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Статті в журналах з теми "Mindfulness strategies":

1

Park, Chan W., and Mary Edel Holtschneider. "Strategies for Teaching Mindfulness Using Simulation." Journal for Nurses in Professional Development 34, no. 5 (2018): 288–89. http://dx.doi.org/10.1097/nnd.0000000000000474.

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Garzon, Fernando, Andres Benitez-DeVilbiss, Vera Turbessi, Yaa Tiwaa Offei Darko, Nelsie Berberena, Ashley Jens, Kaitlin Wray, et al. "Christian Accommodative Mindfulness: Definition, Current Research, and Group Protocol." Religions 13, no. 1 (January 11, 2022): 63. http://dx.doi.org/10.3390/rel13010063.

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More clinicians are using mindfulness-based therapeutic strategies; however, Evangelical Christian clients sometimes worry about the Buddhist origins of these treatments. Christian accommodative mindfulness (CAM) attempts to address these concerns with culturally sensitive adaptations to mindfulness methods. We present a definition of CAM and propose some worldview adjustments to typical mindfulness constructs when working with these clients. The empirical research on Christian-derived meditation strategies and Christian-adapted mindfulness strategies will then be reviewed. We introduce a four-session group CAM protocol currently being researched that focuses on scripture meditation, breath meditation, body awareness, and loving-kindness meditation. Sample scripts are included.
3

Varona, Dana Arbaugh. "The Mindful Music Educator: Strategies for Reducing Stress and Increasing Well-Being." Music Educators Journal 105, no. 2 (December 2018): 64–71. http://dx.doi.org/10.1177/0027432118804035.

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How can we help music educators who struggle with high levels of occupational stress and burnout? Decades of medical research suggest that mindfulness-based interventions can increase well-being and reduce stress. This article provides an overview of mindfulness practice and a series of mindfulness-based strategies to help music educators manage occupational stress and avoid burnout. With practice, music educators can become more aware of the factors contributing to their well-being and use mindfulness-based strategies to manage symptoms of burnout.
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Burke, Meghan M., Neilson Chan, and Cameron L. Neece. "Parent Perspectives of Applying Mindfulness-Based Stress Reduction Strategies to Special Education." Intellectual and Developmental Disabilities 55, no. 3 (June 1, 2017): 167–80. http://dx.doi.org/10.1352/1934-9556-55.3.167.

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Abstract Parents of children with (versus without) intellectual and developmental disabilities report greater stress; such stress may be exacerbated by dissatisfaction with school services, poor parent-school partnerships, and the need for parent advocacy. Increasingly, mindfulness interventions have been used to reduce parent stress. However, it is unclear whether parents apply mindfulness strategies during the special education process to reduce school-related stress. To investigate whether mindfulness may reduce school-related stress, interviews were conducted with 26 parents of children with intellectual and developmental disabilities who completed a mindfulness-based stress reduction intervention. Participants were asked about their stress during meetings with the school, use of mindfulness strategies in communicating with the school, and the impact of such strategies. The majority of parent participants reported: special education meetings were stressful; they used mindfulness strategies during IEP meetings; and such strategies affected parents' perceptions of improvements in personal well-being, advocacy, family-school relationships, and access to services for their children. Implications for future research, policy, and practice are discussed.
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Wong, Bernice Y. L. "Instructional Parameters Promoting Transfer of Learned Strategies in Students with Learning Disabilities." Learning Disability Quarterly 17, no. 2 (May 1994): 110–20. http://dx.doi.org/10.2307/1511181.

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This article addresses the problem of facilitating student transfer of learned strategies, presenting what may be two essential instructional parameters: (a) mediated mindfulness during strategy learning and at transfer (b) and transfer-promoting instruction. Mediated mindfulness integrates two concepts: Feuerstein's concept of mediated learning and Salomon and Globerson's concept of mindfulness. The notion of transfer-promoting instruction originates from Larkin. The author explicates how inculcating mediated mindfulness in students with learning disabilities and engineering transfer-promoting instruction is likely to enhance strategy transfer in these students.
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Daneshnia, Faride, Kobra Hajalizadeh, and Sedigheh Abedini. "The Effectiveness of Mindfulness-based Self-care Education and Stress Reduction Therapy on Pain Management Strategies in Patients with Rheumatoid Arthritis." Hormozgan Medical Journal 25, no. 4 (December 29, 2021): 160–64. http://dx.doi.org/10.34172/hmj.2021.22.

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Background: Development of psychological skills can be used to improve physical illnesses. Pain management strategies are one of the most important psychological skills and strategies that can help improve the disease. We aimed to investigate the effectiveness of self-care education and mindfulness-based stress reduction therapy on pain management strategies in patients with rheumatoid arthritis (RA). Methods: The statistical population of the study included patients with RA referred to rheumatology centers in Isfahan, from which 30 people were selected as a sample. In the study, the effect of two interventions of self-care education and mindfulness-based stress reduction therapy on coping strategies was evaluated and compared. Results: The results showed that self-care training could have a significant effect on coping strategies (P=0.001). Mindfulness-based stress reduction therapy also had a significant effect on coping strategies (P=0.005) and comparing the effectiveness of two interventions showed that self-care training was significantly more effective than mindfulness-based stress reduction therapy on coping strategies in patients with RA. Conclusion: Self-care training was more effective than mindfulness-based stress reduction therapy on coping strategies, and in general, both interventions were able to improve coping strategies in patients.
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Kee, Ying Hwa, Nikos N. L. D. Chatzisarantis, Pui Wah Kong, Jia Yi Chow, and Lung Hung Chen. "Mindfulness, Movement Control, and Attentional Focus Strategies: Effects of Mindfulness on a Postural Balance Task." Journal of Sport and Exercise Psychology 34, no. 5 (October 2012): 561–79. http://dx.doi.org/10.1123/jsep.34.5.561.

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We examined whether the momentary induction of state mindfulness benefited subsequent balance performance, taking into consideration the effects of dispositional mindfulness. We also tested whether our mindfulness induction, grounded in sustaining moment-to-moment attention, influenced the attentional focus strategies that were adopted by the participants during the balancing task. Balance performance was ascertained based on approximate entropy (ApEn) of the center of pressure (COP) data. The study involved 32 males (age: M = 22.8, SD = 1.94) who were randomly assigned to the mindfulness or control group. Using difference in pretest to posttest performance based on the medio-lateral movements as the dependent variable, the test for interaction showed that the mindfulness induction was more effective for participants with higher dispositional mindfulness. Participants who underwent mindfulness induction also reported greater use of external focus strategies than those in the control group. Results suggest that momentary mindful attention could benefit balance performance and affect the use of attentional focus strategies during movement control.
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Mitsea, Eleni, Athanasios Drigas, and Charalampos Skianis. "Mindfulness Strategies for Metacognitive Skills Training in Special Education: The Role of Virtual Reality." Technium Social Sciences Journal 35 (September 9, 2022): 232–62. http://dx.doi.org/10.47577/tssj.v35i1.7275.

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The purpose of the current review study is to provide representative evidence regarding the effectiveness of mindfulness training strategies on the development of metacognitive skills for people with special education needs. In addition, we explore the role of virtual reality in the efficacy of mindfulness interventions among people with learning disabilities, neurodevelopmental disorders, intellectual disabilities, and behavioral disorders. In addition, we present innovative mindfulness training strategies, appropriate for metacognitive skills training in special education. Finally, we seek the features that possibly make virtual reality a fertile ground for the implementation of mindfulness training. The results showed that mindfulness training improves the metacognitive skills needed for the inclusion of people with disabilities. Virtual reality constitutes an effective assistive technology that can facilitate mindfulness training in various contexts, accelerating positive outcomes in mental and physical health, academic performance, and well-being.
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Drigas, Athanasios, and Eleni Mitsea. "A Metacognition Based 8 Pillars Mindfulness Model and Training Strategies." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 8, no. 4 (December 18, 2020): 4. http://dx.doi.org/10.3991/ijes.v8i4.17419.

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<p class="0abstract"><span lang="EN-US">Oxidative stress, mental and mood disorders, premature ageing, cognitive impairments, learning disabilities are just some of the emerging threats of the 21<sup>st</sup> century. The next generation of educators, students, business leaders, employees, therapists, and parents are required to adapt in the era of rapid change and climate change developing new skills as well as adopting daily sustainable habits. An increasing number of studies are revealing the positive effects of mindfulness training in all dimensions of human existence bodily, emotionally, mentally, spiritually. Nevertheless, there is a research gap regarding the pillars of mindfulness. The present work proposes a mindfulness model based on the potential principles and the mechanisms of metacognition. Adopting a holistic self-development view, we present the fundamental pillars of mindfulness as well as their underlying operations. Each pillar is framed by a number of techniques that help us to cultivate certain metacognitive abilities and qualities, leading us gradually to the higher levels of self-organization, intelligence and consciousness. We highlight the positive effects of mindfulness training on anti-ageing, stress reduction, neuroplasticity, brain rewiring, hormonal homeostasis. </span></p>
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Harvey Knowles, Jacquelyn, Valerie Manusov, and John Crowley. "Minding Your Matters: Predicting Satisfaction, Commitment, and Conflict Strategies From Trait Mindfulness." Interpersona: An International Journal on Personal Relationships 9, no. 1 (June 30, 2015): 44–58. http://dx.doi.org/10.5964/ijpr.v9i1.168.

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This exploratory study sought to uncover whether trait mindfulness, an individual’s aptitude for focusing on the present moment while refraining from passing negative judgments or processing external cues in a habitual manner, is predictive of more constructive and less destructive approaches to relational conflict. In addition, we looked at its predictive role in relational satisfaction and commitment. Ninety-one participants completed self-report measures on trait mindfulness, relational satisfaction, commitment, and conflict strategies. Results revealed that aspects of mindfulness predict the type of conflict strategy in which people reportedly engage. Mindfulness subscales were also related positively to satisfaction and commitment. In concluding, we discuss limitations and potential avenues for future inquiry in this area.

Дисертації з теми "Mindfulness strategies":

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Noetel, Michael Thomas. "Mindfulness and acceptance approaches to athletic performance." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/af94ffaf88d822b6b000b344b72db46748473dedae88c53ffe01b54a68b15f1b/3197973/NOETEL_2018_Mindfulness_and_acceptance_approaches_to_athletic.pdf.

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Performance enhancement strategies in sport have frequently attempted to help athletes gain control over their thoughts and their emotions (Vealey, 1994) . These are 'content-focused' approaches try to change the content of the athlete's internal experience. Recently, increasing attention has been directed toward interventions that try to change an athlete's relationship with those internal experiences, instead of changing the content. These 'context-focused' approaches-including mindfulness and acceptance-based interventions - aim to help athletes perform well with anxiety, rather than trying to remove the anxiety (Gardner & Moore, 2012b) . These approaches promote similar acceptance of other unhelpful cognitions and emotions, such as anger or self-doubt. In this thesis, I aimed to explore the effectiveness of these approaches for promoting performance in sport. Chapter 1 identified the theories underlying context-focused approaches and outlined how they might reduce the likelihood of performance problems. For example, due to decreased self-focused attention, context-focused approaches may reduce the likelihood of choking due to explicit control of otherwise automatic skills. To see how well these theories held up to empirical exploration, Chapter 2 systematically reviewed the literature on context-focused approaches in sport. This review included prototypical context-focused approaches, like mindfulness, and also the wider range of approaches that operate by a similar mechanism, such as self-compassion. It found consistent trends in the research that these approaches improve athletic present-moment awareness, flow, performance, and help to reduce anxiety. It also revealed preliminary evidence for other outcomes like improved confidence and reduced rates of injury. However, none of the 66 studies met the Cochrane Collaboration criteria for low risk of bias (Higgins, Altman, Gotzsche, et al., 2011) . In Chapter 3, I aimed to test a brief context-focused intervention using a study design that met these Cochrane criteria. Golfers were randomised into either a acceptance-based intervention or a control condition. The study was double-blinded, randomised, prospectively registered with putting performance as the primary outcome. This study found few benefits of the acceptance-based intervention for performance, anxiety, or state mindfulness. It found a significant improvement on a secondary outcome: swing mechanics as measured by a SAM PuttLab (Science & Motion, 2016) . While brief interventions are well-established for testing context-focused interventions (Levin, Hildebrandt, Lillis, & Hayes, 2012) , Chapter 3 did not find strong evidence that a brief context-focused intervention leads to short-term improvements in sport performance. One barrier to testing interventions in sport is the questionnaire response burden placed on athletes. This is not unique to context-focused literature, because half of athletes in high-performance environments complete questionnaires every day (Taylor, Chapman, Cronin, Newton, & Gill, 2012) . However, in mindfulness and acceptance literature, reducing response burden would help researchers in many ways. Shorter measures allow researchers to assess more constructs in parallel, or assess the same construct more regularly (Basarkod, Sahdra, & Ciarrochi, 2018) . Many short measures fail to meet psychometric criteria (Smith, McCarthy, & Anderson, 2000) because the process of optimally shortening a questionnaire requires complex evaluations of many factors (Marsh, Ellis, Parada, Richards, & Heubeck, 2005) . As an alternative method, Chapter 4 demonstrated that an advanced machine learning algorithm can shorten athletic questionnaires without compromising reliability or validity. As an example of this process, the substantive-methodological synthesis presents multiple versions of the Mindfulness Inventory for sport. Although reliability was compromised when measures were very brief, shorter measures showed equivalent validity to the full measure. The resulting measures offer future researchers some alternate methods of measuring mindfulness that can be adapted to their needs. The paper also outlined ways for other researchers to efficiently shorten their own measures. Chapter 5 describes limitations of the previous chapters, but also identifies some ways in which researchers might assess the utility of context-focused approaches in the future. Many of these approaches require that athletes make significant investments in time. The thesis concludes that, although there is evidence these approaches might have widespread benefits inside and outside sport, it is not yet clear whether they are an effective use of time for optimising athletic performance.
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Hilert, Alexander Joseph Seth. "Investigating Facilitation Strategies And Engagement In Correctional Mindfulness Programs: A Grounded Theory." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091557.

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Mindfulness has received growing attention as an empowering approach for the treatment of addiction and mental health disorders in the criminal justice system. Using a constructivist grounded theory approach, this study explored the teaching practices of volunteers who currently facilitate mindfulness programs in correctional settings. A total of fifteen volunteer meditation teachers and three former group members were interviewed. The researcher utilized interview data to construct a grounded theory which conceptualizes the barriers volunteers face, helpful facilitation strategies, and factors which promote and threaten the engagement of group members. The results of this grounded theory illustrate culturally responsive facilitation strategies and empowering ways volunteers share mindfulness teachings with individuals who are incarcerated. Limitations and suggestions for future research are presented, along with implications for the counseling profession.
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Jeter, Whitney Kristin. "Investigating mindfulness and implementation planning as strategies that facilitate granting and seeking forgiveness behaviors among young adults." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32713.

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Doctor of Philosophy
Psychological Sciences
Laura A. Brannon
Previous research suggests that college-age students, namely first-year college individuals, are particularly prone to experience relational conflict. Interpersonal forgiveness has been well-documented as a variable that can reduce relational conflict among young adults. However, limited empirical research to date has explored the motivation and ability of college-age students to engage in forgiveness granting behaviors when they are the victim of an interpersonal conflict; this lack of empirical research is especially prevalent when considering the perpetrator’s perspective and why (motivation) and how (ability) perpetrators engage in forgiveness seeking behaviors following conflict. Given this gap in previous research, the current dissertation assessed forgiveness granting and forgiveness seeking behaviors for victims and perpetrators of an interpersonal transgression, respectively. Using attitude and behavioral change models as theoretical guides, we exposed young adults to a message pertaining to reasons/motivations for why they should engage in forgiveness behaviors as well as two training techniques (i.e. mindfulness and implementation planning) that may promote the ability to express granting/seeking forgiveness. Study 1 focused on naturalistic, self-reported transgression experiences occurring within close relationships, while Study 2 focused on a standardized transgression experience occurring in a lab setting. Across these two studies, we found that participants who were exposed to reasons/motives for forgiveness as well as a mindfulness or implementation planning technique were more likely to engage in forgiveness grating/seeking behaviors than participants who were not exposed to this information. Furthermore, results suggest that the participants’ mood and attitudes toward forgiveness granting/seeking were enhanced by receiving both a message and a training technique. These results were especially pronounced for victims in the mindfulness training conditions for both Study 1 and Study 2. Overall, our results suggest that receiving both a message emphasizing motives/reasons for forgiveness as well as an easy to implement technique may assist young adults in alleviating severe interpersonal conflict (Study 1) as well as every day, slight transgressions (Study 2). The findings from Study 1 and Study 2 add unique knowledge to previous forgiveness literature and help to inform previous research about the process victims and perpetrators undergo when engaging in forgiveness following relational conflict.
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Chan, Adam Y., Gloria Kwak, Tander Simberloff, Austin Witt, Sarah E. Hawkins, and Ivy Click. "Mental Health Intervention Strategies for Youth in Rural Northeast TN." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/19.

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Title: MENTAL HEALTH INTERVENTION STRATEGIES FOR YOUTH IN RURAL NORTHEAST TN Introduction: A major need in Hawkins County entails lack of access to mental health resources. As a rural Appalachian county, this scarcity is especially felt by the area’s youth, who are subject to peer pressure, higher ACE scores, and may lack the autonomy to seek out professional help. Methods: The community-based intervention spanned in three consecutive weekly small-group sessions. Eligible participants were recruited from the afterschool program at the Boys and Girls Club of Hawkins County and must have been in the 5th to 8th grade (middle school) during the course of the study (n=13). Each participant completed a pre-­intervention assessment, a series of short weekly surveys (one per session) and a post-­intervention assessment to determine effectiveness and retention of the material presented. Statistical significance was determined using a paired T-Test. Results: Results did not provide any statistically significant relationships but trends were observed in perceived stress which decreased overall from pre-survey to post-survey (p=0.716), as did the self-reported use of negative coping strategies in the group (p=0.193). There was also a slight increase (p=0.653) in self-reported use of positive coping skills. A trend for greater change in the male participants was also observed. The mindfulness activity was perceived with a higher affinity than the baseline knowledge (Unpacking Mental Health) session (p=0.017). Conclusions: The results of this study suggest that short 1-hour interventions per week, especially those incorporating mindfulness strategies, can influence attitudes and coping strategies in rural adolescent children compared to mental health knowledge sessions alone (p=0.017). Trends in gender differences could underlie cultural and societal norms. Due to the limited number of mental health providers, evaluating behaviors were considered but not utilized. These trends, especially in mindfulness activities, could help further guide community partner mental health strategies for youth in rural Appalachia. Overall, these initial trends warrant further work in a much larger sample size and power of the study to draw definitive results.
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Sjölund, Evelina. "Att få ett slut på ältandet : Kan komponenterna av självmedkänsla predicera ruminering?" Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-54998.

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Ruminering är en maladaptiv emotionsregleringsstrategi som definieras av repetitiva, återkommande, okontrollerbara och påträngande tankar. Ruminering har visats vara starkt kopplat till depression. Självmedkänsla är en adaptiv emotionsregleringsstrategi som består av komponenterna mindfulness och motpolen överidentifiering, self- kindness och motpolen self-judgement och common humanity och motpolen isolering. Studiens syfte var att undersöka sambandet mellan de sex komponenterna av självmedkänsla och ruminering samt om komponenterna av självmedkänsla kunde predicera ruminering, kontrollerat för kön och ålder. Åttio deltagare varav 57 kvinnor, svarade på en online enkät som mätte självmedkänsla, ruminering samt demografiska variabler. Korrelationer visade, som förväntat att ruminering hade negativa samband med mindfulness, self-kindness och common humanity samt positiva samband med deras motpoler. En hierarkisk regression visade att överidentifiering kunde predicera 6.5% av ruminering kontrollerat för kön och ålder. Ju mer överidentifiering desto mer ruminering. Resultatet från studien kan vara viktigt i arbete med att förebygga ruminering då ruminering kan kopplas till depression.
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Kern, Hilary A. "Strategies for Self-Care: A Case Study on the use of Mindfulness Meditation, Guided Imagery and Artistic Exploration." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/93.

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This paper researches the techniques of mindfulness meditation, guided imagery, and artistic exploration as strategies for self-care among therapists. Literature indicates self-care is an important and essential practice for mental health practitioners to best serve their clients. Literature on the pro-active strategies of mindfulness meditation and guided imagery include benefits and techniques in implementing self-care. The research study involves a case study utilizing a systematic process to research the effects of a daily meditation and guided imagery practice for the therapist during at two week period. Data was gathered and analyzed from journal and art responses. The data revealed immediate and long-standing positive changes tophysiological states, emotions, cognitive states and outlook through the implementation of all the strategies. All techniques prompted feelings of calmness and relaxation, while guided imagery techniques promoted changes in outlook and utilized problem solving. The art products served to map the experience and revealed themes of containment and release throughout all techniques, indicating the strategies success in cultivating emotional regulation through cultivating present moment attention. Thus, the research demonstrates the unique contribution these diverse approaches play in supporting the practitioner in successful and necessary practices of self-care.
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Meier, Lori T. "Thoreau as Unexpected Visitor: Strategies and Discourse to Encourage Mindful, Democratic Community in Elementary Social Studies Teacher Education." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5901.

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Smith, Rick. "The potential effectiveness of self-compassion, cognitive emotion regulation and mindfulness-based stress reduction training as stress-management strategies for teachers working in an international context." Thesis, University of Bath, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.761015.

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This thesis explored the relationships between 1) Self-compassion 2) Cognitive Emotion Regulation and 3) Mindfulness Based Stress Reduction (MBSR) and teacher stress in a foreign international school setting. The retrospective, multi-tiered study investigated a total of 177 expatriated teachers working in multiple international schools around the globe; at least 17 of whom indicated that they had completed a MBSR course. A mixed-methods approach was used over three stages utilising the following instruments: 1) an adapted stress impact survey, 2) Teacher Interview Protocol (TIP), 3) the short forms of the Cognitive Emotion Regulation Questionnaire (CERQ-SF), the Self-Compassion Scale (SCS-SF), and the Perceived Stress Scale (PSS-4). Results suggest that teachers’ beliefs about stress correlate with job satisfaction; 82.6% of respondents who reported that stress has ‘hardly any effect’ also reported that they liked their job overall; whereas, 76.9% and 36.4% of respondents that believed stress had affected their teaching ‘some’ or ‘a lot’ reported liking their job, respectively. Results also indicate that higher perceived stress is strongly correlated with both 1) decreased self-compassion (r = -.491, p < .001) and 2) increased use of non-adaptive cognitive emotion regulation strategies, such as Catastrophizing (r= < 0.392, p < .001). All five adaptive cognitive coping strategies were positively correlated with Self-Compassion, four were significant; only Refocus on Planning failed to reach significance at p < .05. The data indicated no statistically significant differences between MBSR and non-MBSR participants, regarding perceptions of stress (PSS-4), self-compassion (SCS-SF), and eight of the nine coping strategies (CERQ-S), with the exception being that MBSR participants experienced reduced Self-Blame (p < 0.007). Conclusions find that policies and practices aimed at supporting the three aspects of self-compassion offer one possible avenue to reducing teacher stress and maladaptive thinking strategies, and thereby increasing job satisfaction, for teachers working in a foreign country.
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Miller, Megan Michelle. "Examining strategies for reducing cell phone use while driving: investigating the potential of targeting non-driving participants of cell phone conversations and testing the utility of techniques for reducing habitual responses to cell phones." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18176.

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Doctor of Philosophy
Department of Psychological Sciences
Laura A. Brannon
The current research investigated strategies to reduce cell phone use while driving. Anti-distracted driving campaigns, which typically communicate risk information and target driver behavior, may produce limited effects because people tend to underestimate their risk from this behavior (e.g., Schlehofer et al., 2010). Study 1 compared the effects of messages targeting drivers to messages targeting non-drivers in order to examine the potential of discouraging people from having cell phone communication with others who are driving. Some anti-distracted driving campaigns have emphasized the potential harm to both the driver and others, but whether one approach (self-oriented or other-oriented messaging) is more persuasive than the other has not been examined empirically. Study 1 compared messages that were self-oriented, other-oriented, or neutral in terms of who could be affected by cell phone use while driving. Although cell phone use while driving generally is perceived as dangerous, people may make justifications for engaging in the behavior on at least some occasions, and these justifications may override the influence of risk knowledge on behavior. Consistent with inoculation theory (McGuire, 1961), if given the opportunity to practice refuting these justifications in a controlled setting, people will be more likely to defend themselves against justifications to engage in cell phone use while driving. Thus, Study 1 tested the prediction that participation in an inoculation task would reduce the likelihood of cell phone use while driving. Results from Study 1 suggested an advantage of targeting non-driving participants of cell phone conversations to enhance efforts for reducing on-the-road cell phone use. Study 1 also demonstrated a positive effect of inoculation, but primarily for behavior of non-driving participants of cell phone conversations. In addition to overconfidence in ability to avoid risk, habitual tendencies also may impede the influence of risk communication campaigns (Bayer & Campbell, 2012). Study 2 investigated the potential of mindfulness-based and implementation intentions techniques for helping people overcome habitual responses to their cell phone when doing so is inappropriate or inconvenient. Results indicated that pairing mindfulness-based training with risk information may be significantly more effective than risk information alone at inhibiting inappropriate cell phone use.
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Lacaden, Karen B. "An Investigation of the Factors Contributing to the Development of Poorly Defined IS Strategies for Firms in the United States." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/66.

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Although empirical research has shown that a clearly defined information system (IS) strategy has a positive impact to a firm’s performance and a poorly defined IS strategy has a negative impact to a firms’ performance, firms still develop poorly defined IS strategies. Further compounding the problem, research has revealed that 87% of the business executives believe information systems are a critical enabler to their firms' strategic realization, yet only 33% of business executives involve the Chief Information Officer (CIO) in their firm’s business strategy development. The main goal of this research study is to empirically identify factors which impact development of an IS strategy. This research analyzed the relationship of factors which included organizational mindfulness, CIO and senior management team relationship, and CIO capability to the firm’s level of IS strategy definition. A total of 80 senior leaders completed a web-based survey instrument containing previously validated and refined questions. The questions were answered using a five-point Likert scale. The survey results were analyzed using statistical methods including Pearson’s Correlation, Cronbach’s alpha and linear regression. The statistical results revealed that the factors accounted for 50% of the variance in the level of information system strategy definition. Further, this research study identified five variables which include CIO knowledge of the business, communication ability, informal interaction, trust, and top management support that potentially predict the levels of IS strategy definition. Six variables which include openness, extraversion, political savvy, Top Management Team (TMT) knowledge of IS, formal interaction and reluctance to simplify interpretations were not identified as potential predictors of levels of IS strategy definition. This research study discusses the methodology; data collection and analysis; results of the three research questions and overarching question; and the conclusions, implications, and recommendations. Several future studies are required to provide additional qualitative and quantities findings to better understand the results of this study.

Книги з теми "Mindfulness strategies":

1

Bernstein, Jeffrey. Mindfulness for teen worry: Quick and easy strategies to let go of anxiety, worry, and stress. Oakland, CA: Instant Help Books, 2018.

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2

Plummer, Deborah. Focusing and calming games for children: Mindfulness strategies and activities to help children to relax, concentrate and take control. London: Jessica Kingsley Publishers, 2012.

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3

Pearson, Adria N. Acceptance & commitment therapy for body image dissatisfaction: A practitioner's guide to using mindfulness, acceptance & values-based behavior change strategies. Oakland, CA: New Harbinger Publications, 2010.

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Pearson, Adria N. Acceptance and commitment therapy for body image dissatisfaction: A practitioner's guide to using mindfulness, acceptance, and values-based behavior change strategies. Oakland, CA: New Harbinger Publications, 2010.

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5

Walser, Robyn D. Acceptance and commitment therapy for the treatment of post-traumatic stress disorder and trauma-related problems: A practitioner's guide to using mindfulness and acceptance strategies. Oakland, CA: New Harbinger Publications, 2007.

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6

Fader, Sarah, and Robin Taylor Kirk. Mindfulness OCD Workbook: Effective Mindfulness Strategies to Help You Manage Intrusive Thoughts. Callisto Media Inc., 2020.

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7

Korevaar, Diana. Mindfulness for Mums and Dads: Proven strategies for calming down and connecting. Murdoch Books, 2019.

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8

Lynn, Steven Jay, and Joseph P. Green. Cognitive-Behavioral Strategies, Mindfulness, and Hypnosis for Smoking Cessation. Wiley & Sons, Incorporated, John, 2018.

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9

D, Ellen-Marie Silverman Ph. Mindfulness & Stuttering: Using Eastern Strategies to Speak with Greater Ease. CreateSpace Independent Publishing Platform, 2012.

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10

Mischke-Reeds, Manuela. 8 keys to practicing mindfulness: Practical strategies for emotional health and well-being. 2015.

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Частини книг з теми "Mindfulness strategies":

1

Stoner, Alexis M., and Katherine S. Cennamo. "Mindfulness Strategies for Situated Learning." In Enhancing Reflection within Situated Learning, 23–35. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70326-8_4.

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Keng, Shian-Ling. "Use of Mindfulness in Promoting Treatment Engagement." In Practical Strategies and Tools to Promote Treatment Engagement, 75–90. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49206-3_5.

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Holland, Melissa L., and Jessica L. Hawks. "Mindfulness and ACT Strategies for Small Group Work." In Mindfulness and Acceptance and Commitment Practices in the School Setting, 117–73. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003318101-5.

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Holland, Melissa L., and Jessica L. Hawks. "ACT Strategies for Individual Work." In Mindfulness and Acceptance and Commitment Practices in the School Setting, 79–116. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003318101-4.

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Eisenlohr-Moul, Tory, Jessica R. Peters, and Ruth A. Baer. "How Do Mindfulness-Based Interventions Work? Strategies for Studying Mechanisms of Change in Clinical Research." In Handbook of Mindfulness and Self-Regulation, 155–70. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-2263-5_12.

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Holland, Melissa L., and Jessica L. Hawks. "Mindfulness and ACT Strategies for Classroom and School-Wide Programming." In Mindfulness and Acceptance and Commitment Practices in the School Setting, 174–92. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003318101-6.

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Vermeesch, Amber, and Patricia Cox. "Mindfulness and Stress Reduction Strategies with Undergraduate and Graduate Nursing Students." In Integrative Health Nursing Interventions for Vulnerable Populations, 43–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60043-3_4.

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8

Cousineau, Pierre. "Mindfulness and ACT as Strategies to Enhance the Healthy Adult Mode." In The Wiley-Blackwell Handbook of Schema Therapy, 249–57. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119962830.ch17.

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Barrett, Carla. "“I Feel Mad Light”: Sharing Mindfulness-Based Strategies with Troubled Youth." In Alternative Offender Rehabilitation and Social Justice, 32–52. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137476821_3.

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10

van Dillen, Lotte F., and Esther K. Papies. "From Distraction to Mindfulness: Psychological and Neural Mechanisms of Attention Strategies in Self-Regulation." In Handbook of Biobehavioral Approaches to Self-Regulation, 141–54. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1236-0_10.

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Тези доповідей конференцій з теми "Mindfulness strategies":

1

Jani, Vibhavari. "MINDFULNESS-BASED STRESS REDUCTION (MBSR) STRATEGIES TO ASSIST DESIGN STUDENTS DURING COVID -19 PANDEMIC." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.2233.

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Gao, Ce. "The Mediating Effect of Mindfulness Level between Coping Strategies and Quality of Life for Drug Addicts after Returning to Society." In International Conference on Public Management and Big Data Analysis. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0011162500003437.

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Khan-White, Thomas. ""EFFECT OF MINDFULNESS MEDITATION AND COPING STRATEGIES ON AFFECT AND DEPRESSION SYMPTOMATOLOGY AMONG MEDICAL STUDENTS DURING NATIONAL LOCKDOWN - A PROSPECTIVE, NON-RANDOMISED CONTROLLED TRIAL "." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact089.

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Анотація:
"This prospective, non-randomised controlled trial aimed to investigate the effects of brief app-based sessions of mindfulness meditation (MM) and utilisation of either problem-focused (PFC) or emotion-focused coping (EFC) styles on positive affect (PA), negative affect (NA) and depression symptomatology during nationwide lockdown due to coronavirus disease 2019 (COVID-19). This study enrolled 19 medical students to undergo a 10-minute MM intervention. These same students were also divided into either PFC or EFC groups. Affect was measured using the positive and negative affect schedule (PANAS), depression symptomatology was measured using the centre for epidemiological studies-depression (CES-D) scale and the brief COPE survey was used to categorise individuals as either PFC or EFC. Analysis showed no significant between-subject interaction for MM on PA, NA or CES-D score. Analysis of coping styles showed no significant between-subject interactions in relation to PA or NA, though CES-D scores approached significance (p=0.057) and PFC scored significantly lower than EFC at baseline (p=0.02). Significant within-subject effect of time found for PA and NA across both analyses (p<0.05). 61.1% of cohort scored above CES-D cut-off for being considered at risk of depression. These results identify a need for further work into more intensive MM interventions with larger sample sizes as well as study into stressors associated with lockdown to more fully establish whether PFC strategies are the most beneficial. In addition, a clearly high level of psychological distress has been implicated in this study population, which may have implications for student pastoral care during this period."

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