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Preliminary Investigation of Whole-School Mindfulness in Education Programs and Children’s Mindfulness-Based Coping Strategies.

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Title: Preliminary Investigation of Whole-School Mindfulness in Education Programs and Children’s Mindfulness-Based Coping Strategies.
Authors: Sheinman, Nimrod, Hadar, Linor L., Gafni, Dalit, Milman, Michael
Source: Journal of Child & Family Studies. Oct2018, Vol. 27 Issue 10, p3316-3328. 13p. 7 Charts, 1 Graph.
Subjects: Mindfulness, Mindfulness-based cognitive therapy, Curriculum, Coping Strategies Questionnaire, Psychological adaptation, Age distribution, Health education, Research, School children, Sex distribution, Public sector, Thematic analysis
Geographic Terms: Israel
Abstract: Mindfulness is increasingly applied in schools, yet little is known about long-term whole-school approaches, in which mindfulness becomes integrated in the school’s curriculum. Among the possible benefits of such an approach is its influence on children’s coping strategies and their responses to everyday challenges. To examine this possibility, the study collected data from 646 students, 9-12 years old, from three Israeli public schools using mindfulness. One school had been implementing the whole school approach for 13 years, a second school for one year, and a third had no mindfulness implementation and thus served as a comparison. Data collection was based on a questionnaire asking students to openly describe how they coped in five challenging daily-life situations. The data were analyzed using qualitative thematic coding; then, the initial categories were coded into a quantitative mindfulness-based coping scoring system. The findings revealed a significant difference between schools with respect to students’ disposition to use mindfulness-based coping strategies (P < .001, R2 = .13). The regression model indicated that girls had a higher tendency to apply mindfulness-based strategies than boys, and 10-year-old children showed a greater disposition to apply mindfulness-based strategies than 9, 11 and 12-year-olds (P < .0001, R2 = .2). The study adds to the growing body of evidence pointing to the contribution of long term whole-school mindfulness-based programs to elementary school children. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Child & Family Studies is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Mindfulness is increasingly applied in schools, yet little is known about long-term whole-school approaches, in which mindfulness becomes integrated in the school’s curriculum. Among the possible benefits of such an approach is its influence on children’s coping strategies and their responses to everyday challenges. To examine this possibility, the study collected data from 646 students, 9-12 years old, from three Israeli public schools using mindfulness. One school had been implementing the whole school approach for 13 years, a second school for one year, and a third had no mindfulness implementation and thus served as a comparison. Data collection was based on a questionnaire asking students to openly describe how they coped in five challenging daily-life situations. The data were analyzed using qualitative thematic coding; then, the initial categories were coded into a quantitative mindfulness-based coping scoring system. The findings revealed a significant difference between schools with respect to students’ disposition to use mindfulness-based coping strategies (P &lt; .001, R2 = .13). The regression model indicated that girls had a higher tendency to apply mindfulness-based strategies than boys, and 10-year-old children showed a greater disposition to apply mindfulness-based strategies than 9, 11 and 12-year-olds (P &lt; .0001, R2 = .2). The study adds to the growing body of evidence pointing to the contribution of long term whole-school mindfulness-based programs to elementary school children. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Journal of Child &amp; Family Studies is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1007/s10826-018-1156-7
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      – Code: eng
        Text: English
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        PageCount: 13
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    Subjects:
      – SubjectFull: Mindfulness
        Type: general
      – SubjectFull: Mindfulness-based cognitive therapy
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Coping Strategies Questionnaire
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      – SubjectFull: Psychological adaptation
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      – SubjectFull: Age distribution
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      – SubjectFull: Health education
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      – SubjectFull: Research
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      – SubjectFull: School children
        Type: general
      – SubjectFull: Sex distribution
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      – SubjectFull: Public sector
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      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Israel
        Type: general
    Titles:
      – TitleFull: Preliminary Investigation of Whole-School Mindfulness in Education Programs and Children’s Mindfulness-Based Coping Strategies.
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            NameFull: Hadar, Linor L.
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            NameFull: Gafni, Dalit
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              Text: Oct2018
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