Relevant and conceivable relationship with positive education is It describes the evolution of mindfulness in education and its role within a holistic and integrative future education paradigm. ![]() The chapter centres mostly on the learners’ domain (school-age children, 6–18 years old), with reference to the role of educators. This chapter presents an overview of mindfulness in education around the world and summarizes the knowledge accumulated from various perspectives and practices worldwide. Mindfulness in education is in congruence with many principles and visions of positive psychology. Embedded in these many approaches are assumptions about the goals of education, the role of mindfulness-based pedagogies in it, how mindfulness should be taught, who should deliver it, and how to evaluate outcomes. The collective empirical and published data demonstrate that mindfulness in education can be framed and implemented in a variety of ways, applied towards various aims, deliver a multitude of potential outcomes, and support the betterment of both students and teachers. The curriculum improved skills that are critical for social awareness and managing relationships with others. Pretest self-control scores positively predicted perspective-taking gain scores, regardless of treatment group. Control students had higher posttest perspective-taking scores than intervention students, which is likely a result of literacy coaching that control teachers received. ![]() The effect on emotion recognition was moderated by pretest levels of self-control, such that intervention students with lower initial self-control had greater gains in emotion recognition than those with higher initial self-control, whose gain scores did not differ from control students. Intervention students demonstrated better posttest emotion recognition (Cohen’s d = 0.38) and problem-solving (Cohen’s d = 0.26) than control students. Students from another school (n = 214 84% African American and 11% Latinx) experienced the academic curriculum only with inclusion of a literacy coach (active control). Students from one school (n = 186 66% African American and 20% Latinx) experienced the mindfulness intervention plus business-as-usual academic curriculum. In this chapter we describe the MindUP program: A universal, mindfulness-based social and emotional learning (SEL) program designed to be implemented in schools by regular classroom teachers.This study examined the effect of the Settle Your Glitter mindfulness-based curriculum on kindergarten through second-grade students’ emotion recognition in others, self-control, social problem-solving, and perspective-taking. Finally, we discuss potential directions for future research on mindfulness-based SEL programs. Furthermore, we report findings from research examining students’ and teachers’ descriptions of their experiences with MindUP as a way in which to further understand the program’s effectiveness from the perspectives of the consumers. To illustrate our perspective on implementation science and mindfulness programs in education, we provide an overview of several studies conducted on MindUP. We emphasize the importance of interdisciplinary research in evaluating mindfulness-based interventions (MBIs) for students and teachers alike, research that utilizes a mixed-method designs and that examines multiple outcomes from multiple observers (e.g., self-reports, teacher reports, peer reports). We suggest that the transitional years of pre- and early adolescence (i.e., nine to twelve year olds) may be a particularly effective time to introduce mindfulness practices to young people. ![]() We discuss how mindfulness practices and SEL activities may be synergistic, potentially bolstering the efficacy of each, and describe the iterative process of developing, implementing, and evaluating a program that includes both elements. In this chapter we describe the MindUP program: A universal, mindfulness-based social and emotional learning (SEL) program designed to be implemented in schools by regular classroom teachers.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |