Validation of a Scale for Assessing Social Validity in Mindfulness-Based Educational Programs

González, Luis Español; Herrero-Fernández, David; Amutio, Alberto; Santamaría, Txemi; Gordon, William Van

doi:10.1007/s12671-019-01138-2

Cited by 9 publications

(3 citation statements)

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“…It is important to continue researching the mediating mechanisms of the effects of group mindfulness training, particularly in terms of the potentially promising role played by experiences of shared flow. Finally, it is important for future mindfulnessbased educational programs to assess the social validity of the intervention (L opez-Gonz alez et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Meditation techniques have recently been incorporated into various psychotherapeutic (mindfulness-based interventions) and psychoeducational formats (mindfulness-based educational programs) in different countries (L opez-Gonz alez et al, 2019), with positive results. Mindfulness programs implemented in the school curriculum have been found to improve the executive functions of children and adolescents in terms of emotion regulation, enabling them to cope with excessive levels of negative emotions that would otherwise interfere with their academic performance (Moreno-G omez et al, 2020;Zoogman et al, 2015) and enhancing their attention and motivation to learn (Franco et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Social climate in university classrooms: A mindfulness‐based educational intervention

et al. 2021

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There is a limited number of studies on the impact of mindfulness-based interventions on university students and their positive effect on collective experiences of shared flow. The aim of the present study was to explore the effectiveness of mindfulness training in terms of reducing stress and enhancing well-being, experiences of shared flow and classroom climate (engagement and affiliation). The intervention and control groups were matched by age and sex (n = 125; M = 20.71, SD = 4.60, 68% women). The intervention group comprised mindfulness exercises performed in the classroom over the course of 7 weeks. The principal variables were measured at pretest and posttest, and shared flow was also measured in the intervention group. In comparison with the control group, statistically significant differences were observed in the intervention group in relation to mindfulness, perceived stress, and classroom climate (affiliation). Furthermore, the perception of shared flow among students increased from the beginning to the end of the program. Mindfulness skills were found to mediate improvements in perceived well-being and stress. It is concluded that mindfulness practice can turn learning into a challenging and shared task. The study highlights the importance of fostering programs that enhance the development of competencies related to mindfulness among university students.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Social climate in university classrooms: A mindfulness‐based educational intervention

et al. 2021

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“…Schools may also design their own evaluation framework alongside planning for the implementation of mindfulness. Teachers may use tools that they often already utilise for evaluating student outcomes, including behavioural observations, obtaining feedback (from older students; e.g., see Lo´pez-Gonz´alez, Herrero-Fern´andez, Amutio, Santamar´ıa, & Van Gordon, 2019;Luiselli, Worthen, Carbonell, & Queen, 2017), and attending to changes in classroom climate and interpersonal relationships. The key is that educators actively and systematically record data for evaluation purposes.…”

Section: Practical Considerations For Educationmentioning

confidence: 99%

Mindfulness in Education: Critical Debates and Pragmatic Considerations

Lee,

McCaw,

Van Dam

2024

Preprint

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Mindfulness has all but become a mainstay in modern education.Yet, despite the incredible enthusiasm and increased application inschools, there remains significant divergence between advocatesand critics. Advocates assert that mindfulness practice promotesindividual and societal health and well-being. Meanwhile, criticsquestion the intention, and the social and political implications ofpromoting these ancient practices in schools, arguing that theBuddhist ethics underlying mindfulness remain incompatible withneoliberal ideology and instrumentalism of contemporary schooling.As mindfulness has been commodified, instrumentalised, and usedas a therapeutic tool for acute coping, its broader potential for humangrowth and development may be undermined. Furthermore, scholarscaution that the fledging nature of mindfulness research leavescritical questions unanswered, especially the potential of adverseeffects. The work herein examines these critiques and articulateshow they translate into practical considerations for education. Wepresent here a discussion of how largely academic concerns relatingto modern mindfulness may translate to pragmatic considerationsfor educational leaders, policy makers, and stakeholders. We aim toempower educators and others to make judgments about thepromotion and integration of mindfulness into educational settings,considering context-specific factors such as developmental needsand capacities, as well as recommendations to support effective andethical practice of mindfulness in education.

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Mindfulness in education: Critical debates and pragmatic considerations

Lee,

McCaw,

Van Dam

2024

British Educational Res J

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Mindfulness has all but become a mainstay in modern education. Yet despite the incredible enthusiasm and increased application in schools, there remains significant divergence between advocates and critics. Advocates assert that mindfulness practice promotes individual and societal health and well‐being. Meanwhile, critics question the intention and the social and political implications of promoting these ancient practices in schools, arguing that the Buddhist ethics underlying mindfulness remain incompatible with the neoliberal ideology and instrumentalism of contemporary schooling. As mindfulness has been commodified, instrumentalised and used as a therapeutic tool for acute coping, its broader potential for human growth and development may be undermined. Furthermore, scholars caution that the fledging nature of mindfulness research leaves critical questions unanswered, especially the potential for adverse effects. The work herein examines these critiques, presenting three critical considerations for mindfulness in education, and articulates practical recommendations for educational leaders, policy makers and stakeholders. We aim to empower educators and others to make judgements about the promotion and integration of mindfulness into educational settings, considering context‐specific factors such as developmental needs and capacities, as well as recommendations to support effective and ethical practice of mindfulness in education.

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Validation of a Scale for Assessing Social Validity in Mindfulness-Based Educational Programs

Cited by 9 publications

References 54 publications

Social climate in university classrooms: A mindfulness‐based educational intervention

Social climate in university classrooms: A mindfulness‐based educational intervention

Mindfulness in Education: Critical Debates and Pragmatic Considerations

Mindfulness in education: Critical debates and pragmatic considerations

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