Pause, Breathe, Smile: a Mixed-methods Study of Student Well-being Following Participation in an Eight-week, Locally Developed Mindfulness Program in Three New Zealand Schools
aut.relation.endpage | 106 | |
aut.relation.issue | 2 | en_NZ |
aut.relation.journal | Advances in School Mental Health Promotion | en_NZ |
aut.relation.startpage | 90 | |
aut.relation.volume | 9 | en_NZ |
dark.contributor.author | Bernay, R | en_NZ |
dark.contributor.author | Graham, E | en_NZ |
dark.contributor.author | Devcich, DA | en_NZ |
dark.contributor.author | Rix, G | en_NZ |
dark.contributor.author | Rubie-Davies, CM | en_NZ |
dc.date.accessioned | 2018-09-27T04:13:21Z | |
dc.date.available | 2018-09-27T04:13:21Z | |
dc.date.copyright | 2016 | en_NZ |
dc.date.issued | 2016 | en_NZ |
dc.description.abstract | Children 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.identifier.citation | Advances in School Mental Health Promotion, 9(2), 90-106. | |
dc.identifier.doi | 10.1080/1754730X.2016.1154474 | en_NZ |
dc.identifier.issn | 1754-730X | en_NZ |
dc.identifier.issn | 2049-8535 | en_NZ |
dc.identifier.uri | https://hdl.handle.net/10292/11836 | |
dc.language | eng | en_NZ |
dc.publisher | Taylor & Francis | en_NZ |
dc.relation.uri | https://www.tandfonline.com/doi/full/10.1080/1754730X.2016.1154474 | |
dc.rights | Copyright © 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.rights.accessrights | OpenAccess | en_NZ |
dc.subject | Children | en_NZ |
dc.subject | Mindfulness | en_NZ |
dc.subject | School | en_NZ |
dc.subject | Social emotional skills | en_NZ |
dc.subject | Well-being | en_NZ |
dc.title | Pause, Breathe, Smile: a Mixed-methods Study of Student Well-being Following Participation in an Eight-week, Locally Developed Mindfulness Program in Three New Zealand Schools | en_NZ |
dc.type | Journal Article | |
pubs.elements-id | 202313 | |
pubs.organisational-data | /AUT | |
pubs.organisational-data | /AUT/Culture & Society | |
pubs.organisational-data | /AUT/Culture & Society/Education | |
pubs.organisational-data | /AUT/Culture & Society/Education/Education - School Office | |
pubs.organisational-data | /AUT/Culture & Society/Education/PBRF - review | |
pubs.organisational-data | /AUT/PBRF | |
pubs.organisational-data | /AUT/PBRF/PBRF Culture and Society | |
pubs.organisational-data | /AUT/PBRF/PBRF Culture and Society/Education |
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