Professional Documents
Culture Documents
1
What is mindfulness?
2
How can mindful practice benefit a classroom?
● Heightened sense of
compassion
● Calming for students with
behavioral issues
● Judgment-free zone →
improved communication
● Abuse of privileges
● Potential distraction
● May lose focus temporarily
● Potential costs
● Less time spent on curriculum
● Parental feedback
5
How can mindfulness be implemented?
Active vs. Passive methods
● ‘Mindful Minute’ Exercises
● Scheduled time to practice mindfulness
● Make it a requirement
○ Establish its importance
● Age of implementation:
- Elementary → Introduction
- Junior High → De-stigmatization
- High School → Habitual
implementation
6
References
Crescentini, C., Chittaro, L., Capurso, V., Riccardo, S., Fabbro, F., (2016) Psychological and physiological responses to stressful situations in
immersive virtual reality: Differences between users who practice mindfulness meditation and controls.Computers in Human Behaviour. 59, 304-316.
https://doi.org/10.1016/j.chb.2016.02.031
Centre for Chronic, D. P., (2017). Positive Mental Health Surveillance Indicator Framework: Quick Stats, Youth (12 to 17 Years of Age),
Canada, 2017 Edition.rChronic Diseases and Injuries in Canada, 37(4) Retrieved from https://search- proquest-
com.ezproxy.uleth.ca/docview/1899178712?accountid=12063
Dragon, N., (2015). Mindfulness in Practice. Australian Nursing and Midwifery Journal, 23(3), 27.
Gouda, S., et al. (2016) "Students and Teachers Benefit from Mindfulness-Based Stress Reduction in a School-Embedded Pilot Study."
Killoran, I., (2017) Mindfulness in Education: Using and Teaching Mindfulness in Schools, Childhood Education, 93:2, 99-99,
DOI:10.1080/00094056.2017.1300042
7
References
Kutcher, S., Bagnell, A., & Wei, Y., (2015). Mental health literacy in secondary schools: A Canadian Approach. Child and Adolescent Psychiatric
Manion, I. G., (2010). Provoking Evolution In Child And Youth Mental Health In Canada. Canadian Psychology, 51(1), 50-57. Retrieved from
https://search- proquest-com.ezproxy.uleth.ca/docview/607299578?accountid=12063
Mcconville, J., Mcaleer, R., & Hahne, A., (2017). Mindfulness Training for Health Profession Students—The Effect of Mindfulness Training on
Psychological Well-Being, Learning and Clinical Performance of Health Professional Students: ASystematic Review of Randomized and Non-randomized
McIntosh, T., (2017). Mindfulness. Nursing Standard (2014+), 31(34), 72. http://dx.doi.org.ezproxy.uleth.ca/10.7748/ns.31.34.72.s48
Meland, A.,, Ishimatsu, K., Pensgaard, A.M., Wagstaff, A., Fonne, V., Garde, A.H., & Harris. A. (2015). Impact of Mindfulness Training on
Physiological Measures of Stress and Objective Measures of Attention Control in a Military Helicopter Unit. International Journal of Aviation Psychology,
Newman, K.M., (2016) How to Choose a Type of Mindfulness Meditation. Mindful,Mindful, www.mindful.org/choose-type-mindfulness-
8
meditation.
References
Gerszberg, O.C., (2017) “The Future of Education: Mindful Classrooms.” Mindful, 14, www.mindfulness.org/mindfulness-in-education/
Ronis, S.T., Slaunwhite, A.K. & Malcom, K.E., (2017) Comparing Strategies for Providing Child and Youth Mental Health Care Services in
Canada, the United States, and the Netherlands. Journal of Administration and Policy in Mental Health and Mental Health Services Research. 44:6 955-
966 https://doi.org/10.1007/s10488-017-0808-z
Sherretz, C. (2011). Mindfulness in Education: Case Studies of Mindful Teachers and Their Teaching Practices. Journal of Thought, 46(3-4), 79-
96.doi:10.2307/jthought.46.3-4.79
Taylor, C., Harrison, J., Haimovitz, K., Oberle, E., Thomson, K., Schonert-Reichi, K., (2016) Examining Ways That a Mindfulness-Based
Intervention Reduces Stress in Public School Teachers: A Mixed-Methods Study. Mindfulness. 7: 115. https://doi.org/10.1007/s12671-015-0425-4