dispositional mindfulness affect how they respond to an intervention. Study 4 was a replication of Studies 2 and 3; however, 167 university students were randomly assigned to a mandala, free colouring, or non-colouring condition. Study 4 provided evidence on the effectiveness of mandala and free colouring on university students’ test anxiety and mindfulness states when compared with a non-colouring control activity. Mediation analyses provided further evidence on the role of dispositional mindfulness and test anxiety and mindfulness states. Results from this dissertation provide a better understanding of individual differences and intervention characteristics in different developmental periods that are contributing to the effectiveness of MBIs across educational settings. These findings represent a significant contribution as they can be used to inform future MBIs for students in the school setting"--

Mindfulness-based Interventions for Mental Health Across Educational Settings

Mindfulness-based Interventions for Mental Health Across Educational Settings PDF Author: Dana Carsley
Publisher:
ISBN:
Category :
Languages : en
Pages :

Get Book Here

Book Description
"Mindfulness, a focused attention, awareness, and nonjudgmental acceptance of present moment experiences, has been increasingly incorporated in schools to support students’ mental health and well-being. Many mindfulness-based interventions (MBI) in schools have been adapted from programs targeted for adults; however, given the variations in attention spans and development of executive function abilities in youth, MBIs targeting attention and awareness in adults may not be suitable for students during different developmental periods. The Developmental Contemplative Science (DCS) Framework suggests that response to mindfulness training differs between developmental periods. One type of school-based anxiety that is reported during multiple developmental periods is test anxiety and it is associated with lower grades, grade retention, and dropout; however, research on effective methods to support students with test anxiety is lacking. To address school-based anxiety, mindful art making has been receiving attention in the literature; however, little is known about the impact of a brief mindful art activity on text anxiety during multiple developmental periods. Based on the DCS framework, this program of research examines the effectiveness of MBIs that are being incorporated in educational settings for students’ mental health and well-being in multiple developmental periods, with a focus on the effectiveness of an alternative mindfulness-based art activity for test anxiety in childhood, adolescence, and adulthood. Study 1 assessed the effect sizes and moderators contributing to the effectiveness of school MBIs for mental health in children and adolescents, and provided evidence on the overall significant effects of MBIs compared to controls. Moderator analyses revealed that response to intervention might depend on the developmental period of the students receiving the intervention, whether the intervention was delivered by a teacher or outside facilitator, and the type of program that was being delivered. Studies 2, 3, and 4 evaluated the effectiveness of mindfulness-based colouring for students’ test anxiety. In Study 2, 152 elementary school students were randomly assigned to a mandala or free colouring group, and completed measures of test anxiety and state mindfulness before and after colouring, immediately before a test, and a measure of dispositional mindfulness. Study 2 provided evidence on the effectiveness of mindfulness-based colouring for children’s test anxiety and state mindfulness, and the relationship between dispositional mindfulness and mindfulness states prior to beginning the intervention. Study 3 was a replication of Study 2 with 193 adolescents, and provided evidence on the effectiveness of mindfulness colouring on adolescents’ test anxiety and state mindfulness, and the impact of gender on students’ response to the intervention. Mediation analyses revealed how adolescents’ reports of dispositional mindfulness affect how they respond to an intervention. Study 4 was a replication of Studies 2 and 3; however, 167 university students were randomly assigned to a mandala, free colouring, or non-colouring condition. Study 4 provided evidence on the effectiveness of mandala and free colouring on university students’ test anxiety and mindfulness states when compared with a non-colouring control activity. Mediation analyses provided further evidence on the role of dispositional mindfulness and test anxiety and mindfulness states. Results from this dissertation provide a better understanding of individual differences and intervention characteristics in different developmental periods that are contributing to the effectiveness of MBIs across educational settings. These findings represent a significant contribution as they can be used to inform future MBIs for students in the school setting"--

Mindfulness-based Interventions with Children and Adolescents

Mindfulness-based Interventions with Children and Adolescents PDF Author: Nirbhay Singh
Publisher: Routledge
ISBN: 1317190777
Category : Psychology
Languages : en
Pages : 229

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Book Description
This book comprehensively reviews mindfulness-based interventions for specific areas of functioning in children and adolescents, with refreshing insights and perspectives. Based on a solid foundation of research and practice, it presents the nature of mindfulness, examines the psychological processes that may underlie mindfulness, and explores how to assess it. Mindfulness is about how we can be attentive to and present for everything that happens in our daily lives. This book draws upon current research in the field in order to explore topics such as the fundamentals of teaching mindfulness to children and adolescents; assessment of mindfulness in this population; use of mindfulness in educational settings; and clinical applications in mental health, including substance abuse, hyperactivity, and intellectual and developmental disabilities. With contributions from internationally-renowned clinicians and scholars, this book provides a balanced account of the strengths and weaknesses of current research, and how mindfulness-based programs can be used to enhance wellbeing and reduce suffering. This book will be of great interest for academics, scholars and post graduate students involved in the study of the mental health of children and adolescents. It will also appeal to psychologists, psychiatrist, nurses, social workers, rehabilitation therapists and others, such as school counsellors, who provide clinical care to children and adolescents.

Practitioner's Guide to Ethics and Mindfulness-Based Interventions

Practitioner's Guide to Ethics and Mindfulness-Based Interventions PDF Author: Lynette M. Monteiro
Publisher: Springer
ISBN: 3319649248
Category : Psychology
Languages : en
Pages : 422

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Book Description
This book focuses on the role of ethics in the application of mindfulness-based interventions (MBIs) and mindfulness-based programs (MBPs) in clinical practice. The book offers an overview of the role of ethics in the cultivation of mindfulness and explores the way in which ethics have been embedded in the curriculum of MBIs and MBPs. Chapters review current training processes and examines the issues around incorporating ethics into MBIs and MBPs detailed for non-secular audiences, including training clinicians, developing program curriculum, and dealing with specific client populations. Chapters also examine new, second-generation MBIs and MBPs, the result of the call for more advanced mindfulness-based practices . The book addresses the increasing popularity of mindfulness in therapeutic interventions, but stresses that it remains a new treatment methodology and in order to achieve best practice status, mindfulness interventions must offer a clear understanding of their potential and limits. Topics featured in this book include: • Transparency in mindfulness programs.• Teaching ethics and mindfulness to physicians and healthcare professionals. • The Mindfulness-Based Symptom Management (MBSM) program and its use in treating mental health issues.• The efficacy and ethical considerations of teaching mindfulness in businesses. • The Mindful Self-Compassion (MSC) Program. • The application of mindfulness in the military context. Practitioner’s Guide to Mindfulness and Ethics is a must-have resource for clinical psychologists and affiliated medical, and mental health professionals, including specialists in complementary and alternative medicine and psychiatry. Social workers considering or already using mindfulness in practice will also find it highly useful.

Handbook of Ethical Foundations of Mindfulness

Handbook of Ethical Foundations of Mindfulness PDF Author: Steven Stanley
Publisher: Springer
ISBN: 3319765388
Category : Psychology
Languages : en
Pages : 363

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Book Description
This handbook explores the multifaceted ethical dimensions of mindfulness, from early Buddhist sources to present-day Western interpretations of mindfulness. It takes a modern ethical approach to the study of mindfulness, and traces contemporary mindfulness practice from solitary journey to the global whole. Noted practitioners, teachers, scholars, and other professionals lend diverse perspectives to the debate over the moral content of mindfulness and its status as religious, secular, or post-secular practice. Chapters offer new views on the roots of mindfulness in Buddhist moral teachings, ethical mindfulness in interpersonal relationships, and the necessity of ethics in mindfulness-based education and therapy. Chapters also discuss current debates concerning the ethics of mindfulness across the applied fields of education and pedagogy, business, economics, and the environment. Topics featured in this handbook include: · Mindfulness as the true foundation of a naturally ethical life. · Mindfulness and its impact on emotional life, interpersonal relationships, and forgiveness. · How Buddhist ethics informs spiritual practice across the three main vehicles (yanas) of Buddhism and its relation to mindfulness. · “McMindfulness”, or the mass marketization and commodification of mindfulness-based interventions (MBIs). · How an ethic of interdependence formed by Buddhist principles and mindfulness practices can help address the environmental crisis. The Handbook of Ethical Foundations of Mindfulness is a must-have resource for researchers, clinicians/professionals, and graduate students in psychology, complementary and alternative medicine, and social work as well as occupational and rehabilitation therapy, nursing, philosophy, business management, and teachers of Buddhism and meditation.

Motivational Interventions

Motivational Interventions PDF Author: Stuart Karabenick
Publisher: Emerald Group Publishing
ISBN: 1784413089
Category : Education
Languages : en
Pages : 436

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Book Description
This established book series is designed to reflect current research and theory concerned with motivation and achievement in work, school and play. Each volume focuses on a particular issue or theme and the series has a special goal of bringing the best in social science to bear on socially significant problems.

Handbook of Mindfulness in Education

Handbook of Mindfulness in Education PDF Author: Kimberly A. Schonert-Reichl
Publisher: Springer
ISBN: 1493935062
Category : Psychology
Languages : en
Pages : 409

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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.

Enhancing Resilience in Youth

Enhancing Resilience in Youth PDF Author: Christoph Steinebach
Publisher: Springer Nature
ISBN: 3030255131
Category : Psychology
Languages : en
Pages : 277

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Book Description
This book shows how to plan, refine, and implement peer-supported mindfulness-based interventions to prevent mental disorders in children and youths. It focuses on interventions designed to maintain psychosocial health and prevent emotional and behavioral problems in children and youths around the globe. By combining a range of research perspectives, the book connects mindfulness to pro-social behavior, and to positive social and physical environments, in order to enhance resilience. In addition, it presents theoretical aspects and practical recommendations on how to promote mental health and healthy lifestyles in adolescents, such as school-based interventions. Gathering contributions by an international network of researchers and practitioners, the book offers not only state-of-the-art theoretical descriptions of key concepts and interventions, but also best practices for implementing them to strengthen resilience.

Applied Mindfulness

Applied Mindfulness PDF Author: Victor G. Carrión, M.D.
Publisher: American Psychiatric Pub
ISBN: 1615372121
Category : Medical
Languages : en
Pages : 396

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Book Description
Applied Mindfulness: Approaches in Mental Health for Children and Adolescents starts from the premise that mental health clinicians must have their own mindfulness practice before teaching the tenets and techniques of mindfulness to others, including young people. To that end, the book offers readers clear instructions on how to first practice mindfulness in their own lives and then extend their personal practice outward to others. Once this knowledge is internalized, the clinician can focus on mindfulness in terms of its application to specific clinical diagnoses, such as anxiety and depression, attention-deficit/hyperactivity disorder, and substance abuse. Because many mental health professionals work in multiple settings, such as in schools, in clinics, and online, the contributors, representing a wide range of creative and authoritative voices, explain how to skillfully tailor mindfulness interventions for effective application across diverse contexts. Drs. Carrion and Rettger, as Director of the Stanford Early Life Stress and Pediatric Anxiety Program (SELSPAP) and Director of SELSPAP's Mindfulness Program, respectively, have been engaged in ongoing community-based work delivering mindfulness and yoga programming to underserved youth and their helpers. This expertise is evident in their eloquent yet down-to-earth editing. The volume offers clinicians everything they need to begin their mindfulness journey, including the following: - Introductory knowledge on how to get started with a meditation practice. Specific mindfulness scripts are provided throughout the book to foster development of the reader's own practice. In addition, there are audio practices and clear written descriptions of practices to offer support for those learning to meditate, internalize mindfulness practices, and then adapt these skills for clinical practice. - A developmental and ecological approach to implementing mindfulness. The book offers insight into integrating mindfulness across many settings, platforms, and applications, and includes chapters on mindfulness online, at home, and in school, as well as chapters on incorporating nature into mindfulness practice and the relationship between mindfulness and creativity. - Material on specific clinical populations, including immigrant youth and incarcerated youth. A special chapter is devoted to trauma-informed yoga, which has been shown to be an effective therapeutic intervention for youth who have been incarcerated. - Comprehensive information on the current state of youth mindfulness research, which prepares readers to discuss these topics knowledgeably with colleagues and patients. Like ripples in water, the benefits of mindfulness spread outward, from clinicians to patients, families, schools, and communities. Applied Mindfulness: Approaches in Mental Health for Children and Adolescents is the first step toward stress reduction, peace, and compassion for a new generation.

Mindfulness-Based Treatment Approaches

Mindfulness-Based Treatment Approaches PDF Author: Ruth A. Baer
Publisher: Elsevier
ISBN: 0080456200
Category : Computers
Languages : en
Pages : 452

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Book Description
Eastern spiritual traditions have long maintained that mindfulness meditation can improve well-being. More recently, mindfulness-based treatment approaches have been successfully utilized to treat anxiety, depressive relapse, eating disorders, psychosis, and borderline personality disorder. This book discusses the conceptual foundation, implementation, and evidence base for the four best-researched mindfulness treatments: mindfulness-based stress reduction (MBSR), mindfulness-based cognitive therapy (MBCT), dialectical behavior therapy (DBT) and acceptance and commitment therapy (ACT). All chapters were written by researchers with extensive clinical experience. Each chapter includes the conceptual rationale for using a mindfulness-based treatment and a review of the relevant evidence base. A detailed case study illustrates how the intervention is implemented in "real life," exploring the clinical and practical issues that may arise and how they can be managed. This book will be of use to clinicians and researchers interested in understanding and implementing mindfulness based treatments. * Comprehensive introduction to the best-researched mindfulness-based treatments * Covers wide range of problems & disorders (anxiety, depression, eating, psychosis, personality disorders, stress, pain, relationship problems, etc) * Discusses a wide range of populations (children, adolescents, older adults, couples) * Includes wide range of settings (outpatient, inpatient, medical, mental health, workplace) * Clinically rich, illustrative case study in every chapter * International perspectives represented (authors from US, Canada, Britain, Sweden)

Handbook of School-Based Mental Health Promotion

Handbook of School-Based Mental Health Promotion PDF Author: Alan W. Leschied
Publisher: Springer
ISBN: 3319898426
Category : Psychology
Languages : en
Pages : 487

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Book Description
The Springer Series on Human Exceptionality Series Editors: Donald H. Saklofske and Moshe Zeidner Handbook for School-Based Mental Health Promotion An Evidence-Informed Framework for Implementation Alan W. Leschied, Donald H. Saklofske, and Gordon L. Flett, Editors This handbook provides a comprehensive overview to implementing effective evidence-based mental health promotion in schools. It addresses issues surrounding the increasing demands on school psychologists and educational and mental health professionals to support and provide improved student well-being, learning, and academic outcomes. The volume explores factors outside the traditional framework of learning that are important in maximizing educational outcomes as well as how students learn to cope with emotional challenges that confront them both during their school years and across the lifespan. Chapters offer robust examples of successful programs and interventions, addressing a range of student issues, including depression, self-harm, social anxiety, high-achiever anxiety, and hidden distress. In addition, chapters explore ways in which mental health and education professionals can implement evidence-informed programs, from the testing and experimental stages to actual use within schools and classrooms. Topics featured in this handbook include: · A Canadian perspective to mental health literacy and teacher preparation. · The relevance of emotional intelligence in the effectiveness of delivering school-based mental health programs. · Intervention programs for reducing self-stigma in children and adolescents. · School-based suicide prevention and intervention. · Mindfulness-based programs in school settings. · Implementing emotional intelligence programs in Australian schools. The Handbook for School-Based Mental Health Promotion is a must-have resource for researchers, clinicians and related professionals, and policymakers as well as graduate students across such interrelated disciplines as child and school psychology, social work, education policy and politics, special and general education, public health, school nursing, occupational therapy, psychiatry, school counseling, and family studies.