A controlled trial of mindfulness training in schools: The importance of practice for an impact on well-being

Huppert, Felicia A.; Johnson, Daniel

doi:10.1080/17439761003794148

Cited by 323 publications

(258 citation statements)

References 47 publications

Supporting

Mentioning

204

Contrasting

Unclassified

Order By: Relevance

“…Congruent findings were reported in other studies (Beauchemin, Hutchins, & Patterson, 2008;Biegel et al, 2009;Bogels et al, 2008;Huppert & Johnson, 2010), which conducted mindfulness programs for adolescents. These results are also similar to Broderick and Metz's (2009) evaluation of Learning to BREATHE in a private girls' high school sample, showing a moderate statistically significant reduction in negative affect and increases in feelings of calmness, relaxation, and selfacceptance for the program group compared to the comparison group.…”

Section: Discussionmentioning

confidence: 54%

The Effectiveness of the Learning to BREATHE Program on Adolescent Emotion Regulation

Metz

Frank

Reibel

et al. 2013

Research in Human Development

221

145

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 54%

The Effectiveness of the Learning to BREATHE Program on Adolescent Emotion Regulation

Metz

Frank

Reibel

et al. 2013

Research in Human Development

221

145

View full text Add to dashboard Cite

“…The wellbeing of adolescents is increasingly a salient concern for educators and can be defined as the combination of feeling good and functioning well (Huppert & Johnson, 2010).…”

Section: Introductionmentioning

confidence: 99%

Evidence-based coaching to enhance senior students’ wellbeing and academic striving

Dulagil

Green²,

Ahern

2016

Intnl. J. Wellbeing

View full text Add to dashboard Cite

This study examined the impact of an evidence-based within subjects coaching intervention within an Australian high school. Participants were a cohort of 25 female high school students aged between 15 and 16 years (mean age = 15.9). The coaching program was part of a broader positive education program conducted by the school. Participants took part in a tensession evidence-based coaching program (teacher facilitated) that included topics such as goal setting, mindfulness, coaching, and helpful self-talk. Pre and post measures were obtained for wellbeing, cognitive hardiness, trait hope, depression, anxiety, stress, and goal striving and goal achievement. Participants showed a significant increase in wellbeing, total trait hope, cognitive hardiness, and a significant decrease in depression, anxiety and stress. Participants also showed a significant increase in perceptions of successful striving towards personal goals. Scores on personal goal commitment, academic goal striving and academic goal commitment demonstrated a trend towards increased success in the post-intervention scores but did not achieve significance. This study uniquely considers evidence-based coaching as part of a broader positive education approach in an education setting. Limitations of the study and directions for future research are discussed.

show abstract

“…O PRP, por exemplo, é um dos programas de prevenção da depressão em jovens que mais foi objeto de pesquisas. Durante os últimos 20 anos, 21 estudos avaliaram e indicaram sua eficácia na redução e prevenção da depressão e da ansiedade, redução do sentimento de impotência e aumento do otimismo e do bem-estar, e, ainda, redução dos problemas de conduta e melhora no comportamento relacionado à saúde (Seligman, 2011 Huppert & Johnson, 2010).…”

Section: Intervenções E Programasunclassified

Educação Positiva: A aplicação da Psicologia Positiva a instituições educacionais

Cintra

Guerra

2017

Psicol. Esc. Educ.

View full text Add to dashboard Cite

ResumoA Educação Positiva pode ser definida, de forma ampla, como a aplicação da Psicologia Positiva a instituições de ensino. O início do movimento da Psicologia Positiva impulsionou a realização de estudos e práticas dedicados à promoção do bem-estar e ao funcionamento positivo de indivíduos, grupos e instituições. Nesse sentido, devido a seu papel crucial na sociedade, as instituições educacionais são consideradas locais privilegiados para promover o bem-estar, tanto na comunidade escolar como na sociedade em geral. Assim, a Educação Positiva tem por objetivo não só o desempenho acadêmico, mas também o florescimento dos estudantes e demais integrantes da comunidade escolar, preparando os jovens para se tornarem indivíduos realizados e cidadãos responsáveis. Levando em consideração a escassez de literatura sobre Educação Positiva no Brasil, este artigo pretende apresentar o desenvolvimento desta nova abordagem, resultante da interseção entre a Psicologia Positiva e o campo da educação, bem como seus aspectos teóricos e práticos.Palavras-chave: Psicologia Positiva; Educação; Saúde mental. Positive Education: The application of Positive Psychology to educational institutions AbstractThe Positive Education can be broadly defined as the application of Positive Psychology to educational institutions. The beginning of the Positive Psychology movement led to the realization of studies and practices dedicated to the promotion of well-being and the positive functioning of individuals, groups and institutions. Because of that, due to their crucial role in society, educational institutions are considered privileged places to promote well-being, both in the school community and in the society in general. Thus, Positive Education aims not only at academic performance, but also at the flourishing of students and other members of the school community, in order to prepare young people to become accomplished individuals and responsible citizens. Taking into account the scarcity of literature on Positive Education in Brazil, this article intends to present the development of this new approach, resulting from the intersection between Positive Psychology and the field of education, as well as its theoretical and practical aspects.Keywords: Positive Psychology; Education; Mental health. Educación Positiva: la aplicación de la Psicología Positiva a instituciones educacionales ResumenEducación Positiva puede ser definida, de forma amplia, como la aplicación de la Psicología Positiva a instituciones de enseñanza. El inicio del movimiento de la Psicología Positiva impulsó la realización de estudios y prácticas dedicados a la promoción del bienestar y al funcionamiento positivo de individuos, grupos e instituciones. En ese sentido, debido a su papel fundamental en la sociedad, las instituciones educacionales son consideradas locales privilegiados para promover el bienestar, tanto en la comunidad escolar como en la sociedad en general. Así, la Educación Positiva tiene por objetivo no sólo el desempeño académico, sino también el florecim...

show abstract

A controlled trial of mindfulness training in schools: The importance of practice for an impact on well-being

Cited by 323 publications

References 47 publications

The Effectiveness of the Learning to BREATHE Program on Adolescent Emotion Regulation

The Effectiveness of the Learning to BREATHE Program on Adolescent Emotion Regulation

Evidence-based coaching to enhance senior students’ wellbeing and academic striving

Educação Positiva: A aplicação da Psicologia Positiva a instituições educacionais

Contact Info

Product

Resources

About