Putting your mind at ease: findings from the Mindfulness Ambassador Council programme in Toronto area schools

2015 ◽  
Vol 10 (4) ◽  
pp. 376-392 ◽  
Author(s):  
Tracy Smith-Carrier ◽  
Theo Koffler ◽  
Faye Mishna ◽  
Anna Wallwork ◽  
Joanne Daciuk ◽  
...  
Keyword(s):  
Secondary School ◽  
Controlled Trial ◽  
Well Being ◽  
Mindfulness Training ◽  
Mindfulness Practice ◽  
Future Research ◽  
School Students ◽  
Case Study Methodology ◽  
Content Type ◽  
School Settings

Purpose – The purpose of this paper is to gain understanding of the benefits and limitations of mindfulness training among secondary school students and teachers in Toronto, Ontario, Canada. Design/methodology/approach – Using a case study methodology, the authors analysed programme evaluation forms and conducted thematic analyses of focus groups with Catholic secondary school teachers and students that participated in the Mindfulness Ambassador Council programme. Findings – The findings suggest that mindfulness training may provide participants with opportunities for personal growth, specifically in the areas of stress reduction, relaxation, social awareness, self-discovery and relationship building. Research limitations/implications – This study confirms existing literature that training in mindfulness practice may be beneficial in strengthening relationships, reducing stress and anxiety and promoting inner well-being and social-emotional learning in youth. To test these findings empirically, future research should examine mindfulness training in schools using a robust randomised controlled trial design. Practical implications – Given the current state of research on mindfulness-based interventions specifically with the adolescent population, the study provides useful and timely data on participants ' experiences with mindfulness training, and discusses how such training can be effectively harnessed within secondary school settings. Originality/value – There is growing evidence that the regular practice of mindfulness has myriad psychological, therapeutic and health benefits, and contributes to heightened emotional intelligence and improved performance in a host of activities. Relatively little is known, however, about the effects of mindfulness interventions on child and adolescent populations. The study contributes to the emerging evidence on mindfulness practice with students in school settings.

Academic-related stress among private secondary school students in India

2014 ◽  
Vol 3 (2) ◽  
pp. 118-134 ◽  
Author(s):  
Sibnath Deb ◽  
Esben Strodl ◽  
Jiandong Sun
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Academic Stress ◽  
Future Research ◽  
School Students ◽  
Related Factors ◽  
Content Type ◽  
Exam Anxiety

Purpose – The purpose of this paper is to examine the prevalence of academic stress and exam anxiety among private secondary school students in India as well as the associations with socio-economic and study-related factors. Design/methodology/approach – Participants were 400 adolescent students (52 percent male) from five private secondary schools in Kolkata who were studying in grades 10 and 12. Participants were selected using a multi-stage sampling technique and were assessed using a study-specific questionnaire. Findings – Findings revealed that 35 and 37 percent reported high or very high levels of academic stress and exam anxiety respectively. All students reported high levels of academic stress, but those who had lower grades reported higher levels of stress than those with higher grades. Students who engaged in extra-curricula activities were more likely to report exam anxiety than those who did not engage in extra-curricula activities. Practical implications – Private high school students in India report high levels of academic stress and exam anxiety. As such there is a need to develop effective interventions to help these students better manage their stress and anxiety. Originality/value – This is the first study the authors are aware of that explores the academic stress levels of private secondary school students in India. The study identifies factors that may be associated with the experience of high levels of stress that need to be explored further in future research.

scholarly journals Participant Engagement in a Commercially Available App-Based Mindfulness Training Intervention Delivered to Women Diagnosed with Breast Cancer (Preprint)

2018 ◽  
Author(s):  
Kristen Rosen ◽  
Jennifer Potter
Keyword(s):  
Breast Cancer ◽  
Controlled Trial ◽  
Well Being ◽  
Mindfulness Training ◽  
Pain Severity ◽  
Mindfulness Practice ◽  
Dispositional Mindfulness ◽  
Related Factors ◽  
Mindfulness Skills ◽  
Minimum Dose

BACKGROUND Mindfulness training may improve quality of life (QoL) among women diagnosed with breast cancer, yet barriers associated with instructor-facilitated training (eg, cost, location, time) may limit uptake. Self-directed mindfulness training using smartphone apps may overcome these barriers. However, little is known about who may be most likely to engage in app-based mindfulness training (AMT) interventions. OBJECTIVE We examined baseline predictors of app engagement among women diagnosed with breast cancer (≤5 years) enrolled in a randomized controlled trial (RCT) of a commercially available AMT intervention (Headspace). METHODS Participants (n=57) received AMT as part of a 12-week RCT. Headspace was available for download from iTunes or Google Play. Participants were asked to complete app registration using a unique activation code and complete ≥ 1 mindfulness session; this was defined as “minimum dose.” Overall, AMT engagement was self-guided. Participants completed baseline measures of QoL (FACT-B), dispositional mindfulness (MAAS), pain severity and interference (BPI-sf), and demographics. Log data was obtained from the app developers at the end of the study. AMT engagement was characterized by: attaining minimum dose, number of mindfulness sessions completed, and duration (minutes) of overall mindfulness practice. RESULTS Overall, 34 participants completed app registration and ≥1 mindfulness session (minimum dose). Over the 12-week trial, the median number of mindfulness sessions completed was 11.50 with a range of 1-87 sessions completed. Median duration of overall mindfulness practice was 115 minutes, with a range of 10-1411 minutes. Participants who attained minimum dose had greater baseline physical well-being (mean 20.74 [SD 5.67]) compared to those who did not have any recorded engagement with AMT (mean 16.43 [SD 8.15]; t[36.2]=-2.20, P=.04). Pain severity was lower for participants who attained minimum dose (mean 3.12 (SD 1.69]) compared to those who did not (mean 4.61 [SD 2.05]; t[29]=2.20, P=.04). Other domains of QoL, dispositional mindfulness, pain-related interference, and demographics did not differ between groups. Among those who attained minimum dose, only pain-related interference was associated with fewer mindfulness sessions completed (P=.05). CONCLUSIONS App engagement was not recorded for slightly fewer than half of participants (ie, did not complete registration and ≥1 mindfulness session). Although reasons for non-adherence are unclear, findings suggest physical well-being and pain-related factors may be associated with participant AMT engagement. Given mindfulness practice time is associated with mindfulness skills uptake, future studies should explore approaches to optimize AMT engagement among participants with greater physical well-being and pain-related concerns.

scholarly journals Mindfulness training and employee well-being

2016 ◽  
Vol 9 (2) ◽  
pp. 126-145 ◽  
Author(s):  
Nadine Joelle Mellor ◽  
Leanne Ingram ◽  
Marc Van Huizen ◽  
John Arnold ◽  
Anne-Helen Harding
Keyword(s):  
Satisfaction With Life ◽  
Psychological Intervention ◽  
Well Being ◽  
Mindfulness Training ◽  
Future Research ◽  
Control Group ◽  
Present Moment ◽  
Content Type ◽  
Mindfulness Skills

Purpose – The purpose of this paper is to assess the effects of mindfulness training (MT) on employee well-being. Mindfulness is the awareness of one’s thoughts, emotions, sensations, actions and surroundings in the present moment. Design/methodology/approach – The authors used pre-post training measures and a four-week follow-up on a sample of 23 employees from a UK-based organization. The MT group (n=12) received a weekly two-hour training over eight weeks whilst the control group (n=11) received no training. Qualitative interviews (n=36) were conducted with the MT group at three time points to further assess the subjective experiences of training participants. Findings – Compared to the control group, the MT group significantly increased their mindfulness skills including observing and acting with awareness. Scores on well-being, i.e. satisfaction with life, hope and anxiety also improved and were generally maintained at follow-up. Some improvements were seen in the control group too but there was a larger difference in change scores in the MT group on most variables. Qualitative data show additional benefits of MT such as improved concentration at work and better interpersonal relationships. More practice at home led to greater benefits suggesting a dose-response relationship between the amount of practice and substantial benefits. Research limitations/implications – Inviting participants to have a greater amount of practice between sessions may further increase the benefits of mindfulness. Future research should consider a longer follow-up period to further explore the sustainability of the training benefits. Originality/value – Employing a mixed-method approach, this study showed that MT is a viable psychological intervention for enhancing employee well-being.

scholarly journals From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games

2021 ◽  
Vol 13 (13) ◽  
pp. 7263
Author(s):  
Aaron Rillo-Albert ◽  
Unai Sáez de Sáez de Ocáriz ◽  
Antoni Costes ◽  
Pere Lavega-Burgués
Keyword(s):  
Secondary School ◽  
Interpersonal Relationships ◽  
Emotional Regulation ◽  
Negative Emotions ◽  
Well Being ◽  
School Students ◽  
Motor Action ◽  
Pedagogical Intervention ◽  
Validated Questionnaires ◽  
Associative Strategy

The education of pleasant interpersonal relationships is one of the great challenges of modern physical education. Learning to live together sustainably is also learning to transform conflicts and the negative emotions elicited by them. The aim of this study was to determine the effect of the GIAM pedagogical model (of the Motor Action Research Group) through cooperation-opposition traditional sporting games with competition in the presence of motor conflicts (conflict transformation; relational well-being) and on emotional regulation (management of negative emotions; emotional well-being). Empirical research was carried out using an associative strategy (explanatory study) involving 222 secondary school students (Mage = 14.86; SD = 0.65). A seven-session pedagogical intervention was carried out based on a championship using the Marro (Prisoner’s Bar) game. The students answered two validated questionnaires of socio-emotional well-being, the Games and Emotions Scale (GES-II) and the Motor Conflict Questionnaire (MCQ), at three phases during the experience (beginning, middle, and end). The findings showed that, through the GIAM model, motor conflicts and the intensity of negative emotions were reduced. It was found that conflicts and negative emotions are part of the same phenomenon and that through an appropriate pedagogical program it is possible to turn them into experiences of socio-emotional well-being.

scholarly journals Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

Beginning a journey of knowledge management in a secondary school

2016 ◽  
Vol 20 (2) ◽  
pp. 364-385 ◽  
Author(s):  
Kai Wing Chu
Keyword(s):  
Knowledge Management ◽  
Secondary School ◽  
Knowledge Sharing ◽  
Knowledge Base ◽  
Lesson Study ◽  
Lessons Learned ◽  
Digital Archive ◽  
Case Study Methodology ◽  
Content Type

Purpose Despite the fact that schools should be places where learning occurs, most schools have overlooked the importance of knowledge. In contrast, commercial firms have recognized knowledge as a strategic intangible asset and a key resource of the enterprises. Therefore, enterprises have already harnessed knowledge to a great extent with wide practice of knowledge management (KM). The purpose of this paper is to show that KM could be applied to the education sector similar to the practice in the business world for leveraging intellectual assets. This paper examines how schools can kick off the process of KM implementation. This paper also reports what have been done and what should be done in KM implementation better in a school. This can give insights for schools which will try KM in near future. Design/methodology/approach The paper uses a case study in a secondary school to explore how KM can be kicked off and sustained in a school setting. A KM system called knowledge base and a document management system called Digital Archive were developed to serve as the infrastructure for knowledge sharing. Lesson study and communities of practice (CoPs) were adopted to be the platforms for knowledge sharing among teachers in the school. A case study of the processes and lesson learned was done in this paper. Multiple sources of data, including observations, questionnaires and interviews, have been collected for evaluation. Findings In this paper, KM implementation was found to be effective through dual approaches: information-based and people-/interaction-based approaches. A knowledge base and a Digital Archive as knowledge repositories and lesson study and CoPs as platforms for knowledge sharing have been successfully established to facilitate sharing information/knowledge and nurturing a sharing culture and trust. Challenges faced and the related coping strategies during the process of implementation were shared and reflected. It was also found that building sharing culture is the critical turning point of the process of KM implementation. Breaking through the barrier of sharing was found to be very essential to KM implementation. Research limitations/implications This paper adopts case study methodology to report the process of KM implementation in a school. Although these results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study will be a strong empirical evidence of research of KM implementation, especially in schools. Because of the limited number of prior studies and the importance of the pioneering work of launching KM implementation, this paper tries to address the research gap by using theory building from cases as a research strategy rather than theory testing research, especially in “how”and“why” in the steps of kicking off KM implementation in an unexplored research area. Practical implications This paper shows a case of KM implementation in a school with thoughtful procedures of implementing information-based and people-/interaction-based approaches. The paper is a showcase that will shed light on the processes and lessons learned and also helps to provide a model for schools who are interested in applying KM in their schools. Social implications Most people might think that KM can be applied only in commercial sector. This paper shows that KM can also be adopted in schools as well as other sectors. Originality/value This paper represents one of the pioneering work of implementing KM in a school. It hopes to make contributions for KM implementation also in the public sector within which are non-profit-making organizations.

scholarly journals HRM practices that support the employment and social inclusion of workers with an intellectual disability

2017 ◽  
Vol 46 (8) ◽  
pp. 1475-1492 ◽  
Author(s):  
Hannah Meacham ◽  
Jillian Cavanagh ◽  
Amie Shaw ◽  
Timothy Bartram
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Social Inclusion ◽  
Well Being ◽  
Case Study Methodology ◽  
Content Type ◽  
Hrm Practices ◽  
Employment Participation ◽  
Recruitment And Selection ◽  
Hr Managers

Purpose The purpose of this paper is to examine how HRM practices enhance and/or impede the employment, participation, and well-being of workers with intellectual disabilities in three hotels located in Australia. Design/methodology/approach The research employs a case study methodology, including interviews with three HR managers, three department managers, 17 workers with intellectual disabilities, and focus groups of 16 supervisors and 24 work colleagues. Findings The research found that the opportunities to participate in work are driven primarily by developing a social climate that enables social cohesion through the altruistic motives of managers/supervisors and reciprocal relationships. Originality/value The findings lend support for the importance of both formal and informal HR practices, such as inclusive recruitment and selection, mentoring, and training and development, as well as individualised day-to-day support provided by supervisors and colleagues, to improve the participation and well-being of workers with an intellectual disability.

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