A Qualitative Evaluation of Student Learning and Skills Use in a School-Based Mindfulness and Yoga Program
A Qualitative Evaluation of Student Learning and Skills Use in a School-Based Mindfulness and Yoga Program
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DOI：
10.1007/s12671-015-0463-y
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发表时间：
2016-02-01
期刊：
影响因子：
3.6
通讯作者：
Mendelson, Tamar
中科院分区：
文献类型：
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作者：
Dariotis, Jacinda K.;Mirabal-Beltran, Roxanne;Mendelson, Tamar
以前对校本正念和瑜伽课程的研究主要集中在对课程成果的定量测量上。本研究使用定性数据来调查学生在日常生活中记住和应用的课程内容和技能。数据是在一个社区非营利组织在三所城市学校进行了为期16周的正念和瑜伽干预后收集的。我们进行了焦点小组和访谈，9名教师没有参加该计划，并举行了6个焦点小组与22个五年级和六年级的计划参与者。本研究解决了两个主要的研究问题：（1）什么技能，学生学习，保留，并利用程序外？（2）教师期望并观察到课程接受者的哪些改变？与技能学习和应用相关的四个主要主题如下：（1）青少年保留和使用包括呼吸工作和姿势的项目技能;（2）对这些技术的健康益处的知识促进了自我利用和技能分享;（3）青少年对情绪的评价更敏锐，加上新的和改进的情绪调节技巧，有助于减少负面情绪，促进平静，和减少压力;（4）青年和教师报告现实和乐观的期望，对未来的影响所获得的程序技能。我们讨论了这些研究结果的影响，以指导未来的研究和实践。
Previous studies on school-based mindfulness and yoga programs have focused primarily on quantitative measurement of program outcomes. This study used qualitative data to investigate program content and skills that students remembered and applied in their daily lives. Data were gathered following a 16-week mindfulness and yoga intervention delivered at three urban schools by a community non-profit organization. We conducted focus groups and interviews with nine classroom teachers who did not participate in the program and held six focus groups with 22 fifth and sixth grade program participants. This study addresses two primary research questions: (1) What skills did students learn, retain, and utilize outside the program? and (2) What changes did classroom teachers expect and observe among program recipients? Four major themes related to skill learning and application emerged as follows: (1) youths retained and utilized program skills involving breath work and poses; (2) knowledge about health benefits of these techniques promoted self-utilization and sharing of skills; (3) youths developed keener emotional appraisal that, coupled with new and improved emotional regulation skills, helped de-escalate negative emotions, promote calm, and reduce stress; and (4) youths and teachers reported realistic and optimistic expectations for future impact of acquired program skills. We discuss implications of these findings for guiding future research and practice.