Delivery of Integra Mindfulness Martial Arts in the Secondary School Setting: Factors that Support Successful Implementation and Strategies for Navigating Implementation Challenges

Meixner, Tamara; Irwin, Alexandra; Miscio, M. Wolfe; Cox, M.; Woon, S.; McKeough, Trish; Milligan, Karen

doi:10.1007/s12310-018-9301-4

Cited by 6 publications

(9 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Scheduling challenges, fitting the training into the curriculum and students not being keen to give up their free time to attend the program were noted as barriers to implementation as intended. A more recent study by Meixner et al, [27] explored factors that supported the initial implementation of a mindfulness-based martial arts intervention delivered in a secondary school setting for youth with or at risk for self-regulation challenges. Interviews and focus groups with students, leaders, and teachers found that fidelity to program characteristics, program delivery, and communication were key areas where barriers and facilitators to implementing the program existed.…”

Section: Introductionmentioning

confidence: 99%

Factors affecting the implementation of a whole school mindfulness program: a qualitative study using the consolidated framework for implementation research

Hudson

Lawton

Hugh‐Jones

2020

BMC Health Serv Res

View full text Add to dashboard Cite

Background: Preventing the onset of poor mental health in adolescence is an international public health priority. Universal, whole school preventative approaches are valued for their reach, and anti-stigmatising and resilience building principles. Mindfulness approaches to well-being have the potential to be effective when delivered as a whole school approach for both young people and staff. However, despite growing demand, there is little understanding of possible and optimal ways to implement a mindfulness, whole school approach (M-WSA) to wellbeing. This study aimed to identify the determinants of early implementation success of a M-WSA. We tested the capacity of the Consolidated Framework for Implementation Research (CFIR), to capture the determinants of the implementation of a mental health intervention in a school setting. Methods: Key members of school staff (n = 15) from five UK secondary schools attempting to implement a M-WSA were interviewed at two-time points, 6 months apart, generating a total of 30 interviews. Interviews explored participants' attitudes, beliefs and experiences around implementing a M-WSA. Interview data were coded as CFIR constructs or other (non CFIR) factors affecting implementation. We also mapped school-reported implementation activity and perceived success over 30 months. Results: The CFIR captured the implementation activities and challenges well, with 74% of CFIR constructs identifiable in the dataset. Of the 38 CFIR constructs, 11 appeared to distinguish between high and low implementation schools. The most essential construct was school leadership. It strongly distinguished between high and low implementation schools and appeared interrelated with many other distinguishing constructs. Other strongly distinguishing constructs included relative priority, networks and communications, formally appointed implementation leaders, knowledge and beliefs about the intervention, and executing. Conclusions: Our findings suggest key implementation constructs that schools, commissioners and policy makers should focus on to promote successful early implementation of mental health programs. School leadership is a key construct to target at the outset. The CFIR appears useful for assessing the implementation of mental health programs in UK secondary schools.

show abstract

Section: Introductionmentioning

confidence: 99%

Factors affecting the implementation of a whole school mindfulness program: a qualitative study using the consolidated framework for implementation research

Hudson

Lawton

Hugh‐Jones

2020

BMC Health Serv Res

View full text Add to dashboard Cite

show abstract

“…However, delivering mindfulness as a whole-class activity provided a supportive community of peers who encouraged the children to feel safe to participate. Developing a psychologically safe space to practice mindfulness can encourage non-judgement, trust and safety which can support children to feel present and engaged (Meixner et al, 2019). Teachers suggested exercises such as mindful walking would have benefitted from more practice in smaller groups to help them complete activities mindfully.…”

Section: Discussionmentioning

confidence: 99%

“…Regular dialogue can also help motivate settings and encourage perseverance (Bleach, 2013). In previous research, a lack of collaborative practice reduced shared understanding of mindfulness programme goals and led to challenges in programme buy-in from teachers and students (Dariotis et al, 2016; Meixner et al, 2019). However, being involved from the beginning ensured the research team were able to generate a shared vision for the research and engage in shared ideas and reflections of the process.…”

Section: Discussionmentioning

confidence: 99%

“…The authors also highlighted that it is helpful the mindfulness instructors are knowledgeable about how to work with the children of that particular developmental age. In a high school context, Meixner et al (2019) also highlighted that the mindfulness sessions would have worked well if built in as part of the existing curriculum so that students did not miss lessons. These findings highlight that organisational factors are important to consider when assessing the feasibility of teaching mindfulness.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the implementation of mindfulness approaches in an early years setting

Holt¹,

Atkinson

Douglas-Osborn

2021

Journal of Early Childhood Research

View full text Add to dashboard Cite

Children as young as pre-school are experiencing difficulties related to stress, anxiety and inattention which could be supported through the use of mindfulness. However, there is very little research on how to effectively deliver mindfulness approaches within Early Years (EYs) practice. A year-long action research project was conducted with an EYs setting to explore how EYs practitioners can effectively deliver mindfulness, understanding their perceptions of the impact, facilitators and challenges to successful implementation. Findings revealed various facilitating factors including: developing effective and inclusive mindfulness approaches; reflecting on practice; working collaboratively and creating a supportive community. Challenges included issues related to the school context and delivery of mindful approaches. Findings revealed perceived benefits for the children, staff and the EYs setting. Implications for practice suggest it is feasible for school psychologists to support EYs settings to develop mindfulness practices using an action research approach. Future research and study limitations are discussed.

show abstract

“…An implementation study of an MB program in the secondary setting, which included parent orientation before the program as well as parent engagement throughout the program, found parental involvement to be "invaluable" (Meixner et al, 2018;p. 554).…”

Section: Cultivating Relational Trust-nuances Of Mb Sel Implementationmentioning

confidence: 99%

Implementation barriers and facilitators of a mindfulness‐based social emotional learning program and the role of relational trust: A qualitative study

Mischenko

Nicholas-Hoff

Schussler

et al. 2022

Psychology in the Schools

View full text Add to dashboard Cite

Based on an overarching analysis of the ecological levels or contexts that implementers experienced as barriers and facilitators in the delivery of a mindfulness-based socialemotional learning program, this study reveals the importance of relational trust between the implementer and actors within the various ecological levels. This study applies Bryk and Schneider's framework of relational trust to bring nuance and understanding to relationships that influence the implementer's ability to effectively deliver the program. This study explores the implementers' relationships with: the curriculum professional learning team, the district/school administration, schoolteachers/colleagues, students' families, students, and themselves. A qualitative case study approach was employed and included interviews and classroom observations of 10 teachers delivering the program in the elementary school context. Inferences about the strength of relational trust are made between implementers with high and low fidelity based on qualitative and numerical analysis of coded interview segments. Recommendations are made for a whole school

show abstract

Delivery of Integra Mindfulness Martial Arts in the Secondary School Setting: Factors that Support Successful Implementation and Strategies for Navigating Implementation Challenges

Cited by 6 publications

References 33 publications

Factors affecting the implementation of a whole school mindfulness program: a qualitative study using the consolidated framework for implementation research

Factors affecting the implementation of a whole school mindfulness program: a qualitative study using the consolidated framework for implementation research

Exploring the implementation of mindfulness approaches in an early years setting

Implementation barriers and facilitators of a mindfulness‐based social emotional learning program and the role of relational trust: A qualitative study

Contact Info

Product

Resources

About