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dc.contributor.authorEmerson, Lisa-Marie
dc.contributor.authorRowse, Georgina
dc.contributor.authorSills, Jennifer
dc.date.accessioned2017-11-08T04:30:52Z
dc.date.available2017-11-08T04:30:52Z
dc.date.issued2017
dc.identifier.issn0256-8543
dc.identifier.doi10.1080/02568543.2017.1343211
dc.identifier.urihttp://hdl.handle.net/10072/352176
dc.description.abstractGrowing 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.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofpagefrom465
dc.relation.ispartofpageto477
dc.relation.ispartofissue4
dc.relation.ispartofjournalJournal of Research in Childhood Education
dc.relation.ispartofvolume31
dc.subject.fieldofresearchPsychology not elsewhere classified
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode170199
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1302
dc.titleDeveloping a Mindfulness-Based Program for Infant Schools: Feasibility, Acceptability, and Initial Effects
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted 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.hasfulltextFull Text
gro.griffith.authorEmerson, Lisa Marie


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