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ERIC Number: EJ1103673
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1949-1212
Mindfulness for Students Classified with Emotional/Behavioral Disorder
Malow, Micheline S.; Austin, Vance L.
Insights into Learning Disabilities, v13 n1 p81-93 2016
A six-week investigation utilizing a standard mindfulness for adolescents curriculum and norm-based standardized resiliency scale was implemented in a self-contained school for students with Emotional/Behavioral Disorders (E/BD). Informal integration of mindfulness activities into a classroom setting was examined for ecological appropriateness and improvement of student resiliency as conceptualized by pre and post-tests using a standardized measure. T-tests demonstrated that students perceived a significantly greater sense of personal mastery after six weeks of mindfulness activities, defined by the scale as optimism, self-efficacy, and adaptability. Additionally, students perceived a significant decrease in the level of emotional reactivity defined as sensitivity, recovery and impairment. Although a third scale, relatedness, did not reach significance, it was strongly supported and represented a trend in the significant direction. The results, both quantitatively and qualitatively, speak to the power of incorporating informal mindfulness activities into the daily educational curriculums of students.
Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York