A District-Wide Qualitative Study of Yoga in the Schools: Outcomes and Challenges

Cook‐Cottone, Catherine; Estey, Esther E. E.; Guyker, Wendy M.

doi:10.1007/s40688-018-0201-2

Cited by 2 publications

(1 citation statement)

References 25 publications

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“…Along these lines, several researchers have opted to use qualitative methods to study school-based yoga and mindfulness. These qualitative studies tap into the rich, multifaceted aspects of school-based contemplative programs, often by capturing stories and narratives from study participants, school staff and intervention instructors (Butzer, LoRusso, Windsor, et al, 2017;Cook-Cottone, Estey & Guyker, 2018;Cook-Cottone, Lemish & Guyker, 2017;Hyde & Johnson, in press). In general, qualitative studies of school-based yoga and mindfulness tend to report positive outcomes, such as increased self-awareness and emotion regulation, improved impulse control, and reduced stress (e.g., Butzer, LoRusso, Windsor, et al, 2017;Conboy, Noggle, Frey, Kudesia & Khalsa, 2013;Wang & Hagins, 2016).…”

Section: Transpersonal Methods For Mindfulness In Schools 4 the Valuementioning

confidence: 99%

A Consideration of Transpersonal Research Methods for Studying Yoga and Mindfulness in Schools

Butzer¹

2019

Preprint

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Over the past decade, interest in yoga and mindfulness in schools has grown tremendously, with preliminary research suggesting that these interventions may have a variety of positive effects on youth. However, some quantitative studies of school-based yoga and mindfulness have reported null effects or even counterintuitive effects, such as increases in perceived stress, negative affect and psychological symptoms. In addition, some mixed-methods studies that combined quantitative and qualitative approaches have found inconsistent results, with the quantitative outcomes failing to show statistical significance, while students report benefits of yoga and mindfulness in qualitative interviews/focus groups. These inconsistent findings suggest that the field of school-based yoga and mindfulness may benefit from a consideration of alternative research methods to study the complex effects of these interventions. Given that yoga and mindfulness are inherently transpersonal and transformational practices, transpersonal research methods may be particularly well-suited to studying the effects of these interventions. Transpersonal research methods were developed within the field of transpersonal psychology as an alternative approach to studying the nature of inner experiences, particularly transpersonal and spiritual experiences. The current paper re-envisions a previously published study of a school-based yoga intervention through the lens of transpersonal research methods, with the intention of providing researchers with examples and inspiration to enrich their studies of school-based yoga and mindfulness. By combining transpersonal research methods with traditional quantitative and qualitative approaches, scientists have the potential to provide a more rich, complex, and realistic evaluation of the transformative impact of yoga and mindfulness in schools.

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Section: Transpersonal Methods For Mindfulness In Schools 4 the Valuementioning

confidence: 99%

A Consideration of Transpersonal Research Methods for Studying Yoga and Mindfulness in Schools

Butzer¹

2019

Preprint

View full text Add to dashboard Cite

show abstract

Building Resilience and Fortitude Among Victims of School Bullying: Lessons from a Customized Yoga Education Program by Older Adult Volunteers

Pandya

2020

Contemp School Psychol

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A District-Wide Qualitative Study of Yoga in the Schools: Outcomes and Challenges

Cited by 2 publications

References 25 publications

A Consideration of Transpersonal Research Methods for Studying Yoga and Mindfulness in Schools

A Consideration of Transpersonal Research Methods for Studying Yoga and Mindfulness in Schools

Building Resilience and Fortitude Among Victims of School Bullying: Lessons from a Customized Yoga Education Program by Older Adult Volunteers

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