Schools, mindfulness, and metacognition: A view from developmental psychology

Shute, Rosalyn H.

doi:10.1080/21683603.2018.1435322

Cited by 7 publications

(4 citation statements)

References 47 publications

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“…Mindfulness-based interventions have resulted in increased regulation, attention, and empathy in children (Felver et al, 2017;Flook et al, 2010Flook et al, , 2015Lemberger-Truelove et al, 2018;Zenner et al, 2014). However, some scholars have noted that despite the benefits, certain mindfulness interventions may be developmentally inappropriate for children (Greenberg & Harris, 2012;Shute, 2019) and may result in adverse effects for individuals who have experienced complex trauma (Chadwick & Gelbar, 2016;Treleaven, 2018;Van Dam et al, 2018). Adverse effects of mindfulness interventions may include fear, anxiety, panic, paranoia, reexperiencing of traumatic memories, impairment in executive functioning, and disintegration of conceptual meaning structures; delusions and irrational or paranormal beliefs; and increased agitation and irritability (Lindahl et al, 2017).…”

Section: Mindfulness and Social-emotional Competencementioning

confidence: 99%

“…While formal mindfulness interventions have resulted in positive effects for children, such as enhancing regulation, attention, and empathy (Felver et al, 2017;Flook et al, 2010Flook et al, , 2015Lemberger-Truelove et al, 2018;Zenner et al, 2014), examining nondirective modalities that enhance mindful expressions in disadvantaged children may be advantageous for a variety of reasons (Chadwick & Gelbar, 2016;Greenberg & Harris, 2012;Shute, 2019;Treleaven, 2018;Van Dam et al, 2018). Although one meta-analysis has suggested that mindfulness in adults may be strengthened following participation in nonmindfulness interventions (e.g., Xia et al, 2019), no research to date has examined children's mindfulness following participation in nonmindfulness interventions.…”

Section: Mindfulnessmentioning

confidence: 99%

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Impact of child-centered play therapy on the mindful expressions and social–emotional competencies of Head Start preschoolers.

Robinson,

Ray,

Lemberger-Truelove

2024

International Journal of Play Therapy

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Section: Mindfulness and Social-emotional Competencementioning

confidence: 99%

Section: Mindfulnessmentioning

confidence: 99%

Impact of child-centered play therapy on the mindful expressions and social–emotional competencies of Head Start preschoolers.

Robinson,

Ray,

Lemberger-Truelove

2024

International Journal of Play Therapy

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“…Most notably, there is a lack of a theoretical base for SBMIs, a rationale for why the intervention should work ( 50 , 51 ), or a theory of how mindfulness programs work – what mechanisms interventions trigger that facilitate (or hinder/block) the intervention having the intended impact ( 51 , 52 ). Most notably, the evidence does not indicate what makes these programs work, how, where, with whom, and to what extent ( 26 , 37 , 53 , 54 ).…”

Section: Introductionmentioning

confidence: 99%

A protocol for a critical realist synthesis of school mindfulness interventions designed to promote pupils’ mental wellbeing

Abbott,

Nixon,

Stanley

et al. 2024

Front. Public Health

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IntroductionThe review described in this protocol will be the first critical realist review of the literature reporting on the impact of school-based mindfulness interventions on the mental wellbeing of pupils. Mindfulness interventions are increasingly being introduced into schools to promote children’s (and teachers’) wellbeing. Findings from impact evaluations, including systematic reviews and metanalysis, suggest that school-based mindfulness interventions promote pupils’ wellbeing. However, there is a need for further evidence on the underlying causal mechanisms and contexts that explain program outcomes, to provide insight into how mindfulness programs can be successfully implemented in other contexts.Methods and analysisA critical realist review methodology will be used to provide a causal interdisciplinary understanding of how school-based mindfulness interventions promote the mental wellbeing of pupils. This will be done through a systematic literature review and extrapolating context, agency, intervention, mechanisms, and outcome configurations. This will enable an understanding of how, in certain contexts, pupils can use the resources offered by a mindfulness intervention knowingly or unknowingly to trigger mechanisms that promote their mental wellbeing and what mechanisms in the context support, restrict or prevent change. We will then use retrodiction and retroduction to develop the most plausible interdisciplinary middle-range theory to explain the findings.DiscussionThe review findings will inform a critical realist evaluation of a mindfulness intervention in schools. The findings from the review will also enable us to inform policymakers and other stakeholders about what conditions need to be in place for mindfulness interventions to promote pupils’ mental wellbeing. We will publish the findings from the review in academic and professional publications, policy briefs, workshops, conferences, and social media.PROSPERO registration number: CRD42023410484.

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“…Such works in the process of reforming education in Kazakhstan help improve the organization of the educational process in the context of innovation, while researchers are studying and developing new ways of designing lessons, determine results and methods for assessing these results. It is assumed that teachers are already prepared to use the theory of meta-cognition for the development of the student's personality; therefore, according to Shute (2019) offering a theoretical basis for application in practice will be totally enough. Many such studies are available.…”

Section: Introductionmentioning

confidence: 99%

Meta-Subject Potential of a Foreign Language in Teaching Natural Disciplines at a Pedagogical University

Kabbassova¹,

Shakarmanova²,

Temerbayeva³

et al. 2021

International Journal of Education and Practice

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Teaching a foreign language in the process of preparing future teachers is guided by the needs of the modern school system, in which reforms are being actively implemented. The meta-subject approach at school serves as the basis for planning learning outcomes. For example, in biology, foreign language, and physics classes, students are not only expected to know the laws and principles of a particular field of science but also to be able to embed this knowledge into an integral system of worldviews. The implementation of the idea of tri-lingualism in school education increases the role of a foreign language in the cognitive process of students. When using the meta-subject approach, English serves not only the communication needs but also for contributes in the development of meta-cognitive processes. The study of natural disciplines in Kazakh pedagogical universities is carried out not only in the Kazakh and Russian languages, but also in English. Future teachers of biology, chemistry, mathematics, and physics ought to master the basics of the natural sciences and methods of teaching them, by using the knowledge of a foreign language as a source of relevant scientific facts. This article analyzes the possibilities of a metasubject approach in the practice of teaching a foreign language to future teachers of natural sciences. By substantiating the concept of the meta-subject potential of a foreign language, the main categories associated with meta-cognition through diagnosing students' readiness to use these ideas, one can build a foreign language education program for future teachers. Contribution/Originality:This is study about the readiness of future teachers to use the meta-subject potential of a foreign language in their professional activities. This study shows how to develop a target module of the program for foreign language training of future teachers for teaching natural sciences in English. The developed program was subsequently implemented in the process of teaching natural sciences to students of a pedagogical university.

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Schools, mindfulness, and metacognition: A view from developmental psychology

Cited by 7 publications

References 47 publications

Impact of child-centered play therapy on the mindful expressions and social–emotional competencies of Head Start preschoolers.

Impact of child-centered play therapy on the mindful expressions and social–emotional competencies of Head Start preschoolers.

A protocol for a critical realist synthesis of school mindfulness interventions designed to promote pupils’ mental wellbeing

Meta-Subject Potential of a Foreign Language in Teaching Natural Disciplines at a Pedagogical University

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