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29.084 - Systematic Approaches to Mindfulness-Based Interventions for Teachers and Students: Early Childhood and Elementary School Settings
Fri, April 17, 10:35am to 12:05pm, Hyatt, Floor: East Tower - Green Level, Plaza BSession Type: Symposium
Abstract
Abstract
Mindfulness-based interventions (MBIs) in educational settings are becoming increasingly common (Roeser, in press). The purpose of this session is to highlight contemporary research aimed at understanding how to systematically implement mindfulness training for both teachers and students in early childhood and elementary school settings. How might interventionists think about the scope and sequencing of mindfulness programs aimed at teachers, and mindfulness-trainings aimed at young children in a systematic way? What are the advantages, if any, of providing mindfulness training to teachers before they attempt to implement child-focused mindfulness trainings in the classroom? The three empirical papers in this session attempt to address these questions in the context of on-going intervention research efforts in early childhood and elementary school settings.
Sub Unit
Chair
Papers
Initial Research Findings From Teacher and Student Mindfulness Programs: Early Childhood and Elementary School Settings - Lisa Flook, University of Wisconsin - Madison; Richard J Davidson, University of Wisconsin - Madison
Assessing Potential Impacts of Mindfulness-Based Interventions for Teachers and Students in the Early Childhood Years - Robert William Roeser, Portland State University; Andrew J. Mashburn, Portland State University; Jillayne Sorenson; Margaret Cullen; Monica Bahan, Portland State University; Ryan Dicker, Portland State University; Jessica L. Harrison, Portland State University; Cristi Pinela; Cynthia Taylor, Portland State University; Elizabeth Tremaine, Portland State Univeristy; Rita Yelverton, Portland State University
Singular and Combined Effects of Mindfulness-Based Education Programs on Teacher and Student Well-Being and Classroom Context - Kim A. Schonert-Reichl, The University of British Columbia; Robert William Roeser, Portland State University; Eva Oberle, The University of British Columbia; Jenna Whitehead, The University of British Columbia; M. Jennifer Kitil, The University of British Columbia; Molly Elizabeth Lawlor, The University of British Columbia