Samples mindup curriculum
Program effects also were found for self-concept, although the ME program demonstrated more Similarly, improvements on dimensions of teacher-rated classroom social competent behaviors were foundįavoring ME program students.
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Results revealed that pre- and earlyĪdolescents who participated in the ME program, compared to those who did not, showed significant increases in optimism from Pre- and early adolescents on dimensions of classroom social and emotional competence. Self-report measures assessing optimism, general and school self-concept, and positive and negative affect. Pre- and early adolescent students in the 4th to 7th grades (N = 246) drawn from six ME program classrooms and six comparison classrooms (wait-list controls) completed pretest and posttest In mindful attention training (three times a day). Of social and emotional competence and positive emotions, and has as its cornerstone daily lessons in which students engage ME is a theoretically derived, teacher-taught universal preventive intervention that focuses on facilitating the development We report the results of a quasi-experimental study evaluating the effectiveness of the Mindfulness Education (ME) program.
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The proposed framework will inform future research in the contemplative sciences and target specific areas for development in the treatment of psychological disorders. The S-ART framework and neurobiological model is based on our growing understanding of the mechanisms for neurocognition, empirical literature, and through dismantling the specific meditation practices thought to cultivate mindfulness. Relevant perceptual, cognitive, emotional, and behavioral neuropsychological processes are highlighted as supporting mechanisms for S-ART, including intention and motivation, attention regulation, emotion regulation, extinction and reconsolidation, prosociality, non-attachment, and decentering. The development of S-ART through meditation is proposed to modulate self-specifying and narrative self-networks through an integrative fronto-parietal control network. This framework of self-awareness, -regulation, and -transcendence (S-ART) illustrates a method for becoming aware of the conditions that cause (and remove) distortions or biases. Mindfulness is described through systematic mental training that develops meta-awareness (self-awareness), an ability to effectively modulate one's behavior (self-regulation), and a positive relationship between self and other that transcends self-focused needs and increases prosocial characteristics (self-transcendence). Here, we provide an integrative theoretical framework and systems-based neurobiological model that explains the mechanisms by which mindfulness reduces biases related to self-processing and creates a sustainable healthy mind. Yet, there remains a lack of clarity in the operationalization of this construct, and underlying mechanisms. Mindfulness-as a state, trait, process, type of meditation, and intervention has proven to be beneficial across a diverse group of psychological disorders as well as for general stress reduction. (PsycINFO Database Record (c) 2013 APA, all rights reserved). Results suggest that the CARE program has promise to support teachers working in challenging settings and consequently improve classroom environments. Evaluation data showed that teachers viewed CARE as a feasible, acceptable, and effective method for reducing stress and improving performance. Participation in the CARE program resulted in significant improvements in teacher well-being, efficacy, burnout/time-related stress, and mindfulness compared with controls. ANCOVAs were computed between the CARE group and control group for each outcome, and the pretest scores served as a covariate.
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Participants in the CARE group completed an evaluation of the program after completing the intervention. Participants completed a battery of self-report measures at pre- and postintervention to assess the impact of the CARE program on general well-being, efficacy, burnout/time pressure, and mindfulness.
#SAMPLES MINDUP CURRICULUM TRIAL#
A randomized controlled trial examined program efficacy and acceptability among a sample of 50 teachers randomly assigned to CARE or waitlist control condition.
#SAMPLES MINDUP CURRICULUM PROFESSIONAL#
Cultivating Awareness and Resilience in Education (CARE for Teachers) is a mindfulness-based professional development program designed to reduce stress and improve teachers' performance and classroom learning environments.