Supporting Self-Regulation Through Mindfulness In The Educational Setting

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cityu.schoolAlbright School of Education
cityu.siteVancouver, BC
cityu.site.countryCanada
dc.contributor.authorSykes, Randie S.
dc.date.accessioned2017-07-06T22:39:47Z
dc.date.available2017-07-06T22:39:47Z
dc.date.issued2017-05
dc.description.abstractThe practice of mindfulness as a means of addressing self-regulation in school aged children and adolescents is becoming increasingly popular. Investigative research has shown that self-regulation through mindful awareness has a positive effect on behaviour and academic success. This paper looks at direct and indirect methods of implementing mindfulness to increase student success in schools. Indirect methods involve providing teachers with mindfulness training and analyzing its effects on the classroom climate. Preliminary research in this emerging field suggests that mindfulness has the potential to improve classroom management, teacher-student relationships and instructional strategies. Direct methods involve pre-designed programs aimed directly at teaching students to be mindfulness aware and review studies on the effects such programs have on emotional stress, behaviour, and academic success. Though studies are limited, there is a general acceptance that mindfulness training does help students understand and work through their stressors by being present in the moment. Finally, this paper provides a detailed description of the common implementation challenges and recommendations for best practice, considering the use of the SMART program and the MindUp program and their uses in promoting self-regulation.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/666
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.subjectmindfulness-based interventions
dc.subjectmindfulness and student success
dc.subjectMindup program
dc.subjectsmart program
dc.subjectself-regulation through mindfulness
dc.subject.lcshMindfulness (Psychology)
dc.subject.lcshAffective education
dc.subject.lcshEducational counseling--Psychological aspects
dc.titleSupporting Self-Regulation Through Mindfulness In The Educational Setting
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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