An Exploration of the Effects of Mindfulness Training and Practice in Association with Enhanced Wellbeing for Children and Adolescents

Burke, Christine

doi:10.1002/9781118539415.wbwell039

Cited by 5 publications

(3 citation statements)

References 93 publications

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“…Based on the theoretical foundations and empirical evidence of adult mindfulness programs, it is assumed that adolescent mindfulness programs induce analogous processes and effects among younger target groups. However, as suggested by Burke ( 2014 ), there may be developmental distinctions in the mechanisms of mindfulness for adolescents and adults. Bearing in mind the different developmental tasks and the different biopsychosocial conditions in adolescence and adulthood, the present study postulates that (i) students and teachers who participate in separate MBSR courses will show improvements in mental health, wellbeing and creativity compared to a waitlist control group, and (ii) that students and teachers will vary in their response to mindfulness practices.…”

Section: Introductionmentioning

confidence: 98%

Students and Teachers Benefit from Mindfulness-Based Stress Reduction in a School-Embedded Pilot Study

et al. 2016

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Objective: There is a research gap in studies that evaluate the effectiveness of a school-embedded mindfulness-based intervention for both students and teachers. To address this gap, the present pilot study reviews relevant literature and investigates whether students and teachers who participate in separate Mindfulness-Based Stress Reduction (MBSR) courses show improvements across a variety of psychological variables including areas of mental health and creativity.Methods: The study applied a controlled waitlist design with three measurement points. A total of 29 students (n = 15 in the intervention and n = 14 in the waitlist group) and 29 teachers (n = 14 in the intervention and n = 15 in the waitlist group) completed questionnaires before and after the MBSR course. The intervention group was also assessed after a 4-month follow-up period.Results: Relative to the control group, significant improvements in self-reported stress, self-regulation, school-specific self-efficacy and interpersonal problems were found among the students who participated in the MBSR course (p < 0.05, Cohens' d ranges from 0.62 to 0.68). Medium effect sizes on mindfulness, anxiety and creativity indicate a realistic potential in those areas. By contrast, teachers in the intervention group showed significantly higher self-reported mindfulness levels and reduced interpersonal problems compared to the control group(p < 0.05, Cohens' d = 0.66 and 0.42, respectively), with medium effect sizes on anxiety and emotion regulation.Conclusion: The present findings contribute to a growing body of studies investigating mindfulness in schools by discussing the similarities and differences in the effects of MBSR on students and teachers as well as stressing the importance of investigating interpersonal effects.

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Section: Introductionmentioning

confidence: 98%

Students and Teachers Benefit from Mindfulness-Based Stress Reduction in a School-Embedded Pilot Study

et al. 2016

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“…Another modality of intervention lies in mindfulness practice. Burke (2014) argues that negative affect can be reduced as reactivity is reduced, as a consequence of adopting a non-judgmental perspective on internal experiences; whereas positive affect can increase as a consequence of engaging in the full experience of life, relating to oneself and third parties in a self-compassionate manner. On this point, there are intervention models based on the Mindfulness-Based Stress Reduction (MBSR) paradigm adapted to educational contexts (see Broderick and Metz, 2009 ; Santorelli and Kabat-Zinn, 2009 ; Kaiser-Greenland, 2010 ; Semple and Lee, 2011 , for examples), which have evidenced satisfactory results.…”

Section: Discussionmentioning

confidence: 99%

Contribution of Academic Satisfaction Judgments to Subjective Well-Being

2022

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The role of academic satisfaction (AS) on persistence and successful academic behavior has been the focus of research for decades. Nevertheless, driven by positive educational psychology, subjective well-being has been highlighted as another central feature in the academic path of students. Studies aimed at identifying the variables that contribute to explain different aspects of academic performance have been widely investigated, although studies aimed at identifying the determinants of subjective well-being are still limited. The present paper examined the contribution of AS judgments on subjective well-being (SWB). To this end, it was hypothesized that SWB levels depend on the balance between positive/negative emotions and life satisfaction judgments. Furthermore, it was stipulated that AS has an indirect contribution on SWB, through life satisfaction, whereas the balance of emotions influences both AS judgments and life satisfaction. Using an analysis strategy based on structural equation modeling, the results indicated that the model fitted satisfactorily, explaining 32% of the variance of SWB. Particularly, it was observed that AS judgments contributed to life satisfaction judgments (β = 0.34). Although no direct contribution of AS on SWB was reported, a total contribution partially mediated by life satisfaction judgments was revealed (total β = 0.19). These findings support the importance of academic satisfaction judgments, not only because of their importance in academic terms, but also because of their impact on university students’ subjective well-being and health.

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“…The study has been carried out through a primary survey conducted on university students (aged [17][18][19][20][21][22] with a sample size of 808, distinguished based on stream, year of study, course, category, the status of living, and others. With an everevolving lifestyle, students in these years are exposed to varied risk factors and stressors that can have an impact on their mental health, including exposure to adversity, peer pressure, competition, exploration of identity, test grades, examination-related stress, parental pressure, quality of home life, access to basic amenities among others, more so after the hitting impact of COVID-19 (Burke, 2014; Lindsey, Makhbul and Rawshdeh, 2021; Robertson, and Lindsey, 2018) [6,15,12] .…”

Section: Introductionmentioning

confidence: 99%

Post Covid stress and coping strategies in gen z in India: An empirical investigation

Sidharth¹,

Bhandari²,

Sukhija³

et al. 2023

Int. J. Finance Manage. Econ.

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Stress in early age can result in lifelong physical and mental health consequences, limiting the opportunities to lead fulfilling lives up to one's greatest potential. Reports show that approximately a vast majority of 2,98,29,075 students are enrolled in UG programs in different universities every year, and post-covid nearly 14% of Indian youth are mentally stressed, requiring urgent attention towards understanding different stressors and coping strategies for managing stress effectively. This study was undertaken primarily to explore the various sources of stress and to investigate the stress-coping strategies used post-covid by Indian youth represented by undergraduate students. Results reveal that these students are stressed the most on uncertainties relating to their careers, work, and future, academic matters, inability to manage time between different activities, insufficiency of their capabilities and confidence, and inability to handle challenges and difficulties of life. Enjoying hobbies such as music, dancing, reading, and painting emerged as the key stress busters along with having fun time online or with family or friends, or simply talking to them about the issue causing stress whereas seeking professional counseling, exercise, yoga, breathing exercises or meditation have been less favored for managing their stress. The findings might be helpful for the various policymakers, HEIs, parents, psychologists, researchers, and the students themselves to design effective stress-coping strategies to ensure their successful implementation to the process of financial intermediation which is a veritable instrument for the growth of any economy.

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An Exploration of the Effects of Mindfulness Training and Practice in Association with Enhanced Wellbeing for Children and Adolescents

Cited by 5 publications

References 93 publications

Students and Teachers Benefit from Mindfulness-Based Stress Reduction in a School-Embedded Pilot Study

Students and Teachers Benefit from Mindfulness-Based Stress Reduction in a School-Embedded Pilot Study

Contribution of Academic Satisfaction Judgments to Subjective Well-Being

Post Covid stress and coping strategies in gen z in India: An empirical investigation

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