MINDFULNESS GOES TO SCHOOL: THINGS LEARNED (SO FAR) FROM RESEARCH AND REAL-WORLD EXPERIENCES
MINDFULNESS GOES TO SCHOOL: THINGS LEARNED (SO FAR) FROM RESEARCH AND REAL-WORLD EXPERIENCES
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DOI：
10.1002/pits.21981
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发表时间：
2017-01-01
影响因子：
2
通讯作者：
Reid, Brittany Ann
中科院分区：
文献类型：
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作者：
Semple, Randye J.;Droutman, Vita;Reid, Brittany Ann
正念课程正在全国各地的K-12学校实施。这些计划中的许多，尽管经过了很好的考虑和实施，但很少或根本没有关于其有效性的研究支持。认识到在这一领域发表的研究的匮乏，对目前在学校实施的校本计划的样本进行了审查。审查的计划是：内在探索者计划、掌握精神和时刻计划、儿童的正念和身心技能、正念学校、有弹性的孩子、安静的地方、压力减轻和正念课程和正念时刻，以及健康和复原力计划。我们提供了对每个项目的研究支持和未发表的讨论的摘要，主要是可行性、可接受性、有效性和有效性的定性指标。对每个项目的优点和局限性进行了描述，并提出了支持信息丰富和有用研究的建议。我们鼓励研究人员、教育工作者和正念练习者通力合作，进行严格的项目评估。
Mindfulness-based curricula are being implemented in K-12 schools across the nation. Many of these programs, although well considered and implemented, have little or no research support for their effectiveness. Recognizing the paucity of published research in this area, a sampling of school-based programs currently being implemented in the schools is reviewed. The programs reviewed are Inner Explorer, Master Mind and Moment Program, Mindfulness and Mind-Body Skills for Children, Mindful Schools, Resilient Kids, Still Quiet Place, Stress Reduction and Mindfulness Curriculum and Mindful Moment, and Wellness and Resilience Program. We offer a summary of research support for each program and discussion of unpublished, mostly qualitative indicators of feasibility, acceptability, efficacy, and effectiveness. Strengths and limitations of each program are described, along with suggestions for bolstering informative and useful research. We encourage researchers, educators, and mindfulness practitioners to work collaboratively to conduct rigorous program evaluations.