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Introducing a Mindfulness-Based Inte...

Heller, Rebecca,

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Introducing a Mindfulness-Based Intervention as a Coping Skill for Students From a High Achieving School /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Introducing a Mindfulness-Based Intervention as a Coping Skill for Students From a High Achieving School // Rebecca Heller.
作者:	Heller, Rebecca,
面頁冊數:	1 electronic resource (215 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
Contained By:	Dissertations Abstracts International86-05A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31565255
ISBN:	9798346738183

Introducing a Mindfulness-Based Intervention as a Coping Skill for Students From a High Achieving School /
Heller, Rebecca,

Introducing a Mindfulness-Based Intervention as a Coping Skill for Students From a High Achieving School /Rebecca Heller. - 1 electronic resource (215 pages)

Source: Dissertations Abstracts International, Volume: 86-05, Section: A.

The purpose of this action research study was to assist students coping with the pressures of attending a high achieving school by devising and implementing a seven-week mindfulness-based intervention (MBI) to raise overall student well-being. Additionally, it was hoped that the students would use the mindfulness techniques as positive coping skills to combat stressors in their everyday lives. Students from high achieving schools are under intense pressures and stressors, so much so that they are considered at-risk for thriving into adulthood. Eleventh grade students from a high achieving independent school in California were introduced to and had the opportunity to practice seven different mindfulness techniques in their weekly advisory class. In order to personalize the MBI, students were introduced to the concept of mindfulness and asked to set an intention of the way(s) they felt mindfulness could help them. The findings were based on the results of 11th grade students who participated in the MBI, including five interviewed students and 51 students who completed the pre- and post-survey. The method of data collection was a concurrent mixed-methods approach including the Warwick Edinburgh Mental Wellbeing Survey (WEMWBS), Likert scale and open-ended survey questions, and interview questions. Quantitative results showed that students' well-being did not improve over the course of the MBI, and in fact, decreased due to normal fluctuations in the stress levels of the school year. However, encouragingly, more than half of the students utilized the mindfulness techniques outside of the classroom as positive coping skills for handling the pressures of their everyday lives. Additionally, students planned to continue using these mindfulness techniques in the future.

English

ISBN: 9798346738183Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Coping skills

Introducing a Mindfulness-Based Intervention as a Coping Skill for Students From a High Achieving School /
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