Mindful or mind full? the effectiveness of a small scale mindfulness-based intervention in a mainstream primary school with year four children

Carey, Melissa Louise (2017). Mindful or mind full? the effectiveness of a small scale mindfulness-based intervention in a mainstream primary school with year four children. University of Birmingham. Ap.Ed.&ChildPsy.D.

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This research aimed to establish the effectiveness of a mindfulness-based intervention facilitated by a trainee educational psychologist and a class teacher, with a class of Year Four children. The study took a pragmatist approach to research, whereby a mixed method approach was considered the best way to address the study’s research questions. The Year Four children in a mainstream primary school participated in a six week mindfulness-based intervention, with activities from ‘60 Mindful Minutes’ (The Nurture Group Network, 2014). Quantitative data were collected and analysed in relation to the children’s social and emotional well-being, levels of mindfulness, and observable behaviour (peer relationship difficulties, prosocial behaviour, conduct problems and hyperactivity and inattention) at four time-points. Qualitative data was collected at follow-up: the class teacher was interviewed and the children were asked to provide written feedback. Both the quantitative and qualitative data indicated that the children became more “mindful” after completing the intervention. Additionally, positive effects for their social and emotional well-being were found. The intervention was well-accepted by the children and their class teacher, and evidence was found at follow-up for the maintenance of mindfulness practices. The findings provide positive implications for practice, in regards to educational settings and educational psychologists.

Type of Work: Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)
Award Type: Doctorates > Ap.Ed.&ChildPsy.D.
College/Faculty: Colleges (2008 onwards) > College of Social Sciences
School or Department: School of Education, Department of Disability, Inclusion and Special Needs
Funders: None/not applicable
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education > LB1501 Primary Education
URI: http://etheses.bham.ac.uk/id/eprint/7898


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