Download SDSU Template, Version 11.1 PDF

TitleSDSU Template, Version 11.1
LanguageEnglish
File Size4.5 MB
Total Pages158
Table of Contents
                            Purpose of Study
Limitations of the Study
Organization of the Study
Adolescence and Mental Health
Mental Health Prevention and Early Intervention for Youth
	Universal Prevention Programs
	Selective Preventive Intervention Programs
	Indicated Preventive Intervention Programs
	Applying Evidence-Based Practice in Review of Preventive Interventions
Mindfulness-Based Interventions
	What is Mindfulness?
	Mindfulness: Practicing without Attachment to Outcome
	Historical Origins of Mindfulness Training
	Mindfulness Instructors
	Mindfulness-Based Stress Reduction (MBSR)
	Mindfulness-Based Cognitive Therapy (MBCT)
	How Mindfulness Skills Can Lead to Symptom Reduction and Behavior Change
		Exposure
		Cognitive Change
		Self-Management
		Acceptance
Mindfulness with Adults: Results of Three Meta-Analyses
Studies of Mindfulness with Children and Adolescents
	Mindfulness with Preschool Age Children
	Mindfulness Training with Elementary Age Children
	Mindfulness Training with Middle School Age Youth
	Mindfulness Training with High School Age Youth
Organizations Supporting Mindfulness Training for Youth in Schools and Other Settings
Summary
Supporting Evidence for Research Questions and Hypotheses
Research Questions and Hypotheses Presented
Design of the Investigation
Participants
Mindfulness Course Instructor Experience and Training
Measures
	Acceptance and Mindfulness
	Psychological Inflexibility
	Self-Compassion
	Demographics Questionnaire
	Participant Evaluation and Questionnaire
Statistical Analyses
Limitations of the Methodology
Participant Characteristics
Outcomes in Acceptance and Mindfulness, Psychological Inflexibility, and Self-Compassion
Participant Evaluation Questionnaire: Quantitative Results
Qualitative Results for Participant Satisfaction and Applications of Mindfulness
Participant Completion of the Course and Assessment Measures
Summary of the Study
Discussion of the Findings
	Reliability of the Non-Equivalent Comparison Group
	Hypotheses One and Two
	Hypotheses Three and Four
	Hypothesis Five
	Hypothesis Six
	Differences between TG1 and TG2 in Participant Evaluation Results
Implications for Practice
Recommendations for Further Research
Concluding Words
Foundation and Flexibility of the Mindfulness Course
Experience and Training of the Mindfulness Instructor
Web-based Training on Teaching Mindfulness to Children and Adolescents
Course Structure and Classroom Size
Creating a Safe and Mindful Environment in the Class
Mindfulness Practice and Activities
	Listening Practice
	Inviting a Mindfulness Bell and Breathing with the Mindfulness Bell
	Mindful Eating
	Guided Sitting Meditation Exercises
	Pleasant Experiences Practice
	Test Taking Mindfulness Practice
	Mindful Movements
	Discussion
	Home Activity Practice
                        
Document Text Contents
Page 1

TEACHING MINDFULNESS TO MIDDLE SCHOOL STU DENTS AND

HOMELESS YOUTH IN SCHOOL CLASSROOMS

_______________

A Thesis

Presented to the

Faculty of

San Diego State University

_______________

In Partial Fulfillment

of the Requirements for the Degree

Master

of

Social Work

_______________

by

David Paul Viafora

Summer 2011

Page 79

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Page 157

142

6. Mindfulness has helped me be more patient in my life.

1 Strongly Disagree
2 Disagree
3 Neutral/ Not Sure
4 Agree
5 Strongly Agree
7. Mindfulness has helped me at school.

1 Strongly Disagree
2 Disagree
3 Neutral/ Not Sure
4 Agree
5 Strongly Agree
8. Mindfulness has helped me at home.

1 Strongly Disagree
2 Disagree
3 Neutral/ Not Sure
4 Agree
5 Strongly Agree
9. Mindfulness has helped me control my anger.

1 Strongly Disagree
2 Disagree
3 Neutral/ Not Sure
4 Agree
5 Strongly Agree
10. Mindfulness has helped me feel less worried in my life.

1 Strongly Disagree
2 Disagree
3 Neutral/ Not Sure
4 Agree
5 Strongly Agree

Page 158

143

As best you can, please complete the following statements about the program:



The worst part of the program is_________________________________________________

___________________________________________________________________________

___________________________________________________________________________

The best part of the program is _________________________________________________

___________________________________________________________________________

___________________________________________________________________________

My least favorite exercise is ___________________________________________________

___________________________________________________________________________

___________________________________________________________________________

My favorite exercise is ________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

When I look back on the past 12 weeks in the program, I feel _________________________

___________________________________________________________________________

___________________________________________________________________________

Please write a brief note to a friend about what mindfulness is, how it feels to practice

mindfulness, and how you are able to use mindfulness in your daily life:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Thank you very much 

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