A Mindfulness Intervention with Mildly Intellectually Delayed High School Students
cityu.school | Albright School of Education | |
cityu.site | Vancouver, BC | |
cityu.site.country | Canada | |
dc.contributor.author | Francis, Mark | |
dc.date.accessioned | 2016-06-15T19:21:35Z | |
dc.date.available | 2016-06-15T19:21:35Z | |
dc.date.issued | 2014-09 | |
dc.description.abstract | This 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.uri | http://hdl.handle.net/20.500.11803/154 | |
dc.language.iso | en | |
dc.publisher.institution | City University of Seattle (CityU) | |
dc.title | A Mindfulness Intervention with Mildly Intellectually Delayed High School Students | |
dc.type | Thesis | |
thesis.degree.discipline | School Counseling | |
thesis.degree.grantor | City University of Seattle (CityU) | |
thesis.degree.level | Masters | |
thesis.degree.name | Master of Education |
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