A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers.
A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers.
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DOI：
10.1002/pits.21979
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发表时间：
2017-01
影响因子：
2
通讯作者：
Mendelson T
中科院分区：
文献类型：
--
作者：
Dariotis JK;Mirabal-Beltran R;Cluxton-Keller F;Gould LF;Greenberg MT;Mendelson T
确定成功实施以学校为基础的干预措施的相关因素是必不可少的，以确保以有效和参与的方式提供方案。在这方面，对确定实施障碍和促进者至关重要的两个关键利益攸关方-学生及其任课教师-的观点值得注意，但很少采用定性方法加以探讨。本研究报告了五年级和六年级的参与者和他们的老师在三所公立学校为低收入城市社区服务的16周的校本正念和瑜伽课程的定性观点。四个主题相关的计划实施的障碍和促进者出现：计划交付的因素，计划买进，实施者与教师的沟通，教师素质。从学生和教师的反馈进行了讨论的背景下，通知实施，适应和未来发展的校本正念和瑜伽规划在城市环境中。
Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators – students and their classroom teachers – merit attention in this context and have rarely been explored using qualitative methods. This study reports qualitative perspectives of fifth and sixth grade participants and their teachers of a 16-week school-based mindfulness and yoga program in three public schools serving low-income urban communities. Four themes related to program implementation barriers and facilitators emerged: program delivery factors, program buy-in, implementer communication with teachers, and instructor qualities. Feedback from students and teachers is discussed in the context of informing implementation, adaptation, and future development of school-based mindfulness and yoga programming in urban settings.