This handbook addresses the educational uses of mindfulness in schools. It summarizes the state of the science and describes current and emerging applications and challenges throughout the field. It explores mindfulness concepts in scientific, theoretical, and practical terms and examines training opportunities both as an aspect of teachers professional development and a means to enhance students social-emotional and academic skills. Chapters discuss mindfulness and contemplative pedagogy programs that have produced positive student outcomes, including stress relief, self-care, and improved classroom and institutional engagement.
Featured topics include:
A comprehensive view of mindfulness in the modern era.
Contemplative education and the roots of resilience.
Mindfulness practice and its effect on students social-emotional learning.
A cognitive neuroscience perspective on mindfulness in education that addresses students academic and social skills development.
Mindfulness training for teachers and administrators.
Two universal mindfulness education programs for elementary and middle school students.
The Handbook of Mindfulness in Education is a must-have resource for researchers, graduate students, clinicians, and practitioners in psychology, psychiatry, education, and medicine, as well as counseling, social work, and rehabilitation therapy.
Arvustused
urce for anyone interested in the current field of how mindfulness practice and MBI can be integrated into school settings. This handbook has consolidated a great deal of the existing work that has been conducted to date, and it offers a welcome addition to the growing literature on how mindfulness practice and contemplative science can be best used to the benefit of students and those who work in educational settings. (Joshua C. Felver, Mindfulness, Vol. 7, 2016)
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Part I Mindfulness in Education: Historical, Contemplative, Scientific, and Educational Foundations |
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1 Mindfulness in Education: Introduction and Overview of the Handbook |
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3 | (14) |
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Kimberly A. Schonert-Reichl |
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2 Contemplation in Education |
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17 | (12) |
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3 What Is Mindfulness? A Contemplative Perspective |
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29 | (18) |
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4 Internal Education and the Roots of Resilience: Relationships and Reflection as the New R's of Education |
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47 | (18) |
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5 Mindfulness and Social Emotional Learning (SEL): A Conceptual Framework |
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65 | (18) |
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Part II Mindfulness in Education: Science and Applications with Educators |
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6 Mindfulness Training for Teachers |
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83 | (16) |
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7 Mindfulness and Teachers' Coping in the Classroom: A Developmental Model of Teacher Stress, Coping, and Everyday Resilience |
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99 | (20) |
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8 Cultivating Inner Resilience in Educators and Students: The Inner Resilience Program |
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119 | (14) |
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9 CARE for Teachers: A Mindfulness-Based Approach to Promoting Teachers' Social and Emotional Competence and Well-Being |
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133 | (16) |
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10 Processes of Teaching, Learning, and Transfer in Mindfulness-Based Interventions (MBIs) for Teachers: A Contemplative Educational Perspective |
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149 | (22) |
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11 Mindfulness Activities and Interventions that Support Special Populations |
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171 | (20) |
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12 Preparing Teacher Candidates for the Present: Investigating the Value of Mindfulness-Training in Teacher Education |
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191 | (16) |
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13 Embodied Presence: Contemplative Teacher Education |
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207 | (14) |
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14 On Attentive Love in Education: The Case of Courage to Teach |
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221 | (16) |
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15 Mindfulness and Organizational Change |
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237 | (14) |
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16 Mindful School Leadership: Guidance from Eastern Philosophy on Organizing Schools for Student Success |
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251 | (20) |
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Part III Mindfulness in Education: Science and Applications with Students |
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17 Mindfulness Matters in the Classroom: The Effects of Mindfulness Training on Brain Development and Behavior in Children and Adolescents |
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271 | (14) |
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18 Promoting Caring: Mindfulness- and Compassion-Based Contemplative Training for Educators and Students |
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285 | (10) |
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Brooke D. Lavelle Heineberg |
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19 Mindfulness Training to Promote Self-Regulation in Youth: Effects of the Inner Kids Program |
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295 | (18) |
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20 A Mindfulness-Based Social and Emotional Learning Curriculum for School-Aged Children: The MindUP Program |
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313 | (22) |
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Kimberly A. Schonert-Reichl |
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21 Two Universal Mindfulness Education Programs for Elementary and Middle-School Students: Master Mind and Moment |
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335 | (20) |
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22 Working on the Inside: Mindfulness for Adolescents |
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355 | (28) |
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| Index |
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383 | |
Kimberly A. Schonert-Reichl is a Professor in the Human Development, Learning, and Culture program in the Faculty of Education at the University or British Columbia (UBC) and Director of the Human Early Learning Partnership, an interdisciplinary research institute in the Faculty of Medicine at UBC. She received her MA in Educational Psychology from the University of Chicago, her Ph.D. in Educational Psychology from the University of Iowa, and was a postdoctoral National Institute of Mental Health (NIMH) Fellow in the Clinical Research Training Program in Adolescence at the University of Chicago and Northwestern University. Prior to her graduate work, Kim was a middle school teacher and a teacher at an alternative high school for at risk adolescents. Kim studies the social and emotional development of children and adolescents, particularly in relation to identifying the processes and mechanisms that foster positive human qualities such as empathy, compassion, altruism, andresiliency. She has won several awards, including the 2015 Joseph E. Zins Distinguished Scholar Award for Outstanding Contributions to Research in Social and Emotional Learning, given by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the Confederation of University Faculty Associations (CUFA-BC) Paz Buttedahl Career Achievement Award for sustained contributions over the course of a career to the non-academic community through research and scholarly activity. Robert W. Roeser is a Professor of Psychology and Human Development in the Department of Psychology at Portland State University in Portland, Oregon. He received his Ph.D. from the Combined Program in Education and Psychology at the University of Michigan (1996) and holds master's degrees in religion and psychology, developmental psychology and clinical social work. In 2005 he was a United States Fulbright Scholar in India; from 1999-2004 he was a William T. Grant Faculty Scholar; and from 2006 to 2010 served as the Senior Program Coordinator for the Mind and Life Institute (Boulder, CO). Currently, Dr. Roeser's Culture and Contemplation in Education Lab (CaCiEL) at Portland State is devoted to the study of the putative effects of mindfulness and compassion training for teachers and (early childhood and early adolescent) students with regard to health and wellbeing, and the optimization of teaching and learning.
