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- Title
Exploring the utility of community‐based participatory research to investigate mindfulness‐based interventions in schools.
- Authors
Mathur Grunewald, Nikki; Foley‐Nicpon, Megan
- Abstract
Mindfulness‐based programs have become popular, empirically supported treatment modalities for increasing positive psychological outcomes for children and adolescents, with an overall effect size of 0.4. We argue for implementing community‐based participatory research (CBPR) methodology to investigate the specific effects of mindfulness‐based intervention (MBI) programs within schools. While interest in MBIs in schools has resulted in their increased application, research based on CBPR methodology can fill several gaps in the existing literature by collaborating with school personnel and viewing teachers, students, and staff members as equal research partners. A CBPR approach could help recognize individual differences and contextual factors that often inhibit MBI success, as well as address implementation issues, interventionist factors, and fill the science‐to‐practice gap. We end by providing practical information to help translate CBPR approaches into the school setting. Practitioner points: Authors argue that community‐based participatory research (CBPR) may be a useful approach to investigating the specific effects of mindfulness‐based interventions (MBI) in schools.CBPR can fill several gaps in the existing literature by working together with school personnel and viewing teachers, students, and staff as equal research partners.A CBPR approach could help recognize individual differences and contextual factors that inhibit MBI success, along with addressing implementation issues, interventionist factors, and fill the science‐to‐practice gap.
- Subjects
INDIVIDUAL differences; COMMUNITY-based participatory research; MINDFULNESS; SCHOOL employees
- Publication
Psychology in the Schools, 2024, Vol 61, Issue 1, p398
- ISSN
0033-3085
- Publication type
Article
- DOI
10.1002/pits.23059