正念走进校园：（目前）从研究和现实世界经验中学到的东西。
MINDFULNESS GOES TO SCHOOL: THINGS LEARNED (SO FAR) FROM RESEARCH AND REAL-WORLD EXPERIENCES.
作者信息
Semple Randye J, Droutman Vita, Reid Brittany Ann
机构信息
Department of Psychiatry and Behavioral Sciences, Keck School of Medicine, University of Southern California.
Department of Psychology, University of Southern California.
出版信息
Psychol Sch. 2017 Jan;54(1):29-52. doi: 10.1002/pits.21981. Epub 2016 Nov 30.
Abstract
Mindfulness-based curricula are being implemented in K-12 schools across the nation. Many of these programs, although well-considered and implemented, have little or no research support for their effectiveness. Recognizing the paucity of published research in this area, a sampling of school-based programs currently being implemented in the schools is reviewed. The programs reviewed are and and , and . We offer a summary of research support for each program and discussion of unpublished, mostly qualitative indicators of feasibility, acceptability, efficacy, and effectiveness. Strengths and limitations of each program are described, along with suggestions for bolstering informative and useful research. We encourage researchers, educators, and mindfulness practitioners to work collaboratively to conduct rigorous program evaluations.
摘要
基于正念的课程正在全美各地的从幼儿园到12年级的学校中实施。这些项目中有许多虽然经过了深思熟虑和精心实施，但对于其有效性几乎没有或完全没有研究支持。鉴于该领域已发表研究的匮乏，本文对目前在学校中实施的一些校本项目进行了抽样审查。所审查的项目有[具体项目1]、[具体项目2]、[具体项目3]和[具体项目4]。我们对每个项目的研究支持进行了总结，并讨论了未发表的、大多为可行性、可接受性、功效和有效性的定性指标。描述了每个项目的优势和局限性，并提出了加强信息丰富且有用的研究的建议。我们鼓励研究人员、教育工作者和正念从业者合作开展严格的项目评估。
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