Mindfulness in Schools: A Qualitative Case Series on the Processes of Program Adoption and Implementation Público
Muldoon, Kathryn A. (2015)
Abstract
The contemplative practice of mindfulness has been increasingly explored as a tool for promoting mental health in a variety of populations and settings. The purposes of this qualitative case series were to understand the basic elements of successful mindfulness-based programming implemented in schools, as well as to examine factors relevant to the diffusion of the programmatic innovation. Two Atlanta schools currently using mindfulness-based programming were recruited for the study. Teachers and administrators at each school were interviewed about the processes through which mindfulness-based programming was introduced. A combination of purposeful selection and snowball sampling were used to recruit 16 individuals integrally involved with introducing or implementing the programming. Inquiries centered on the individuals involved, pathways of communication and implementation, and perceptions of, and experiences with, the programming. Interviews were conducted face-to-face at each school and later transcribed. A review of relevant documents served to support data from in-depth-interviews. Narratives pertaining to the introduction of the programming were constructed, and thematic coding was used to identify significant patterns in perceptions of programming implementation. Qualitative data analysis revealed that two to three people were initially responsible for introducing mindfulness-based programming at each school. Both schools incorporated mindfulness practices on a voluntary basis. Participants identified several critical factors to the successful implementation of mindfulness-based programming. These factors included programmatic leadership, school support, teacher training, and community-building. Based on the findings, this study recommends that schools interested in bringing mindfulness to the classroom establish dedicated time to practice mindfulness, facilitate ongoing teacher training, and support a school-based mindfulness community that promotes resource-sharing and discussion around mindfulness and other contemplative practices.
Table of Contents
ABSTRACT. 4
CHAPTER 1: INTRODUCTION. 5
Statement of the Problem. 5
Purpose. 6
Research Questions and Propositions. 7
Significance of Study. 9
Theoretical Perspectives. 9
Thesis Overview. 11
CHAPTER 2: LITERATURE REVIEW. 13
Psychological Distress and Risks. 13
Non-Cognitive Skills and Mindfulness Practice. 14
Mindfulness Practice Among Youth. 15
Search Methods. 16
Review Results. 16
Program Characteristics. 16
Gaps in the Literature. 19
CHAPTER 3: METHODOLOGY. 21
Research Design. 21
Case Study. 21
Research Sites. 24
Participants. 25
Data Collection Methods. 26
Interviews. 26
Document Review. 27
Data Safety and Monitoring Plan. 27
Informed Consent. 28
Data Analysis. 28
Research Steps. 30
Goodness and Trustworthiness. 31
Ethical Considerations. 31
Researcher Positionality. 32
Summary. 33
CHAPTER 4: RESEARCH FINDINGS. 34
Background. 34
Study Findings. 35
School 1. 35
School 2. 38
Themes. 40
Individual Influence on Programming. 42
Personal Motivations. 43
Other Motivating Factors. 45
Training and Support. 47
Unique School Qualities. 57
Summary. 59
CHAPTER 5: DISCUSSION, RECOMMENDATIONS, AND CONCLUSION. 60
Discussion. 60
Reflections on Proposition 1. 60
Reflections on Proposition 2 & DoI Theory. 60
Limitations and Strengths. 62
Recommendations as a Result of This Study. 64
Support for Existing and Emerging Programming. 64
Encouraging Wider Dissemination. 67
Recommendations for Future Research. 67
Conclusion. 68
APPENDIX A: LITERATURE REVIEW SUMMARY TABLE. 70
APPENDIX B: INTERVIEW GUIDE. 76
APPENDIX C: INFORMED CONSENT. 79
APPENDIX D: CODEBOOK. 81
REFERENCES. 85
ACKNOWLEDGMENTS. 91
About this Master's Thesis
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