The evidence base for the benefits of mindfulness for children is growing and the beneficial outcomes of Mindfulness-Based Interventions (MBIs) are found in a broad range of domains. The aim of this research study was to explore and evaluate the outcomes and process of an MBI delivered in a school setting to students aged 12 and 13-years-old by a Trainee Educational Psychologist. A mixed methods approach was employed within a paradigm of pragmatism which was well suited to the complexity of phenomenon to be studied. In order to answer the research questions an intervention design was utilised in which outcomes for two groups of students were compared. Multiple of sources of data were analysed; qualitative data derived from semi-structured interviews was thematically analysed and interpreted alongside findings from a quantitative analysis of data obtained from the Child and Adolescent Mindfulness Measure and the Strength and Difficulties Questionnaire. Evidence was found for an increase in mindfulness; most students reported experiencing improved self-awareness, awareness of their environment and feelings of calm and relaxation associated with mindfulness practice. A significant difference was found between pre- and post-intervention parental total difficulties scores on the SDQ, suggesting that student’s difficulties had improved from the parent’s perspectives.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:669097 |
| Date | January 2015 |
| Creators | Anyika, Janet Kelechi |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/6302/ |
Page generated in 0.0455 seconds