在学校使用正念的“什么”、“为什么”和“何时”:教育工作者和政策制定者的最佳实践和指导

IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Theory Into Practice Pub Date : 2022-07-28 DOI:10.1080/00405841.2022.2107822
N. Hosan, V. Smith, W. Strean, E. Sibinga, S. Punja, S. Vohra
{"title":"在学校使用正念的“什么”、“为什么”和“何时”:教育工作者和政策制定者的最佳实践和指导","authors":"N. Hosan, V. Smith, W. Strean, E. Sibinga, S. Punja, S. Vohra","doi":"10.1080/00405841.2022.2107822","DOIUrl":null,"url":null,"abstract":"ABSTRACT Mindfulness-based interventions (MBIs) have recently proliferated among schools. Although MBIs show much promise in alleviating mental distress, their increase in school settings may outpace the evidence base for such implementation. In the present literature review, we define the different types of MBIs implemented in school settings: mindfulness-based stress reduction, mindfulness-based cognitive therapy for children, and mindfulness-based social-emotional learning programs. We next identify the outcomes most commonly addressed by MBIs in school settings, such as mental health, social-emotional, and academic outcomes. We conclude with a discussion of MBI implementation in schools and recommendations for educators and policymakers on best practices to maximize MBI effectiveness.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"48 1","pages":"465 - 476"},"PeriodicalIF":2.5000,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"The “what,” “why,” and “when” of using mindfulness in schools: Best practices and guidance for educators and policymakers\",\"authors\":\"N. Hosan, V. Smith, W. Strean, E. Sibinga, S. Punja, S. Vohra\",\"doi\":\"10.1080/00405841.2022.2107822\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Mindfulness-based interventions (MBIs) have recently proliferated among schools. Although MBIs show much promise in alleviating mental distress, their increase in school settings may outpace the evidence base for such implementation. In the present literature review, we define the different types of MBIs implemented in school settings: mindfulness-based stress reduction, mindfulness-based cognitive therapy for children, and mindfulness-based social-emotional learning programs. We next identify the outcomes most commonly addressed by MBIs in school settings, such as mental health, social-emotional, and academic outcomes. We conclude with a discussion of MBI implementation in schools and recommendations for educators and policymakers on best practices to maximize MBI effectiveness.\",\"PeriodicalId\":48177,\"journal\":{\"name\":\"Theory Into Practice\",\"volume\":\"48 1\",\"pages\":\"465 - 476\"},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2022-07-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Theory Into Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/00405841.2022.2107822\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Theory Into Practice","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/00405841.2022.2107822","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3

摘要

基于正念的干预(mbi)最近在学校中激增。尽管MBIs在减轻精神痛苦方面显示出很大的希望,但它们在学校环境中的增加可能超过了实施这种做法的证据基础。在目前的文献综述中,我们定义了在学校环境中实施的不同类型的MBIs:基于正念的压力减轻,基于正念的儿童认知治疗,以及基于正念的社会情感学习计划。接下来,我们确定了MBIs在学校环境中最常处理的结果,如心理健康、社会情感和学业成绩。最后,我们讨论了MBI在学校的实施情况,并为教育工作者和政策制定者提供了最佳实践建议,以最大限度地提高MBI的有效性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
The “what,” “why,” and “when” of using mindfulness in schools: Best practices and guidance for educators and policymakers
ABSTRACT Mindfulness-based interventions (MBIs) have recently proliferated among schools. Although MBIs show much promise in alleviating mental distress, their increase in school settings may outpace the evidence base for such implementation. In the present literature review, we define the different types of MBIs implemented in school settings: mindfulness-based stress reduction, mindfulness-based cognitive therapy for children, and mindfulness-based social-emotional learning programs. We next identify the outcomes most commonly addressed by MBIs in school settings, such as mental health, social-emotional, and academic outcomes. We conclude with a discussion of MBI implementation in schools and recommendations for educators and policymakers on best practices to maximize MBI effectiveness.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Theory Into Practice
Theory Into Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.80
自引率
3.10%
发文量
41
期刊介绍: Published since 1962, Theory Into Practice (TIP) is a nationally recognized, peer reviewed journal featuring multiple perspectives and scholarly, yet practical and engaging, discussions of important issues in education. TIP publishes articles covering all levels and areas of education, including learning and teaching; counseling; assessment; teacher education and professional development; classroom management; administration and supervision; curriculum; policy; and technology. Each issue of TIP is devoted to a timely theme developed by a Guest Editor who has expertise in the theme area.
期刊最新文献
The rights of trans and queer learners in K-12 classrooms Equity, accountability and change in the school board space Centering community and care: Enacting the Torres’ rights of the learner to support middle grades students in building collective responsibility in learning mathematics A community sin vergüenza: Considerations when designing classroom spaces for bi/multilingual students to speak, listen, and be heard Rehumanizing mathematics education with the RotL through defiance, trust, and love: A conversation with Olga Torres
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1