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The Effects of a Loving-Kindness Meditation Intervention on Positive Emotions, Social Connectedness, and Problem Behaviors in Second and Third Grade Students.

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Date Issued:
2016
Abstract/Description:
Concerns about K-12 students' mental health and social, emotional, and ethical development have prompted some schools to implement programs designed to promote student well-being and healthy social and emotional functioning. Most of these programs are distinguished as social and emotional learning (SEL) programs and/or character education programs. Although there is growing empirical support for the potential of school-based mindfulness interventions to positively influence students' well-being, the number of school-based mindfulness studies is limited, and the majority of the investigations have focused on students' cognitive rather than affective capacities. Loving-Kindness Meditation (LKM), a mindfulness- and compassion-based practice, is garnering recent attention as an effective intervention for positively affecting numerous factors related to well-being. For instance, research has demonstrated LKM's effectiveness in enhancing positive emotions, empathy, and social connectedness, and improving problem behaviors in adult populations. Although LKM is a component of the Mindfulness-Based Stress Reduction (MBSR) program, and a number of mindfulness-based school programs are MBSR- adapted, to date LKM has not been studied with children or youth populations. With this in mind, the purpose of this active comparison trial investigation was to examine the effects of a loving-kindness meditation intervention on positive emotions, empathy, social connection, and problem behaviors in second- and third- grade students. Findings suggest LKM may be more appropriately used in school settings as a sequential part of a comprehensive mindfulness program and introduced after a solid mindfulness practice has been established.
Title: The Effects of a Loving-Kindness Meditation Intervention on Positive Emotions, Social Connectedness, and Problem Behaviors in Second and Third Grade Students.
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Name(s): Collinsmchugh, Doreen, Author
Gill, Michele, Committee Chair
Allen, Kay, Committee Member
Hutchinson, Cynthia, Committee Member
Young, Mark, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2016
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Concerns about K-12 students' mental health and social, emotional, and ethical development have prompted some schools to implement programs designed to promote student well-being and healthy social and emotional functioning. Most of these programs are distinguished as social and emotional learning (SEL) programs and/or character education programs. Although there is growing empirical support for the potential of school-based mindfulness interventions to positively influence students' well-being, the number of school-based mindfulness studies is limited, and the majority of the investigations have focused on students' cognitive rather than affective capacities. Loving-Kindness Meditation (LKM), a mindfulness- and compassion-based practice, is garnering recent attention as an effective intervention for positively affecting numerous factors related to well-being. For instance, research has demonstrated LKM's effectiveness in enhancing positive emotions, empathy, and social connectedness, and improving problem behaviors in adult populations. Although LKM is a component of the Mindfulness-Based Stress Reduction (MBSR) program, and a number of mindfulness-based school programs are MBSR- adapted, to date LKM has not been studied with children or youth populations. With this in mind, the purpose of this active comparison trial investigation was to examine the effects of a loving-kindness meditation intervention on positive emotions, empathy, social connection, and problem behaviors in second- and third- grade students. Findings suggest LKM may be more appropriately used in school settings as a sequential part of a comprehensive mindfulness program and introduced after a solid mindfulness practice has been established.
Identifier: CFE0006286 (IID), ucf:51584 (fedora)
Note(s): 2016-08-01
Ed.D.
Education and Human Performance, Teach Learn and Ldrshp, Schl of
Doctoral
This record was generated from author submitted information.
Subject(s): loving-kindness meditation (LKM) -- social and emotional learning (SEL) -- school-based mindfulness interventions -- contemplative education
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006286
Restrictions on Access: campus 2017-08-15
Host Institution: UCF

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