Research on illness perceptions has confirmed that patients' beliefs are associated with important outcomes in a broadening range of illnesses and risk factor testing. New interventions based on this model have the potential to improve patient outcomes but have yet to be widely developed and applied.
Improvements in team engagement and compliance with administering checklist items followed introduction of migrated leadership of checklist administration and a wall-mounted checklist. This paradigm change was relatively simple and inexpensive.
Children today face increasingly high stress levels, impacting their well-being. Schools can play a crucial role in teaching social and emotional skills, therefore there is a need to identify effective interventions. This mixed-methods study of 124 elementary school students from three New Zealand schools aimed to (1) assess if children experienced improved well-being after an 8-week mindfulness program, and (2) understand their perceptions of the program. Participants completed these self-rated scales: the Mindful Awareness Attention Scale for Children and the Stirling Children's Well-being Scale. Six children were interviewed about their perceptions and classroom teachers' observations were reviewed. Quantitative data indicated a steady increase in students' mindfulness whilst well-being increased significantly but returned to baseline levels at three-month follow up. Changes in mindfulness were positively related to changes in well-being. The study results suggest the importance of offering mindfulness-based programs for potential improvements in students' well-being.
We have developed a generic instrument for comprehensively rating the administration of the SSC and informing initiatives to realise its full potential. We have provided data supporting its capacity for discrimination, internal consistency and inter-rater reliability. Further psychometric evaluation is warranted.
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