Over the last decade, in many countries around the world, mindfulness has become a mainstream pedagogical strategy. The cultivation of mindfulness practices has become a common part of the curriculum in classroom. It is so prevalent that it is difficult to estimate how many students may be influenced by some form of mindfulness practice. To date, researchers have predominately used outcome-based trail design to understand the practice's efficacy for improving wellness in children. Less research has been directed towards understanding how children apply mindfulness experiences in long term. This gap in our knowledge base inspired the research questions: How do school students make sense of learning mindfulness over a long-term period (Five to seven years)? and what are their levels of mindfulness compared to populations who do not cultivate mindfulness? In the current research, the author aims to analyse the "child voice" within the content of her own school setting in New York, the United States as well as children's preservatives from New Zealand. No studies to date have examined mindfulness experiences from the perspective of children and adolescents and how they apply mindfulness in their daily lives over a long-term period. In the proposed research the author planes to use a Mixed-Methods research design, gathering data from surveys and interviews with students who have experienced mindfulness as a 10-week intervention, or as daily practice. Participants will include students who completed a mindfulness program from a co-educational Kindergarten - Year 12 independent school located in Auckland, New Zealand in 2013. These children are now aged between 12-16 years. Other study participants will include students from a multi-cultural, private international school in New York who have experienced daily mindfulness practice since kindergarten. These children are now aged between eight- 16 years. The survey measurement tool to be used will be Child and Adolescent Mindfulness Measure (CAMM) (Greco, Baer & Smith, 2011) for children aged over 10 years. CAMM is a 10 item self-reported measure of mindfulness. it is proposed that interviews with the children will be analysed using Interpretative Phenomenological Analysis (IPA), A form of thematic analysis.The author is in the unique position in that she first conduct research with students from both New York and Auckland in 2013, and in the proposed research she plans to understand how the students' experiences and perspective have developed over time. This Research was published in an article titled, "Mindfulness in the schools research project: exploring students' perspective of mindfulness - What are students' perspective of learning mindfulness practices at the school?" Published in the Journal of Psychology (see Ager, Albrecht, & Cohen, 2015). findings from the study suggested that mindfulness enhanced student well-being and helps children develop a greater awareness of their body, mind and emotions. The author in the current research endeavors to examine the longitudinal effect of mindfulness practices in students. It is pioneering in the field and the author, when reporting findings, mains to engage the general populations, students, teachers and parents; informing them as to whether mindfulness interventions have lasting effect.
|Effective start/end date||22/01/19 → …|