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dc.date.accessioned2018-09-27T04:13:21Z
dc.date.available2018-09-27T04:13:21Z
dc.date.copyright2016en_NZ
dc.identifier.citationAdvances in School Mental Health Promotion, 9(2), 90-106.
dc.identifier.issn1754-730Xen_NZ
dc.identifier.issn2049-8535en_NZ
dc.identifier.urihttp://hdl.handle.net/10292/11836
dc.description.abstractChildren today face increasingly high stress levels, impacting their well-being. Schools can play a crucial role in teaching social and emotional skills; therefore there is a need to identify effective interventions. This mixed-methods study of 124 elementary school students from three New Zealand schools aimed to (1) assess if children experienced improved well-being after an eight-week mindfulness program, and (2) understand their perceptions of the program. Participants completed these self-rated scales: the Mindful Awareness Attention Scale for Children and the Stirling Children’s Well-being Scale. Six children were interviewed about their perceptions and classroom teachers’ observations were reviewed. Quantitative data indicated a steady increase in students’ mindfulness, while well-being increased significantly but returned to baseline levels at three-month follow up. Changes in mindfulness were positively related to changes in well-being. The study results suggest the importance of offering mindfulness-based programs for potential improvements in students’ well-being.en_NZ
dc.languageengen_NZ
dc.publisherTaylor & Francisen_NZ
dc.relation.urihttps://www.tandfonline.com/doi/full/10.1080/1754730X.2016.1154474
dc.rightsCopyright © 2016 Taylor & Francis. Authors retain the right to place his/her pre-publication version of the work on a personal website or institutional repository as an electronic file for personal or professional use, but not for commercial sale or for any systematic external distribution by a third. This is an electronic version of an article published in (see Citation). Advances in School Mental Health Promotion is available online at: www.tandfonline.com with the open URL of your article (see Publisher’s Version).
dc.subjectChildrenen_NZ
dc.subjectMindfulnessen_NZ
dc.subjectSchoolen_NZ
dc.subjectSocial emotional skillsen_NZ
dc.subjectWell-beingen_NZ
dc.titlePause, Breathe, Smile: a Mixed-methods Study of Student Well-being Following Participation in an Eight-week, Locally Developed Mindfulness Program in Three New Zealand Schoolsen_NZ
dc.typeJournal Article
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.1080/1754730X.2016.1154474en_NZ
dark.contributor.authorBernay, Ren_NZ
dark.contributor.authorGraham, Een_NZ
dark.contributor.authorDevcich, DAen_NZ
dark.contributor.authorRix, Gen_NZ
dark.contributor.authorRubie-Davies, CMen_NZ
aut.relation.endpage106
aut.relation.issue2en_NZ
aut.relation.startpage90
aut.relation.volume9en_NZ
pubs.elements-id202313
aut.relation.journalAdvances in School Mental Health Promotionen_NZ


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