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dc.contributor.authorFrancis, Mark
dc.date.accessioned2016-06-15T19:21:35Z
dc.date.available2016-06-15T19:21:35Z
dc.date.issued2014-09
dc.identifier.urihttp://hdl.handle.net/20.500.11803/154
dc.description.abstractThis study investigated whether a social and emotional learning program, specifically the MindUP curriculum, that included a mindfulness intervention would positively impact the self-concept and mindfulness ability of mildly intellectually disabled high school students. A convenience sample of 14 participants was drawn from one of the researcher’s classes. Participants completed instruments measuring self-concept and mindful attention awareness pre and post intervention. The intervention consisted of implementation of the MindUP curriculum, a 15 lesson social and emotional learning program meant to increase optimism and resilience in students with a fundamental mindfulness practice of focused listening and breathing. Results showed a significant increase in participants’ ability to be mindful, but no significant change to self-concept was noted.en_US
dc.language.isoenen_US
dc.titleA Mindfulness Intervention with Mildly Intellectually Delayed High School Studentsen_US
dc.typeThesisen_US
thesis.degree.disciplineSchool Counselingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Educationen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteVancouver, BCen_US
cityu.site.countryCanadaen_US


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