Year: 2018
Type: conference-paper
Abstract: THE ENGINE OFTHE NEW NEWZEALANDThere is a growing portion of school-aged children experiencing a wide variety of social, emotional and behavioural problems that interfere with their academic achievement and interpersonal relationships.The practice of mindfulness as a tool has being adopted in schools to help students improve attention and focus, cognitive functioning, stress management, emotions regulation, and social-emotional resiliencies (Felver, Celis-de Hoyos, Tezanos, & Singh, 2016; Waters, Barsky, Ridd, & Allen, 2015; Thurman and Torsney, 2014).A large number of international and regional providers have developed their own customised programmes adopting the concepts of mindfulness to meet this need.Thus creating a wide variation in the practice of mindfulness with a wide range of definitions and meanings of wellbeing (Davidson and Kaszniak, 2015).Further there is a limited research on the translation and implementation of mindfulness in the school setting.There is need for an examination of the applications of mindfulness and possible concerns about its use.The aim of this study is to identify the applications of mindfulness and its mechanisms of change for the promotion of wellbeing in children.
Author: Emma Dresler
Language: English
Subfield: Clinical Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W3012115194