Work

Mindfulness as an Intervention for Improving Academic Success among Students with Executive Functioning Disorders

Year: 2015

Type: conference-paper

Abstract: College attendance has increasingly become a seemingly mandatory next step following high school: employment, promotion, and career-related skills frequently demand post-secondary training. As the college attendance rate has increased, the rate of college attendees with diagnosed learning disabilities or learning challenges has followed suit (Connor, 2012). Time management, including the abilities to focus attention and reach incremental goals, are critical to college success (Al-Harthy, Qaboos, & Was, 2013). This paper attempts to analyze the role of mindfulness and self-awareness in relation to the etiology of executive functioning disorders. Recent literature supports the use of mindfulness and meta-cognitive awareness as tools to help students with executive functioning deficits succeed in high-stress academic environments.

Source: Procedia - Social and Behavioral Sciences

DOI: 10.1016/j.sbspro.2015.01.650

Author: Laura E. McCloskey

Institution: George Mason University

Language: English

Topic: Mindfulness and Compassion Interventions

Subfield: Clinical Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funder: George Mason University