Within U.S. public schools, achievement is not equal. Some groups of students have historically achieved greater academic success than others. There have been two major federal initiatives aimed at education reform over the last twenty years. These reforms have had either little or no effect towards creating equitable achievement among all students. One major feature missing from these federal education policies is social-emotional learning (SEL). Students who participate in SEL benefit in many ways, including improved social skills, higher school engagement, and increased academic achievement. SEL is an important component that complements rigorous academic learning. It also provides students with strategies for dealing with strong emotions, such as anxiety, frustration, and joy that occur during the school day. In addition to daily emotions at school, SEL also provides students, who have recently returned to in-person learning, with strategies to manage any stress or trauma associated with the COVID-19 pandemic. Jefferson Elementary School (pseudonym) has two SEL curriculums. The primary curriculum is TRAILS to Wellness and the supplementary curriculum is MindUP. During the study period of October 2022 to January 2023, Students at Jefferson experienced lessons from the primary curriculum, TRAILS to Wellness. Teachers did not cover the MindUP lessons, but they did include some of its components, such as mindful breathing and utilization of a break space. Ethnographic data show that students benefited from the TRAILS to Wellness curriculum. The primarily Latinx population had success frequently discussing their emotions and learning specific strategies through movement. Initial data show that the animal characters used primarily in the K–2 curriculum, however, causes some confusion and further study in this area is warranted. Interviews of students and teachers show that Latinx students have also gained social-emotional skills. In the areas of self-awareness, students more accurately identify their emotions and utilize more specific language to describe how they are feeling. Students are also better at self-management as they have specific strategies that they use during the school day to deal with strong emotions. Data for social awareness, relationship skills, and responsible decision-making is less conclusive. Approximately half of the students interviewed reported skills in these areas, but data from teachers is more limited. In terms of academic achievement, data showed that students reported using their SEL strategies during academic instruction, which puts them in a better position to succeed academically. Additionally, some students reported higher engagement with school.

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Published Article / Until we utilize our ability to choose our worldview, to choose our beliefs, to choose the reality in which we wish to live, behavior remains habitual and unexamined" (Yero 2002:234). This article explains and discusses the influence of lecturers' beliefs on teaching. It is important for lecturers to engage in mindful teaching by becoming aware of their momentary doings. If lecturers could discover how their own mental models of reality (i.e. beliefs) shape the world within the classroom, they have the opportunity to make mindful decisions. It is recommended that lecturers do a self-inventory to help identify their patterns of thought and bring into consciousness the beliefs and values that underlies their teaching. Because each lecturer's thinking processes and interpretations are unique, only they can determine what changes need to be made in the classroom environment.

This study investigated predictors for training transfer and their relationship with work related effectiveness measures of the group based awareness training The More To Life Weekend. The purposes of the study were to: (1) establish and test predictors for effective training transfer, (2) identify and test constructs for work-related effectiveness, and (3) provide direction for the design of an evaluation study. This study was conducted with past participants of the training, in a cross-sectional design using self-report surveys, and data was analysed using regression analyses. Instruments for measuring controlled and autonomous motivation to attend the training, the perceived utility of the training, utilisation of post-training support opportunities and the degree of on-going practice were developed for the study. The results indicate that perceived training utility is an important predictor for transfer. Controlled motivation to attend the training is showing the expected nil-relationship, while autonomous motivation is showing a relationship with transfer without reaching statistical significance. The results confirm a significant positive relationship between on-going practice of the trained techniques with positive psychological capital, whereas the relationship with a one-dimensional measure of mindful attention awareness did not reach levels of statistical significance. Utilisation of post-training support and on-going practice were confirmed as mediators between perceived training utility and the effectiveness measures of mindful awareness and positive psychological capital. Recommendations are made for using a multi-dimensional measurement of mindful awareness and the design of a future evaluation study on this training programme.

abstract: Introduction: Weight cycling is defined as happening when an individual intentionally loses weight and then subsequently regaining the weight over time. Weight cycling has been associated with a number of adverse health consequences and is a risk factor for cardiovascular disease. The large majority of behaviorally based weight loss interventions typically result in full weight regain often with additional weight gained over time with each repeated bout of weight cycling. Mindful eating, which is defined as a non-judgmental awareness of meal related factors, has been found to influence negative behaviors related to weight cycling. Purpose: The purpose of this study was to examine the association between mindful eating and weight cycling in middle aged women. Methods: This study used an observational design to explore the relationships and characterize responses to the Mindfulness Eating Questionnaire (MEQ) in 75 overweight women (BMI > 25) who self-reported a history of weight cycling using a weight cycling index (WCI). The participants were divided into three groups: non-cyclers (NC) less than three cycles of 10 lbs; moderate cyclers (MC) at least three weight cycles of 10lbs; and severe cyclers (SC) at least three weight cycles of at least 20lbs. Results: NC were significantly (p < 0.05) younger and had lower BMI than the MC and SC groups. There were no significant differences in any of the MEQ subscores based on WCI groups. There were no significant relationships between WCI and any of the MEQ subscores. Conclusion: The Mindful Eating Questionnaire (MEQ), was an insufficient discriminatory measure for use in an observational study on a complex behavior such as weight cycling. Further research to understand eating behavior domains, mindful awareness skills, and risk of weight cycling is needed. / Dissertation/Thesis / Masters Thesis Exercise and Wellness 2016

Undervisning i ämnet slöjd ska syfta till att elever utvecklar förmågan att formge och framställa föremål. Undervisningen ska ge eleverna möjlighet att utveckla sin skicklighet i en process där tanke, sinnesupplevelse och handling samverkar (Skolverket, 2022). Den process en genomgår vid slöjdande benämns ibland som slöjdprocess och innefattar ofta en mängd olika upplevelser. Slöjdprocessen kan upplevas som både positiv och negativ, upplevelserna kan skifta och de olika moment som slöjd innefattar kan skapa både lust och olust. För att hantera de upplevelser en stöter på behövs verktyg och förhållningssätt. Syftet med denna undersökning är därför att undersöka hur mindfulness och specifikt mindfulnessträning i form av stilla meditation skulle kunna påverka dessa upplevelser i samband med slöjd. Detta genom att kombinera mindfulness med slöjdarbete där guidade meditationsövningar genomförs i samband med textilt arbete. Undersökningen utgår från frågeställningen Hur kan mindfulnessträning påverka ens upplevelser i slöjdprocesser? Resultatet av undersökningen visar att slöjdande i sig bidrar till olika upplevelser, att dessa upplevelser kan förändras, förstärkas och försvinna och att mindfulness i form av stilla meditation kan påverka dessa. De guidade meditationsövningarna skapade i denna undersökning en möjlighet att komma i kontakt med dessa upplevelser och viss utsträckning hantera dessa upplevelser i samband med slöjdprocesser.

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The connection between our body and mind is integral in the way we perceive and relate to the world that exists around us. Our perceptions and emotional responses to those spaces can influence and become a powerful tool for design. In turn, architecture can encourage active and mindfullness in a person's everyday life. The architectural project is a mixed-use development consisting of a multi-family residence, hotel, coffee shop, and spa located off of 14th Street in the Columbia Heights neighborhood in Washington DC. The program provides spaces for dwelling, both temporary and permanent, to encourage both physical and psychological wellness. / Master of Architecture

Background: Mindful consumption is considered to be a process that is beneficial forconsumers, society and environment. Food consumption and mindfulness are two concepts thatwork very well together. Practicing mindful food consumption often results in behaviour that issocially and environmentally responsible. For the vast majority of consumers consumption isviewed in a positive light.In modern day society mindful consumption is on the rise. This isespecially true for food consumption. Practitioners of mindful consumption contribute topreservation of the environment and are socially responsible and this has a correlation withindividual consumers interest and societal interest.Purpose: The purpose of this study is to describe what the driving forces of mindfulconsumerism are from the perspective of food consumption.Methodology: Researchers decided on deductive approach, established theory of plannedbehaviour is used to observe. Furthermore the researchers used qualitative research sincemindful consumerism is not expanded enough to test in a quantitative approach. The researchdesign of the study is defining a research question, actually defining the research, data collectionprocess, analysing the data and writing a research report on it. For the data collected theresearchers focused on primary data collection methods in order to better understand thephenomenon and lastly for the data collection instruments a focus group interview has beenchosen with a thematic analysis to analyze the results. Lastly the sampling method chosen is thegeneric purposive sampling where researchers chose specific participants that exhibit certaincharacteristics.Theoretical framework: The researchers question was what leads to mindful consumerism, inorder to achieve that the planned behavioural model was used. In this paper the researchers havefocused on four themes that can be connected to mindful food consumption. Environment andsustainability, health and wellbeing, self preservation, social and moral implications. By applying3theory of planned behaviour to these four topics the researchers could pinpoint what factorsexactly lead to mindful consumerism.Findings: The authors argue that some of the four themes have more influence on mindfulconsumption of food and lastly that consumers themselves are responsible for the decision toengage in mindful consumption of their food.

Mindful parenting has been defined as “paying attention to your child and your parenting in a particular way: intentionally, here and now, and non-judgmentally” (Kabat-Zinn & Kabat-Zinn, 1997). Although it is hypothesized that increasing mindful parenting improves parent and child functioning, the development of a measure of mindful parenting is needed to support this assumption. The aim of the present study was to develop and psychometrically evaluate a measure of mindful parenting (the Mindfulness In Parenting Questionnaire: MIPQ) for use with mothers and fathers of both children and adolescents, ranging in age from 2- to 16-years-old. The current study contained three phases. First, content experts in the area of mindfulness and parenting provided content for preliminary items. Second, parents participated in cognitive interviewing in order to reduce measurement error and increase the psychometrics of the measure. The third and final phase consisted of large-scale data collection to explore the psychometrics of the new MIPQ. Two-hundred and three parents recruited from academic and after-school programs in South Florida completed the MIPQ, along with measures of intrapersonal mindfulness, parenting behavior, parenting style, and a demographics questionnaire. The Partial Credit Model, which evidenced significantly better fit than the Rating Scale Model, was used to evaluate the MIPQ using WINSTEPS 3.74.01. The MIPQ was iteratively refined based on statistical and clinical considerations, resulting in a 28-item measure with 4 response categories. Further, results supported a 2 factor mindful parenting construct. The first factor (Parental Self-Efficacy) reflects a parent’s self-efficacy, as well as nonreactivity and awareness within the parenting role, while the second factor (Being in the Moment with the Child) pertains to the child, and reflects present-centered attention, empathic understanding, and acceptance of the child. Factors were correlated (r = .67) and explained 42.3% and 43.4% of the variance, respectively. Correlations between the MIPQ and parenting style, parenting practices, practice of mindfulness, and participant demographics provided support for convergent and discriminant validity. The MIPQ exhibited a positive and weak correlation with the MAAS, indicating that interpersonal and intrapersonal mindfulness are related, but separate and distinct constructs. Limitations and directions for future research are discussed.