Dissertation
A case study exploration of school-based mindfulness instruction through the voices of middle school students with emotional and behavioral disabilities
Doctor of Education (Ed.D.), Drexel University
2018
DOI:
https://doi.org/10.17918/gn2f-0t35
Abstract
The incorporation of mindfulness-based interventions and programs within the education field is a recent and developing context. As the research on explicit school-based mindfulness instruction is emerging, there is a noticeable gap in the literature concerning the effect of this type of intervention for students with emotional and behavioral disabilities. The objective of this qualitative case study was to describe the experience of participating in a six-week school-based mindfulness program from the perspective of five middle school students who have been identified with an emotional disturbance. The effects of the intervention on the students' internalizing and externalizing behaviors were explored through the analysis of the students' and classroom teacher's post-instruction interview responses, the students' mindfulness journals, and school-based behavioral data. Research revealed that the present-moment awareness derived from engaging in mindfulness practices gave students space to think as opposed to responding impulsively, improved emotional regulation, and enhanced self-care and self-esteem. The externalizing benefits were a sense of calmness, an increased ability to respond with cognitive awareness to emotionally charged situations, and decreased incidents of verbal and physical aggression. Summarily, this study presents evidence that the students experienced internalizing and externalizing benefits from participating in the school-based mindfulness instruction program.
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Details
- Title
- A case study exploration of school-based mindfulness instruction through the voices of middle school students with emotional and behavioral disabilities
- Creators
- Danielle Marie Heeney - DU
- Contributors
- Constance Lyttle (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xi, 110 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 9345; 991014632510004721