A Mindfulness Intervention with Mildly Intellectually Delayed High School Students

cityu.schoolAlbright School of Education
cityu.siteVancouver, BC
cityu.site.countryCanada
dc.contributor.authorFrancis, Mark
dc.date.accessioned2016-06-15T19:21:35Z
dc.date.available2016-06-15T19:21:35Z
dc.date.issued2014-09
dc.description.abstractThis study investigated whether a social and emotional learning program, specifically the MindUP curriculum, that included a mindfulness intervention would positively impact the self-concept and mindfulness ability of mildly intellectually disabled high school students. A convenience sample of 14 participants was drawn from one of the researcher's classes. Participants completed instruments measuring self-concept and mindful attention awareness pre and post intervention. The intervention consisted of implementation of the MindUP curriculum, a 15 lesson social and emotional learning program meant to increase optimism and resilience in students with a fundamental mindfulness practice of focused listening and breathing. Results showed a significant increase in participants' ability to be mindful, but no significant change to self-concept was noted.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/154
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.titleA Mindfulness Intervention with Mildly Intellectually Delayed High School Students
dc.typeThesis
thesis.degree.disciplineSchool Counseling
thesis.degree.grantorCity University of Seattle (CityU)
thesis.degree.levelMasters
thesis.degree.nameMaster of Education
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