Cultivating Mindfulness with Third Grade Students via Classroom-Based Interventions

Kielty, Michele; Gilligan, Tammy D.; Staton, R. Dennis; Curtis, Nicholas A.

doi:10.1007/s40688-017-0149-7

Cited by 11 publications

(20 citation statements)

References 8 publications

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“…Oysaki öğrencilerde stres yönetimi ile ilgili yapılan çalışmaların büyük bir kısmı, dikkatli olmanın öğrencilerin stresle başa çıkmalarına ve kaygının uzun vadeli olumsuz sonuçlarından kaçınmasına yardımcı olacağını bulmuştur (Ramli ve diğ., 2018). Ayrıca son bulgular, bilinçli farkındalık eğitimlerinin stresi yönetme yeteneğini kolaylaştırabildiği, akademik performansı, hafızayı, yaratıcılığı, dikkatin özdüzenlenmesini ve karar verme becerilerini arttırdığı, öğrenmeyi kolaylaştırdığı, odaklanmayı güçlendirdiği, öğrencilerde iyilik halinin gelişmesine yol açabileceği ve bu sayede okullarda öğrencilerin başarısına katkı sağladığı görülmektedir (Creswell, Way, Eisenberger ve Lieberman, 2007;Damcı, 2016;Kielty, Gilligan, Staton ve Curtis, 2017;Williams ve Penman, 2015). Bu araştırmalar, bilinçli farkındalık eğitimlerinin her yaş grubuna uygulanabileceğini ortaya koymaktadır.…”

Section: 2bilinçli Farkındalık Sınav Kaygısı Ve Dikkatunclassified

The effect of mindfulness-based programs on coping with test anxiety: A systematic review <p>Sınav kaygısıyla başa çıkmada bilinçli farkındalık temelli programların etkiliği: Sistematik bir derleme

Ikiz

Uygur

2019

HumanSciences

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The research is a systematic review and the purpose of the research is; is the evaluation of experimental and mixed studies designed to examine the effectiveness of mindfulness-based programs applied to coping with test anxiety. In this context, English and Turkish articles and theses published in YOK TEZ, ULAKBIM, Google Academic and EBSCOhost databases between 2000 (January) and 2018 (April) have been systematically screened. In the study, mindfulness based interventions for test anxiety, mindfulness based stress reduction and test anxiety, mindfulness based anxiety management, mindfulness based cognitive therapy for test anxiety, and mindfulness based theraphy for test anxiety were used as keywords. Research that does not meet the criteria is excluded from the study; the 14 articles that met the criteria were examined and evaluated in terms of sample groups, purposes, countries where they were used, techniques used, measurement methods and findings. Findings have shown that investigations are usually carried out on the university students and that mindfulness-based programs are effective in reducing the anxiety of individuals experiencing test anxiety on different sample groups.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetAraştırma sistematik bir derleme olup araştırmanın amacı; sınav kaygısıyla başa çıkmada uygulanan bilinçli farkındalık temelli programların etkililiğini incelemek amacıyla yapılmış deneysel ve karma çalışmaların değerlendirilmesidir. Bu kapsamda YÖK TEZ, ULAKBİM, Google Akademik ve EBSCOhost veri tabanlarında 2000 (Ocak) -2018 (Nisan) yılları arasında yayımlanan İngilizce ve Türkçe makaleler ve tezler sistematik olarak taranmıştır. Taramada sınav kaygısı için bilinçli farkındalık temelli müdaheleler, stress azaltma temelli bilinçli farkındalık ve sınav kaygısı, bilinçli farkındalık temelli sınav kaygısı yönetimi, sınav kaygısına yönelik bilinçli farkındalık temelli bilişsel terapi, sınav kaygısına yönelik bilinçli farkındalık temelli terapi anahtar kelimeler olarak kullanılmıştır. Ölçütleri karşılamayan araştırmalar çalışma dışında tutulurken; ölçütleri karşılayan 14 makale bu çalışmada örneklem grupları, amaçları, yapıldığı ülkeler, kullanılan teknikler, ölçme yöntemleri ve bulgular açısından incelenmiş ve değerlendirilmiştir. Elde edilen bulgular, araştırmaların genellikle üniversite öğrencileri çalışma grubu üzerinde yürütüldüğünü ve bilinçli farkındalık temelli programlarının farklı örneklem grupları üzerinde sınav kaygısı yaşayan bireylerin kaygısını azaltmada etkili olduğunu göstermiştir.

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Section: 2bilinçli Farkındalık Sınav Kaygısı Ve Dikkatunclassified

The effect of mindfulness-based programs on coping with test anxiety: A systematic review <p>Sınav kaygısıyla başa çıkmada bilinçli farkındalık temelli programların etkiliği: Sistematik bir derleme

Ikiz

Uygur

2019

HumanSciences

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“…This special issue contributes to the scholarly discourse toward this end by presenting applications of MBI that are relevant to the practice of school psychology at each of these three levels of service delivery. The first two articles, by Bannirchelvam et al (2017) and Kielty et al (2017), report on universal-level evaluations of MBI with elementary classrooms. Although there is already an extensive research base of outcome studies for MBI at this level, these studies contribute to the existing literature by offering qualitative investigations of the social validity of MBI-with findings suggesting that both students and teachers had favorable perceptions of the content and exercises included in mindfulness-training curricula.…”

Section: This Special Issuementioning

confidence: 99%

Mindfulness-Based Intervention in School Psychology

Renshaw

Fischer

Klingbeil

2017

Contemp School Psychol

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“…Teaching MBSR to children is practiced is some schools through the implementation of mindfulness programs like MindUp and Mindful Schools curriculums which include training children to get in touch with an internal locus of control through teaching breathing exercises and body and emotional awareness through meditative breath work and body scans (Kielty, Gilligan, Staton & Curtis, 2017). Considering the connection between SAD and childhood trauma, it is important to note that mindfulness has been helpful for some who have experienced childhood trauma and has been shown to improve symptoms of depression and anxiety and improve quality of life (Ortiz & Sibinga, 2017;Van der Kolk, 2015).…”

Section: Mindfulnessmentioning

confidence: 99%

“…One on one counselling provides individualized support while groups offer opportunity to practice social skills and feel less alone in the struggle against social anxiety/shyness. For teachers, implementing programs such as MindUp (Kielty et al, 2017) or Kuypers & Winner's (2019) The Zones of Regulation curriculum can help children with social anxiety and introduce skills for general mental wellness.…”

Section: Other Optionsmentioning

confidence: 99%

“…and using a soft tone of voice, gentle eye contact on the child's level and maybe soothing touch to stabilize their arousal, or using activities like deep breathing or jumping jacks to stabilize arousal (Lohrasbe & Ogden, 2017). In schools this could look like using a curriculum like MindUp (Kielty et al, 2017) or Kuypers & Winner's (2019) The Zones of Regulation curriculum to teach body attunement and somatic regulation skills in school.…”

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confidence: 99%

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A bibliotherapy project for children with social anxiety

Sundman¹

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The purpose of this project is to provide a bibliotherapy resource for caregivers to use with children who are experiencing shyness or social anxiety. The project includes a thematic literature review on social anxiety that covers etiology, intervention, prevention and research on the use of bibliotherapy in treating social anxiety. Information that emerged from the literature was used to create a bibliotherapy resource in the form of a children's picture book entitled Quiet Ira. The book is coupled with a guide for caregivers on how to use the book as a bibliotherapy tool with a child who struggles with social anxiety. The story features a young girl who experiences social anxiety and is supported by caring adults in her life to manage the social anxiety. Interventions introduced in the story and caregiver guide include: psychoeducation, positive self-talk, exposure therapy, supportive relationship, mindfulness, social skills, externalizing, and references to other resources.iii Acknowledgements It would not have been possible to complete this project without the love and support of those closest to me. First I want to thank my husband Dusty; for taking care of more than his share of dinners and dishes during crunch times, for reminding me to take breaks and getting me out for walks in the sunshine, for his listening ear and emotional support, for believing in me and for celebrating my ideas, creativity, and passion. You are my anchor. I also want to thank the friends that were right there beside me in this process, especially Erin, Megan and Emily. Erin, thank you for the time you spent with me brainstorming and generating ideas, for being a caring confidant and for being there when I needed to get out and have fun climbing, laughing or cooking. Megan, thank you for providing me with meaningful feedback, encouraging my passion for helping and for being a bosom buddy throughout the whole growth process of juggling practicum, life and engaging in our spiritual and personal growth journey together. Your friendship has been a source of light and strength. Emily, thank you for your excitement about this project, for being so supportive (even from afar), and for your practical advice on writing and communication. I am also so grateful for the support of my parents and siblings -for believing in me, for showing interest, for providing each of your unique perspectives, for nurturing in me the importance of attuned emotional connection and the value of taking risks.Last but definitely not least, I want to thank my professors and supervisors, Linda and John, for facilitating self-awareness, for helping me understand my journey and how change might happen for others. You both have provided a safe place to learn and calling me up to the person and professional you knew I could be, thank you. Chapter One: IntroductionFor as long as we have known, human survival has depended on our ability to work together, to commune and to be connected to one another. History has proven that when we cooperate and work together we can do in...

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Cultivating Mindfulness with Third Grade Students via Classroom-Based Interventions

Cited by 11 publications

References 8 publications

The effect of mindfulness-based programs on coping with test anxiety: A systematic review <p>Sınav kaygısıyla başa çıkmada bilinçli farkındalık temelli programların etkiliği: Sistematik bir derleme

The effect of mindfulness-based programs on coping with test anxiety: A systematic review <p>Sınav kaygısıyla başa çıkmada bilinçli farkındalık temelli programların etkiliği: Sistematik bir derleme

Mindfulness-Based Intervention in School Psychology

A bibliotherapy project for children with social anxiety

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