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ERIC Number: ED550421
Record Type: Non-Journal
Publication Date: 2012
Pages: 158
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-2416-5
ISSN: N/A
Educators' Experiences of Cultivating Awareness and Resilience in Education (CARE)(TM)
Sharp, Jennifer E.
ProQuest LLC, Ph.D. Dissertation, The Pennsylvania State University
There is increasing interest in the use of mindfulness-based approaches to assist school personnel in navigating challenges inherent in their profession. Most research investigating the influence of mindfulness-based programs uses statistical approaches to understand program impact. The present study addressed a significant gap in existing research by exploring the experiences of 8 K-12 educators who completed the Cultivating Awareness and Resilience in Education (CARE)(TM) program. A qualitative interpretive approach was utilized to investigate how CARE program participants experience the program, what they learn and integrate from the program, and how they are different following participation in the program. Following CARE, participants in this study reported a shift in their approach to students and a shift in how they approach problem situations. They also reported being deeply affected by learning about the biology of emotion, and transferring this information into practice in their classrooms. Research findings are interpreted and recommendations are made for future research and training of counselors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A