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dc.contributor.authorLamb, Dariel
dc.date.accessioned2016-06-24T22:11:11Z
dc.date.available2016-06-24T22:11:11Z
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/20.500.11803/279
dc.descriptionThesis title page says: "Winter 2012".en_US
dc.description.abstractThe purpose of the research project was to assess whether teaching children mindfulness techniques would help them to pay attention. The first phase of this project involved conducting a literature review and constructing an annotated bibliography relevant to the topic. The next phase involved completing a methodological analysis based on nine articles selected from the literature review. The issues explored include consistency in the application of mindfulness techniques, qualifications of mindfulness instructors, definitions of mindfulness, measures used to assess significant results, gaps in the literature, and recommendations for the future for both researchers and practitioners. This study strongly emphasized MBSR and MBCT methods, or Mindfulness-based stress reduction (MBSR), mindfulness-based cognitive therapy (MBCT) models (Santorelli & Kabat-Zinn, 1995; Segal, Williams, & Teasdale, 2007), even though there are other methods of teaching mindfulness such as and acceptance and commitment therapy ([ACT] Hayes, Strosahl, & Wilson, 2003). Current results show positive support for integrating mindfulness to help children to pay attention; however, the research is still new, and many questions still need to be answered before it can be empirically validated.en_US
dc.language.isoenen_US
dc.subjectMindfulnessen_US
dc.subjectAttentionen_US
dc.titleIntegrative Research on the Effects of Mindfulness Interventionsen_US
dc.typeThesisen_US
thesis.degree.disciplineCounselingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Artsen_US
cityu.schoolDivision of Arts and Sciencesen_US
cityu.siteEdmontonen_US
cityu.site.countryCanadaen_US


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