Teaching Mindfulness to Middle School Students and Homeless Youth in School Classrooms

Viafora, David P.; Mathiesen, Sally G.; Unsworth, Sara J.

doi:10.1007/s10826-014-9926-3

Cited by 52 publications

(59 citation statements)

References 72 publications

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“…The results of the current study are supported by similar results found in the school-based mindfulness intervention studies of Viafora et al (2015) as well as Felver et al (2014). In both of these qualitative studies, participants were able to demonstrate the reality of learning mindfulness techniques in their lives such as helping to stay calm and less stressed, to be able to pay more attention in class and also to feel better.…”

Section: Discussionsupporting

confidence: 84%

“…It was established first and foremost that the participant sufficiently recalled participating in the TRIPLE R program. The questions used were based on those used in similar acceptability studies investigating school-based mindfulness interventions (Costello and Lawler 2014;Viafora et al 2015). The interviews were also designed to be sufficiently brief so that participants would not be overly burdened by the process (Hutchfield and Coren 2011).…”

Section: Methodsmentioning

confidence: 99%

“…This research shows that children provided valuable qualitative information about mindfulness and its impact in their lives via various means of enquiry such as interview and written responses (Costello and Lawler 2014;Viafora et al 2015). Mindfulness is often seen by children as helpful with respect to being calm, focussing and gaining control of emotions.…”

Section: Acceptability Of Mindfulness Interventions With Childrenmentioning

confidence: 96%

“…Mindfulness is often seen by children as helpful with respect to being calm, focussing and gaining control of emotions. In some cases, even when quantitative data do not produce statistically significant results, qualitative data can be used to inform about real-world significance as well as to provide feedback related to improvements or changes to the program (Coholic 2011;Viafora et al 2015).…”

Section: Acceptability Of Mindfulness Interventions With Childrenmentioning

confidence: 99%

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The Child’s Voice in Determining Program Acceptability for a School-Based Mindfulness Intervention

2017

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School-based mindfulness interventions have been shown to be effective in reducing mental health symptoms. However, comparatively little research has investigated the acceptability of these programs from the perspective of the children. Program acceptability underpins engagement, and more engaging programs are also more efficacious (Cowan & Sheridan, 2003;Mautone et al., 2009) yet there is little literature which has considered the acceptability of school-based mindfulness programs. To address this gap, semi-structured interviews were conducted with upper primary aged children (N = 30) who had participated in a six week mindfulness program in four Australian primary schools. Thematic analysis of interviews revealed children found the program to be acceptable. Children reported that they enjoyed doing the mindfulness program, would recommend it to others, and learned about relaxing as well as felt relaxed while doing the program. Children also highlighted the use of culturally appropriate teaching materials and possible stigmatisation as threats to the acceptability of the program. The results of the study support the acceptability of mindfulness programs in school settings, grounded in the unique perspective of the child.

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Section: Discussionsupporting

confidence: 84%

Section: Methodsmentioning

confidence: 99%

Section: Acceptability Of Mindfulness Interventions With Childrenmentioning

confidence: 96%

Section: Acceptability Of Mindfulness Interventions With Childrenmentioning

confidence: 99%

See 2 more Smart Citations

The Child’s Voice in Determining Program Acceptability for a School-Based Mindfulness Intervention

2017

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“…Se observan mayores efectos en estudiantes que tienen hogar respecto a estudiantes sin hogar, que viven en un albergue con sus familias; aunque estos informaron de beneficios en su vida cotidiana (Viafora et al, 2015). Una posible explicación es que éstos han sido expuestos más frecuentemente a situaciones traumáticas ambientales estresantes, y por ello experimentan también beneficios (Downer, 2001).…”

Section: Discussionunclassified