Proposal For An Appreciative Inquiry Into Mindfulness-Based Interventions and Self-Regulation of Elementary School Children At A British Columbian Public School

Abstract

This thesis sets out to examine the current literature on mindfulness-based interventions and the potential benefits they may have on elementary aged children’s ability to self regulate. It applies the positive lens of appreciative inquiry to the current research on mindfulness-based interventions and concludes with a proposal for appreciative inquiry research at the public elementary school level.