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Loving Kindness Meditation and the C...

Gallagher, Christine E.

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Loving Kindness Meditation and the Cultivation of Mindful Behaviors: Examining the Relationship Between Loving Kindness Meditation and the Five Facets of Mindfulness.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Loving Kindness Meditation and the Cultivation of Mindful Behaviors: Examining the Relationship Between Loving Kindness Meditation and the Five Facets of Mindfulness./
Author:	Gallagher, Christine E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	110 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
Subject:	Early childhood education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28492462
ISBN:	9798534667028

Loving Kindness Meditation and the Cultivation of Mindful Behaviors: Examining the Relationship Between Loving Kindness Meditation and the Five Facets of Mindfulness.
Gallagher, Christine E.

Loving Kindness Meditation and the Cultivation of Mindful Behaviors: Examining the Relationship Between Loving Kindness Meditation and the Five Facets of Mindfulness. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 110 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ed.D.)--State University of New York at Binghamton, 2021.

Over the last 20 years, interest in the art of mindfulness, a state of being reflected in Buddhist teachings, has steadily grown among various disciplines. The knowledge of its connections to the development of compassion for the self and others, and its subsequent effects on cognitive reasoning has promoted interest in its palliative and cerebral effectiveness. Research in the fields of neurology and psychology indicate how mindfulness meditations (MMs) alter executive functioning, social/emotional competencies, and somatic responses (Burke, 2010, Davidson, et. al. 2012; Robins, Keng, Ekblad & Brantley, 2012; Schonert-Reichl, et al., 2015). Researchers note early childhood educators, with varying years of experience, leave the profession because of high levels of stress due to poor student/teacher relationships, disciplinary problems, and a lack of autonomy (DeAngelis & Presley, 2011; Hale-Jinks, & Knopf, 2006; Ingersoll & Smith, 2003; Klassen, & Chiu, 2010). Since engagement in mindfulness meditations relieves stress and increases a sense of overall well-being, an interest in examining the use of meditation in the field seems advantageous. Additionally, since educational researchers also show how engagement in MMs positively influences teachers' social/emotional competencies and cognitive processing by reducing stress levels, it is conceivable to consider the benefits teachers may accrue by engaging in MMs (Lantieri & Nambiar, 2012; Mendelson, et al., 2010; Napoli, Krech, & Holley, 2005; Roeser, Skinner, Beers, & Jennings, 2012). Because MMs support well-being, which denotes the effective use of social-emotional competencies and cognitive functioning, I set out to explore the relationship between engagement in Loving Kindness Meditation (LKM), and the cultivation of the five facets of mindfulness. The Five Facet Mindfulness Questionnaire (FFMQ) was administered to Pre-K public school faculty and Head Start teachers and parent advocates to analyze pre- and post- responses after six weeks of engagement in LKM. Results indicate statistically significant differences in educators' pre-/post- self-perceived FFMQ overall mindfulness scores and subscale scores. Regarding demographics, results yielded no statistical significance indicating years of experience, position held, and degree level, played no role in self-perceived growth of mindfulness behaviors. The significance of this study addresses the possible use of LKM by teachers to support well-being and a positive social-emotional mindset to enhance the teacher/student relationship.

ISBN: 9798534667028Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Mindfulness

Loving Kindness Meditation and the Cultivation of Mindful Behaviors: Examining the Relationship Between Loving Kindness Meditation and the Five Facets of Mindfulness.
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520 $a Over the last 20 years, interest in the art of mindfulness, a state of being reflected in Buddhist teachings, has steadily grown among various disciplines. The knowledge of its connections to the development of compassion for the self and others, and its subsequent effects on cognitive reasoning has promoted interest in its palliative and cerebral effectiveness. Research in the fields of neurology and psychology indicate how mindfulness meditations (MMs) alter executive functioning, social/emotional competencies, and somatic responses (Burke, 2010, Davidson, et. al. 2012; Robins, Keng, Ekblad & Brantley, 2012; Schonert-Reichl, et al., 2015). Researchers note early childhood educators, with varying years of experience, leave the profession because of high levels of stress due to poor student/teacher relationships, disciplinary problems, and a lack of autonomy (DeAngelis & Presley, 2011; Hale-Jinks, & Knopf, 2006; Ingersoll & Smith, 2003; Klassen, & Chiu, 2010). Since engagement in mindfulness meditations relieves stress and increases a sense of overall well-being, an interest in examining the use of meditation in the field seems advantageous. Additionally, since educational researchers also show how engagement in MMs positively influences teachers' social/emotional competencies and cognitive processing by reducing stress levels, it is conceivable to consider the benefits teachers may accrue by engaging in MMs (Lantieri & Nambiar, 2012; Mendelson, et al., 2010; Napoli, Krech, & Holley, 2005; Roeser, Skinner, Beers, & Jennings, 2012). Because MMs support well-being, which denotes the effective use of social-emotional competencies and cognitive functioning, I set out to explore the relationship between engagement in Loving Kindness Meditation (LKM), and the cultivation of the five facets of mindfulness. The Five Facet Mindfulness Questionnaire (FFMQ) was administered to Pre-K public school faculty and Head Start teachers and parent advocates to analyze pre- and post- responses after six weeks of engagement in LKM. Results indicate statistically significant differences in educators' pre-/post- self-perceived FFMQ overall mindfulness scores and subscale scores. Regarding demographics, results yielded no statistical significance indicating years of experience, position held, and degree level, played no role in self-perceived growth of mindfulness behaviors. The significance of this study addresses the possible use of LKM by teachers to support well-being and a positive social-emotional mindset to enhance the teacher/student relationship.
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