Journal article
Exploring the Use of Mindful Andragogy to Create Inclusive Classrooms
JOURNAL OF CREATIVITY IN MENTAL HEALTH, v 15(1)
2020
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Researchers have indicated that mindful teaching approaches support students and educators throughout the learning process. The purpose of this hermeneutic phenomenological study was to explore the lived experiences of counselor educators with a daily mindfulness practice in the classroom with culturally diverse students. Relational cultural theory (RCT) concepts of relational connections and disconnections were used to explore the participants' lived experiences of implementing a mindful teaching approach. Purposeful sampling yielded 10 participants who participated in semi-structured interviews. The data was analyzed to identify essential themes using an inductive approach. Findings may be useful for counselor educators who seek a greater capacity for awareness, acceptance, empathy, self-care, creativity, and presence when working with diverse students in the classroom.
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Details
- Title
- Exploring the Use of Mindful Andragogy to Create Inclusive Classrooms
- Publication Details
- JOURNAL OF CREATIVITY IN MENTAL HEALTH, v 15(1)
- Publisher
- ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD; ABINGDON
- Number of pages
- 0
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Drexel University
- Web of Science ID
- WOS:000475962500001
- Scopus ID
- 2-s2.0-85078548119
- Other Identifier
- 991021860677604721
UN Sustainable Development Goals (SDGs)
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Psychology, Clinical