Mindfulness Initiatives for Students, Teachers, and Parents: A Review of Literature and Implications for Practice during COVID-19 and Beyond

Autor/inn/en	Garro, Adrienne; Janal, Mikela; Kondroski, Kelly; Stillo, Giuliana; Vega, Vanessa
Titel	Mindfulness Initiatives for Students, Teachers, and Parents: A Review of Literature and Implications for Practice during COVID-19 and Beyond
Quelle	In: Contemporary School Psychology, 27 (2023) 1, S.152-169 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garro, Adrienne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-022-00446-0
Schlagwörter	Metacognition; Elementary School Students; Secondary School Students; Elementary School Teachers; Secondary School Teachers; Parents; Students with Disabilities; Stress Variables; Quality of Life; Parent Child Relationship; COVID-19; Pandemics; School Psychologists + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sekundarschüler; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Eltern; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lebensqualität; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	The use of mindfulness in schools has greatly expanded over the past 10 years. Research has demonstrated positive psychological effects of mindfulness for students as well as teachers (Emerson et al., Mindfulness 8:1136-1149, 2017; Semple et al., Psychology in the Schools 54:29-52, 2017). Similarly, studies focusing on mindfulness interventions for parents of children with disabilities and/or psychosocial difficulties have also yielded a variety of positive outcomes, including reduced parenting stress, increases in quality of life, and improved parent-child interactions (Bögels et al., 2016; Rayan and Ahmad, Research in Developmental Disabilities 55:185-196, 2016). Although there has been a proliferation of mindfulness research, and mindfulness has become a buzzword in popular culture, it has not been systematically examined or applied as an approach to improving psychosocial functioning in children, school personnel, and families during COVID-19 and in online settings. This article provides a preliminary framework for this examination by reviewing relevant research and providing practical strategies and resources for school psychologists. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01