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作 者:Joshua C.Felver Emily C.Helminen Mary Katherine A.Schutt Emily L.Cary Deborah L.Schussler Rebecca N.Baelen Laura F.Gould Robert W.Roeser
机构地区:[1]Cornell University [2]Brown University [3]The Flourishing Center,Inc. [4]The Ohio State University [5]University at Albany [6]University of linois Chicago [7]Allighten,LLC [8]The Pennsylvania State University
出 处:《ECNU Review of Education》2025年第1期254-271,共18页华东师大教育评论(英文)
摘 要:Purpose:Research of mindfulness-based programming/interventions(MBP)for youth has proliferated in recent years;however,heterogeneity of MBP for youth impede determination of optimal programmatic structure across developmental periods.Design/Approach/Methods:Expert MBP scientists and instructors were iteratively surveyed using the Delphi method to assess optimal MBP session structure across developmental periods.Findings:Survey Round I defined the participants'perspective of ideal structure across early childhood,middle childhood,and adolescence.In Survey Rounds 2 and 3,participants considered the preceding Round's results(means and SDs)and indicated what they believed was the ideal structure of a single MBP class.Final results following the Round 3 survey indicated that MBP session period should be progressively longer relative to the developmental time period(early childhood mean=20.0 min;middle childhood mean=34.5 min;adolescence mean=50.0 min);that roughly half of a youth MBP session should be dedicated to mindfulness practice;and that progressively more time should be allocated to didactic instruction and discussion,relative to mindfulness practice,as youth become older.Originality/Value:These findings are the first to report expert feedback on the ideal structure of a youth MBP session,and results have significant implications for future youth MBP evaluation,implementation,and curriculum development.
关 键 词:Adolescents children DELPHI DOSE MINDFULNESS structure
分 类 号:TP3[自动化与计算机技术—计算机科学与技术]
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