dc.contributor.author | Emerson, Lisa-Marie | |
dc.contributor.author | Rowse, Georgina | |
dc.contributor.author | Sills, Jennifer | |
dc.date.accessioned | 2017-11-08T04:30:52Z | |
dc.date.available | 2017-11-08T04:30:52Z | |
dc.date.issued | 2017 | |
dc.identifier.issn | 0256-8543 | |
dc.identifier.doi | 10.1080/02568543.2017.1343211 | |
dc.identifier.uri | http://hdl.handle.net/10072/352176 | |
dc.description.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 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. | |
dc.description.peerreviewed | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Routledge | |
dc.relation.ispartofpagefrom | 465 | |
dc.relation.ispartofpageto | 477 | |
dc.relation.ispartofissue | 4 | |
dc.relation.ispartofjournal | Journal of Research in Childhood Education | |
dc.relation.ispartofvolume | 31 | |
dc.subject.fieldofresearch | Education systems | |
dc.subject.fieldofresearch | Curriculum and pedagogy | |
dc.subject.fieldofresearch | Other psychology not elsewhere classified | |
dc.subject.fieldofresearchcode | 3903 | |
dc.subject.fieldofresearchcode | 3901 | |
dc.subject.fieldofresearchcode | 529999 | |
dc.title | Developing a Mindfulness-Based Program for Infant Schools: Feasibility, Acceptability, and Initial Effects | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dc.type.code | C - Journal Articles | |
dc.description.version | Accepted Manuscript (AM) | |
gro.rights.copyright | © 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 | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Emerson, Lisa Marie | |