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  • Developing a Mindfulness-Based Program for Infant Schools: Feasibility, Acceptability, and Initial Effects

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    EmersonPUB5094.pdf (301.3Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Emerson, Lisa-Marie
    Rowse, Georgina
    Sills, Jennifer
    Griffith University Author(s)
    Emerson, Lisa Marie
    Year published
    2017
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    Abstract
    Growing evidence points to the success of mindfulness for supporting the well-being of older children in schools; less is known about the effects with younger schoolchildren. This study sought to test the feasibility and acceptability of a program of mindfulness-based activities with a nonclinical sample of young children within a school setting. In addition, the impact of the program on measures of attention, inhibition, well-being, and mindfulness were assessed. A 4-week program of mindfulness-based activities was delivered within a classroom of 26 children, age 6 to 7 years. The program was feasible to implement and ...
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    Growing evidence points to the success of mindfulness for supporting the well-being of older children in schools; less is known about the effects with younger schoolchildren. This study sought to test the feasibility and acceptability of a program of mindfulness-based activities with a nonclinical sample of young children within a school setting. In addition, the impact of the program on measures of attention, inhibition, well-being, and mindfulness were assessed. A 4-week program of mindfulness-based activities was delivered within a classroom of 26 children, age 6 to 7 years. The program was feasible to implement and acceptable to the majority of participants. Outcomes assessed at four time points (baseline, pre-, postintervention, and follow-up) demonstrated mixed effects. Sustained attention significantly increased postintervention and inhibition increased significantly during the baseline and intervention period. There was no change in well-being and mindfulness. Limitations on measurements are considered in light of the findings; appropriate measures of mindfulness and well-being need to be developed for this age group.
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    Journal Title
    Journal of Research in Childhood Education
    Volume
    31
    Issue
    4
    DOI
    https://doi.org/10.1080/02568543.2017.1343211
    Copyright Statement
    © 2017 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Research in Childhood Education on 03 Aug 2017, available online: http://www.tandfonline.com/10.1080/02568543.2017.1343211
    Subject
    Education systems
    Curriculum and pedagogy
    Other psychology not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/352176
    Collection
    • Journal articles

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