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The exploration of children and young people's experiences of a school based mindfulness intervention: an interpretative phenomenological analysis

Swire, Jessica 2016. The exploration of children and young people's experiences of a school based mindfulness intervention: an interpretative phenomenological analysis. DEdPsy Thesis, Cardiff University.
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Abstract

The literature into mindfulness in schools has begun to expand rapidly, yet is still in its infancy. Reviews of the research have concluded that mindfulness based interventions (MBI) show potential in schools for improving children and young people’s (CYP) educational, social and emotional outcomes (Felver, Celis-deHayos, Tezanos & Singh, 2016). This qualitative research has taken a social constructionist approach. It is exploring CYP’s experiences of an Educational Psychology Service delivered mindfulness intervention six-months later. Eight semi-structured interviews were carried out with a homogeneous sample of pupil participants (aged 10-13 years). Interpretative Phenomenological Analysis was conducted following the guidelines from Smith, Flowers and Larkin (2009) and the study demonstrates research validity under Yardley’s (2000, 2008) qualitative criteria. The super-ordinate IPA themes were: Problem Focused, Benefits of Mindfulness, Application, Environment and Continued Use, with an overarching theme of Personal Experience and Self-Awareness. Results indicated that mindfulness was a personal experience for CYP, and individual benefits were recognised. The participants’ constructs suggested that they were still using mindfulness six-months later. It was interpreted that mindfulness techniques were used particularly in times of need and that CYP had an increased self-awareness of what previously and presently supported them to be mindful.

Item Type: Thesis (DEdPsy)
Date Type: Publication
Status: Unpublished
Schools: Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education
Uncontrolled Keywords: Mindfulness, schools, children and young people, mindfulness based intervention, interpretative phenomenological analysis
Date of First Compliant Deposit: 28 September 2016
Last Modified: 11 Dec 2020 03:10
URI: http://orca.cf.ac.uk/id/eprint/94959

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