Literaturnachweis - Detailanzeige
| Autor/in | Bookman, Samantha Allese |
|---|---|
| Titel | Finding Bliss: The Development and Implementation of a Culturally-Based Mindfulness Intervention within an Urban Title I Elementary School Context |
| Quelle | (2023), (136 Seiten)
PDF als Volltext Ed.D. Dissertation, The Florida State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3797-4027-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Elementary School Students; Culturally Relevant Education; Metacognition; Intervention; Urban Schools; Program Development; Program Implementation; Minority Group Students; Elementary Secondary Education; Stress Management; Coping; Student Satisfaction; Program Effectiveness; Knowledge Level |
| Abstract | Mindfulness research is growing as educators and practitioners place emphasis on social emotional learning (SEL). Evidence supports mindfulness benefits are both physical and mental to include lowering blood pressure, decreased anxiety, increased executive functioning, and increased ability to pay attention. While the benefits of mindfulness practice are being explored and researched more than ever before, most studies use adults and don't focus on minority populations. Of studies who have focussed on youth, few use elementary children and even fewer have focused on minority youth for their target population. This study explores the effectiveness and implementation of a mindfulness intervention created intentionally for elementary students attending an urban title I school. In an aim to empower students and make the content for culturally relevant and responsive, I used Patricia Young's (2009b) ID-TABLET and John Keller's (1987a) ARCS model as theoretical frameworks to develop and implement an e-book entitled Finding BLISS that taught key concepts of mindfulness and allowed for mindfulness practice. Finding BLISS incorporated characters, voices, and scenarios familiar with the target audience, urban youth, while introducing them to mindfulness as a helpful practice to cope with stress. I used both qualitative and quantitative analysis and to determine participant satisfaction and the overall impact of Finding BLISS via the Child Adolescent Mindfulness Measure (CAMM), Instructional Materials Motivational Survey (IMMS), knowledge of mindfulness questionnaire, and focus groups. Data analysis showed a significant difference between pre to post measures on knowledge of mindfulness but no significant change in actual levels of participant mindfulness. Data also indicated participants were satisfied with the intervention, thought it was relevant, and made recommendations to better capture and sustain their attention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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