Relevant bibliographies by topics / Mindfulness-based learning

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Academic literature on the topic 'Mindfulness-based learning'

Author: Grafiati

Published: 5 June 2025

Last updated: 16 July 2025

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Journal articles on the topic "Mindfulness-based learning"

Stuhr, Paul T., and April L. Denny. "The Lived Experience of Mindfulness in Adventure-Based Learning." Education Sciences 12, no. 9 (2022): 630. http://dx.doi.org/10.3390/educsci12090630.

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Adventure-based learning (ABL) is an innovative K-12 instructional model that continues to be used in physical education to promote intrapersonal and interpersonal relationship skills. ABL incorporates low initiatives/cooperative activities coupled with periods of reflection to help enhance the likelihood of transferring intrapersonal and interpersonal relationship skills to other areas of K-12 student life. Mindfulness is a way of consciously and nonjudgmentally being aware of the present moment. Mindfulness practices (MPs) hold tremendous potential as a pedagogical tool in helping physical educators generate greater attention, equanimity, and compassion for themselves and their students. To further explore the impact of MPs for students, this study focused on undergraduate perception with regard to comprehension, practice, and demonstration of the possible benefits of MPs in three separate 16-week ABL teacher education courses. Specifically, we wanted to explore how students in the teacher education course conceptualized mindfulness as a phenomenon and how MPs played a part of their lived experience. Three themes were discovered: conceptualizing mindfulness, student interest with mindfulness, and perceived outcomes from mindfulness practices. The findings provide a deeper understanding of the participants’ meaning making of mindfulness, their overall buy-in and openness in using MPs, and the perceived benefits in using these contemplative practices.

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Schroevers, Maya J., and Rob Brandsma. "Is learning mindfulness associated with improved affect after mindfulness-based cognitive therapy?" British Journal of Psychology 101, no. 1 (2010): 95–107. http://dx.doi.org/10.1348/000712609x424195.

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Mulyani, Petra Kristi, and Trimurtini Trimurtini. "Pengembangan PBL dan PJBL Terintegrasi PSE Mindfulness: Peningkatan Kompetensi Guru SD Gugus Imam Bonjol dalam Implementasi Kurikulum Merdeka." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 9, no. 11 (2024): 2051–58. https://doi.org/10.33084/pengabdianmu.v9i11.7840.

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The implementation of Kurikulum Merdeka (KM) at Imam Bonjol Elementary School Cluster, Salatiga, requires teachers with supporting competencies. The aim of this community service activity is to integrate Problem Based Learning (PBL) and Project Based Learning (PJBL) with Social Emotional Learning (PSE) so that it can improve teacher's competencies. The team provided community service activities included training, strengthening, and mentoring to develop PBL and PJBL learning integrated with PSE mindfulness in the implementation of KM. The community service activities used PALS (Participatory Action and Learning System) method. Partner teachers participated in socialization, training, assistance in development, and institutionalization on PBL and PJBL integration with PSE mindfulness. The results showed that 100% of teachers agreed that mindfulness was important to be applied in classroom learning and 83.33% of teachers agreed that mindfulness could be applied individually by teachers or students. The teachers' understanding on the meaning of mindfulness reached 100%. Meanwhile, the teachers' understanding on examples of mindfulness practices both individually and integrated into learning, especially in PBL and PJBL learning, reached 75%. The influence of mindfulness practices related to teacher duties was 89.49%, meaning that it was influential significantly. So that this mindfulness practice can have a positive effect on teachers both in their personal lives and in their duties as teachers.

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Herrmann, Tracy, William R. Marchand, Brandon Yabko, Ryan Lackner, Julie Beckstrom, and Ashley Parker. "Veterans’ interests, perceptions, and use of mindfulness." SAGE Open Medicine 8 (January 2020): 205031212093822. http://dx.doi.org/10.1177/2050312120938226.

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Objective: Mindfulness-based interventions are an evidence-based approach utilized in health care. There is developing evidence for effective use with military Veterans. However, little is known about Veterans’ view of mindfulness. This study aims to understand their interests, perceptions, and use of mindfulness to enhance educational outreach and treatment engagement. Methods: A cross-sectional study was conducted across the Veterans Health Administration in Salt Lake City, UT by administering a questionnaire to military Veterans. The questionnaire included the following themes: (1) demographics and respondents’ mindfulness practice; (2) respondents’ perceptions and beliefs about mindfulness; and (3) respondents’ knowledge and interest in learning about mindfulness. Results: In all, 185 military Veterans were surveyed; 30% practiced mindfulness in the past year, mainly for stress, posttraumatic stress disorder, sleep, and depression. Over 75% who practiced reported perceived benefit. Veterans rarely reported negative beliefs about mindfulness; 56% perceived an understanding of mindfulness and 46% were aware of Veterans Health Administration mindfulness offerings. In all, 55% were interested in learning about mindfulness, 58% were interested in learning how it could help, and 43% were interested in combining mindfulness with a pleasurable activity. Conclusion: Educational engagement approaches should be directed toward the benefits of mindfulness practice with minimal need to address negative beliefs. Outreach including education, with an experiential component, about mindfulness classes, availability of evening and weekend classes, individual sessions, and virtual offerings into Veteran’s homes, may enhance engagement in mindfulness-based interventions. Mindfulness-based interventions that combine mindfulness training with an experiential pleasurable activity may be one mechanism to enhance treatment engagement.

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Hauck, Yvonne, Colleen Fisher, Jean Byrne, and Sara Bayes. "Mindfulness-Based Childbirth Education: Incorporating Adult and Experiential Learning With Mindfulness-Based Stress Reduction in Childbirth Education." Journal of Perinatal Education 25, no. 3 (2016): 162–73. http://dx.doi.org/10.1891/1058-1243.25.3.162.

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ABSTRACTInformed choice is an expectation of today’s parents. Concern is evident around whether education models are evolving to ensure flexibility for parents to access options perceived as meeting their needs. Historical and current evidence around childbirth education models including the introduction of mindfulness to parent education will be presented. The aim of this article is to describe the rationale for incorporating adult and experiential learning with mindfulness-based stress reduction in a childbirth education program implemented in Western Australia. The curriculum of the Mindfulness Based Childbirth Education 8-week program is shared with corresponding learning objectives for each session. Examples of educational materials that demonstrate how adult and experiential learning were embedded in the curriculum are presented.

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Do, Tat-Thien, and Thien-Vu Giang. "Mindfulness-based social-emotional learning program: Strengths and limitations in Vietnamese school-based mindfulness practice." Heliyon 10, no. 12 (2024): e32977. http://dx.doi.org/10.1016/j.heliyon.2024.e32977.

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Sermboonsang, Renus, Patriya Silpakit Tansuhaj, Chatchawan Silpakit, and Chirawan Chaisuwan. "Mindfulness-based transformational learning for managing impulse buying." Journal of Education for Business 95, no. 2 (2019): 129–37. http://dx.doi.org/10.1080/08832323.2019.1618233.

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Hart, Jane. "School-Based Mindfulness Eases Stress and Improves Learning." Alternative and Complementary Therapies 25, no. 5 (2019): 266–68. http://dx.doi.org/10.1089/act.2019.29237.pro.

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Cai, Zhimei, Faridah Mydin Kutty, and Muhammad Syawal Amran. "The Association Between Mindfulness and Learning Burnout Among University Students: The Mediating Role of Regulatory Emotional Self-Efficacy." European Journal of Educational Research 14, no. 3 (2025): 859–72. https://doi.org/10.12973/eu-jer.14.3.859.

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Mindfulness, recognized as a protective factor against learning burnout in higher education, has garnered considerable attention, yet its underlying mechanisms remain underexplored. This study examined the relationship between mindfulness, regulatory emotional self-efficacy, and learning burnout. Data from 461 Chinese university students were collected using a correlational design and cluster sampling method, employing the Five Facet Mindfulness Questionnaire, University Student Learning Burnout Scale, and Regulatory Emotional Self-Efficacy Scale. Hypotheses were tested using partial least squares structural equation modeling. Results showed that Participants exhibited above-average mindfulness (M=3.090), learning burnout (M=3.278), and regulatory emotional self-efficacy (M=3.417). Results revealed that mindfulness is directly and negatively related to learning burnout (β=-0.679, t = 28.657, p < .001). Regulatory emotional self-efficacy (β = -0.357, t = 8.592, p < .001) was significantly and negatively related to learning burnout. Mindfulness was significantly and positively related to regulatory emotional self-efficacy (β = 0.638, t = 24.306, p < .001), and regulatory emotional self-efficacy (R2: from .461 to .537) partially mediated the relationship between mindfulness and learning burnout. Besides, the Importance-Performance Matrix Analysis revealed that managing negative emotions significantly contributes to learning burnout but performs poorly, whereas non-reacting demonstrates both the lowest contribution and performance. Findings suggest that mindfulness indirectly alleviates learning burnout through regulatory emotional self-efficacy, providing evidence-based insights for targeted mindfulness interventions in higher education.

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Gilligan, Tammy, and Michele Kielty. "Cross-Cultural Mindfulness: Examining the Processes and Outcomes of a Multidisciplinary Study Abroad Experience." Frontiers: The Interdisciplinary Journal of Study Abroad 37, no. 2 (2025): 34–59. https://doi.org/10.36366/frontiers.v37i2.912.

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Mindfulness has become a popular topic of intellectual and experiential study in multiple disciplines, including healthcare, business, education, and various human service professions. We designed a study abroad experience where undergraduate and graduate students from various human service disciplines engaged in academic study, personal practices, and cross-cultural learning experiences related to mindfulness. A mixed-methods design was used in this study. Participants reported a significantly greater sense of mindful awareness after completing their study abroad. Experiences that allowed for internal processing of mindfulness (e.g., meditation, journaling, readings, and non-doing) and experiences that allowed for external engagement with mindfulness (e.g., learning about the brain and science, visiting schools that integrate mindfulness, participating in a Buddhist retreat) emerged as crucial to the embodiment of mindfulness in participants’ personal lives. Based on these findings, we note the potential relevance of mindfulness to intercultural learning, and we conclude by offering suggestions to support human service professionals in developing learning activities that cultivate mindfulness through experiential and immersive experiences.

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Dissertations / Theses on the topic "Mindfulness-based learning"

Ballinger, Julie Ann. "Pilot of a Learning Management System to Enhance Counselors' Relational Qualities Through Mindfulness-based Practices." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271776/.

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Mindfulness-based practices are associated with increased attentional qualities, improved self-focus styles, enhanced empathic understanding, and strengthened self-compassion, making these practices a viable addition to counselor training programs. However, current mindfulness training models are primarily designed for relief of psychological distress, stress reduction, and increased well-being rather than focused on enhancing therapeutic skills and require intensive time commitments that may present logistical difficulties for overburdened curricula and graduate students. This study piloted an on-line, eight-week mindfulness-based practices learning management system for counselors (MBLMS-C) with a specific focus on the cultivation of qualities associated with successful therapeutic relationships. Ten of forty-six recruited counseling master's students enrolled in their first basic skills course at a sample of accredited universities across the United States completed the exit survey. Data were analyzed using multivariate repeated measures analyses comparing pre- post- counselor relational qualities of mindfulness traits, empathy, self-focus style, and self-compassion. Results indicated no statistically significant difference with a partial ?2 = .73. What-if analyses (N = 30) indicated statistical significance may have been obtained given a larger sample. Variance was explained by increased self-compassion (partial ?2 = .34) and mindfulness traits (partial ?2 = .31) and decreased self-focus style rumination (partial ?2 = .23) and empathic personal distress (partial ?2 = .12). Changes were observed in the desired direction for self-focus style reflection and empathic perspective taking/empathic concern. Discussion includes a review of the findings including examination of participant feedback regarding training experience. Study limitations and implications for counselor education, professional enhancement, and suggestions for future research are also offered.

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Maloney, Jacqueline Elizabeth. "Early adolescents' evaluations of MindUP : a universal mindfulness-based social and emotional learning program." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53982.

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This exploratory study examined the evaluations of a mindfulness-based social and emotional learning program, MindUP, reported by 189 fourth to seventh grade students from eight classrooms across seven public elementary schools in a large urban school district in Western Canada. Qualitative and quantitative data from a written post-program participant satisfaction survey were examined in order to investigate the following questions: (1) What were students’ evaluations of the program? Specifically, what aspects did they like and/or dislike, and why would they recommend the program to a friend or not? (2) What skills and concepts did students report learning in the MindUP program? and (3) How did students extend what they learned beyond the program? Gender and grade differences among responses were also investigated. The vast majority of students reported that they enjoyed taking part in the MindUP program (88%), that they learned something new (96%), and that the things they learned were valuable for them in school and home life (95%). Most students would recommend the MindUP program to a friend (69%). Mindfulness activities were cited most often as the part of the program students enjoyed most, especially mindful sensing activities, such as mindful eating. Gaining skills for well-being and self-regulation were also frequently mentioned in response to open-ended questions. Although girls tended to provide higher ratings to survey questions in support of MindUP than boys, in most cases the differences were not statistically significant and effect sizes were small. Significant Grade by Gender interactions were observed in two items: Grade 4 and 5 girls reported learning more than grade 4 and 5 boys, and grade 6 and 7 girls were more likely to recommend the program to a friend than grade 6 and 7 boys. No other significant differences in grade were observed. In sum, most students were in favour of including mindfulness-based SEL in schools. The participant satisfactory survey that contain closed-ended and open-ended question was shown to provide reliable and valuable insights from students. Including similar surveys in future studies may be a time- and cost- efficient method of ensuring students’ voices are heard in program evaluations. Education, Faculty of Educational and Counselling Psychology, and Special Education (ECPS), Department of Graduate

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Bremer, Amy. "Fuel for Learning: Impact of a Mindfulness, Yoga, and Nutrition Program on Social Emotional Skills and Behavioral Risk Factors." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448716270.

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Goodman, Matthew S. "Targeting Self-Regulation and Disease Resilience in Elementary School Students Through a Mindfulness-Based Social-Emotional Learning Curriculum." Thesis, Alliant International University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826744.

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The ability to self-regulate cognitive, emotional, and physiological activity is integral to mental and physical health. Teaching these skills in early childhood is a promising preventative health intervention. Mindfulness-based Social Emotional Learning (MBSEL) programs aim to enhance social-emotional competencies and improve academic outcomes in classroom children. Barriers to implementing MBSEL programs include the need to alter existing classroom curricula, and allocating resources towards training classroom teachers or hiring an experienced mindfulness facilitator. Inner Explorer (IE) is a MBSEL program that uses audio-guided MP3 tracks to teach mindfulness in 10-minute daily sessions, minimizing classroom interference and negating the need for a facilitator. The current study evaluated the impact of IE on self-regulation skills and academic outcomes in 2nd-4th grade students and teachers in two Southern California elementary schools. Eighty-four students and seven teachers were assigned to either the IE or control group. Students were measured on mindfulness, executive functioning (EF), emotion regulation, and heart rate variability (HRV) at pre- and post-intervention. Teacher-rated grades (School 1 only), days absent and tardy (School 2 only), and social-emotional learning (SEL) scores were provided at the end of trimesters 1-3 (School 1) and semesters 1-2 (School 2). Teachers were measured on mindfulness at pre- and post-intervention. Students in the IE group did not show any pre-post differences in mindfulness, executive functioning, or emotion regulation compared to the control group. Contrary to hypothesis, the IE group showed a significant reduction in HRV from pre- to post-intervention; however, HRV changes were not significant between groups. The IE and control groups did not show any significant differences in grades, SEL scores, or days absent or tardy. Neither teachers in the IE nor control group reported significant changes in mindfulness. Children with lower levels of emotion regulation and mindfulness at baseline were more likely to report “uncomfortable experiences” when practicing mindfulness. Results are discussed in the context of methodological challenges in MBSEL research and future directions are suggested. Teaching self-regulation in early childhood is a promising approach to mitigating future mental and physical health problems, however this study raises questions about the most effective format, delivery, and measurement of MBSEL curricula.

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McConachie, Douglas. "Use of an Acceptance and Mindfulness-based Stress Management Workshop Intervention with support staff caring for individuals with intellectual disabilities." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7766.

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Introduction: Support staff working with individuals with intellectual disability (ID) and challenging behaviour experience high levels of work-related stress. Preliminary theoretical and experimental research has highlighted the potential suitability of acceptance and mindfulness approaches for addressing support staff stress. This study examines the effectiveness of an acceptance and mindfulness-based stress management workshop on the levels of psychological distress and well-being of support staff working with individuals with ID and challenging behaviour. Method: Support staff (n=120) were randomly assigned to a workshop intervention condition (n=66) or to a waiting list control condition (n=54). Measurements were completed at three time points (pre-, post and six week follow-up) for: psychological distress, well-being, perceived work stressors, thought suppression, emotional avoidance/psychological inflexibility. Results: The results showed that for psychological distress there was a significant interaction effect in favour of the workshop. Thought suppression was found to reduce significantly in the intervention group post to follow-up, although no significant change was found in wellbeing or experiential avoidance/psychological inflexibility. For individuals with higher levels of psychological distress at pre-intervention (GHQ>11), larger effect sizes for the interaction were found, suggesting a greater impact of the workshops on the most distressed. Conclusion: Overall, results demonstrated support for the effectiveness of an acceptance and mindfulness-based intervention in reducing distress.

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Reynolds, Carly Louise. "An ethnographic study seeking to understand the experiences of students learning ACT-based mindfulness in a small group intervention within a specialist setting." Thesis, University of Bristol, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.738257.

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Jaffray, LM. "Gaining in a landscape of loss : the experience of learning and using mindfulness whilst caring at the end of life." Thesis, 2019. https://eprints.utas.edu.au/31751/1/Jaffray_whole_thesis.pdf.

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Informal palliative caregivers, or those caring for a terminally ill family member or friend, are critical to the provision of quality, sustainable end-of-life care. The support provided by these caregivers is increasingly important, considering an ageing population, higher levels of disease burden and increasing healthcare demands. Adverse impacts of end-of-life caregiving on caregiver health and wellbeing, however, are substantial and well-documented. Despite a twenty-year global consensus calling for more evidence-based caregiver support interventions, patient-focused palliative care research, practice and policy have predominated, overshadowing a focus on caregivers. Evidence-based caregiver support therefore, remains narrow in relation to caregivers’ holistic unmet needs, and experiences of caregivers ‘feeling invisible’ persist across studies. Emerging research indicates positive potential of contemplative self-care or stress-management approaches, such as mindfulness-based interventions (MBIs), to address the void of holistic care approaches. However, there is a lack of in-depth, qualitative understanding and conceptualisation of the process and effects of learning mindfulness in this setting. This qualitative study provides the first in-depth theoretical understanding of the experience of learning and using a mindfulness-based approach, whilst caring for a family member or friend at the end of life. Employing a constructivist grounded theory methodology (Charmaz 2006), semi-structured interviews were conducted with mindfulness facilitators (n=12) experienced in teaching mindfulness to informal palliative caregivers. In-depth interviews were also conducted with informal palliative caregivers (n=8) who had and used mindfulness in caregiving. Data was analysed concurrently with, and informed, data collection, progressing through the cycles of initial, focused and theoretical coding. Study findings have led to the development of a new grounded theory model: ‘The Experience of Learning and Using a Mindfulness-based Approach in End-of-life Caregiving: A Theoretical Model’. Findings identified multiple, interwoven benefits, including mindfulness as an empowering new form of respite and a way to shift caregiver reluctance to care for themselves. This study also challenges assumptions and practice regarding prescriptive, intensive approaches to mindfulness training advanced in other settings, advocating that there is no ‘one size fits all’ model. This conceptual understanding of the process, outcomes and challenges of learning mindfulness as an informal palliative caregiver can inform the development and evaluation of MBIs in this setting and has significant implications for practice and further research.

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Chen, Hong-Xing, and 陳紅杏. "The Study of Spiritual Learning Process of Middle-aged and Older adults: An Example of a Mindfulness-based Stressed Reduction Program." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/db7s39.

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碩士 國立中正大學 高齡者教育研究所 103 The approaching of aging societies is a global trend. Helping elder adults to achieve successful aging is thus an important issue. To achieve successful aging, older adults are still recommended to gain more spiritual learning experiences. The topic of the current study concerns the spiritual learning process of older adults using a training program in Nanhua University as an example. The followings are the purposes of the study: 1. Exploring the motivation of older adults in terms of attending the spiritual mindfulness-based stressed reduction program. 2. Exploring the elder adults’ difficulties and strategies in this program. 3. Exploring what they learned from this program. 4. Discovering the spiritual development of older adults after taking this program 5. Conducting a comprehensive analysis and making suggestions for the government, older adult educational institutions, and older adults themselves. Eight older adults were recruited to attend the mindfulness-based stressed reduction program as the participants of this study. Semi-structured depth interviews were conducted to collect the data. The followings are the results after analyzing the qualitative data: 1. For learning motivation, older adults would like to acquire new knowledge and update their knowledge. Since they are delighted to help people and apply the acquired knowledge to services they’re providing, they gained stress reduction and remained a peaceful heart. Thus, they became more interested to what they learned from the textbook. 2. Older adults adopted five strategies when encountering difficulties in the learning process: (i) strategies for real-time practices, (ii) strategies for their modifying their attitude, (iii) strategies for interpersonal skills, (iv) strategies for learning in different contexts, and (v) strategies for personal growth. 3. Contents they learned included: (i) principles of this program, (ii) different ways of self-monitoring, (iii) stress reducing skills, (iv) interpersonal skills, and (iv) appreciation of life 4. Spiritual growth were: (i) understanding the values and meanings of life, (ii) having a peaceful mind, (iii) being aware of the self is positioned in the life, and (iv) abilities to transcend themselves. Based on these findings, we offered five suggestions: 1. The government should pay more attention and adopt the advantages of spiritual learning for future policy making. 2. The government may develop elderly-oriented mobile application software to promote the rationale of positive thinking. 3. Older adult educational institutions should invite specialists and recruit teachers for developing educational events. In addition, they should establish cooperation platform to bridge volunteers and older adults. 4. The above-mentioned teachers in this field should still attend professional workshops to acquire knowledge up to date. In addition, they shall assist the learners to integrate what they learned with how they experienced in the past. 5. Older adults may apply the knowledge they acquired from the program to the real-life situation and volunteering services as active learners.

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CHEN, JUNG HUI, and 陳蓉慧. "The Effects of Mindfulness-based Stress Reduction Self-learning Experiences on Emotion Regulation and Stress Adjustment among Three Pre-school Teachers." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/b98377.

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碩士 玄奘大學 應用心理學系碩士在職專班 106 The purpose of this study is to explore the self-learning experiences of three pre-school teachers who participated in this mindfulness-based stress reduction (MBSR) self-learning study. The researcher aimed to analyze the effects of MBSR self-learning on the abilities of emotion regulation and stress management. The researcher used qualitative analysis of individual interviews with each of the participant and the participants’ homework assignments. The findings are as follows. First, mindfulness practice can enhance the abilities of emotional regulation, as the participants learned to openly and non-selectively perceive their experiences, to develop self-compassion toward self, to become aware of their emotional difficulties, and to accept what they can learn from life. Second, mindfulness practice can enhance abilities of stress management, as the participants learned to perceive others and their world of work and family relationship with compassion. The researcher provided suggestions for future studies and MBSR practice.

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Books on the topic "Mindfulness-based learning"

Adamson, Fiona, and Jane Brendgen. Mindfulness-Based Relational Supervision: Mutual Learning and Transformation. Taylor & Francis Group, 2021.

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Adamson, Fiona, and Jane Brendgen. Mindfulness-Based Relational Supervision: Mutual Learning and Transformation. Taylor & Francis Group, 2021.

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Adamson, Fiona, and Jane Brendgen. Mindfulness-Based Relational Supervision: Mutual Learning and Transformation. Taylor & Francis Group, 2021.

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Adamson, Fiona, and Jane Brendgen. Mindfulness-Based Relational Supervision: Mutual Learning and Transformation. Taylor & Francis Group, 2021.

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MacPherson, Seonaigh, and Patricia Rockman. Mindfulness-Based Teaching and Learning: Preparing Mindfulness Specialists in Education and Clinical Care. Taylor & Francis Group, 2023.

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MacPherson, Seonaigh, and Patricia Rockman. Mindfulness-Based Teaching and Learning: Preparing Mindfulness Specialists in Education and Clinical Care. Taylor & Francis Group, 2023.

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MacPherson, Seonaigh, and Patricia Rockman. Mindfulness-Based Teaching and Learning: Preparing Mindfulness Specialists in Education and Clinical Care. Taylor & Francis Group, 2023.

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Watagodakumbura, Dr Chandana. Education from a Deeper and Multidisciplinary Perspective: Enhanced by Relating to Social-Emotional Learning Based on Mindfulness, Self-Awareness & Emotional Intelligence. Independently published, 2019.

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Programming the Brain : Educational Neuroscience Perspective: Pedagogical Practices and Study Skills for Enhanced Learning and Metacognition Second Edition Updated by Relating to Social-Emotional Learning Based on Mindfulness, Self-Awareness and Emotio. Independently Published, 2020.

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Ryden, Linda, and Cheryl Dodwell. Peace of Mind Curriculum for Grades 4 and 5: Mindfulness-based Social and Emotional Learning and Conflict Resolution for a More Positive and Inclusive School Climate. Peace of Mind Press, 2019.

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Book chapters on the topic "Mindfulness-based learning"

Adamson, Fiona, and Jane Brendgen. "Meta-perspective on our learning journey." In Mindfulness-Based Relational Supervision. Routledge, 2021. http://dx.doi.org/10.4324/9781315161280-5.

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Adamson, Fiona, and Jane Brendgen. "Mindfulness-based adult transformational learning in theory." In Mindfulness-Based Relational Supervision. Routledge, 2021. http://dx.doi.org/10.4324/9781315161280-2.

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MacPherson, Seonaigh, and Patricia Rockman. "Mindfulness as Inquiry-Based Learning." In Mindfulness-Based Teaching and Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003182467-19.

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MacPherson, Seonaigh, and Patricia Rockman. "Mindfulness as Social-Emotional Learning." In Mindfulness-Based Teaching and Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003182467-18.

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MacPherson, Seonaigh, and Patricia Rockman. "Mindfulness as Body-Mind Communication." In Mindfulness-Based Teaching and Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003182467-17.

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MacPherson, Seonaigh, and Patricia Rockman. "Biological Theories of Embodied Cognition and Mindfulness." In Mindfulness-Based Teaching and Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003182467-13.

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MacPherson, Seonaigh, and Patricia Rockman. "Buddhist Theories of Mindfulness and Learning." In Mindfulness-Based Teaching and Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003182467-15.

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MacPherson, Seonaigh, and Patricia Rockman. "What Happened." In Mindfulness-Based Teaching and Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003182467-5.

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MacPherson, Seonaigh, and Patricia Rockman. "Higher Education." In Mindfulness-Based Teaching and Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003182467-9.

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MacPherson, Seonaigh, and Patricia Rockman. "Trauma-Informed Practice in MBTL." In Mindfulness-Based Teaching and Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003182467-23.

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Conference papers on the topic "Mindfulness-based learning"

Son, Pham Ngoc. "The Relationship Between Mindfulness and Second Language Acquisition Under Neurolinguistics Perspectives." In 5th Conference on Language Teaching and Learning. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.150.2.

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Mindfulness has been proposed as a technique for assisting people in overcoming stress and anxiety in daily life. Furthermore, mindfulness has academic benefits, particularly in second language acquisition (SLA), because it can increase verbal learning and memory through enhanced encoding, as well as influence academic accomplishment and awareness. This research intends to investigate the relationship between mindfulness and SLA from the perspective of neurolinguistics in order to elucidate the benefits of mindfulness in SLA. Using a qualitative research method, this work investigates the positive changes in the neural system caused by mindfulness practices based on neuropsychology and neurolinguistic theories, which may have an impact on SLA. As a result, mindfulness has an effective impact on the neural system, which can help learners enhance their concentration as well as their working memory, hence improving their academic performance on SLA. Given the benefits that mindfulness can provide to learners, it is advised that learners be taught some mindfulness practices during the teaching and learning process.

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Benvenuti, Silvia, and Rosa Navarro Torres. "MINDFULNESS FOR STUDENTS, TEACHERS AND PARENTS OF PUBLIC SCHOOLS (COMMUNITY BASED APPLICATION)." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1925.

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Martín-Hernández, Pilar, Ana Cristina Tesán Tesán, Juan Luis Azkue Beteta, Ana Isabel Gil-Lacruz, and Marta Gil-Lacruz. "THE HOUSE OF LOST HILL: FOSTERING MINDFULNESS AND INNOVATION BEHAVIOUR THROUGH A GAME BASED LEARNING EXPERIENCE." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0907.

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Acevedo-Ojeda, Andrés. "Integrating attention training practices (mindfulness) into engineering education during the COVID-19 pandemic." In INNODOCT 2021. Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inn2021.2021.13387.

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Since early 2020, the implementation of strict lockdown measures due to the COVID-19 pandemic has posed several challenges for higher education. In addition to increased levels of stress, anxiety, and depressive thoughts, the sudden shift to virtual classes has affected the quality of the learning process. In recent years, mindfulness practices have shown their potential to improve student mental health and attention regulation. This study presents how the author has integrated mindfulness-based attention training practices into engineering courses during the pandemic. The author explores the perception of 108 engineering students about the main difficulties of virtual education and how the practice has helped to cope with them. Findings show that lack of attention has been the main challenge experienced by students. The author presents a theoretical framework to understand multiple sources of distraction and interruption affecting students’ capacity to pay attention; and how the mindfulness practice can help to better notice, manage, and correct for this interference, improving concentration and engagement during class.

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Nagpal, Manisha. "Piloting the Efficacy of a Mindfulness-Based Discussion Approach to Enhance Adolescents' Social Emotional Learning." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2014004.

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Bistrovic, Vinko, Zeljka Bagaric, and Anita Jandric Nisevic. "MINDFULNESS-BASED TRAINING AND ITS EFFECTS ON STRESS REDUCTION AND WORK ENGAGEMENT OF CROATIAN POLICE OFFICERS: A QUALITATIVE STUDY." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0731.

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Farooqui, Mariyam, and Dr Sunaina Kaur Maan. "Understanding and Addressing Avoidant Behavior in a University Student: A Case Study." In Transforming Knowledge: A Multidisciplinary Research on Integrative Learning Across Disciplines. The Bhopal School of Social Sciences, 2025. https://doi.org/10.51767/ic250411.

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This case study examines Samaira Khan, an 18-year-old university student exhibiting avoidant behavior characterized by social anxiety, negative self-perception, and social isolation. Rooted in familial pressures and past experiences of bullying, Samaira’s avoidance behaviors have significantly hindered her academic performance and social interactions. Diagnosed with Avoidant Personality Disorder (APD) based on DSM-5 criteria, Samaira underwent an eightmonth therapeutic intervention involving Cognitive-Behavioral Therapy (CBT), exposure therapy, and mindfulness techniques. Over time, she demonstrated improved class participation, increased self-confidence, and the formation of new friendships. This case underscores the multifaceted nature of avoidant behavior and highlights the efficacy of structured, supportive therapeutic interventions in fostering positive behavioral and emotional change.

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Doyle Fosco, Sebrina. "Mindfulness-Based Interventions That Promote Social-Emotional Learning: An Extended Analysis of Curriculum, Context, Training, and Fidelity." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1686766.

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Suthasinobon, Kittichai. "The Development Curriculum Training of Blended Learning of Mindfulness Based Learning to Enhance of Active Citizenship Competencies of Social Studies Teacher." In – The Asian Conference on Education & International Development 2025. The International Academic Forum(IAFOR), 2025. https://doi.org/10.22492/issn.2189-101x.2025.73.

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Nagpal, Manisha. "Piloting the Efficacy of a Mindfulness-Based Discussion Approach to Enhance Adolescents&#39; Social Emotional Learning." In AERA 2023. AERA, 2023. http://dx.doi.org/10.3102/ip.23.2014004.

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Reports on the topic "Mindfulness-based learning"

Dinarte, Lelys, Pablo Egaña del Sol, Claudia Martínez, and Cindy Jacqueline Rojas Alvarado. Research Insights: Can After-School Programs, as a Source of Socio-Emotional Learning, Help to Improve Adolescents Behaviors and Academic Outcomes? Inter-American Development Bank, 2024. https://doi.org/10.18235/0013307.

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After-school programs (ASP) with psychology-based curricula improved students behavior at school by 23 percentage points compared to extracurricular-only programs in violent neighborhoods of El Salvador, Guatemala, and Honduras. The impact on improved behavior was largest for the highest-risk students. Programs with a mindfulness curriculum were more effective than those focused on character development, reducing dropout and improving fluid intelligence.

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Dinarte, Lelys, Pablo Egaña del Sol, and Claudia Martínez. When Emotion Regulation Matters: The Efficacy of Socio-Emotional Learning to Address School-Based Violence in Central America. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0012854.

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After-school programs (ASP) that keep youth protected while engaging them in socio-emotional learning might address school-based violent behaviors. This paper experimentally studies the socio-emotional-learning component of an ASP targeted to teenagers in public schools in the most violent neighborhoods of El Salvador, Honduras, and Guatemala. Participant schools were randomly assigned to different ASP variations, some of them including psychology-based interventions. Results indicate that including psychology-based activities as part of the ASP increases by 23 percentage points the probability that students are well-behaved at school. The effect is driven by the most at-risk students. Using data gathered from task-based games and AI-powered emotion-detection algorithms, this paper shows that improvement in emotion regulation is likely driving the effect. When comparing a psychology-based curriculum aiming to strengthen participants' character and another based on mindfulness principles, results show that the latter improves violent behaviors while reducing school dropout.

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Van Der Zant, Tamara, Katherine Dix, and Toby Carslake. Evaluation of the Smiling Mind Primary School Program 2023. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-745-8.

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In its various forms, the Smiling Mind Primary School Program (the Program) has been delivered in Australian schools since 2016. The Program is a mindfulness-based social and emotional learning (SEL) program designed for primary school students in Years 1 to 6. It aims to support the mental wellbeing and emotional resilience of students. The Program offers an online, digital, curriculum, delivered by trained classroom educators, that incorporates practices and techniques to help students develop skills for managing stress, building resilience, and enhancing their overall mental health. The Program was delivered to 733 schools in 2023, and due to the ongoing implementation of the Program across multiple years, the study draws comparisons across different cohorts – including new and continuing schools. The evaluation is based on 2,654 surveys completed by educators, and 8,981 surveys completed by students in years 3 to 6. Results indicate that most students and educators reported positive sentiment toward the Program, with educators and students identifying a range of improvements to student wellbeing. Students who showed greater enjoyment of the program, or took elements of the program home, yielded significantly higher wellbeing outcomes than comparative students. In addition, students reporting the greatest wellbeing benefits, also believed their educator effectively communicated the Program's purpose, delivered it enthusiastically, and fostered strong student bonds. The implications surrounding the relationship between program engagement, and educator delivery were discussed, including methodological considerations for future program evaluation.

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Dix, Katherine, Tamara Van Der Zant, Toby Carslake, Rachel Felgate, and Syeda Kashfee Ahmed. Smiling Mind Evaluation 2021-2022: Effectiveness of the Smiling Mind Primary School program. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-744-1.

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In Australia, there has been a growing recognition of the importance of mental wellbeing and emotional resilience in students’ overall development. In response, the Smiling Mind Primary School Program was designed as a mindfulness-based social and emotional learning program for primary students in Years 1 to 6. This report presents a large-scale evaluation conducted independently by the Australian Council for Educational Research (ACER) of the Smiling Mind Primary School Program. The program was delivered in 461 primary schools in regional, rural, and disadvantaged communities across Australia. The evaluation covers the period from program launch in Term 1 2021, and finishes with data collected at the end of 2022. The evaluation uses a quasi-experimental design and draws on 1,864 surveys completed by school staff, and 3,319 surveys completed by students in years 3 to 6. Findings indicated high degrees of acceptability, engagement and satisfaction among schools, with particularly positive effects on the wellbeing outcomes of Mindful Champions. Greater student engagement and approval of the program correlated with clearer wellbeing improvements, such as those extending the content beyond the classroom. Most students reported benefits in at least one aspect of wellbeing skills development. However, further research is needed to fully understand the program's impact. The Smiling Mind Primary Classroom program is a promising tool for promoting a balanced educational environment, especially for younger students in regional, rural, or disadvantaged communities across Australia.

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