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dc.contributor.authorSeadon, Julia-Marcella
dc.date.accessioned2017-06-01T23:04:06Z
dc.date.available2017-06-01T23:04:06Z
dc.date.issued2017-03-31
dc.identifier.urihttp://hdl.handle.net/20.500.11803/658
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.subjectMIndfulness-based interventionsen_US
dc.subjectAppreciative inquiryen_US
dc.subjectSelf-regulation in childrenen_US
dc.subject.lcshSelf-control in childrenen_US
dc.subject.lcshMindfulness-based cognitive therapyen_US
dc.subject.lcshAppreciative inquiryen_US
dc.titleProposal For An Appreciative Inquiry Into Mindfulness-Based Interventions and Self-Regulation of Elementary School Children At A British Columbian Public Schoolen_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.siteVancouver, BCen_US
cityu.site.countryCanadaen_US


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