The literature into mindfulness in schools has begun to expand rapidly, yet is still in its infancy. Reviews of the research have concluded that mindfulness based interventions (MBI) show potential in schools for improving children and young people’s (CYP) educational, social and emotional outcomes (Felver, Celis-deHayos, Tezanos & Singh, 2016). This qualitative research has taken a social constructionist approach. It is exploring CYP’s experiences of an Educational Psychology Service delivered mindfulness intervention six-months later. Eight semi-structured interviews were carried out with a homogeneous sample of pupil participants (aged 10-13 years). Interpretative Phenomenological Analysis was conducted following the guidelines from Smith, Flowers and Larkin (2009) and the study demonstrates research validity under Yardley’s (2000, 2008) qualitative criteria. The super-ordinate IPA themes were: Problem Focused, Benefits of Mindfulness, Application, Environment and Continued Use, with an overarching theme of Personal Experience and Self-Awareness. Results indicated that mindfulness was a personal experience for CYP, and individual benefits were recognised. The participants’ constructs suggested that they were still using mindfulness six-months later. It was interpreted that mindfulness techniques were used particularly in times of need and that CYP had an increased self-awareness of what previously and presently supported them to be mindful.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:694950 |
| Date | January 2016 |
| Creators | Swire, Jessica |
| Publisher | Cardiff University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://orca.cf.ac.uk/94959/ |
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