Date

Spring 2015

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

The use of mindfulness for students with behavioral challenges has been gaining popularity as a school-classroom intervention for the purpose of curtailing disruptive conduct. In this study, the use of mindfulness on five behaviorally challenged students was initiated and studied. Within an 8-week period, the five fifth grade students practiced mindfulness techniques (i.e., mindfulness sound differentiation, breath concentration, and emotional-regulation) in direct correlation with four behavioral categories: 1) following verbal directions; 2) talking out of turn; 3) bullying; and 4) anger. The results of the study showed a significant decrease in the following behavioral categories: not following verbal directions and talking out of turn. Furthermore, in the beginning of the mindfulness practice, all five students had a challenging time staying still, focusing on their breath and regulating their emotions; however, towards the end of the study, all five students gained a significant amount of self-control, due to the benefits of the mindfulness intervention.

Comments

Thesis (M.A.) Teacher Education Department

Download

Share

COinS